Budget Update: 2009-10 Operating Grant Estimates--What Changed between March Estimates and the Autumn Recalculation? BCTF Research Report. Section V. 2010-EF-01

ERIC Educational Resources Information Center

White, Margaret

2010-01-01

In March of each year, the ministry publishes the Operating Grants Manual showing estimated funding allocations for school districts for the upcoming school year. These estimates are based on enrolment projections. On September 30 of the new school year, enrolment is counted and the grants are recalculated based on actual enrolment. The ministry…

The Merits and Challenges of Three-Year Medical School Curricula: Time for an Evidence-Based Discussion

PubMed Central

Raymond, John R.; Kerschner, Joseph E.; Hueston, William J.

2015-01-01

The debate about three-year medical school curricula has resurfaced recently, driven by rising education debt burden and a predicted physician shortage. In this Perspective, the authors call for an evidence-based discussion of the merits and challenges of three-year curricula. They examine published evidence that suggests that three-year curricula are viable, including studies on three-year curricula in (1) U.S. medical schools in the 1970s and 1980s, (2) two Canadian medical schools with more than four decades of experience with such curricula, and (3) accelerated family medicine and internal medicine programs. They also briefly describe the new three-year programs that are being implemented at eight U.S. medical schools, including their own. Finally, they offer suggestions regarding how to enhance the discussion between the proponents of and those with concerns about three-year curricula. PMID:26266464

Children's Readiness Gains in Publically Funded, Community-Based Pre-Kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds

ERIC Educational Resources Information Center

Goldstein, Peggy; Warde, Beverly; Peluso, Paul

2013-01-01

Background: Many states provide public funding to facilitate school readiness for community-based pre-K and preschool programs for 4 year old children and "at risk" 3 year old children. Little research exists on the school readiness gains of children participating in these "garden variety" community-based programs. Objective:…

Outcomes for Students Receiving School-Based Physical Therapy as Measured by the School Function Assessment.

PubMed

Effgen, Susan K; McCoy, Sarah Westcott; Chiarello, Lisa A; Jeffries, Lynn M; Starnes, Catherine; Bush, Heather M

2016-01-01

To describe School Function Assessment (SFA) outcomes after 6 months of school-based physical therapy and the effects of age and gross motor function on outcomes. Within 28 states, 109 physical therapists and 296 of their students with disabilities, ages 5 to 12 years, participated. After training, therapists completed 10 SFA scales on students near the beginning and end of the school year. Criterion scores for many students remained stable (46%-59%) or improved (37%-51%) with the most students improving in Participation and Maintaining/Changing Positions. Students aged 5 to 7 years showed greater change than 8- to 12-year-olds on 5 scales. Students with higher gross motor function (Gross Motor Function Classification System levels I vs IV/V and II/III vs IV/V) showed greater change on 9 scales. Positive SFA change was recorded in students receiving school-based physical therapy; however, the SFA is less sensitive for older students and those with lower functional movement.

Funding of Schools, 2000-2001 School Year = Financement des ecoles, Annee scolaire 2000-2001.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

Available in English or French, this reference guide summarizes the funding of Manitoba public schools for the 2000-2001 school year. School funding for operating and capital expenses is administered by the provincial government. Following a list of 2000-2001 revisions to the Schools Finance Program, the first section describes base support. The…

The Effect of School-Based Exercise Practices of 9-11 Year Old Girls Students on Obesity and Health-Related Quality of Life

ERIC Educational Resources Information Center

Demirci, Nevzat; Demirci, Pervin Toptas; Demirci, Erdal

2017-01-01

This study was planned to determine the effects of school-based exercise practices (SBEP) on obesity and health-related quality of life (HRQL) in 9-11 year old girls. Participants consist of girls students from 9-11 years old in two state schools in Kars. Intervention Group (n: 85) courses of games and physical activities (CGPA) and SBEP…

Levels of Participation of the School Stakeholders to the Different School-Initiated Activities and the Implementation of School-Based Management

ERIC Educational Resources Information Center

Cabardo, Jimmy Rey Opong

2016-01-01

This study aimed to evaluate the levels of participation of the school stakeholders to the different school-initiated activities and the implementation of school-based management (SBM) in selected schools in the Division of Davao del Sur for the school year 2014-2015 using a descriptive-correlational survey research design. A…

The Effect of School-Based Management on Schools' Culture of Consumption

ERIC Educational Resources Information Center

Nir, Adam E.

2007-01-01

The purpose of this study was to assess the extent to which the introduction of school-based management (SBM) has affected schools' culture of consumption and the inequalities between schools with different socio-economic backgrounds. An analysis of financial reports from 31 SBM schools over four years reveals that schools have increased rather…

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…

Governance and Administrative Infrastructure in New York City Charter Schools. Going Charter Year Three Findings. Charter School Research Project.

ERIC Educational Resources Information Center

Ascher, Carol; Echazarreta, Juan; Jacobowitz, Robin; McBride, Yolanda; Troy, Tammi

In this final report of a 3-year evaluation, researchers explored the developing infrastructure in New York City charter schools and identified areas in which school stakeholders--private partners, boards of trustees, school leaders, parents, and teachers--needed support to help charter schools succeed. The study was based on monthly visits to…

[The association between extracurricular activities and exercise and substance abuse among high school students in Japan: results for an aggregate sample from the Japanese School Survey Project on Alcohol and Other Drugs in 2004, 2006, and 2009].

PubMed

Miyoshi, Yoshihiro; Katsuno, Shingo; Wada, Kiyoshi

2013-12-01

The purpose of this study was to clarify the subgroup differences in the association between participation in school-based extracurricular activities and exercise and levels of cigarette, alcohol, or marijuana use during one's lifetime and in the past year. This study also sought to determine the optimal classification of subgroups based on four variables (participation in school-based extracurricular activities, exercise, gender, and school year). Data consisted of a combined sample (aggregate sample) from the Japanese School Survey Project on Alcohol and Other Drugs (JSPAD) conducted in 2004, 2006, and 2009. The aggregate sample consisted of 75,726 1st-, 2nd-, and 3rd-year students (37,697 males and 38,029 females) at full-time high schools nationwide that were selected by stratified, single-stage cluster sampling during each survey. The aggregate sample combined randomly selected samples of the same size from each year the survey was conducted. Results indicated that 63.4% of the entire sample participated in school-based extracurricular activities, 64.8% of males did so, and 61.9% of females did so. Results also indicated that 66.4% of the entire sample exercised outside of PE class, 79.2% of males did so, and 53.8% of females did so. In addition, the prevalence of cigarette, alcohol, or marijuana use was predicted from the four variables by multiple logistic regression analysis. Results yielded optimal subgroups for the prevalence of each drug's use. Results revealed (1) that participation in school-based extracurricular activities and gender were more predictive, whereas exercise was least predictive, (2) that the association between exercise and substance use measures varies subtly for each subgroup, suggesting the existence of a great variety of opportunities for high school students to exercise, and (3) that school year had a substantial and positive effect on drinking among students who actively participated in school-based extracurricular activities.

A primary-school-based study to reduce prevalence of childhood obesity in Catalunya (Spain)--EDAL-Educació en alimentació: study protocol for a randomised controlled trial.

PubMed

Giralt, Montse; Albaladejo, Rosa; Tarro, Lucia; Moriña, David; Arija, Victoria; Solà, Rosa

2011-02-27

The EdAL (Educació en Alimentació) study is a long-term, nutrition educational, primary-school-based program designed to prevent obesity by promoting a healthy lifestyle that includes dietary recommendations and physical activity.The aims are: 1) to evaluate the effects of a 3-year school-based life-style improvement program on the prevalence of obesity in an area of north-west Mediterranean 2) To design a health-promotion program to be implemented by health-promoter agents (university students) in primary schools. 1) The intervention study is a randomised, controlled, school-based program performed by university-student health-promoter agents. Initial pupil enrolment was in 2006 and continued for 3 years. We considered two clusters (designated as cluster A and cluster B) as the units for randomisation. The first cluster involved 24 schools from Reus and the second involved 14 schools from surrounding towns Cambrils, Salou and Vilaseca combined in order to obtain comparable groups. There are very good communications between schools in each town, and to avoid cross influence of the programs resulting from inter-school dialogue, the towns themselves were the unit for randomisation. Data collected included name, gender, date and place of birth at the start of the program and, subsequently, weight, height, body mass index (BMI) and waist circumference every year for 3 years. Questionnaires on eating and physical activity habits are filled-in by the parents at the start and end of the study and, providing that informed consent is given, the data are analysed on the intention-to-treat basis.The interventions are based on 8 nutritional and physical activity objectives. They are implemented by university students as part of the university curriculum in training health-promoter agents. These 8 objectives are developed in 4 educational activities/year for 3 years (a total of 12 activities; 1 h/activity) performed by the health-promoter agents in primary schools. Control pupils follow their usual activities.2) Courses on education and promotion of health, within in the curriculum of medicine and health sciences for university students, are designed to train health-promoter agents to administer these activities in primary schools. This controlled school-based intervention will test the possibility of preventing childhood obesity. ISRCTN: ISRCTN29247645.

The Impact of School-Based Management on School Health.

ERIC Educational Resources Information Center

Nir, Adam E.

2002-01-01

Three-year study examines the effects of school-based management (SBM) on the organizational health of 28 elementary schools in Jerusalem using 7 indicators from the Organizational Climate Description Questionnaire and the Organizational Health Inventory. Finds no significant impact of SBM on the schools' organizational health, but finds…

An Evidence-Based Project Demonstrating Increased School Immunization Compliance Following a School Nurse-Initiated Vaccine Compliance Strategy

ERIC Educational Resources Information Center

Swallow, Wendy; Roberts, Jill C.

2016-01-01

During the 2012-2013 school year, only 66% of students at a Northern Indiana High School were in compliance with school immunization requirements. We report here successful implementation of evidence-based, time, and cost-effective methods aimed at increasing school immunization compliance. A three-stage strategy initiated by the school nurse was…

Utilization of Mental Health Services in School-Based Health Centers

ERIC Educational Resources Information Center

Bains, Ranbir M.; Cusson, Regina; White-Frese, Jesse; Walsh, Stephen

2017-01-01

Background: We summarize utilization patterns for mental health services in school-based health centers. Methods: Administrative data on school-based health center visits in New Haven, Connecticut were examined for the 2007-2009 school years. Relative frequencies of mental health visits by age were calculated as a percentage of all visits and were…

The Dissonance between Schooling and Learning: Evidence from Rural Bangladesh

ERIC Educational Resources Information Center

Asadullah, M. Niaz; Chaudhury, Nazmul

2015-01-01

Using a basic mathematics competence test based on the primary school curricular standard, we examine the extent to which years spent in school actually increases numeracy achievement in rural Bangladesh. Our sample includes 10-18-year-old children currently enrolled in school as well as those out of school. About half of the children failed to…

An Analysis of Academic Achievement in Public Elementary Open-Enrollment Charter and Traditional Public Schools

ERIC Educational Resources Information Center

Benson, Tammy

2012-01-01

The purpose of this study was to examine two types of school organizational structures: elementary open-enrollment charter schools and elementary traditional public schools. The study examined the degree to which attendance rates (based upon the prior school year's data), class size and average number of years of teaching experience were related…

Exploring Leadership in Schools-Based iPad Initiatives: A Case Study

ERIC Educational Resources Information Center

Harrold, Richard

2017-01-01

The world's first school-based one-to-one iPad initiative was implemented in a British school in 2010. Every year since, more iPad initiatives have been implemented in British schools, with school leaders citing various reasons for introducing them. However, results of iPad initiatives have not always matched expectations. British schools are also…

Evaluating a School-Based Day Treatment Program for Students with Challenging Behaviors

ERIC Educational Resources Information Center

Hickman, Antoine Lewis

2014-01-01

Jade County Public Schools has provided school-based therapeutic day treatment in its public schools for more than 10 years. This program was adopted by the school system to provide an intervention in the school and classroom to address the challenging behaviors of students with emotional and behavioral disorders. Currently, three human services…

Preschool Children's Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School

ERIC Educational Resources Information Center

Hannula-Sormunen, Minna M.; Lehtinen, Erno; Räsänen, Pekka

2015-01-01

This seven-year longitudinal study examined how children's spontaneous focusing on numerosity (SFON), subitizing based enumeration, and counting skills assessed at five or six years predict their school mathematics achievement at 12 years. The participants were 36 Finnish children without diagnosed neurological disorders. The results, based on…

Budgeting Based on Results

ERIC Educational Resources Information Center

Cooper, Kelt L.

2011-01-01

Every program in a school or school district has, or once had, a purpose. The purpose was most likely promoted, argued and debated among school constituencies--parents, teachers, administrators and school board members--before it was eventually approved. This process occurs year after year, budget after budget. In itself, this is not necessarily a…

25 CFR 39.207 - How does OIEP determine a school's funding for the school year?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 5. Add together the total WSUs for all Bureau-funded schools. (f) Step 6. Calculate the value of a... for the previous 3 years. (g) Step 7. Multiply each school's WSU total by the base value of one WSU to... 25 Indians 1 2010-04-01 2010-04-01 false How does OIEP determine a school's funding for the school...

25 CFR 39.207 - How does OIEP determine a school's funding for the school year?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 5. Add together the total WSUs for all Bureau-funded schools. (f) Step 6. Calculate the value of a... for the previous 3 years. (g) Step 7. Multiply each school's WSU total by the base value of one WSU to... 25 Indians 1 2011-04-01 2011-04-01 false How does OIEP determine a school's funding for the school...

Cycle-Based Budgeting and Continuous Improvement at Jefferson County Public Schools: Year 1 Report

ERIC Educational Resources Information Center

Yan, Bo

2016-01-01

This report documents the first-year of implementing Cycle-based Budgeting at Jefferson County Public Schools (Louisville, KY). To address the limitations of incremental budgeting and zero-based budgeting, a Cycle-based Budgeting model was developed and implemented in JCPS. Specifically, each new program needs to submit an on-line budget request…

School-Based Mental Health Program Evaluation: Children's School Outcomes and Acute Mental Health Service Use

ERIC Educational Resources Information Center

Kang-Yi, Christina D.; Mandell, David S.; Hadley, Trevor

2013-01-01

Background: This study examined the impact of school-based mental health programs on children's school outcomes and the utilization of acute mental health services. Methods: The study sample included 468 Medicaid-enrolled children aged 6 to 17 years who were enrolled 1 of 2 school-based mental health programs (SBMHs) in a metropolitan area…

The Equity Consequences of School-Based Management

ERIC Educational Resources Information Center

Nir, Adam E.; Miran, Meir

2006-01-01

Purpose: The purpose of this paper is to examine the extent to which the introduction of school-based management (SBM) affects schools' incomes and educational equity? Design/methodology/approach: An analysis of financial reports coming from 31 SBM schools during a period of four sequential years reveals that the overall inequity among schools has…

CDC Guidance for State and Local Public Health Officials and School Administrators for School (K-12) Responses to Influenza during the 2009-2010 School Year

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2009

2009-01-01

This document provides guidance to help decrease the spread of flu among students and school staff during the 2009-2010 school year. This document expands upon earlier school guidance documents by providing a menu of tools that school and health officials can choose from based on conditions in their area. It recommends actions to take this school…

High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

ERIC Educational Resources Information Center

White, Susan; Tesfaye, Casey Langer

2014-01-01

This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

Showing up Matters: Newark Chronic Absenteeism in the Early Years

ERIC Educational Resources Information Center

Chen, Peter; Rice, Cynthia

2016-01-01

Based on a 180-day school year, any student who misses 18 days or more per year--or about two days per month--is considered chronically absent. An alarming 4,328 Newark students in grades kindergarten through 3rd grade were chronically absent during the 2013-14 school year. When young students miss too much school, they will likely struggle…

Linking student performance in Massachusetts elementary schools with the "greenness" of school surroundings using remote sensing.

PubMed

Wu, Chih-Da; McNeely, Eileen; Cedeño-Laurent, J G; Pan, Wen-Chi; Adamkiewicz, Gary; Dominici, Francesca; Lung, Shih-Chun Candice; Su, Huey-Jen; Spengler, John D

2014-01-01

Various studies have reported the physical and mental health benefits from exposure to "green" neighborhoods, such as proximity to neighborhoods with trees and vegetation. However, no studies have explicitly assessed the association between exposure to "green" surroundings and cognitive function in terms of student academic performance. This study investigated the association between the "greenness" of the area surrounding a Massachusetts public elementary school and the academic achievement of the school's student body based on standardized tests with an ecological setting. Researchers used the composite school-based performance scores generated by the Massachusetts Comprehensive Assessment System (MCAS) to measure the percentage of 3rd-grade students (the first year of standardized testing for 8-9 years-old children in public school), who scored "Above Proficient" (AP) in English and Mathematics tests (Note: Individual student scores are not publically available). The MCAS results are comparable year to year thanks to an equating process. Researchers included test results from 2006 through 2012 in 905 public schools and adjusted for differences between schools in the final analysis according to race, gender, English as a second language (proxy for ethnicity and language facility), parent income, student-teacher ratio, and school attendance. Surrounding greenness of each school was measured using satellite images converted into the Normalized Difference Vegetation Index (NDVI) in March, July and October of each year according to a 250-meter, 500-meter, 1,000-meter, and 2000-meter circular buffer around each school. Spatial Generalized Linear Mixed Models (GLMMs) estimated the impacts of surrounding greenness on school-based performance. Overall the study results supported a relationship between the "greenness" of the school area and the school-wide academic performance. Interestingly, the results showed a consistently positive significant association between the greenness of the school in the Spring (when most Massachusetts students take the MCAS tests) and school-wide performance on both English and Math tests, even after adjustment for socio-economic factors and urban residency.

School-Based Health Centers: National Census School Year 2004-05

ERIC Educational Resources Information Center

Juszczak, Linda; Schlitt, John; Moore, Aisha

2007-01-01

The National Assembly on School-Based Health Care conducted the 2004-05 Census, the tenth count of school-based health centers (SBHCs) since 1986, to: (1) provide a better understanding of the role of SBHCs in meeting the needs of underserved children and adolescents; (2) collect up-to-date data on demographics, staffing services, operations,…

School Funding and Resource Allocation: How It Impacts Instructional Practices at the School Level

ERIC Educational Resources Information Center

Wall, Shelly R.

2012-01-01

In the 2006-2007 school year, the State of Wyoming adopted an evidenced-based school funding model. The Wyoming funding model reviewed in this study is considered an evidence-based approach, utilizing expert judgment to determine educational funding. In an evidence-based approach, educational strategies are identified and a dollar figure is…

School-Based Health Centers: National Census School Year 2007-08

ERIC Educational Resources Information Center

Strozer, Jan; Juszczak, Linda; Ammerman, Adrienne

2010-01-01

The National Assembly on School-Based Health Care's (NASBHC) 2007-2008 Census is the 11th request for data from school-based health centers (SBHCs) since 1986. The Census: (1) provides a better understanding of the role of SBHCs in meeting the needs of underserved children and adolescents; (2) collects relevant trend data on demographics,…

Absenteeism in DC Public Schools Early Education Program: An Update for School Year 2013-14. Research Report

ERIC Educational Resources Information Center

Dubay, Lisa; Holla, Nikhil

2015-01-01

Enrollment in early childhood education programs can be an important stepping stone to higher educational achievement, particularly for low-income children. This report examines the extent of absenteeism in the District of Columbia Public Schools' (DCPS) school-based Head Start program in the 2013-2014 school year (SY). Absence rates and the share…

A School-Randomized Clinical Trial of an Integrated Social-Emotional Learning and Literacy Intervention: Impacts after 1 School Year

ERIC Educational Resources Information Center

Jones, Stephanie M.; Brown, Joshua L.; Hoglund, Wendy L. G.; Aber, J. Lawrence

2010-01-01

Objective: To report experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on change over 1 school year in 3rd-grade children's social-emotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942…

Cloud-Based Data Storage

ERIC Educational Resources Information Center

Waters, John K.

2011-01-01

The vulnerability and inefficiency of backing up data on-site is prompting school districts to switch to more secure, less troublesome cloud-based options. District auditors are pushing for a better way to back up their data than the on-site, tape-based system that had been used for years. About three years ago, Hendrick School District in…

Does school-based physical activity decrease overweight and obesity in children aged 6-9 years? A two-year non-randomized longitudinal intervention study in the Czech Republic.

PubMed

Sigmund, Erik; El Ansari, Walid; Sigmundová, Dagmar

2012-07-29

Globally, efforts aimed at the prevention of childhood obesity have led to the implementation of a range of school-based interventions. This study assessed whether augmenting physical activity (PA) within the school setting resulted in increased daily PA and decreased overweight/obesity levels in 6-9-year-old children. Across the first to third primary school years, PA of 84 girls and 92 boys was objectively monitored five times (each for seven successive days) using Yamax pedometer (step counts) and Caltrac accelerometer (activity energy expenditure AEE - kcal/kg per day). Four schools were selected to participate in the research (2 intervention, 2 controls), comprising intervention (43 girls, 45 boys) and control children (41 girls, 47 boys). The study was non-randomized and the intervention schools were selected on the basis of existing PA-conducive environment. Analyses of variance (ANOVA) for repeated measures examined the PA programme and gender effects on the step counts and AEE. Logistic regression (Enter method) determined the obesity and overweight occurrence prospect over the course of implementation of the PA intervention. There was a significant increase of school-based PA during schooldays in intervention children (from ≈ 1718 to ≈ 3247 steps per day; and from 2.1 to ≈ 3.6 Kcal/Kg per day) in comparison with the control children. Increased school-based PA of intervention children during schooldays contributed to them achieving >10,500 steps and >10.5 Kcal/Kg per school day across the 2 years of the study, and resulted in a stop of the decline in PA levels that is known to be associated with the increasing age of children. Increased school-based PA had also positive impact on leisure time PA of schooldays and on PA at weekends of intervention children. One year after the start of the PA intervention, the odds of being overweight or obese in the intervention children was almost three times lower than that of control children (p < 0.005), and these odds steadily decreased with the duration of the intervention. The findings suggest that school-based PA (Physical Education lessons, PA during short breaks and longer recesses, PA at after-school nursery) in compatible active environments (child-friendly gym and school playground, corridors with movement and playing around corners and for games) has a vital role in obesity and overweight reduction among younger pupils.

Does school-based physical activity decrease overweight and obesity in children aged 6–9 years? A two-year non-randomized longitudinal intervention study in the Czech Republic

PubMed Central

2012-01-01

Background Globally, efforts aimed at the prevention of childhood obesity have led to the implementation of a range of school-based interventions. This study assessed whether augmenting physical activity (PA) within the school setting resulted in increased daily PA and decreased overweight/obesity levels in 6-9-year-old children. Methods Across the first to third primary school years, PA of 84 girls and 92 boys was objectively monitored five times (each for seven successive days) using Yamax pedometer (step counts) and Caltrac accelerometer (activity energy expenditure AEE - kcal/kg per day). Four schools were selected to participate in the research (2 intervention, 2 controls), comprising intervention (43 girls, 45 boys) and control children (41 girls, 47 boys). The study was non-randomized and the intervention schools were selected on the basis of existing PA-conducive environment. Analyses of variance (ANOVA) for repeated measures examined the PA programme and gender effects on the step counts and AEE. Logistic regression (Enter method) determined the obesity and overweight occurrence prospect over the course of implementation of the PA intervention. Results There was a significant increase of school-based PA during schooldays in intervention children (from ≈ 1718 to ≈ 3247 steps per day; and from 2.1 to ≈ 3.6 Kcal/Kg per day) in comparison with the control children. Increased school-based PA of intervention children during schooldays contributed to them achieving >10,500 steps and >10.5 Kcal/Kg per school day across the 2 years of the study, and resulted in a stop of the decline in PA levels that is known to be associated with the increasing age of children. Increased school-based PA had also positive impact on leisure time PA of schooldays and on PA at weekends of intervention children. One year after the start of the PA intervention, the odds of being overweight or obese in the intervention children was almost three times lower than that of control children (p < 0.005), and these odds steadily decreased with the duration of the intervention. Conclusions The findings suggest that school-based PA (Physical Education lessons, PA during short breaks and longer recesses, PA at after-school nursery) in compatible active environments (child-friendly gym and school playground, corridors with movement and playing around corners and for games) has a vital role in obesity and overweight reduction among younger pupils. PMID:22892226

A Culturally Appropriate School Wellness Initiative: Results of a 2-Year Pilot Intervention in 2 Jewish Schools

ERIC Educational Resources Information Center

Benjamins, Maureen R.; Whitman, Steven

2010-01-01

Background: Despite the growing number of school-based interventions designed to reduce childhood obesity or otherwise promote health, no models or materials were found for Jewish schools. The current study describes an effort within a Jewish school system in Chicago to create, implement, and evaluate a school-based intervention tailored to the…

A Study of the Utilization Patterns of an Elementary School-Based Health Clinic over a 5-Year Period

ERIC Educational Resources Information Center

Johnson, Veda; Hutcherson, Valerie

2006-01-01

The purpose of this study was to determine the utilization pattern of an elementary school-based clinic over a 5-year period. It involved a retrospective analysis of computer-based data for all patient visits during this study period. Results revealed high clinic utilization with an average of over 5 encounters for all users each year. The most…

Extended Learning Time: Research and Resources

ERIC Educational Resources Information Center

Stelow, Shawn; Holland, Jenifer Gager; Jackson, Rebecca

2012-01-01

In recent years policymakers have increasingly looked to Extended Learning Time (ELT) as a means of improving student outcomes. As a result, some school districts have increased academic time for students by adding time to the school day or days to the school year. In other communities, schools and community-based organizations have partnered to…

Limited Effects of a 2-Year School-Based Physical Activity Intervention on Body Composition and Cardiorespiratory Fitness in 7-Year-Old Children

ERIC Educational Resources Information Center

Magnusson, Kristjan Thor; Hrafnkelsson, Hannes; Sigurgeirsson, Ingvar; Johannsson, Erlingur; Sveinsson, Thorarinn

2012-01-01

The aim of this study was to assess the effects of a 2-year cluster-randomized physical activity and dietary intervention program among 7-year-old (at baseline) elementary school participants on body composition and objectively measured cardiorespiratory fitness. Three pairs of schools were selected and matched, then randomly selected as either an…

Teacher Empowerment Depends on Needs, Expectations of Principals, Schools, Districts.

ERIC Educational Resources Information Center

Kirby, Peggy C.; And Others

1992-01-01

Based on 2 years' experience with 30 principals learning and applying a school-based, school-defined improvement procedure, this article discusses 3 sources of resistance to shared decision making presented in a principals' center environment: certain principals' personality characteristics, teaching staff composition in certain schools, and…

Planning a School-Based Mentoring Program. Lessons Learned. Volume 1, Issue 4

ERIC Educational Resources Information Center

Garringer, Michael

2010-01-01

School-based mentoring (SBM) has exploded in popularity in recent years: Today approximately one fourth of the youth mentoring programs in the country use a school-based format (Herrera, Grossman, Kauh, Feldman, & McMaken, 2007). In SBM, a K-12 student is paired with an adult from the community or an older (usually high school) student in a…

Delayed Enrollment: Is It a Risk? Data Notes. Volume 7, Number 2, March-April 2012

ERIC Educational Resources Information Center

Clery, Sue

2012-01-01

This issue of "Data Notes" examines characteristics and three-year outcome differences between students who enroll in Achieving the Dream colleges immediately after high school and those who delay their enrollments. Recent high school graduates were identified based on the student's reported high school graduation year and the year the student…

A primary-school-based study to reduce prevalence of childhood obesity in Catalunya (Spain) - EDAL-Educació en alimentació: study protocol for a randomised controlled trial

PubMed Central

2011-01-01

Background The EdAL (Educació en Alimentació) study is a long-term, nutrition educational, primary-school-based program designed to prevent obesity by promoting a healthy lifestyle that includes dietary recommendations and physical activity. The aims are: 1) to evaluate the effects of a 3-year school-based life-style improvement program on the prevalence of obesity in an area of north-west Mediterranean 2) To design a health-promotion program to be implemented by health-promoter agents (university students) in primary schools. Methods/Design 1) The intervention study is a randomised, controlled, school-based program performed by university-student health-promoter agents. Initial pupil enrolment was in 2006 and continued for 3 years. We considered two clusters (designated as cluster A and cluster B) as the units for randomisation. The first cluster involved 24 schools from Reus and the second involved 14 schools from surrounding towns Cambrils, Salou and Vilaseca combined in order to obtain comparable groups. There are very good communications between schools in each town, and to avoid cross influence of the programs resulting from inter-school dialogue, the towns themselves were the unit for randomisation. Data collected included name, gender, date and place of birth at the start of the program and, subsequently, weight, height, body mass index (BMI) and waist circumference every year for 3 years. Questionnaires on eating and physical activity habits are filled-in by the parents at the start and end of the study and, providing that informed consent is given, the data are analysed on the intention-to-treat basis. The interventions are based on 8 nutritional and physical activity objectives. They are implemented by university students as part of the university curriculum in training health-promoter agents. These 8 objectives are developed in 4 educational activities/year for 3 years (a total of 12 activities; 1 h/activity) performed by the health-promoter agents in primary schools. Control pupils follow their usual activities. 2) Courses on education and promotion of health, within in the curriculum of medicine and health sciences for university students, are designed to train health-promoter agents to administer these activities in primary schools. Discussion This controlled school-based intervention will test the possibility of preventing childhood obesity. Trial registration number ISRCTN: ISRCTN29247645 PMID:21352597

A policy-based school intervention to prevent overweight and obesity.

PubMed

Foster, Gary D; Sherman, Sandy; Borradaile, Kelley E; Grundy, Karen M; Vander Veur, Stephanie S; Nachmani, Joan; Karpyn, Allison; Kumanyika, Shiriki; Shults, Justine

2008-04-01

The prevalence and seriousness of childhood obesity has prompted calls for broad public health solutions that reach beyond clinic settings. Schools are ideal settings for population-based interventions to address obesity. The purpose of this work was to examine the effects of a multicomponent, School Nutrition Policy Initiative on the prevention of overweight (85.0th to 94.9th percentile) and obesity (> 95.0th percentile) among children in grades 4 through 6 over a 2-year period. Participants were 1349 students in grades 4 through 6 from 10 schools in a US city in the Mid-Atlantic region with > or = 50% of students eligible for free or reduced-price meals. Schools were matched on school size and type of food service and randomly assigned to intervention or control. Students were assessed at baseline and again after 2 years. The School Nutrition Policy Initiative included the following components: school self-assessment, nutrition education, nutrition policy, social marketing, and parent outreach. The incidences of overweight and obesity after 2 years were primary outcomes. The prevalence and remission of overweight and obesity, BMI z score, total energy and fat intake, fruit and vegetable consumption, body dissatisfaction, and hours of activity and inactivity were secondary outcomes. The intervention resulted in a 50% reduction in the incidence of overweight. Significantly fewer children in the intervention schools (7.5%) than in the control schools (14.9%) became overweight after 2 years. The prevalence of overweight was lower in the intervention schools. No differences were observed in the incidence or prevalence of obesity or in the remission of overweight or obesity at 2 years. A multicomponent school-based intervention can be effective in preventing the development of overweight among children in grades 4 through 6 in urban public schools with a high proportion of children eligible for free and reduced-priced school meals.

Extracurricular school-based sports as a motivating vehicle for sports participation in youth: a cross-sectional study

PubMed Central

2014-01-01

Background Extracurricular school-based sports are considered to be an ideal means of reaching children who are not active in community sports. The purposes of this study were to examine the extent to which pupils not engaging in community sports do participate in extracurricular school-based sports, and to assess whether extracurricular school-based sports participants are more physically active and/or more autonomously motivated towards sports in daily life than children who do not participate in extracurricular school-based sports. Methods One thousand forty-nine children (53.7% boys; M age = 11.02 years, SD = 0.02) out of 60 classes from 30 Flemish elementary schools, with an extracurricular school-based sports offer, completed validated questionnaires to assess physical activity (Flemish Physical Activity Questionnaire) and motivation (Behavioral Regulations in Physical Education Questionnaire). Multilevel regression analyses were conducted to examine the data generated from these questionnaires. Results More than three quarters of the children (76%) reported participating in extracurricular school-based sports during the current school year and 73% reported engaging in organized community sports. Almost two third of the children (65%) not participating in community sports stated that they did participate in extracurricular school-based sports. Extracurricular school-based sports participants were significantly more physically active than children not participating in extracurricular school-based sports (β = 157.62, p < 0.001). Significant three-way interactions (sex × extracurricular school-based sports participation × community sports participation) were found for autonomous motivation, with boys engaging in extracurricular school-based sports but not in community sports being significantly more autonomously motivated towards sports than boys not engaging in community or extracurricular school-based sports (β = 0.58, p = 0.003). Such differences were not noted among girls. Conclusions If extracurricular school-based sports are offered at school, the vast majority of elementary school children participate. Although extracurricular school-based sports attract many children already engaging in community sports, they also reach almost two third of the children who do not participate in community sports but who might also be optimally motivated towards sports. As children participating in extracurricular school-based sports are more physically active than children who do not participate, extracurricular school-based sports participation can be considered to contribute to an active lifestyle for these participating children. PMID:24708585

Extracurricular school-based sports as a motivating vehicle for sports participation in youth: a cross-sectional study.

PubMed

De Meester, An; Aelterman, Nathalie; Cardon, Greet; De Bourdeaudhuij, Ilse; Haerens, Leen

2014-04-07

Extracurricular school-based sports are considered to be an ideal means of reaching children who are not active in community sports. The purposes of this study were to examine the extent to which pupils not engaging in community sports do participate in extracurricular school-based sports, and to assess whether extracurricular school-based sports participants are more physically active and/or more autonomously motivated towards sports in daily life than children who do not participate in extracurricular school-based sports. One thousand forty-nine children (53.7% boys; M age = 11.02 years, SD = 0.02) out of 60 classes from 30 Flemish elementary schools, with an extracurricular school-based sports offer, completed validated questionnaires to assess physical activity (Flemish Physical Activity Questionnaire) and motivation (Behavioral Regulations in Physical Education Questionnaire). Multilevel regression analyses were conducted to examine the data generated from these questionnaires. More than three quarters of the children (76%) reported participating in extracurricular school-based sports during the current school year and 73% reported engaging in organized community sports. Almost two third of the children (65%) not participating in community sports stated that they did participate in extracurricular school-based sports. Extracurricular school-based sports participants were significantly more physically active than children not participating in extracurricular school-based sports (β = 157.62, p < 0.001). Significant three-way interactions (sex × extracurricular school-based sports participation × community sports participation) were found for autonomous motivation, with boys engaging in extracurricular school-based sports but not in community sports being significantly more autonomously motivated towards sports than boys not engaging in community or extracurricular school-based sports (β = 0.58, p = 0.003). Such differences were not noted among girls. If extracurricular school-based sports are offered at school, the vast majority of elementary school children participate. Although extracurricular school-based sports attract many children already engaging in community sports, they also reach almost two third of the children who do not participate in community sports but who might also be optimally motivated towards sports. As children participating in extracurricular school-based sports are more physically active than children who do not participate, extracurricular school-based sports participation can be considered to contribute to an active lifestyle for these participating children.

Reaching All Families: Creating Family-Friendly Schools. Beginning of the School Year Activities.

ERIC Educational Resources Information Center

Moles, Oliver C., Ed.

Noting that the beginning of the school year is a key time to communicate with parents, this booklet presents accumulated knowledge and fresh ideas on school outreach strategies for this important time period. The suggestions for action within each strategy are based on broad experience, which can help even seasoned teachers, principals, and…

Faces of the Future: School Counselors as Cultural Mediators

ERIC Educational Resources Information Center

Portman, Tarrell Awe Agahe

2009-01-01

Twenty years ago, futurists examined the changing role of the school counselor and forecasted what the 21st-century school counselor would need to know. This article forecasts the future of school counseling in the next 20 years by focusing on expected diversity of K-12 students. Speculation on student enrollment based on projected trends and…

The Market for Food in the Nation's Schools.

ERIC Educational Resources Information Center

Kriesberg, Martin

This report is based on a study made during the school year 1962-63. Comparison with a benchmark survey conducted five years earlier shows that during the intervening period the number of public school districts decreased by one-third, while pupil enrollment increased by about 10 percent. The number of lunches served in the National School Lunch…

International Education in a National Context: Introducing the International Baccalaureate Middle Years Programme in Dutch Public Schools

ERIC Educational Resources Information Center

Visser, Alderik

2010-01-01

Some bilingual secondary schools in the Netherlands have introduced or are introducing the International Baccalaureate (IB) Middle Years Programme (MYP).The implementation of this international scheme at (semi-) public national Dutch schools proves anything but unproblematic. Based on a series of questionnaires filled out by school managers and…

Four Case Studies, Six Years Later: Developing System Thinking Skills in Junior High School and Sustaining Them over Time

ERIC Educational Resources Information Center

Ben-Zvi-Assaraf, Orit; Orion, Nir

2010-01-01

This study examines the process by which system thinking perceptions develop within the context of a water cycle curriculum. Four junior high school students undergoing an especially designed inquiry-based intervention were closely observed before, during, immediately after, and 6 years after completing a year long systems-based learning program.…

Violence Prevention in Schools: A Case Study of the Thurgood Marshall Academy Public Charter High School. Final Report

ERIC Educational Resources Information Center

Fontaine, Jocelyn; Debus-Sherrill, Sara; Downey, P. Mitchell; Lowry, Samantha S.

2010-01-01

This report is based on research conducted by the Urban Institute's Justice Policy Center on the violence prevention activities taking place at the Thurgood Marshall Academy Public Charter High School during the 2008-2009 school year. Based on an assessment of the school's violence prevention approach using qualitative and quantitative data from…

School profiles of at-risk student concentration: Differential growth in oral reading fluency

PubMed Central

Logan, Jessica A.R.; Petscher, Yaacov

2010-01-01

The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability. PMID:20159224

Re-analysis of health and educational impacts of a school-based deworming programme in western Kenya: a statistical replication of a cluster quasi-randomized stepped-wedge trial

PubMed Central

Davey, Calum; Aiken, Alexander M; Hayes, Richard J; Hargreaves, James R

2015-01-01

Introduction: Helminth (worm) infections cause morbidity among poor communities worldwide. An influential study conducted in Kenya in 1998–99 reported that a school-based drug-and-educational intervention had benefits for worm infections and school attendance. Methods: In this statistical replication, we re-analysed data from this cluster quasi-randomized stepped-wedge trial, specifying two co-primary outcomes: school attendance and examination performance. We estimated intention-to-treat effects using year-stratified cluster-summary analysis and observation-level random-effects regression, and combined both years with a random-effects model accounting for year. The participants were not blinded to allocation status, and other interventions were concurrently conducted in a sub-set of schools. A protocol guiding outcome data collection was not available. Results: Quasi-randomization resulted in three similar groups of 25 schools. There was a substantial amount of missing data. In year-stratified cluster-summary analysis, there was no clear evidence for improvement in either school attendance or examination performance. In year-stratified regression models, there was some evidence of improvement in school attendance [adjusted odds ratios (aOR): year 1: 1.48, 95% confidence interval (CI) 0.88–2.52, P = 0.147; year 2: 1.23, 95% CI 1.01–1.51, P = 0.044], but not examination performance (adjusted differences: year 1: −0.135, 95% CI −0.323–0.054, P = 0.161; year 2: −0.017, 95% CI −0.201–0.166, P = 0.854). When both years were combined, there was strong evidence of an effect on attendance (aOR 1.82, 95% CI 1.74–1.91, P < 0.001), but not examination performance (adjusted difference −0.121, 95% CI −0.293–0.052, P = 0.169). Conclusions: The evidence supporting an improvement in school attendance differed by analysis method. This, and various other important limitations of the data, caution against over-interpretation of the results. We find that the study provides some evidence, but with high risk of bias, that a school-based drug-treatment and health-education intervention improved school attendance and no evidence of effect on examination performance. PMID:26203171

Is School-Based Height and Weight Screening of Elementary Students Private and Reliable?

ERIC Educational Resources Information Center

Stoddard, Sarah A.; Kubik, Martha Y.; Skay, Carol

2008-01-01

The Institute of Medicine recommends school-based body mass index (BMI) screening as an obesity prevention strategy. While school nurses have provided height/weight screening for years, little has been published describing measurement reliability or process. This study evaluated the reliability of height/weight measures collected by school nurses…

Leadership for School-Based Teacher Professional Development: The Experience of a Chinese Preschool

ERIC Educational Resources Information Center

He, Pan; Ho, Dora

2017-01-01

In recent years, the role of school principals in providing leadership, and the impact of that leadership in promoting teacher professional development for building school capacity has attracted increasing attention worldwide. The study described in this paper explores the practices of leadership for promoting school-based teacher professional…

School-Based Partnerships: A Problem-Solving Strategy. COPS Innovations

ERIC Educational Resources Information Center

Uchida, Craig D.; Solomon, Shellie; Katz, Charles M.; Pappas, Cynthia E.

2006-01-01

The Community Oriented Policing Services (COPS) Office funded the School-Based Partnerships (SBP) grant program for the purpose of partnering law enforcement agencies with schools to address crime and disorder problems in and around middle and high schools. In Fiscal Years 1998 and 1999, the COPS Office awarded 275 law enforcement agencies more…

School-Based Management/Shared-Decision Making--a Pilot Program: A Historical Perspective.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The Dade County (Florida) Public School system has had various types of school-based management (SBM) procedures in operation since 1974. During the 1985-86 school year, a committee of principals and other administrators reviewed the concepts of SBM from a different viewpoint, using various materials that addressed the professionalization of…

The Difference That One Year of Schooling Makes for Russian Schoolchildren. Based on PISA 2009: Reading

ERIC Educational Resources Information Center

Tiumeneva, Yu. A.; Kuzmina, Ju. V.

2015-01-01

The PISA 2009 data (in reading) investigated the effectiveness of one year of schooling in seven countries: Russia, Czech Republic, Hungary, Slovakia, Germany, Canada, and Brazil. We used an instrumental variable, which allowed us to estimate the effect of one year of schooling through the fuzzy method of regression discontinuity. The analysis was…

Group 16: Mentor Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

School Breakfast-Club Program Changes and Youth Eating Breakfast during the School Week in the COMPASS Study

ERIC Educational Resources Information Center

Leatherdale, Scott T.; Stefanczyk, Jennifer M.; Kirkpatrick, Sharon I.

2016-01-01

Background: Despite the importance of breakfast consumption, breakfast skipping is common among Canadian youth. This study examines how changes to school-based breakfast programs are associated with breakfast-skipping behavior. Methods: Using school-level longitudinal data from Year 1 (Y[subscript 1]: 2012-2013) and Year 2 (Y[subscript 2]:…

Analysis of Math and Reading Achievement Scores of Students Attending Year-Round Calendar Schools and Traditional Calendar Schools in Tennessee

ERIC Educational Resources Information Center

Abakwue, Chimaeze Ikechi

2011-01-01

The purpose of this study was to determine if there were a significant difference in math and reading academic achievement scores between eighth-grade students attending year-round calendar schools and eighth-grade students attending traditional calendar schools based on the TCAP. In addition, this study investigated math and reading achievement…

Group 18: Office Staff. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 15: Instructional Coaches. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 19: Custodial Staff. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 17: Educational Aides. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 10: Counselors. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

School-Based Health Care State Policy Survey. Executive Summary

ERIC Educational Resources Information Center

National Assembly on School-Based Health Care, 2012

2012-01-01

The National Assembly on School-Based Health Care (NASBHC) surveys state public health and Medicaid offices every three years to assess state-level public policies and activities that promote the growth and sustainability of school-based health services. The FY2011 survey found 18 states (see map below) reporting investments explicitly dedicated…

Physical Activity and Screen-based Activity in Healthy Development of School-aged Children.

PubMed

Hamřík, Zdeněk; Bobáková, Daniela; Kalman, Michal; Veselská, Zuzana Dankulincová; Klein, Daniel; Gecková, Andrea Madarasová

2015-11-01

Physical and screen-based activity in adolescents plays a crucial role in future health outcomes. Therefore, the aim of the study was to examine the associations of physical activity and screen-based activity with behavioural and psychosocial characteristics of school-aged children. Data on 11, 13 and 15 years old elementary school pupils (N=9,014; mean age=13.59) who participated in the cross-sectional Health Behaviour in School-aged Children 2009/2010 study in the Czech Republic and the Slovak Republic were analyzed. The associations of vigorous physical activity and screen-based activity with substance use, violent behaviour, eating habits and school-related outcomes adjusted for age were explored using logistic regression. Vigorous physical activity was positively associated with some of the health-related behaviours (smoking, breakfast consumption, vegetable and fruit consumption) and school related outcomes (perceived school achievement and school pressure), with gender and country based differences. Screen-based activity was significantly associated with all examined health-related behaviours and school related outcomes with only some country and gender based differences. Vigorous physical activity is positively associated with healthy development of adolescents. Screen-based behaviour shows an inverse relationship with adolescents' healthy development, especially in the group of 11 and 13 years old children. Supporting physical activity conducive environments might lead to a reduction in screen-based behaviour in adolescents and should be highlighted in health-promoting strategies. Copyright© by the National Institute of Public Health, Prague 2015.

Impact of a Play-Based Curriculum in the First Two Years of Primary School: Literacy and Numeracy Outcomes over Seven Years

ERIC Educational Resources Information Center

McGuinness, Carol; Sproule, Liz; Bojke, Chris; Trew, Karen; Walsh, Glenda

2014-01-01

In 2000-2002 an innovative early years curriculum, the Enriched Curriculum (EC), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play-based with the primary goal of preventing…

Implementing a Context-Based Environmental Science Unit in the Middle Years: Teaching and Learning at the Creek

ERIC Educational Resources Information Center

King, Donna; Ginns, Ian

2015-01-01

Engaging middle school students in science continues to be a challenge in Australian schools. One initiative that has been tried in the senior years but is a more recent development in the middle years is the context-based approach. In this ethnographic study, we researched the teaching and learning transactions that occurred in one ninth grade…

High School 21+: A Competency-Based Diploma for Adults. Washington's Community and Technical Colleges

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2013

2013-01-01

Adults who lack a high school diploma now have a new way to get a second chance. It's called "High School 21+," a competency-based high school diploma offered at Washington's community and technical colleges. Adults 21 years old and older can go to participating colleges to earn a high school diploma. An advisor will look at transcripts…

SCHOOL-BASED PROMOTION OF FRUIT AND VEGETABLE CONSUMPTION IN MULTICULTURALLY DIVERSE, URBAN SCHOOLS

PubMed Central

BLOM-HOFFMAN, JESSICA

2009-01-01

Rates of childhood overweight1 have reached epidemic proportions (U.S. Department of Health and Human Services, 2001), and schools have been called on to play a role in the prevention of this medical condition. This article describes a multiyear health promotion effort—the Athletes in Service fruit and vegetable (F&V) promotion program—which is based on social learning theory for urban, elementary school children in kindergarten through third grade. Children participate in the program for a period of 3 years. The goals of the program are to increase opportunities for children to be more physically active during the school day and to help students increase their F&V consumption. This article describes the F&V promotion components of the program that were implemented in year 1, including implementation integrity and treatment acceptability data. Year 1 evaluation data demonstrated that the program is acceptable from the perspective of school staff and was implemented by school staff with high levels of integrity. Hallmarks of the program’s successful implementation and high acceptability include (a) having a school-based program champion; (b) designing the program to include low-cost, attractive, interactive materials; (c) including many school staff members to facilitate a culture of healthy eating in the school; and (d) spreading out implementation responsibilities among the multiple staff members so that each individual’s involvement is time efficient. PMID:19834582

What is the effect of secondary (high) schooling on subsequent medical school performance? A national, UK-based, cohort study

PubMed Central

Tiffin, Paul A; Paton, Lewis W; Kasim, Adetayo S; Böhnke, Jan R

2018-01-01

Objectives University academic achievement may be inversely related to the performance of the secondary (high) school an entrant attended. Indeed, some medical schools already offer ‘grade discounts’ to applicants from less well-performing schools. However, evidence to guide such policies is lacking. In this study, we analyse a national dataset in order to understand the relationship between the two main predictors of medical school admission in the UK (prior educational attainment (PEA) and performance on the United Kingdom Clinical Aptitude Test (UKCAT)) and subsequent undergraduate knowledge and skills-related outcomes analysed separately. Methods The study was based on national selection data and linked medical school outcomes for knowledge and skills-based tests during the first five years of medical school. UKCAT scores and PEA grades were available for 2107 students enrolled at 18 medical schools. Models were developed to investigate the potential mediating role played by a student’s previous secondary school’s performance. Multilevel models were created to explore the influence of students’ secondary schools on undergraduate achievement in medical school. Results The ability of the UKCAT scores to predict undergraduate academic performance was significantly mediated by PEA in all five years of medical school. Undergraduate achievement was inversely related to secondary school-level performance. This effect waned over time and was less marked for skills, compared with undergraduate knowledge-based outcomes. Thus, the predictive value of secondary school grades was generally dependent on the secondary school in which they were obtained. Conclusions The UKCAT scores added some value, above and beyond secondary school achievement, in predicting undergraduate performance, especially in the later years of study. Importantly, the findings suggest that the academic entry criteria should be relaxed for candidates applying from the least well performing secondary schools. In the UK, this would translate into a decrease of approximately one to two A-level grades. PMID:29792300

What Makes a Difference during the Last Two Years of High School: An Overview of Studies Based on High School and Beyond Data.

ERIC Educational Resources Information Center

Marsh, Herbert W.

Variables that influence growth and change in educational outcomes in the last 2 years of high school were studied using data from the High School and Beyond (HSB) study. The HSB study provided a database of thousands of variables for about 30 students from each of 1,000 randomly selected high schools in the United States in their sophomore and…

From non school-based, co-payment to school-based, free Human Papillomavirus vaccination in Flanders (Belgium): a retrospective cohort study describing vaccination coverage, age-specific coverage and socio-economic inequalities.

PubMed

Lefevere, Eva; Theeten, Heidi; Hens, Niel; De Smet, Frank; Top, Geert; Van Damme, Pierre

2015-09-22

School-based, free HPV vaccination for girls in the first year of secondary school was introduced in Flanders (Belgium) in 2010. Before that, non school-based, co-payment vaccination for girls aged 12-18 was in place. We compared vaccination coverage, age-specific coverage and socio-economic inequalities in coverage - 3 important parameters contributing to the effectiveness of the vaccination programs - under both vaccination systems. We used retrospective administrative data from different sources. Our sample consisted of all female members of the National Alliance of Christian Mutualities born in 1995, 1996, 1998 or 1999 (N=66,664). For each vaccination system we described the cumulative proportion HPV vaccination initiation and completion over time. We used life table analysis to calculate age-specific rates of HPV vaccination initiation and completion. Analyses were done separately for higher income and low income groups. Under non school-based, co-payment vaccination the proportions HPV vaccination initiation and completion slowly rose over time. By age 17, the proportion HPV vaccination initiation/completion was 0.75 (95% CI 0.74-076)/0.66 (95% CI 0.65-0.67). The median age at vaccination initiation/completion was 14.4 years (95% CI 14.4-14.5)/15.4 years (95% CI 15.3-15.4). Socio-economic inequalities in coverage widened over time and with age. Under school-based, free vaccination rates of HPV vaccination initiation were substantially higher. By age 14,the proportion HPV vaccination initiation/completion was 0.90 (95% CI 0.90-0.90)/0.87 (95% CI 0.87-0.88). The median age at vaccination initiation/completion was 12.7 years (95% CI 12.7-12.7)/13.3 years (95% CI 13.3-13.3). Socio-economic inequalities in coverage and in age-specific coverage were substantially smaller. Copyright © 2015. Published by Elsevier Ltd.

Closing the Gap: Principal Perspectives on an Innovative School-Based Mental Health Intervention

ERIC Educational Resources Information Center

Blackman, Kate F.; Powers, Joelle D.; Edwards, Jeffrey D.; Wegmann, Kate M.; Lechner, Ethan; Swick, Danielle C.

2016-01-01

Mental health needs among children in the United States have significant consequences for children and their families, as well as the schools that serve them. This qualitative study evaluated the second year of an innovative school-based mental health project that created a multi-system partnership between an urban school district, a public mental…

Student Career Awareness Network at L. B. Johnson Middle School: 1997-98 School Year Evaluation.

ERIC Educational Resources Information Center

Mearns, Curt

The Student Career Awareness Network (SCAN) at L. B. Johnson Middle School, New Mexico, seeks to target a wide range of students with differing abilities while incorporating School-To-Career's philosophy of instruction. SCAN uses work-related experiences such as project-based assignments, applications-based instruction, hands-on experience, and…

Effects of a 2-Year School-Based Intervention of Enhanced Physical Education in the Primary School

ERIC Educational Resources Information Center

Sacchetti, Rossella; Ceciliani, Andrea; Garulli, Andrea; Dallolio, Laura; Beltrami, Patrizia; Leoni, Erica

2013-01-01

Background: This study aimed to assess whether a school-based physical education intervention was effective in improving physical abilities and influencing daily physical activity habits in primary school children. The possible effect on body mass index (BMI) was also considered. Methods: Twenty-six 3rd-grade classes were randomly selected…

Inquiry-Based Laboratory Activities in Electrochemistry: High School Students' Achievements and Attitudes

ERIC Educational Resources Information Center

Sesen, Burcin Acar; Tarhan, Leman

2013-01-01

This study aimed to investigate the effects of inquiry-based laboratory activities on high school students' understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N =…

Community Participation in Rural Ecuador's School Feeding Programme: A Health Promoting School Perspective

ERIC Educational Resources Information Center

Torres, Irene; Simovska, Venka

2017-01-01

Purpose: The purpose of this paper is to contribute to the debate concerning community participation in school-based health education and health promotion, with regard to food and nutrition. Design/methodology/approach: Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the…

Linking Student Performance in Massachusetts Elementary Schools with the “Greenness” of School Surroundings Using Remote Sensing

PubMed Central

Wu, Chih-Da; McNeely, Eileen; Cedeño-Laurent, J. G.; Pan, Wen-Chi; Adamkiewicz, Gary; Dominici, Francesca; Lung, Shih-Chun Candice; Su, Huey-Jen; Spengler, John D.

2014-01-01

Various studies have reported the physical and mental health benefits from exposure to “green” neighborhoods, such as proximity to neighborhoods with trees and vegetation. However, no studies have explicitly assessed the association between exposure to “green” surroundings and cognitive function in terms of student academic performance. This study investigated the association between the “greenness” of the area surrounding a Massachusetts public elementary school and the academic achievement of the school’s student body based on standardized tests with an ecological setting. Researchers used the composite school-based performance scores generated by the Massachusetts Comprehensive Assessment System (MCAS) to measure the percentage of 3rd-grade students (the first year of standardized testing for 8–9 years-old children in public school), who scored “Above Proficient” (AP) in English and Mathematics tests (Note: Individual student scores are not publically available). The MCAS results are comparable year to year thanks to an equating process. Researchers included test results from 2006 through 2012 in 905 public schools and adjusted for differences between schools in the final analysis according to race, gender, English as a second language (proxy for ethnicity and language facility), parent income, student-teacher ratio, and school attendance. Surrounding greenness of each school was measured using satellite images converted into the Normalized Difference Vegetation Index (NDVI) in March, July and October of each year according to a 250-meter, 500-meter, 1,000-meter, and 2000-meter circular buffer around each school. Spatial Generalized Linear Mixed Models (GLMMs) estimated the impacts of surrounding greenness on school-based performance. Overall the study results supported a relationship between the “greenness” of the school area and the school-wide academic performance. Interestingly, the results showed a consistently positive significant association between the greenness of the school in the Spring (when most Massachusetts students take the MCAS tests) and school-wide performance on both English and Math tests, even after adjustment for socio-economic factors and urban residency. PMID:25310542

Inclusion of peers in a school-based obesity intervention

USDA-ARS?s Scientific Manuscript database

The increasing prevalence of childhood obesity and the comorbid health problems highlight a pressing need to identify effective treatments that address this public health problem during the childhood years. The current study evaluated a school-based pediatric obesity program for middle-school childr...

Motivation towards extracurricular activities and motivation at school: A test of the generalization effect hypothesis.

PubMed

Denault, Anne-Sophie; Guay, Frédéric

2017-01-01

Participation in extracurricular activities is a promising avenue for enhancing students' school motivation. Using self-determination theory (Deci & Ryan, 2000), the goal of this study was to test a serial multiple mediator model. In this model, students' perceptions of autonomy support from their extracurricular activity leader predicted their activity-based intrinsic and identified regulations. In turn, these regulations predicted their school-based intrinsic and identified regulations during the same school year. Finally, these regulations predicted their school-based intrinsic and identified regulations one year later. A total of 276 youths (54% girls) from disadvantaged neighborhoods were surveyed over two waves of data collection. The proposed mediation model was supported for both types of regulation. These results highlight the generalization effects of motivation from the extracurricular activity context to the school context. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Evaluation of a novel intervention providing insight into the tobacco industry to prevent the uptake of smoking in school-aged children: a mixed-methods study.

PubMed

Szatkowski, Lisa; Taylor, John; Taylor, Amy; Lewis, Sarah; Wu, Qi; Parrott, Steve; McNeill, Ann; Britton, John; Bauld, Linda; Jones, Laura L; Bains, Manpreet

2017-11-03

Evidence from the US Truth campaign suggests that interventions focusing on tobacco industry practices and ethics may be effective in preventing youth smoking uptake. We developed, piloted and evaluated a school-based intervention based on this premise. Exploratory study students in years 7-8 (aged 11-13) in two UK schools received Operation Smoke Storm , comprising three 50 min classroom-based sessions in year 7, an accompanying family booklet and a 1-hour classroom-based booster session in year 8. We compared the risk and odds of ever smoking and susceptibility to smoking in year 8 students in study schools postintervention with students in control schools. Focus groups and interviews with students, teachers and parents evaluated the acceptability of the intervention. In intervention schools, the combined prevalence of ever smoking and susceptibility increased from 18.2% in year 7 to 33.8% in year 8. There was no significant difference in the odds of a year 8 student in an intervention school being an ever smoker or susceptible never smoker compared with controls (adjusted OR (aOR) 1.28, 95% CI 0.83 to 1.97, p=0.263) and no significant difference in the odds of ever smoking (aOR 0.82, 95% CI 0.42 to 1.58, p=0.549). Teachers highlighted differences by academic ability in how well the messages presented were understood. Use of the family component was low but was received positively by parents who engaged with it. Operation Smoke Storm is an acceptable resource for delivering smoking-prevention education, but it does not appear to have reduced smoking and susceptibility. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Four year-olds use norm-based coding for face identity.

PubMed

Jeffery, Linda; Read, Ainsley; Rhodes, Gillian

2013-05-01

Norm-based coding, in which faces are coded as deviations from an average face, is an efficient way of coding visual patterns that share a common structure and must be distinguished by subtle variations that define individuals. Adults and school-aged children use norm-based coding for face identity but it is not yet known if pre-school aged children also use norm-based coding. We reasoned that the transition to school could be critical in developing a norm-based system because school places new demands on children's face identification skills and substantially increases experience with faces. Consistent with this view, face identification performance improves steeply between ages 4 and 7. We used face identity aftereffects to test whether norm-based coding emerges between these ages. We found that 4 year-old children, like adults, showed larger face identity aftereffects for adaptors far from the average than for adaptors closer to the average, consistent with use of norm-based coding. We conclude that experience prior to age 4 is sufficient to develop a norm-based face-space and that failure to use norm-based coding cannot explain 4 year-old children's poor face identification skills. Copyright © 2013 Elsevier B.V. All rights reserved.

Association of caries experience and dental plaque with sociodemographic characteristics in elementary school-aged children: a cross-sectional study.

PubMed

Bashirian, Saeed; Shirahmadi, Samaneh; Seyedzadeh-Sabounchi, Shabnam; Soltanian, Ali Reza; Karimi-Shahanjarini, Akram; Vahdatinia, Farshid

2018-01-10

Dental caries among Iranian elementary school children aged 6-12 years continue to rise. To estimate treatment needs and guide health initiatives, current epidemiologic data are required. Such data are currently unavailable for dental health. The purpose of this study was to assess caries experience, dental plaque, and associated factors in elementary school-aged children from Iran. In this cross-sectional study, 988 elementary school children aged 7-12 years were selected by multistage cluster sampling. Dental caries was studied using the WHO criteria, dental plaque was examined according to O'Leary index. Data on parental education and occupation, living district, dental pain within the past year, and tooth brushing habits under parental supervision were collected through interviews based on questionnaire. The data were analyzed with descriptive statistics and logistic and linear regression. The mean (SD) age of the elementary school children was 9.64 (1.73) years. The highest dmft was seen in elementary school children aged 7-8 years 6.53 (4.37) and the highest DMFT and dental plaque was in 12 year olds recorded as 1.17 (1.77) and 51.97 (25.86), respectively. The proportion of decayed teeth in 7 years old elementary school based on dmft index was 80.36%, moreover, the proportion in 12 years old elementary school was 40.17% based on the DMFT index. Age, gender, and dental pain within the past year were significantly associated with DMFT and dmft. The odds of developing dental caries (DMFT) was 1.70 times higher in girls than in boys (p < 0.001) and 1.72 times higher in the students that reported dental pain frequently than in those who did not (p = 0.005). The chance of developing dental caries (dmft) was 0.47 times lower in girls than boys (p < 0.001). Age was significantly correlated with dental plaque such that Plaque Index increased by 2.44 times per one year increase in age (p < 0.001). Results indicated that dental caries experience and plaque formation among elementary school children in Hamadan were high and they were influenced by their sociodemographic factors. The associations found can be used as a helpful guide for planning accurate preventive programs for elementary school children in this region.

The Relationship of High School Type to Persistence and Grade Point Average of First-Year Students at Faith-Based Liberal Arts Colleges

ERIC Educational Resources Information Center

Litscher, Kenneth Michael

2015-01-01

Based on previous research, there are several student characteristics that have been identified to affect academic success of first-year students in college. However, there are few studies that examine if the type of high school (public, private faith-based, private secular, or homeschool) from which a student graduates affects grade point average…

Group 5: Itinerant English Language Learner (ELL) Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 2a: Early Childhood Education Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 7: Visiting Instruction Service (VIS) Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 3: Special Education Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 3a: Special Education Teachers--Autism Program. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 6: Shared Special Subject Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 8: Student Support Professionals. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 14: Program Coordinators and Deans. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 9: Library Media Specialists. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 12: Related Service Providers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 13: Special Education Coordinators. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Effects of School Quality, School Citizenship Policy, and Student Body Composition on the Acquisition of Citizenship Competences in the Final Year of Primary Education

ERIC Educational Resources Information Center

Dijkstra, Anne Bert; Geijsel, Femke; Ledoux, Guuske; van der Veen, Ineke; ten Dam, Geert

2015-01-01

This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social…

Philadelphia's Renaissance Schools Initiative after Four Years

ERIC Educational Resources Information Center

Stratos, Kati; Wolford, Tonya; Reitano, Adrienne

2015-01-01

In 2010-2011, the School District of Philadelphia (the District) launched its Renaissance Schools Initiative, a program designed to dramatically improve student achievement in the District's lowest performing schools. Some schools became Promise Academies, based on the federal turnaround model, and remained District-operated neighborhood schools.…

Work Begins at School.

ERIC Educational Resources Information Center

Casto, James E.

2001-01-01

Students at Clay County High School (West Virginia) get real-world work experience through the school's comprehensive School-to-Work program, now in its third year. Given the limited job availability in this poor rural area, the school supplements work-site experiences with school-based business enterprises, student construction projects, and…

Implementation of a Project-Based Engineering School: Increasing Student Motivation and Relevant Learning

ERIC Educational Resources Information Center

Terrón-López, María-José; García-García, María-José; Velasco-Quintana, Paloma-Julia; Ocampo, Jared; Vigil Montaño, María-Reyes; Gaya-López, María-Cruz

2017-01-01

The School of Engineering at Universidad Europea de Madrid (UEM) implemented, starting in the 2012-2013 period, a unified academic model based on project-based learning as the methodology used throughout the entire School. This model expects that every year, in each grade, all the students should participate in a capstone project integrating the…

Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education, Community School District 3, Manhattan. Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Duque, Diana L.

The Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education was a federally funded program in its third year of operation in one intermediate school and two junior high schools in Manhattan (New York) in 1992-93. During this period, it served 244 native Spanish-speaking, limited-English-proficient (LEP) students…

Lighting the Fire: Finding Commitment and Purpose in Middle School

ERIC Educational Resources Information Center

Fuchs, Janet

2013-01-01

This article describes the results of a three-day professional development workshop for newer teachers (with less than six years of experience) and more experienced teachers trained in design of skills-based, year-long themes with rich interdisciplinary connections at Charles River School (Massachusetts). For the three days, the school was buzzing…

Longer School Years: Reform or Illusion? Policy Studies in Education.

ERIC Educational Resources Information Center

Smith, Edward C.

The advantages and disadvantages of the year-round school fall into three major categories: financial, educational, and professional. Financial advantages are based on the postponement of construction costs and the use of existing school facilities and equipment to serve a larger number of students. Financial disadvantages include a rise in…

Toddlers' Scientific Explorations: Encounters with Insects

ERIC Educational Resources Information Center

Shaffer, Lauren Foster; Hall, Ellen; Lynch, Mary

2009-01-01

This article features Boulder Journey School, located in Boulder, Colorado, a full-day, year-round school that welcomes over 200 young children, ages 6 weeks to 6 years, and their families. The school community is committed to a culture based on children as curious and competent individuals capable of coconstructing knowledge. In Boulder Journey…

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 for Decision-Making: Training for Effective School-Based Budgeting in Los Angeles, Chicago, and Denver.

ERIC Educational Resources Information Center

Lauber, Diana; Warden, Christine

So that New York City could build on the experiences of other large cities as it implemented Performance Driven Budgeting (PDB) in the schools, a study was conducted of the school based budgeting training in Los Angeles, Chicago, and Denver. These districts have from 6 to 10 years experience in site-based budgeting. The study is based on…

e-Leadership of School Principals: Increasing School Effectiveness by a School Data Management System

ERIC Educational Resources Information Center

Blau, Ina; Presser, Ofer

2013-01-01

In recent years, school management systems have become an important tool for effective e-leadership and data-based decision making. School management systems emphasize information flow and e-communication between teachers, students and parents. This study examines e-leadership by secondary-school principals through the Mashov school management…

An Updated Analysis of Author Affiliation across Four School Psychology Journals: Is Practitioner Research Increasing?

ERIC Educational Resources Information Center

Aspiranti, Kathleen B.; McCleary, Daniel F.; Ratliff, Stephen R.

2018-01-01

This study analyzed articles published in four school psychology journals ("Journal of School Psychology," "Psychology in the Schools," "School Psychology Quarterly," and "School Psychology Review") between the years 2009 and 2015. Articles were classified based on whether they were narrative or empirical,…

School Climate: Research, Policy, Practice, and Teacher Education

ERIC Educational Resources Information Center

Cohen, Jonathan; McCabe, Libby; Michelli, Nicholas M.; Pickeral, Terry

2009-01-01

Background/Context: Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational…

Investigating Level of Mathematics Knowledge for Students Attending Vocational Schools in Turkey

ERIC Educational Resources Information Center

Colakoglu, Nurdan

2013-01-01

Students attend mathematics courses in Turkey for totally 11 years, throughout education life ranging from primary school to university, including eight years in primary education and three years in secondary education (four years based on new arrangement); however, level of mathematic knowledge of students is upsetting when they reach university…

Year One: An Evaluation of School-Based Development Corporations in Five Rural Arkansas Towns.

ERIC Educational Resources Information Center

Arkansas Community Education Development Association, Little Rock.

Rural school districts in five Arkansas towns set up school-based development corporations (SBDCs) to provide vocational and career training relevant to the needs of rural high school students and the community and to improve the economic and social welfare of the community as a whole. Each SBDC owned and operated businesses using student labor…

Working Their Way to School Completion: A Snapshot of School-Based Apprenticeships and Traineeships for Young Australians

ERIC Educational Resources Information Center

Klatt, Malgorzata; Clarke, Kira; Dulfer, Nicky

2017-01-01

This paper highlights troubling patterns within the Australian School-based Apprenticeships and Traineeships (SBATs) by analysing statistical data of 21,000 of 15-19 year old apprenticeship/traineeship learners engaged in Vocational Education and Training in School (VETiS). It confirms the alignment of social groups to certain qualification fields…

Advancing College Opportunity: An Impact Evaluation of the Growth of Dual Credit in Stark and Wayne Counties, Ohio

ERIC Educational Resources Information Center

Rochford, Joseph A.; O'Neill, Adrienne; Gelb, Adele

2009-01-01

This impact evaluation looks at three years of growth for "high school-based dual credit" courses exclusive of Canton's Early College High School in Stark and Wayne Counties. As "high school based dual credit" is increasingly implemented in low wealth and urban districts, accompanied by an increase in high school teachers…

The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices

ERIC Educational Resources Information Center

Brown, Joshua L.; Jones, Stephanie M.; Aber, J. Lawrence

2010-01-01

This presentation capitalizes on a three-year, longitudinal, school-randomized trial of the 4Rs Program, a comprehensive, school-based social-emotional and literacy program for elementary schools, to test intervention induced changes in features of classroom climate and key dimensions of teacher affective and pedagogical processes and practices…

A Community-Based Parent Group's Collaboration to Inform School Choice in Detroit: Findings from the First Year

ERIC Educational Resources Information Center

Hill, K. Dara

2016-01-01

This community-based, participatory action research study examined the outcomes of parent participation in the Best Classroom Project, an organized group of parents in Detroit seeking the best school options for children about to enter kindergarten. These parents' residency and school choices have emerged against the grain of public schools that…

A Pilot Study Exploring After-School Care Providers' Response to the Incredible Years Classroom Management Program

ERIC Educational Resources Information Center

Hicks-Hoste, Taylor B.; Carlson, John S.; Tiret, Holly B.

2015-01-01

The need for and importance of bringing evidence-based interventions into school settings has been firmly established. Adapting and adjusting intervention programs to meet the unique needs of a school district requires personnel to use a data-based approach to implementation. This pilot study is the first to report on after-school care providers'…

Effectiveness of a 5-year school-based intervention programme to reduce adiposity and improve fitness and lifestyle in Indian children; the SYM-KEM study.

PubMed

Bhave, Sheila; Pandit, Anand; Yeravdekar, Rajiv; Madkaikar, Vaishali; Chinchwade, Trushna; Shaikh, Nasreen; Shaikh, Tasneem; Naik, Shraddha; Marley-Zagar, Ella; Fall, Caroline H D

2016-01-01

Non-randomised non-blinded school-based intervention study. Two schools in the cities of Pune and Nasik, India. The intervention group comprised children attending a Pune school from 7-10 years until 12-15 years of age. Two control groups comprised children of the same age attending a similar school in Nasik, and children in the Pune intervention school but aged 12-15 years at the start of the study. A 5-year multi-intervention programme, covering three domains: physical activity, diet and general health, and including increased extracurricular and intracurricular physical activity sessions; daily yoga-based breathing exercises; making physical activity a 'scoring' subject; nutrition education; healthier school meals; removal of fast-food hawkers from the school environs; and health and nutrition education for teachers, pupils and families. Body mass index (BMI), waist circumference, physical fitness according to simple tests of strength, flexibility and endurance; diet; and lifestyle indicators (time watching TV, studying and actively playing). After 5 years the intervention children were fitter than controls in running, long jump, sit-up and push-up tests (p<0.05 for all). They reported spending less time sedentary (watching TV and studying), more time actively playing and eating fruit more often (p<0.05). The intervention did not reduce BMI or the prevalence of overweight/obesity, but waist circumference was lower than in the Pune controls (p=0.004). It was possible to achieve multiple health-promoting changes in an academically competitive Indian school. These changes resulted in improved physical fitness, but had no impact on the children's BMI or on the prevalence of overweight/obesity. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Experience Based Career Education at Wichita East High School: A Third-Party Evaluation for Year Two, 1977-78.

ERIC Educational Resources Information Center

Crawford, George; Miskel, Cecil

A third-party evaluation was conducted to assess the second year's operation of the Experience Based Career Education (EBCE) program at Wichita (Kansas) High School East. The program proposal contained fourteen process objectives and twelve outcome objectives. The status of the process objective achievement was determined by interviewing program…

Capital Area Education and Careers Partnership School-to-Career Grant: An Assessment of Year Three Activities.

ERIC Educational Resources Information Center

O'Shea, Dan

Based on interviews and document analysis, an evaluation of Year 3 of the Capital Area Education and Careers Partnership (CAECP) assessed its initiatives to help youth and young adults advance their educational and workplace achievements in pursuit of satisfying, productive careers. CAECP improved school-based learning activity objectives by…

Understanding the Importance of Parent Learning in a School-Based Family Literacy Programme

ERIC Educational Resources Information Center

Timmons, Kristy; Pelletier, Janette

2015-01-01

This study examined how parents' own learning affected their support for their children in a school-based Family Literacy Programme. Seventy-two children in junior kindergarten (4-year-olds) and senior kindergarten (5-year-olds) and their parents participated in the programme; complete data were available for 52 parents. Comparisons of pre- and…

Engineering-Based Problem Solving in the Middle School: Design and Construction with Simple Machines

ERIC Educational Resources Information Center

English, Lyn D.; Hudson, Peter; Dawes, Les

2013-01-01

Incorporating engineering concepts into middle school curriculum is seen as an effective way to improve students' problem-solving skills. A selection of findings is reported from a science, technology, engineering and mathematics (STEM)-based unit in which students in the second year (grade 8) of a three-year longitudinal study explored…

Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research

ERIC Educational Resources Information Center

Jones, Stephanie M.; Brown, Joshua L.; Lawrence Aber, J.

2011-01-01

This study contributes to ongoing scholarship at the nexus of translational research, education reform, and the developmental and prevention sciences. It reports 2-year experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on children's social-emotional, behavioral, and…

Science-Based Advances in the Social Domain of Learning Disabilities

ERIC Educational Resources Information Center

Bryan, Tanis

2005-01-01

Over the past 20 years, teachers have been under continuous pressure to increase students' academic achievement gains. The No Child Left Behind Act of 2001 (NCLB), the latest effort in the 20+-year-old school reform movement, is a federal mandate that demands in part that school districts implement science-based instructional strategies to ensure…

A cluster randomized trial of sun protection at elementary schools. Results from year 2.

PubMed

Roetzheim, Richard G; Love-Jackson, Kymia M; Hunter, Seft G; Lee, Ji-Hyun; Chen, Ren; Abdulla, Rania; Wells, Kristen J

2011-12-01

Elementary schools are one potential venue for sun protection interventions that reduce childhood sun exposure. To assess Year-2 results from a cluster randomized trial promoting hat use at schools. Block randomization was used to assign intervention/control status to participating schools. Data were collected from 2006 to 2008 and analyzed in 2007-2010. Of the 24 schools in the School District of Hillsborough County, Florida enrolled, 4th-graders were targeted in the first year and followed through their 5th-grade year. Classroom sessions were conducted to improve sun protection knowledge, foster more positive attitudes about hat use, and change the subjective norm of wearing hats when at school. Year-2 outcomes assessed included hat use at school (measured by direct observation), hat use outside of school (measured by self-report) and skin pigmentation and nevi counts (measured for a subgroup of 439 students). The percentage of students observed wearing hats at control schools remained unchanged during the 2-year period (range 0%-2%) but increased significantly at intervention schools (2% at baseline, 41% at end of Year 1, 19% at end of Year 2; p<0.001 for intervention effect). Measures of skin pigmentation, nevi counts, and self-reported use of hats outside of school did not change during the study period. This intervention increased use of hats at school through Year 2 but had no measurable effect on skin pigmentation or nevi. Whether school-based interventions can ultimately prevent skin cancer is uncertain. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

School-Based Child Care. Research Brief

ERIC Educational Resources Information Center

Muir, Mike

2004-01-01

Each year, half a million teenagers become mothers in the United States. School-based child care programs are a positive way for educational institutions to encourage young mothers to return to or stay in school, prepare for employment, and acquire accurate information about child development and appropriate parenting practices. Nationwide,…

Educational Programming for Pupils with Neurologically Based Language Disorders. Final Report.

ERIC Educational Resources Information Center

Zedler, Empress Y.

To investigate procedures whereby schools may achieve maximal results with otherwise normal underachieving pupils with neurologically based language-learning disorders, 100 such subjects were studied over a 2-year period. Fifty experimental subjects remained in regular classes in school and received individualized teaching outside of school hours…

Charter School Funding: Inequity Expands

ERIC Educational Resources Information Center

Batdorff, Meagan; Maloney, Larry; May, Jay F.; Speakman, Sheree T.; Wolf, Patrick J.; Cheng, Albert

2014-01-01

This revenue study is based on Fiscal Year 2010-11 (FY11) data for each of 30 selected states plus the District of Columbia (D.C.). Traditional school districts and public charter schools were analyzed and aggregated "statewide." For each state, one to three "focus areas" were selected based on larger concentrations of charter…

School-Based First Aid Training Programs: A Systematic Review

ERIC Educational Resources Information Center

Reveruzzi, Bianca; Buckley, Lisa; Sheehan, Mary

2016-01-01

Background: This review examines the breadth of first aid training delivered to school students and the components that are age appropriate to adolescents. Method: Eligible studies included school-based first aid interventions targeting students aged between 10 and 18 years. Online databases were searched, for peer-reviewed publications available…

Effects of the X:IT smoking intervention: a school-based cluster randomized trial.

PubMed

Andersen, Anette; Krølner, Rikker; Bast, Lotus Sofie; Thygesen, Lau Caspar; Due, Pernille

2015-12-01

Uptake of smoking in adolescence is still of major public health concern. Evaluations of school-based programmes for smoking prevention show mixed results. The aim of this study was to examine the effect of X:IT, a multi-component school-based programme to prevent adolescent smoking. Data from a Danish cluster randomized trial included 4041 year-7 students (mean age: 12.5) from 51 intervention and 43 control schools. Outcome measure 'current smoking' was dichotomized into smoking daily, weekly, monthly or more seldom vs do not smoke. Analyses were adjusted for baseline covariates: sex, family socioeconomic position (SEP), best friend's smoking and parental smoking. We performed multilevel, logistic regression analyses of available cases and intention-to-treat (ITT) analyses, replacing missing outcome values by multiple imputation. At baseline, 4.7% and 6.8% of the students at the intervention and the control schools smoked, respectively. After 1 year of the intervention, the prevalence was 7.9% and 10.7%, respectively. At follow-up, 553 students (13.7%) did not answer the question on smoking. Available case analyses: crude odds ratios (OR) for smoking at intervention schools compared with control schools: 0.65 (0.48-0.88) and adjusted: 0.70 (0.47-1.04). ITT analyses: crude OR for smoking at intervention schools compared with control schools: 0.67 (0.50-0.89) and adjusted: 0.61 (0.45-0.82). Students at intervention schools had a lower risk of smoking after a year of intervention in year 7. This multi-component intervention involving educational, parental and context-related intervention components seems to be efficient in lowering or postponing smoking uptake in Danish adolescents. © The Author 2015; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association.

Design of a school-based randomized trial to reduce smoking among 13 to 15-year olds, the X:IT study.

PubMed

Andersen, Anette; Bast, Lotus Sofie; Ringgaard, Lene Winther; Wohllebe, Louise; Jensen, Poul Dengsøe; Svendsen, Maria; Dalum, Peter; Due, Pernille

2014-05-28

Adolescent smoking is still highly prevalent in Denmark. One in four 13-year olds indicates that they have tried to smoke, and one in four 15-year olds answer that they smoke regularly. Smoking is more prevalent in socioeconomically disadvantaged populations in Denmark as well as in most Western countries. Previous school-based programs to prevent smoking have shown contrasting results internationally. In Denmark, previous programs have shown limited or no effect. This indicates a need for developing a well-designed, comprehensive, and multi-component intervention aimed at Danish schools with careful implementation and thorough evaluation.This paper describes X:IT, a study including 1) the development of a 3-year school-based multi-component intervention and 2) the randomized trial investigating the effect of the intervention. The study aims at reducing the prevalence of smoking among 13 to 15-year olds by 25%. The X:IT study is based on the Theory of Triadic Influences. The theory organizes factors influencing adolescent smoking into three streams: cultural environment, social situation, and personal factors. We added a fourth stream, the community aspects. The X:IT program comprises three main components: 1) smoke-free school premises, 2) parental involvement including smoke-free dialogues and smoke-free contracts between students and parents, and 3) a curricular component. The study encompasses process- and effect-evaluations as well as health economic analyses. Ninety-four schools in 17 municipalities were randomly allocated to the intervention (51 schools) or control (43 schools) group. At baseline in September 2010, 4,468 year 7 students were eligible of which 4,167 answered the baseline questionnaire (response rate = 93.3%). The X:IT study is a large, randomized controlled trial evaluating the effect of an intervention, based on components proven to be efficient in other Nordic settings. The X:IT study directs students, their parents, and smoking prevention policies at the schools. These elements have proven to be effective tools in preventing smoking among adolescents. Program implementation is thoroughly evaluated to be able to add to the current knowledge of the importance of implementation. X:IT creates the basis for thorough effect and process evaluation, focusing on various social groups. Current Controlled Trials ISRCTN77415416.

Design of a school-based randomized trial to reduce smoking among 13 to 15-year olds, the X:IT study

PubMed Central

2014-01-01

Background Adolescent smoking is still highly prevalent in Denmark. One in four 13-year olds indicates that they have tried to smoke, and one in four 15-year olds answer that they smoke regularly. Smoking is more prevalent in socioeconomically disadvantaged populations in Denmark as well as in most Western countries. Previous school-based programs to prevent smoking have shown contrasting results internationally. In Denmark, previous programs have shown limited or no effect. This indicates a need for developing a well-designed, comprehensive, and multi-component intervention aimed at Danish schools with careful implementation and thorough evaluation. This paper describes X:IT, a study including 1) the development of a 3-year school-based multi-component intervention and 2) the randomized trial investigating the effect of the intervention. The study aims at reducing the prevalence of smoking among 13 to 15-year olds by 25%. Methods/Design The X:IT study is based on the Theory of Triadic Influences. The theory organizes factors influencing adolescent smoking into three streams: cultural environment, social situation, and personal factors. We added a fourth stream, the community aspects. The X:IT program comprises three main components: 1) smoke-free school premises, 2) parental involvement including smoke-free dialogues and smoke-free contracts between students and parents, and 3) a curricular component. The study encompasses process- and effect-evaluations as well as health economic analyses. Ninety-four schools in 17 municipalities were randomly allocated to the intervention (51 schools) or control (43 schools) group. At baseline in September 2010, 4,468 year 7 students were eligible of which 4,167 answered the baseline questionnaire (response rate = 93.3%). Discussion The X:IT study is a large, randomized controlled trial evaluating the effect of an intervention, based on components proven to be efficient in other Nordic settings. The X:IT study directs students, their parents, and smoking prevention policies at the schools. These elements have proven to be effective tools in preventing smoking among adolescents. Program implementation is thoroughly evaluated to be able to add to the current knowledge of the importance of implementation. X:IT creates the basis for thorough effect and process evaluation, focusing on various social groups. Trial registration Current Controlled Trials ISRCTN77415416. PMID:24886206

Group 4: Non-Itinerant English Language Learner (ELL) Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 1: General Education Teachers with Individual Value-Added Student Achievement Data. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Group 3b: Special Education Teachers--Early Childhood Education. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

Public School Teacher Autonomy in the Classroom across School Years 2003-04, 2007-08, and 2011-12. Stats in Brief. NCES 2015-089

ERIC Educational Resources Information Center

Sparks, Dinah; Malkus, Nat

2015-01-01

This Statistics in Brief explores teacher autonomy in the classroom during the 2003-04, 2007-08, and 2011-12 school years. Using data from the National Center for Education Statistics (NCES) Schools and Staffing Survey (SASS), the Statistics in Brief examines a construct of teacher autonomy based on teachers' responses to six questions regarding…

Are Substance Use Prevention Programs More Effective in Schools Making Adequate Yearly Progress? A Study of Project ALERT

ERIC Educational Resources Information Center

Clark, Heddy Kovach; Ringwalt, Chris L.; Shamblen, Stephen R.; Hanley, Sean M.; Flewelling, Robert L.

2011-01-01

This exploratory study sought to determine if a popular school-based drug prevention program might be effective in schools that are making adequate yearly progress (AYP). Thirty-four schools with grades 6 through 8 in 11 states were randomly assigned either to receive Project ALERT (n = 17) or to a control group (n = 17); of these, 10 intervention…

Family-based hip-hop to health: outcome results.

PubMed

Fitzgibbon, Marian L; Stolley, Melinda R; Schiffer, Linda; Kong, Angela; Braunschweig, Carol L; Gomez-Perez, Sandra L; Odoms-Young, Angela; Van Horn, Linda; Christoffel, Katherine Kaufer; Dyer, Alan R

2013-02-01

This pilot study tested the feasibility of Family-Based Hip-Hop to Health, a school-based obesity prevention intervention for 3-5-year-old Latino children and their parents, and estimated its effectiveness in producing smaller average changes in BMI at 1-year follow-up. Four Head Start preschools administered through the Chicago Public Schools were randomly assigned to receive a Family-Based Intervention (FBI) or a General Health Intervention (GHI). Parents signed consent forms for 147 of the 157 children enrolled. Both the school-based and family-based components of the intervention were feasible, but attendance for the parent intervention sessions was low. Contrary to expectations, a downtrend in BMI Z-score was observed in both the intervention and control groups. While the data reflect a downward trend in obesity among these young Hispanic children, obesity rates remained higher at 1-year follow-up (15%) than those reported by the National Health and Nutrition Examination Survey (2009-2010) for 2-5-year-old children (12.1%). Developing evidence-based strategies for obesity prevention among Hispanic families remains a challenge. Copyright © 2012 The Obesity Society.

Family-Based Hip-Hop to Health: Outcome Results

PubMed Central

Fitzgibbon, M. L.; Stolley, M. R.; Schiffer, L.; Kong, A.; Braunschweig, C. L.; Gomez-Perez, S. L.; Odoms-Young, A.; Van Horn, L.; Christoffel, K. Kaufer; Dyer, A. R.

2012-01-01

This pilot study tested the feasibility of Family-Based Hip-Hop to Health, a school-based obesity prevention intervention for 3–5 year old Latino children and their parents, and estimated its effectiveness in producing smaller average changes in body mass index at one year follow-up. Four Head Start preschools administered through the Chicago Public Schools were randomly assigned to receive a Family-Based Intervention (FBI) or a General Health intervention (GHI). Parents signed consent forms for 147 of the 157 children enrolled. Both the school-based and family-based components of the intervention were feasible, but attendance for the parent intervention sessions was low. Contrary to expectations, a downtrend in BMI Z score was observed in both the intervention and control groups. While the data reflect a downward trend in obesity among these young Hispanic children, obesity rates remained higher at one-year follow-up (15%) than those reported by the National Health and Nutrition Examination Survey (2009–2010) for 2–5 year old children (12.1%). Developing evidence-based strategies for obesity prevention among Hispanic families remains a challenge. PMID:23532990

Cost effectiveness analysis of Year 2 of an elementary school-located influenza vaccination program-Results from a randomized controlled trial.

PubMed

Yoo, Byung-Kwang; Humiston, Sharon G; Szilagyi, Peter G; Schaffer, Stanley J; Long, Christine; Kolasa, Maureen

2015-11-16

School-located vaccination against influenza (SLV-I) has the potential to improve current suboptimal influenza immunization coverage for U.S. school-aged children. However, little is known about SLV-I's cost-effectiveness. The objective of this study is to establish the cost-effectiveness of SLV-I based on a two-year community-based randomized controlled trial (Year 1: 2009-2010 vaccination season, an unusual H1N1 pandemic influenza season, and Year 2: 2010-2011, a more typical influenza season). We performed a cost-effectiveness analysis on a two-year randomized controlled trial of a Western New York SLV-I program. SLV-I clinics were offered in 21 intervention elementary schools (Year 1 n = 9,027; Year 2 n = 9,145 children) with standard-of-care (no SLV-I) in control schools (Year 1 n = 4,534 (10 schools); Year 2 n = 4,796 children (11 schools)). We estimated the cost-per-vaccinated child, by dividing the incremental cost of the intervention by the incremental effectiveness (i.e., the number of additionally vaccinated students in intervention schools compared to control schools). In Years 1 and 2, respectively, the effectiveness measure (proportion of children vaccinated) was 11.2 and 12.0 percentage points higher in intervention (40.7 % and 40.4 %) than control schools. In year 2, the cost-per-vaccinated child excluding vaccine purchase ($59.88 in 2010 US $) consisted of three component costs: (A) the school costs ($8.25); (B) the project coordination costs ($32.33); and (C) the vendor costs excluding vaccine purchase ($16.68), summed through Monte Carlo simulation. Compared to Year 1, the two component costs (A) and (C) decreased, while the component cost (B) increased in Year 2. The cost-per-vaccinated child, excluding vaccine purchase, was $59.73 (Year 1) and $59.88 (Year 2, statistically indistinguishable from Year 1), higher than the published cost of providing influenza vaccination in medical practices ($39.54). However, taking indirect costs (e.g., averted parental costs to visit medical practices) into account, vaccination was less costly in SLV-I ($23.96 in Year 1, $24.07 in Year 2) than in medical practices. Our two-year trial's findings reinforced the evidence to support SLV-I as a potentially favorable system to increase childhood influenza vaccination rates in a cost-efficient way. Increased efficiencies in SLV-I are needed for a sustainable and scalable SLV-I program.

Do Incentive-Based Programs Improve Teacher Quality and Student Achievement? An Analysis of Implementation in 12 Urban Charter Schools

ERIC Educational Resources Information Center

Kaimal, Girija; Jordan, Will J.

2016-01-01

Context: Policymakers have increasingly advocated for incentive-based approaches for improving urban schools. Purpose of the study: Few studies have examined the implementation of incentive based approaches in the urban charter school context. This paper presents research findings from a 4-year longitudinal study of the implementation of a…

Leading and Managing the Competence-Based Curriculum: Conscripts, Volunteers and Champions at Work within the Departmentalised Environment of the Secondary School

ERIC Educational Resources Information Center

Downey, Christopher; Byrne, Jenny; Souza, Ana

2013-01-01

This article presents a sub-set of findings from a research project describing the experience of four case study schools which have implemented a competence-based curriculum (CBC) for students in their first year of secondary education. Secondary schools are highly departmentalised environments with organisational structures based primarily around…

Does Successful School-Based Prevention of Bullying Influence Substance Use among 13- To 16-Year-Olds?

ERIC Educational Resources Information Center

Amundsen, Ellen J.; Ravndal, Edle

2010-01-01

Aim: To test whether the school-based Olweus prevention programme against bullying may have lasting effects on substance use, a hypothesis based on the characteristics of bullies having misconduct behaviour associated with substance use. Methods: The Olweus programme was introduced from grades 7 through 9 in four schools and monitored up to grade…

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.

De-adoption of an evidence-based trauma intervention in schools: A retrospective report from an urban school district

PubMed Central

Nadeem, Erum; Ringle, Vanesa

2017-01-01

The de-adoption of evidence-based practices (EBPs) is a largely understudied topic. The present study examined factors related to the de-adoption of an EBP for students exposed to traumatic events in a large urban school district. Qualitative interviews conducted with school clinicians and district administrators two years after the district embarked on a large-scale roll-out of the EBP distinguished between factors that impacted partial de-adoption after one year (phase 1) and complete de-adoption by the district after two years (phase 2). Phase 1 factors included organizational consistency, workforce stability, prior success, positive student outcomes, school- and district- level supports, innovation-setting fit, and innovation-related issues. Phase 2 factors included district-level leadership changes, financial and workforce instability, and shifting priorities. Study results suggest that sustainment-enhancing strategies should be included in the early stages of program implementation to most effectively adapt to school- and system- level changes. PMID:28775793

School Finance. Trends and Issues.

ERIC Educational Resources Information Center

Hadderman, Margaret, Comp.

During the past several years, policymakers and practitioners have concentrated their energies on resolving equity/adequacy issues, reforming school tax structures, improving schools' efficiency and cost-effectiveness, developing school-based accountability, and exploring alternative cost-cutting and fundraising strategies. Total expenditures for…

School-Based HIV/STD Testing Behaviors and Motivations Among Black and Hispanic Teen MSM: Results From a Formative Evaluation.

PubMed

Morris, Elana; Topete, Pablo; Rasberry, Catherine N; Lesesne, Catherine A; Kroupa, Elizabeth; Carver, Lisa

2016-12-01

This evaluation explores experiences with, and motivations for, human immunodeficiency virus (HIV) and sexually transmitted disease (STD) testing among black and Hispanic school-aged young men who have sex with men (YMSM). Participants were recruited at community-based organizations that serve YMSM in New York City, Philadelphia, and San Francisco. Eligible participants were 13- to 19-year-old black or Hispanic males who reported attraction to or sexual behavior with other males and/or identified as gay or bisexual, and attended at least 90 days of school in the previous 18 months. Participants (N = 415) completed web-based questionnaires and/or in-depth interviews (N = 32). In the past year, 72.0% of questionnaire participants had been tested for HIV, 13.5% of them at school or school clinic. Participants reported that they would be more likely to get an HIV test if they could be tested close to or at school (34.4%), and 64.4% would use HIV testing if offered in schools. Most interview participants reported willingness to use school-based services if they were offered nonjudgmentally, privately, and confidentially by providers with experience serving YMSM. Schools can provide opportunities to make HIV and STD testing accessible to school-aged YMSM, but the services must be provided in ways that are comfortable to them. © 2016, American School Health Association.

Trends in the Participation and Performance of Students with Disabilities. Technical Report 50

ERIC Educational Resources Information Center

Thurlow, Martha; Quenemoen, Rachel; Altman, Jason; Cuthbert, Marge

2008-01-01

The purpose of this report is to document the participation and performance trends over time for students with disabilities, progressing from school year 2001-02, a base year for determining AYP goals under NCLB, through school year 2004-05, the third year that states reported after the NCLB baseline year (VanGetson & Thurlow, 2007). Within…

Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample.

PubMed

McDowall, Philippa S; Taumoepeau, Mele; Schaughency, Elizabeth

2017-06-01

This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper "Family Engagement in Education and Intervention". Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Promoting healthy computer use among middle school students: a pilot school-based health promotion program.

PubMed

Ciccarelli, Marina; Portsmouth, Linda; Harris, Courtenay; Jacobs, Karen

2012-01-01

Introduction of notebook computers in many schools has become integral to learning. This has increased students' screen-based exposure and the potential risks to physical and visual health. Unhealthy computing behaviours include frequent and long durations of exposure; awkward postures due to inappropriate furniture and workstation layout, and ignoring computer-related discomfort. Describe the framework for a planned school-based health promotion program to encourage healthy computing behaviours among middle school students. This planned program uses a community- based participatory research approach. Students in Year 7 in 2011 at a co-educational middle school, their parents, and teachers have been recruited. Baseline data was collected on students' knowledge of computer ergonomics, current notebook exposure, and attitudes towards healthy computing behaviours; and teachers' and self-perceived competence to promote healthy notebook use among students, and what education they wanted. The health promotion program is being developed by an inter-professional team in collaboration with students, teachers and parents to embed concepts of ergonomics education in relevant school activities and school culture. End of year changes in reported and observed student computing behaviours will be used to determine the effectiveness of the program. Building a body of evidence regarding physical health benefits to students from this school-based ergonomics program can guide policy development on the healthy use of computers within children's educational environments.

Randomised Trial Evaluation of the In:tuition Programme

ERIC Educational Resources Information Center

Lynch, Sarah; Styles, Ben; Poet, Helen; White, Richard; Bradshaw, Sally; Rabiasz, Adam

2015-01-01

This summary reports the findings from two cluster-randomised trials of Drinkaware's school-based In:tuition life skills and alcohol education intervention: one trial of the programme for 10-11 year olds in primary schools, and another for 12-13 year olds in secondary schools. The trials have been carried out by the National Foundation for…

Students' Use of Variables and Multiple Representations in Generalizing Functional Relationships Prior to Secondary School

ERIC Educational Resources Information Center

Wilkie, Karina J.

2016-01-01

Algebra has been explicit in many school curriculum programs from the early years but there are competing views on what content and approaches are appropriate for different levels of schooling. This study investigated 12-13-year-old Australian students' algebraic thinking in a hybrid environment of functional and equation-based approaches to…

Grade 10 PSAT Participation and Performance--School Year 2015-2016. Memorandum

ERIC Educational Resources Information Center

Navarro, Maria V.

2016-01-01

The 2015-2016 school year marks the first administration of the redesigned PSAT, which is composed of two sections: (1) Evidence-based Reading and Writing (EBRW) and (2) Math. This memorandum presents results of 2015-2016 Grade 10 PSAT participation and performance of Montgomery County Public Schools (MCPS) students. Among 10,859 MCPS first-time…

Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme

ERIC Educational Resources Information Center

Firth, Nola; Frydenberg, Erica; Steeg, Charlotte; Bond, Lyndal

2013-01-01

A dyslexia coping programme entitled "Success and Dyslexia" was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of…

What Works? Process Evaluation of a School-Based Fruit and Vegetable Distribution Program in Mississippi

ERIC Educational Resources Information Center

Potter, Susan C.; Schneider, Doris; Coyle, Karin K.; May, Gary; Robin, Leah; Seymour, Jenna

2011-01-01

Background: During the 2004-2005 school year, the Mississippi Department of Education, Office of Child Nutrition, initiated a pilot program to distribute free fruit and vegetable snacks to students during the school day. This article describes the first-year implementation of the Mississippi Fruit and Vegetable Pilot Program. Methods: The process…

Methodology of the National School-based Health Survey in Malaysia, 2012.

PubMed

Yusoff, Fadhli; Saari, Riyanti; Naidu, Balkish M; Ahmad, Noor Ani; Omar, Azahadi; Aris, Tahir

2014-09-01

The National School-Based Health Survey 2012 was a nationwide school health survey of students in Standard 4 to Form 5 (10-17 years of age), who were schooling in government schools in Malaysia during the period of data collection. The survey comprised 3 subsurveys: the Global School Health Survey (GSHS), the Mental Health Survey, and the National School-Based Nutrition Survey. The aim of the survey was to provide data on the health status of adolescents in Malaysia toward strengthening the adolescent health program in the country. The design of the survey was created to fulfill the requirements of the 3 subsurveys. A 2-stage stratified sampling method was adopted in the sampling. The methods for data collection were via questionnaire and physical examination. The National School-Based Health Survey 2012 adopted an appropriate methodology for a school-based survey to ensure valid and reliable findings. © 2014 APJPH.

Campus-Based, Community-Based, and Philanthropic Contributions to Predoctoral Pediatric Dental Clinical Education: Two Years of Experiences at One Dental College.

PubMed

Spiritoso, Stephen; Gross, Erin; Bean, Canise Y; Casamassimo, Paul S; Levings, Kevin; Lloyd, Patrick

2015-08-01

The aim of this study was to investigate the contribution of a tiered predoctoral pediatric dentistry clinical education model to competency achievement by dental students over a two-year clinical education. Retrospective data were obtained for academic years 2012-13 and 2013-14 from three sources: a campus-based, dental school-housed clinic; division-directed clinics in community-based pediatric and special needs clinics (DDC); and clinics affiliated with the dental college's community-based dental education (CBDE) program, the OHIO Project (OP). A fourth dataset was obtained for the same two-year period from a biannual clinic event held at the college in conjunction with Give Kids a Smile Day (GKAS). Procedures considered essential to the care of children were sorted by 12 dental codes from all services for patients 18 years of age and younger. The dental school clinic provided 11,060 procedures; the DDC, 28,462; the OP, 17,863; and GKAS, 2,028. The two-year total was 59,433 procedures. Numbers of diagnostic and preventive procedures were 19,441, restorative procedures were 13,958, and pulp and surgical procedures were 7,392. Site contribution ranged from 52.2 to 144.9 procedures per attending student, with the DDC yielding the highest per student average for each year (126.4 and 144.9) and the dental school clinic the lowest (52.2 and 53.1). This study found that a combination of school-based, community-based, and philanthropic pediatric dental experiences offered a large number of essential pediatric dentistry experiences for predoctoral dental students, with CBDE opportunities offering the largest contribution.

Lesher Middle School: Commitment by Choice

ERIC Educational Resources Information Center

Principal Leadership, 2012

2012-01-01

This article features Lesher Middle School, a school of choice, as are all of the schools in the Poudre School District in Ft. Collins, Colorado. In 2004, it was a traditional junior high school with a declining enrollment that housed an application-based International Baccalaureate Middle Years Programme (IB MYP) that resulted in tracking…

Formal and Informal Context Factors as Contributors to Student Engagement in a Guided Discovery-Based Program of Game Design Learning

ERIC Educational Resources Information Center

Reynolds, Rebecca; Chiu, Ming Ming

2013-01-01

This paper explored informal (after-school) and formal (elective course in-school) learning contexts as contributors to middle-school student attitudinal changes in a guided discovery-based and blended e-learning program in which students designed web games and used social media and information resources for a full school year. Formality of the…

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…

Assessing School-Based Gang Prevention Efforts in Urban Centers: Are These Programs Reaching Those Students Who May Benefit the Most?

ERIC Educational Resources Information Center

Rodriguez, Hector

2009-01-01

In recent years, schools have become a focal point for general delinquency and gang prevention programs for a variety of reasons. One premise behind this approach is that schools can serve as ideal settings for providing delinquency and intervention services because youths spend so much time there. School-based gang prevention efforts are supposed…

An after-school exercise program improves fitness, and body composition in elementary school children.

PubMed

Carrel, Aaron L; Logue, Julie; Deininger, Heidi; Clark, R Randall; Curtis, Vanessa; Montague, Paul; Baldwin, Sharon

2011-07-01

Reduced cardiovascular fitness (CVF) is a risk factor for obesity and cardiovascular disease. It has previously shown that a school-based fitness curriculum can improve CVF, and other health indicators in middle school aged children. Whether an afterschool program improves CVF and other health markers in elementary-school children is unresolved. The objective of this study was therefore to determine whether an on-site afterschool-based fitness program improves body composition, cardiovascular fitness level, in elementary school children. 80 elementary school children were evaluated in a "fitness-oriented" afterschool program managed by the local YMCA. Children underwent evaluation of cardiovascular fitness by maximal VO 2 treadmill testing and body composition by dual x-ray absorptiometry (DXA), at baseline (prior to the school-year) and again at end of the school year. Findings revealed that, at baseline, children had a mean age of 8.8 years, BMI of 18.7± 3, with a maximal VO 2 of 40.03 ± 7.6 ml/kg/min, and percent body fat of 28.7 ± 7%. After a 9-month intervention, children maximal VO 2 increased to 44.8 ± 7.5 ml/kg/min (p=0.04) and percent body fat decreased to 25.8 ± 6.2% (p=0.033). The study concluded that on-site afterschool programming focusing on fitness improved body composition and cardiovascular fitness, in elementary school children. Combined with prior studies, these data demonstrate that afterschool-based fitness curricula can benefit both obese and non-obese children. It was therefore recommended that, partnerships with schools to promote fitness even outside of school time should be a part of a school approach to improving children's health.

Group 2: Grades 1-12 General Education Teachers without Individual Value-Added Student Achievement Data. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2013

2013-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

School-based sexual violence among female learners with mild intellectual disability in South Africa.

PubMed

Phasha, Tlakale Nareadi; Nyokangi, Doris

2012-03-01

Following qualitative research methodology, this article presents school-based sexual violence experiences of female learners with mild intellectual disability. A total of 16 learners aged 16 to 24 years participated in the study. The findings revealed that learners with intellectual disability are not immune to school-based sexual violence. Modes of behavior that occurred frequently included touching, threats, and intimidation. School practices that reinforced school-based sexual violence are identified. The findings contradict common misconceptions that people with intellectual disability do not understand what is happening to them. The study recommends that school policies for sexual violence be intensified and learners receive developmentally appropriate sex education.

Does School-Based Health Promotion Affect Physical Activity on Weekends? And, Does It Reach Those Students Most in Need of Health Promotion?

PubMed Central

Bastian, Kerry A.; Veugelers, Paul

2015-01-01

Objective To determine whether a school-based health promotion program affects children’s weekend physical activity and whether this effect varies according to socioeconomic-status. Methods This was a quasi-experimental trial of school-based programs on physical activity levels implemented in disadvantaged neighborhoods in Alberta, Canada. In 2009 and 2011, 7 full days of pedometer data were collected from cross-sectional samples of grade 5 students (age 10–11 years) from 10 intervention schools in low-socioeconomic neighbourhoods and 20 comparison schools in middle-socioeconomic neighbourhoods. Multilevel models assessed differences in step-counts between intervention and comparison groups over-time by weight (objectively measured) and socioeconomic status subgroups. Results In 2009, children from intervention schools were less active on weekends relative to comparison schools (9212 vs. 11186 steps/day p<0.01). Two years later, daily step-counts on weekend days among children in low socioeconomic intervention schools increased such that they approximated those of children from middle socioeconomic comparison schools (12148 vs. 12121 steps/day p = 0.96). The relative difference in steps between intervention and comparison schools on weekends reduced from -21.4% to 0.2% following the intervention. The normalization of weekend step counts was similar for normal weight (–21.4% to +2.0%) and overweight (-19.1 to +3.9%) children, and was balanced across socioeconomic subgroups. Conclusions These data suggest that school-based health promotion is effective for reducing inequities in physical activity levels outside school hours. Investments in school-based health promotion lead to behavior modification beyond the school environment. Trial Registration ClinicalTrials.gov NCT01914185 PMID:26488168

Site-Based Decision Making Using Faculty Senates: Three Years of Experience in West Virginia.

ERIC Educational Resources Information Center

Barnette, J. Jackson; Hange, Jane

The West Virginia education reform legislation of 1988 and 1990 mandated greater involvement of school personnel, parents, and community in site-based decision making. This paper examines the operations and activities of faculty senates, which are composed of all full-time educators in each school, for the years 1990-91, 1991-92, and 1992-93. A…

Efficiency Study of NLS Base-Year Design. RTI-22U-884-3.

ERIC Educational Resources Information Center

Moore, R. P.; And Others

An efficiency study was conducted of the base year design used for the National Longitudinal Study of the High School Class of 1972 (NLS). Finding the optimal design involved a search for the numbers of sample schools and students that would maximize the variance at a given cost. Twenty-one variables describing students' plans, attitudes,…

(Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling

ERIC Educational Resources Information Center

Nolan, Andrea; Paatsch, Louise

2018-01-01

Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children's learning, especially in the areas of language and literacy. This study focuses on the…

Do US Medical Students Report More Training on Evidence-Based Prevention Topics?

ERIC Educational Resources Information Center

Frank, Erica; Schlair, Sheira; Elon, Lisa; Saraiya, Mona

2013-01-01

Little is known about the extent to which evidence-based prevention topics are taught in medical school. All class of 2003 medical students (n = 2316) at 16 US schools were eligible to complete three questionnaires: at the beginning of first and third years and in their senior year, with 80.3% responding. We queried these students about 21…

Cycle-Based Budgeting and Continuous Improvement at Jefferson County Public Schools: Year 2 Report

ERIC Educational Resources Information Center

Yan, Bo

2017-01-01

This report documents the second year of implementing Cycle-based Budgeting at Jefferson County Public Schools (Louisville, KY). In addition to aligning another $24.3 million new spending with the district's strategic plan, $20.3 million of existing spending was rolled into the process. Next, the challenges faced by the district to review 105…

The Cost-Effectiveness of School-Based Eating Disorder Screening

PubMed Central

Austin, S. Bryn; LeAnn Noh, H.; Jiang, Yushan; Sonneville, Kendrin R.

2014-01-01

Objectives. We aimed to assess the value of school-based eating disorder (ED) screening for a hypothetical cohort of US public school students. Methods. We used a decision-analytic microsimulation model to model the effectiveness (life-years with ED and quality-adjusted life-years [QALYs]), total direct costs, and cost-effectiveness (cost per QALY gained) of screening relative to current practice. Results. The screening strategy cost $2260 (95% confidence interval [CI] = $1892, $2668) per student and resulted in a per capita gain of 0.25 fewer life-years with ED (95% CI = 0.21, 0.30) and 0.04 QALYs (95% CI = 0.03, 0.05) relative to current practice. The base case cost-effectiveness of the intervention was $9041 per life-year with ED avoided (95% CI = $6617, $12 344) and $56 500 per QALY gained (95% CI = $38 805, $71 250). Conclusions. At willingness-to-pay thresholds of $50 000 and $100 000 per QALY gained, school-based ED screening is 41% and 100% likely to be cost-effective, respectively. The cost-effectiveness of ED screening is comparable to many other accepted pediatric health interventions, including hypertension screening. PMID:25033131

A systematic review on the effectiveness of school and community-based injury prevention programmes on risk behaviour and injury risk in 8-12 year old children.

PubMed

Nauta, Joske; van Mechelen, Willem; Otten, René H J; Verhagen, Evert A L M

2014-03-01

To review existing literature on the effectiveness of community-based and school-based physical activity related injury prevention programmes implemented to increase safety behaviour and decrease injury risk in 8-12 year old children, considering the methodological quality of the studies. A systematic review with quality assessment. A systematic search was performed using the CINAHL, Cochrane, EMBASE, PubMed and Sportdiscus databases. Inclusion criteria included the following: children aged 8-12 years; school- or community-based injury prevention programmes; an outcome defined as number of injuries, injury incidence or safety behaviour; published in an English language journal. Methodological quality was assessed for all included studies. The search yielded 5377 records, of which 11 were included in the review; four studies were considered as being of high quality. The focus of studies that were included was on the use of safety devices (8), pedestrian safety (2) and physical activity-related injury prevention (1). For safety device use, short term effects of school- and community-based interventions are promising for 8-12 year olds. Results regarding sustainability of the effect are inconsistent. A mediating effect on the distribution of safety devices was observed. Both financial and non-financial barriers seemed to prevent participants from purchasing a safety device. The short term effects for school- and community-based interventions using safety devices for 8-12 year olds are promising. More high quality research is, however warranted, preferably shifting focus from safety behaviour change to actual physical activity injury reduction. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Measuring symptoms and functioning of youth with ADHD in middle schools.

PubMed

Evans, Steven W; Allen, Jessica; Moore, Sheryle; Strauss, Victoria

2005-12-01

The identification of reliable and valid means for evaluating the effectiveness of school-based treatments and completing diagnostic evaluations of middle school aged students are needed. The present study examined the inter-rater agreement of teacher ratings and the relationship between ratings and observational data in a middle school setting. The data are interpreted in the context of differences between a secondary and elementary school setting. Teacher ratings and observational data were collected regularly over the course of two academic years for middle school students diagnosed with ADHD. The results indicate low rates of inter-rater agreement as well as low rates of agreement between teachers and observational data, and between observational data collected in different classrooms. Inter-rater agreement was lowest in late fall and gradually increased over the second half of the year. Implications for conducting treatment outcome evaluations of school-based treatment programs and diagnostic evaluations are discussed.

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…

School-Based Obesity Prevention: Research, Challenges, and Recommendations

ERIC Educational Resources Information Center

Budd, Geraldine M.; Volpe, Stella L.

2006-01-01

Childhood overweight is one of the most serious problems currently affecting individual and public health. Schools represent a logical site for prevention because children spend 6-8 hours a day there during most of the year. Although reports of school-based overweight or obesity prevention programs exist, there are no summaries specifying which…

The Cost and Effectiveness of School-Based Preventive Dental Care.

ERIC Educational Resources Information Center

Klein, Stephen P.; And Others

1985-01-01

The cost and effectiveness of various types and combinations of school-based preventive dental care procedures were assessed in the National Preventive Dentistry Demonstration Program, a four-year study involving more than 20,000 students, from ten schools nationwide. Communal water fluoridation was reaffirmed as the most cost-effective means of…

A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

ERIC Educational Resources Information Center

Crosby, Susan Ann; Rasinski, Timothy; Padak, Nancy; Yildirim, Kasim

2015-01-01

Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based…

Classroom Climate, Parental Educational Involvement, and Student School Functioning in Early Adolescence: A Longitudinal Study

ERIC Educational Resources Information Center

Kaplan Toren, Nurit; Seginer, Rachel

2015-01-01

In this 2-year longitudinal study, we examine the effects of perceived classroom climate and two aspects of parental educational involvement (home-based and school-based) on junior high school students' self-evaluation and academic achievement. Our main hypothesis was that perceived parental educational involvement mediates students' perceived…

Teachers' Knowledge and Understanding of the Malaysian School-Based Oral English Assessment

ERIC Educational Resources Information Center

Sidhu, Gurnam Kaur; Fook, Chan Yuen; Mohamad, Azleena

2011-01-01

Purpose: The paper sought to investigate TESL teachers' knowledge and understanding of the Malaysian School Based Oral English Assessment (SBOEA) after five years into its implementation in upper secondary ESL classrooms in Malaysian public schools Method: The descriptive study involved a total of 80 TESL trained teachers from the 19 schools…

School-Based HIV/STD Testing Behaviors and Motivations Among Black and Hispanic Teen MSM: Results From a Formative Evaluation

PubMed Central

Morris, Elana; Topete, Pablo; Rasberry, Catherine N.; Lesesne, Catherine A.; Kroupa, Elizabeth; Carver, Lisa

2018-01-01

BACKGROUND This evaluation explores experiences with, and motivations for, human immunodeficiency virus (HIV) and sexually transmitted disease (STD) testing among black and Hispanic school-aged young men who have sex with men (YMSM). METHODS Participants were recruited at community-based organizations that serve YMSM in New York City, Philadelphia, and San Francisco. Eligible participants were 13- to 19-year-old black or Hispanic males who reported attraction to or sexual behavior with other males and/or identified as gay or bisexual, and attended at least 90 days of school in the previous 18 months. Participants (N = 415) completed web-based questionnaires and/or in-depth interviews (N = 32). RESULTS In the past year, 72.0% of questionnaire participants had been tested for HIV, 13.5% of them at school or school clinic. Participants reported that they would be more likely to get an HIV test if they could be tested close to or at school (34.4%), and 64.4% would use HIV testing if offered in schools. Most interview participants reported willingness to use school-based services if they were offered nonjudgmentally, privately, and confidentially by providers with experience serving YMSM. CONCLUSION Schools can provide opportunities to make HIV and STD testing accessible to school-aged YMSM, but the services must be provided in ways that are comfortable to them. PMID:27866390

From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students' performance in the matriculation 2000 project

NASA Astrophysics Data System (ADS)

Dori, Yehudit J.

2003-01-01

Matriculation 2000 was a 5-year project aimed at moving from the nationwide traditional examination system in Israel to a school-based alternative embedded assessment. Encompassing 22 high schools from various communities in the country, the Project aimed at fostering deep understanding, higher-order thinking skills, and students' engagement in learning through alternative teaching and embedded assessment methods. This article describes research conducted during the fifth year of the Project at 2 experimental and 2 control schools. The research objective was to investigate students' learning outcomes in chemistry and biology in the Matriculation 2000 Project. The assumption was that alternative embedded assessment has some effect on students' performance. The experimental students scored significantly higher than their control group peers on low-level assignments and more so on assignments that required higher-order thinking skills. The findings indicate that given adequate support and teachers' consent and collaboration, schools can transfer from nationwide or statewide standardized testing to school-based alter-native embedded assessment.

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.

Economic Evaluation of a School-based Combined Program with a Targeted Pit and Fissure Sealant and Fluoride Mouth Rinse in Japan.

PubMed

Sakuma, Shihoko; Yoshihara, Akihiro; Miyazaki, Hideo; Kobayashi, Seigo

2010-01-01

In Niigata prefecture, Japan, a system has been developed based on a school-based fluoride mouth rinse program as follows; students with caries susceptible teeth are screened in a school dental examination, and encouraged to receive sealant placement in local dental clinics. However, the cost-effectiveness of sealant application in the public health has been questioned. The aim of this study was to estimate of the cost-effectiveness and cost-benefit ratio for a school-based combined program with fluoride mouth rinse and targeted fissure sealant in children residing in non-fluoridated areas in Japan. The analysis was based on comparing an intervention group with two cohorts in the 8-year-old (n=66) and 11-year-old (n=58) participating in the combined program for four and seven years, respectively, with a control group of the same grades (n=43 and n=54 respectively). The study measured mean differences in number of decayed and filled teeth (DFT) between the study groups and a combined program cost per child during study periods. The cost-effectiveness ratio was expressed as an individual annual program cost per DFT averted. In the cost-benefit ratio the mean difference in treatment cost between groups (program benefit) was compared to program cost. The mean reduced DFT differences between groups were 1.44 in 8-year-old and 3.17 in 11-year-old children. The cost-effectiveness ratio was ¥ 493 in the 8-year-old and ¥ 202 in the 11-year-old, respectively. The cost-benefit ratio was 1.84 in 8-year-old children and 2.42 in 11-year-old. This combined program indicated acceptable cost-effectiveness and cost -benefit ratio.

Assessing the effectiveness of a school-based oral health promotion programme in Yichang City, China.

PubMed

Tai, Bao-Jun; Jiang, Han; Du, Min-Quan; Peng, Bin

2009-10-01

To assess the outcome of oral health promotion in schoolchildren over a 3-year period in Yichang City, Hubei, China. In a cluster randomized controlled trial, the concept of the World Health Organization Health Promoting Schools Project was applied to primary schoolchildren. Seven intervention schools and eight control schools were randomly selected from one district by stratified cluster sampling. The study was conducted as a 3-year follow-up study. After 3 years, 661 children remained in the intervention group and 697 children in the control group. Data on dental caries, plaque accumulation, and sulcus bleeding were collected by clinical examination, while behavioural data were gathered by self-administered questionnaires. The 3-year net mean DMFS increment score was 0.22 in the intervention schools and 0.35 in the control schools (P < 0.013). A statistically significant difference in mean plaque (P < 0.013) and sulcus bleeding (P < 0.005) increment scores after 3 years was found between the two groups. Statistically significant higher scores were observed in restorations received and sealants placed, and a lower score in untreated dental caries, in children from the intervention group than the control group after 3 years (P < 0.01). In addition, more children in the intervention schools adopted regular oral health behavioural practices such as brushing their teeth at least twice a day, visiting the dentist within the past calendar year, and using fluoride toothpaste. The study suggests that the school-based oral health promotion was an effective way to reduce new caries incidence, improve oral hygiene and establish positive oral health behavioural practices in the targeted schoolchildren.

New Study Looks at High School Absenteeism.

ERIC Educational Resources Information Center

de Jung, John; Duckworth, Kenneth

1985-01-01

The sample for this 2-year study of student absenteeism consisted of 6 comprehensive high schools, 3 from each of 2 urban school districts with 1,000 to 1,600 students and 60 to 70 full-time teachers. Highlights of the first-year findings summarized in this journal are based on the responses of nearly 8,000 students and 350 teachers. Attendance…

Evaluation Report of a Detention-Based Student Disciplinary Program in a Honduran/International Primary School.

ERIC Educational Resources Information Center

Evans, Thomas J.

The Escuela Internacional Sampedrana (EIS) in Honduras implemented a new discipline program in its Primary School during the 1996-97 school year. This paper contains findings from three evaluations of the program--an initial analysis, a midyear report, and a year-end report. The first report analyzed the number of suspensions and detentions, as…

Evaluation of a School-Based Sex Education Program for Low Income Male High School Students in Chile.

ERIC Educational Resources Information Center

Silva, Monica; Ross, Ines

2003-01-01

Evaluated a 1-year sex education program for low income male high school students in Chile. Findings for 92 students in the baseline year, 1993, and 196 students in the 1998 cohort show a reduction in the percentage of students reporting having had sexual intercourse, changes attitudes toward abstinence, and differences in communication about…

Goals: Coherence and Relevance: 3 Districts Focus on Quality of Professional Learning

ERIC Educational Resources Information Center

Jacobson, Linda

2016-01-01

For more than a century, teachers in Tennessee's Loudon County School District have come together before the start of the school year for a professional development day. For the first time this year, professional learning in the district will be based at each individual school -- a result of the district's use of a new rubric, which states that…

Experience of the creative Space-Astrophysics Education in Israeli Science-Educational Center "Blossoms of Science" - creative activity from mini-projects in basic school to ASTROTOP-projects for graduates

NASA Astrophysics Data System (ADS)

Pustil'Nik, L.; Pundak, D.

We present 12 year experience of educational project in Space Astrophysics Environment field realized on the base of National Science-Educational Center Blossoms of Science of the Jordan Valley College Our approach is based on the natural curiosity of children as driver of their self-development from the first minutes of their life and even in adult state This approach shift center of the weight in educational process from direct lectures sermons explanation from teacher to children on own attempts of children to investigate problem what is interesting for them by themselves individually or in group Our approach includes four levels of the projects nano-projects for children garden and basic school up to 10-12 years micro-projects for intermediate school 12-16 years mini-projects for high school 16-18 years and macro-projects for the best graduates high schools and students of colleges 17-22 years These levels and projects are interconnected one with another and sometimes participants started on the micro-projects level in intermediate school continue their activity up to macro-projects of the graduate s diploma level For each level we organize courses for preparation of the teachers and instructors interested in the using of our receipts and published books and brochures for them The content of our activity for different levels a Level of kinder gardens-basic schools -- special software with interactive movie - - nano-projects b Level of intermediate school Days of Science in tens schools of Israel--

Improvement in nutrition-related knowledge and behaviour of urban Asian Indian school children: findings from the 'Medical education for children/Adolescents for Realistic prevention of obesity and diabetes and for healthy aGeing' ( MARG) intervention study.

PubMed

Shah, Priyali; Misra, Anoop; Gupta, Nidhi; Hazra, Daya Kishore; Gupta, Rajeev; Seth, Payal; Agarwal, Anand; Gupta, Arun Kumar; Jain, Arvind; Kulshreshta, Atul; Hazra, Nandita; Khanna, Padmamalika; Gangwar, Prasann Kumar; Bansal, Sunil; Tallikoti, Pooja; Mohan, Indu; Bhargava, Rooma; Sharma, Rekha; Gulati, Seema; Bharadwaj, Swati; Pandey, Ravindra Mohan; Goel, Kashish

2010-08-01

Increasing prevalence of childhood obesity calls for comprehensive and cost-effective educative measures in developing countries such as India. School-based educative programmes greatly influence children's behaviour towards healthy living. We aimed to evaluate the impact of a school-based health and nutritional education programme on knowledge and behaviour of urban Asian Indian school children. Benchmark assessment of parents and teachers was also done. We educated 40 196 children (aged 8-18 years), 25 000 parents and 1500 teachers about health, nutrition, physical activity, non-communicable diseases and healthy cooking practices in three cities of North India. A pre-tested questionnaire was used to assess randomly selected 3128 children, 2241 parents and 841 teachers before intervention and 2329 children after intervention. Low baseline knowledge and behaviour scores were reported in 75-94 % government and 48-78 % private school children, across all age groups. A small proportion of government school children gave correct answers about protein (14-17 %), carbohydrates (25-27 %) and saturated fats (18-32 %). Private school children, parents and teachers performed significantly better than government school subjects (P < 0.05). Following the intervention, scores improved in all children irrespective of the type of school (P < 0.001). A significantly higher improvement was observed in younger children (aged 8-11 years) as compared with those aged 12-18 years, in females compared with males and in government schools compared with private schools (P < 0.05 for all). Major gaps exist in health and nutrition-related knowledge and behaviour of urban Asian Indian children, parents and teachers. This successful and comprehensive educative intervention could be incorporated in future school-based health and nutritional education programmes.

High School Dropouts in California

ERIC Educational Resources Information Center

Lucile Packard Foundation for Children's Health, 2011

2011-01-01

Kidsdata.org shows the California Department of Education's adjusted four-year derived dropout rate, which reflects the estimated percentage of public high school dropouts over four years based on a single year's data, and the grade 9-12 dropout count. Data also are provided by race/ethnicity. This paper presents the statistics on high school…

School Brand Management: The Policies, Practices, and Perceptions of Branding and Marketing in New York City's Public High Schools

ERIC Educational Resources Information Center

DiMartino, Catherine; Jessen, Sarah Butler

2016-01-01

Over the past 20 years, market-based choice initiatives have become a popular approach to education reform. Since 2002, the New York City Department of Education has opened over 250 high schools, creating a marketplace so widespread that many students no longer have a zoned or neighborhood school. This article uses two New York City--based case…

Needs Assessment to Development of Biology Textbook for High School Class X-Based the Local Wisdom of Timor

ERIC Educational Resources Information Center

Ardan, Andam S.; Ardi, M.; Hala, Yusminah; Supu, Amiruddin; Dirawan, Gufran D.

2015-01-01

This research aims to analyze the needs of the development of the X grade Biology textbook of Senior High School based on the local wisdom of Timor. The subject is a Senior High School Biology curriculum. Classes are taught at Senior High School X SMA in Kupang Regency in the academic years 2012/2013. Object of research includes: (1) core…

Professional development in inquiry-based science for elementary teachers of diverse student groups

NASA Astrophysics Data System (ADS)

Lee, Okhee; Hart, Juliet E.; Cuevas, Peggy; Enders, Craig

2004-12-01

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry-based science. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3-year longitudinal design, implications for professional development and further research are discussed.

Commissioner's Report to the Education Committees of the Senate and General Assembly on Violence and Vandalism in the Public Schools of New Jersey for the Period July 1, 1988 to June 30, 1989.

ERIC Educational Resources Information Center

New Jersey State Dept. of Education, Trenton.

Incident reports of violence, vandalism, and substance abuse prepared by local school districts for the 1988-1989 school year are summarized and compared with reports from previous years (1984-1988). The data are based on summarized information received in county offices of education from school districts. The data collected for this report are…

[Development and implementation of a state-wide "train the trainer" model of the school-based prevention programme "Join the Healthy Boat - Primary School"].

PubMed

Wartha, O; Koch, B; Kobel, S; Drenowatz, C; Kettner, S; Schreiber, A; Wirt, T; Kesztyüs, D; Steinacker, J M

2014-10-01

This paper shows how a state-wide health-promotion intervention at primary schools can be implemented by considering the example of the programme "Join the Healthy Boat - Primary School". Additionally, it is illustrated how quality control throughout the whole process can be incorporated. To operate long-term and target-group orientated in the whole state of Baden-Württemberg, the school-based prevention programme "Join the Healthy Boat" uses a "train the trainer" model. The trainers are teachers who were instructed by the project team. In the school year 2009/10, these trainers offered quadrinominal training courses for further teachers. Every urban and rural district is covered by 1 trainer. The trainers evaluated the 6 preparatory training courses they had been given using questionnaires. The following 4 training courses the trainers offered to the teachers were reviewed by the trainers as well as the teachers using questionnaires, too. Additionally, at the end of the school year 2009/10, the teachers completed a questionnaire about their satisfaction regarding the programme itself and the work with the trainer. During the school year 2009/10, 453 teachers were trained by 32 trainers. According to indications on the questionnaires about the preparatory training courses, all trainers felt themselves "very well" or "well" prepared for their task. The teachers evaluated the expertise of the respective trainer, the quality of the training courses and the satisfaction with the programme itself throughout highly. Based on the excellent results of the process evaluation and the programme's wide coverage, an adoption of a "train the trainer" model seems worthwhile for other school-based prevention programmes, as well. © Georg Thieme Verlag KG Stuttgart · New York.

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

PubMed Central

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

2012-01-01

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

Cluster randomised controlled trial of 'whole school' child maltreatment prevention programme in primary schools in Northern Ireland: study protocol for Keeping Safe.

PubMed

McElearney, Aisling; Brennan-Wilson, Aoibheann; Murphy, Christina; Stephenson, Phyllis; Bunting, Brendan

2018-05-03

Child maltreatment has a pervasive, detrimental impact on children's wellbeing. Despite a growing focus on prevention through school based education, few programmes adopt a whole- school approach, are multi-component, seek to address all forms of maltreatment, or indeed have been robustly evaluated. This paper describes a cluster randomised controlled trial designed to evaluate a school based child maltreatment prevention programme: 'Keeping Safe' in primary schools in Northern Ireland. The intervention has been designed by a non-profit agency. Programme resources include 63 lessons taught incrementally to children between four and 11 years old, and is premised on three core themes: healthy relationships, my body, and being safe. There are programme resources to engage parents and to build the capacity and skills of school staff. A cluster Randomised Controlled Trial (RCT) will be conducted with children in 80 schools over a two-year period. The unit of randomisation is the school. Schools will be allocated to intervention or wait-list control groups using a computer-generated list. Data will be collected at three time points: baseline, end of year one, and end of year two of programme implementation. Primary outcomes will include: children's understanding of key programme concepts, self-efficacy to keep safe in situations of maltreatment, anxiety arising from programme participation, and disclosure of maltreatment. Secondary outcomes include teachers' comfort and confidence in teaching the programme and parents' confidence in talking to their children about programme concepts. This RCT will address gaps in current practice and evidence regarding school based child maltreatment prevention programmes. This includes the use of a whole- school approach and multi-component programme that addresses all maltreatment concepts, a two-year period of programme implementation, and the tracking of outcomes for children, parents, and teachers. Methodologically, it will extend our understanding and learning in: capturing sensitive outcome data from young children, adapting and using standardised measures with children of different ages, the use of school level administrative data on staff reports/children's disclosure of maltreatment as behavioural outcomes, and the conduct of complex trials within the busy school environment. ClinicalTrials.gov: NCT02961010 (Retrospectively registered 8 November 2016).

An Investigation into the Effect of Play-Based Instruction on the Development of Play Skills and Oral Language

ERIC Educational Resources Information Center

Stagnitti, Karen; Bailey, Alison; Hudspeth Stevenson, Edwina; Reynolds, Emily; Kidd, Evan

2016-01-01

The current study investigated the influence of a play-based curriculum on the development of pretend play skills and oral language in children attending their first year of formal schooling. In this quasi-experimental design, two groups of children were followed longitudinally across the first 6 months of their first year at school. The children…

Absence of Widespread Psychosocial and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old Students

ERIC Educational Resources Information Center

Rickard, Nikki S.; Bambrick, Caroline J.; Gill, Anneliese

2012-01-01

Previous studies demonstrate that private music training has benefits which may transfer to other domains, including verbal memory, intelligence and self-esteem. The current paper reports on the impact of an increase in school-based music training on a range of cognitive and psychosocial measures for 10-13-year-olds in two independent studies. In…

A Computer Based Education (CBE) Program for Middle School Mathematics Intervention

ERIC Educational Resources Information Center

Gulley, Bill

2009-01-01

A Computer Based Education (CBE) program for intervention mathematics was developed, used, and modified over a period of three years in a computer lab at an Arizona Title I middle school. The program is described along with a rationale for the need, design, and use of such a program. Data was collected in the third year and results of the program…

Chugach School District: A Personalized, Performance-Based System. Insights from the Field. CompetencyWorks Report

ERIC Educational Resources Information Center

Sturgis, Chris

2016-01-01

This paper explores how an Alaskan school district shifted from a traditional K-12 education system to a personalized, performance-based system, embedded in the culture of the community, which led to increased student achievement. Chugach School District (CSD) first implemented competency education over twenty years ago, paving the way in…

A Fossil-Based Enquiry Day Stimulates Children to Think Scientifically

ERIC Educational Resources Information Center

Balmer, Denise

2015-01-01

SATRO (Science And Technology Regional Organisation), a charity based in Surrey that seeks to inspire young people about their future careers, received a call from a local junior school just before Easter last year from a science coordinator who was in tears. Her school had just been made a "failing school" and science was a disaster; no…

Middle School Girls: Experiences in a Place-Based Education Science Classroom

ERIC Educational Resources Information Center

Shea, Charlene K.

2016-01-01

The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase…

The Political Effects of Site-Based Decision Making on Local School Governance in the State of Texas.

ERIC Educational Resources Information Center

Lutz, Frank W.; Iden, Robert M.

As Texas public schools undertake their third year of implementing site-based decision making (SBDM), it becomes increasingly important to examine the extent to which SBDM has achieved its purported goals. This paper examined how Texas public school districts might effect mandated governance changes through the political phenomenon known as…

School-Wide Healthy Weight Behaviors: Promoting Universal Longevity via School-Family Ecologies (PULSE)

ERIC Educational Resources Information Center

Anderson, Laura M.; Phelps, LeAdelle

2009-01-01

Rates of childhood obesity have more than tripled in the last 40 years, resulting in a challenge from the public sector and various governmental institutions for the development of effective prevention/early intervention programming. Based on an extensive review of the literature, an evidence-based, school-wide curriculum is proposed. Promoting…

Evaluation of a Family-based Substance Abuse Prevention Program Targeted for the Middle School Years.

ERIC Educational Resources Information Center

Abbey, Antonia; Pilgrim, Colleen; Hendrickson, Peggy; Buresl, Sue

2000-01-01

Evaluates family-based substance abuse prevention program implemented in a rural community for families with middle school students. In comparison with nonparticipants, students had higher family cohesion, less family fighting, greater school attachment, higher self-esteem, and believed alcohol should be consumed at an older age, at one-year…

Training School Personnel to Identify Interventions Based on Functional Behavioral Assessment

ERIC Educational Resources Information Center

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

2015-01-01

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

Factors associated with Chlamydia trachomatis testing in a high school based screening and previously in clinical practice: a cross-sectional study in Norway

PubMed Central

2013-01-01

Background High school based chlamydia screening has been shown to increase uptake and detect hidden infections among sexually active adolescents. Our study aimed to: i) examine the proportions of 15–20 year-olds tested in a high school based screening and previously in clinical practice, ii) determine chlamydia prevalence according to testing pattern, and iii) examine factors associated with testing in the two settings. Methods A population based cross-sectional study was conducted in 5 high schools in Norway in 2009, using web-questionnaires and Chlamydia trachomatis PCR in first-void urine (800 girls/818 boys, mean age 17.2 years). Only sexually active participants at risk for chlamydia infections were included in the analyses. Crude and multivariable logistic regression models were applied with ‘clinic based testing’ and ‘school based screening’ as outcome variables. Results 56% of girls and 21% of boys reported previous clinic based testing. In the school based screening, 93% were tested with no gender difference. 42% of girls and 74% of boys were tested for the first time at school (‘school-only test’). Both girls with clinic based testing and girls with school-only test had high chlamydia prevalence (7.3% vs 7.2%). Boys with clinic based testing had twice the prevalence of those with school-only test (6.2% vs 3.0%, p = 0.01). Half of infections were detected in participants with school-only test. One-fifth were repeat infections. In multivariable analysis of girls and boys combined, female gender, older age, early sexual debut, no condom use at first and last intercourse, steady relationship, and higher number of lifetime partners increased the odds of clinic based testing. The odds of school based screening increased with male gender, academic affiliation, later sexual debut, condom use at first intercourse, and current urogenital symptoms in multivariable analysis. Conclusions More than half the girls had been tested prior to the school based screening and had high prevalence independent of previous clinic based testing. School screening was mostly associated with factors unknown to increase chlamydia infection risk, while clinic based testing was associated with traditional risk factors. The unusually high and equal participation between genders and the detection of a large chlamydia reservoir confirms the value of school based screening suggesting this approach to be further explored in Norway. PMID:23915415

Listening for commissioning: A participatory study exploring young people's experiences, views and preferences of school-based sexual health and school nursing.

PubMed

Aranda, Kay; Coleman, Lester; Sherriff, Nigel S; Cocking, Chris; Zeeman, Laetitia; Cunningham, Liz

2018-01-01

To explore the experiences, views and preferences of young people aged 11-19 years regarding school-based sexual health and school nursing to inform commissioning and delivery for one local authority area in England during 2015. Promoting sexual health for young people remains a challenging, even controversial, but important public health issue. Concerns regarding accessibility, acceptability and efficacy in school-based sexual health and school nursing are evident in the literature. Additionally, a complex public health policy context now governs the funding, provision and delivery of sexual health and school nursing, which potentially presents further challenges. A qualitative, participatory design was used to explore sexual health and school nursing. Data were generated from 15 focus groups (n = 74), with young people aged 11-19 years, in educational-based settings in one local authority area in England. The resultant themes of visibility in relation to sexual health education and school nursing revealed both the complex tensions in designing and delivering acceptable and appropriate sexual health services for young people and the significance of participatory approaches. Our study shows the importance of participatory approaches in working with young people to clearly identify what they want and need in relation to sexual health. The findings also confirm the ways in which school-based sexual health remains challenging but requires a theoretical and conceptual shift. This we argue must be underpinned by participatory approaches. School nurses have always had a significant role to play in promoting positive sexual health for young people and they are exceptionally well placed to challenge the risk-based cultures that frequently dominate school-based sexual health. A shift of debates and practices towards the promotion of positive sexual health cultures though previously argued for now requires the active engagement and involvement of young people. © 2017 John Wiley & Sons Ltd.

The transition into veterinary practice: Opinions of recent graduates and final year students

PubMed Central

2011-01-01

Background The transition from veterinary student to member of the veterinary profession is known to be challenging. This study aimed to determine and compare the opinions of final year veterinary students and recent graduates on graduate attributes that ease this transition. Methods The study was carried out across 3 veterinary schools in the United Kingdom. Paper based or electronic surveys were used. Final year students in the 3 schools were surveyed either electronically (school A) or on paper (schools B and C). Student cohort sizes were 112, 227 and 102 respectively. Recent graduates were contacted either at a reunion event (school A) or electronically from database records (school B and school C). Cohort sizes of contacted graduates were 80, 175 and 91 respectively. Respondents were asked to rate 42 individual attributes on a 5 point Likert scale. Focus groups with final year students and recent graduates and telephone interviews with recent graduates were carried out. Data were analysed by two researchers through a combination of manual coding and thematic analysis. Data were grouped into broad themes then sorted into narrower themes. Data were then searched for counter examples. Results Response rates for final year students were 34% (school A), 36% (school B) and 40% (school C). Response rates for recent graduates were 56% (school A), 20% (school B) and 11% (school C). There was a high level of agreement between the cohorts with respect to communication skills, problem solving and decision making skills, recognition of own limitations and the ability to cope with pressure all rated unanimously important or very important. Business acumen, knowledge of veterinary practice management and research skills were the 3 attributes ranked at the bottom of the list. Nine attributes were identified with a significantly different (p < 0.05) ranking between the cohorts. Final year students ranked veterinary clinical knowledge, knowledge of veterinary public health and zoonotic issues, veterinary legislation and veterinary practice management, commitment to continuing professional development and ability to evaluate information higher than recent graduates. Recent graduates ranked the attributes of integrity, friendliness and compassion higher than final year students. Conclusions Recent graduates and final year students rate highly the attributes which help foster the client/veterinarian relationship. Recent graduates reflect that a focus on knowledge based attributes is less important once in practice when compared to final year. The study confirms the importance to recent graduates and final year students of attributes considered as non-technical in the transition to working in the veterinary profession. PMID:21939551

The transition into veterinary practice: opinions of recent graduates and final year students.

PubMed

Rhind, Susan M; Baillie, Sarah; Kinnison, Tierney; Shaw, Darren J; Bell, Catriona E; Mellanby, Richard J; Hammond, Jenny; Hudson, Neil P H; Whittington, Rachel E; Donnelly, Ruth

2011-09-22

The transition from veterinary student to member of the veterinary profession is known to be challenging. This study aimed to determine and compare the opinions of final year veterinary students and recent graduates on graduate attributes that ease this transition. The study was carried out across 3 veterinary schools in the United Kingdom. Paper based or electronic surveys were used. Final year students in the 3 schools were surveyed either electronically (school A) or on paper (schools B and C). Student cohort sizes were 112, 227 and 102 respectively. Recent graduates were contacted either at a reunion event (school A) or electronically from database records (school B and school C). Cohort sizes of contacted graduates were 80, 175 and 91 respectively. Respondents were asked to rate 42 individual attributes on a 5 point Likert scale. Focus groups with final year students and recent graduates and telephone interviews with recent graduates were carried out. Data were analysed by two researchers through a combination of manual coding and thematic analysis. Data were grouped into broad themes then sorted into narrower themes. Data were then searched for counter examples. Response rates for final year students were 34% (school A), 36% (school B) and 40% (school C). Response rates for recent graduates were 56% (school A), 20% (school B) and 11% (school C). There was a high level of agreement between the cohorts with respect to communication skills, problem solving and decision making skills, recognition of own limitations and the ability to cope with pressure all rated unanimously important or very important. Business acumen, knowledge of veterinary practice management and research skills were the 3 attributes ranked at the bottom of the list. Nine attributes were identified with a significantly different (p < 0.05) ranking between the cohorts. Final year students ranked veterinary clinical knowledge, knowledge of veterinary public health and zoonotic issues, veterinary legislation and veterinary practice management, commitment to continuing professional development and ability to evaluate information higher than recent graduates. Recent graduates ranked the attributes of integrity, friendliness and compassion higher than final year students. Recent graduates and final year students rate highly the attributes which help foster the client/veterinarian relationship. Recent graduates reflect that a focus on knowledge based attributes is less important once in practice when compared to final year. The study confirms the importance to recent graduates and final year students of attributes considered as non-technical in the transition to working in the veterinary profession.

"¿Qué Estoy Haciendo Aquí? (What Am I Doing Here?)": Chicanos/Latinos(as) Navigating Challenges and Inequalities During Their First Year of Graduate School

ERIC Educational Resources Information Center

Ramirez, Elvia

2014-01-01

Based on in-depth qualitative interviews, this study analyzed the challenges and structural inequities that Chicanos/Latinos(as) encountered and resisted during their first year of graduate school. Grounded in intersectionality theory, this study analyzed how race, class, and gender inequalities that are embedded in the graduate schooling process…

Creating an Ofsted Story: The Role of Early Years Assessment Data in Schools' Narratives of Progress

ERIC Educational Resources Information Center

Bradbury, Alice; Roberts-Holmes, Guy

2017-01-01

This paper explores the growing importance of measures of progress in judgements of schools' effectiveness in England, with a focus on the role of the early years (settings for children aged 2-5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years…

The Implementation and Impact of Evidence-Based Mathematics Reforms in High-Poverty Middle Schools: A Multi-Site, Multi-Year Study

ERIC Educational Resources Information Center

Balfanz, Robert; Mac Iver, Douglas J.; Byrnes, Vaughan

2006-01-01

This article reports on the first 4 years of an effort to develop comprehensive and sustainable mathematics education reforms in high poverty middle schools. In four related analyses, we examine the levels of implementation achieved and impact of the reforms on various measures of achievement in the first 3 schools to implement the Talent…

Do Rural and Regional Students in Queensland Experience an ICT "Turn-Off" in the Early High School Years?

ERIC Educational Resources Information Center

Courtney, Lyn; Anderson, Neil

2010-01-01

Students learning in regional, rural and remote locations in Queensland are currently experiencing a "turn-off" in relation to school-based ICT in the first three years of high school. At the same time, students are experiencing increasing levels of interest and motivation from their use of ICT at home. Given the importance of ICT as an…

Regional universities and rural clinical schools contribute to rural medical workforce, a cohort study of 2002 to 2013 graduates.

PubMed

Shires, Lizzi; Allen, Penny; Cheek, Colleen; Deb, Wilson

2015-01-01

Rural clinical schools and regionally based medical schools have a major role in expanding the rural medical workforce. The aim of this cohort study was to compare location of practice of graduates from the University of Tasmania School of Medicine's clinical schools based in the larger cities of Hobart and Launceston (UTAS SoM), with those graduates who spent at least 1 year at the University of Tasmania School of Medicine's Rural Clinical School based in the smaller regional city of Burnie (UTAS RCS) in Australia. Specifically, the aim was to quantify the proportion who worked in an Australian regional or remote location, or in the regional cities and smaller towns within Tasmania. The 2014 locations of practice of all graduates from the UTAS SoM and UTAS RCS between 2002 and 2013 were determined using the postcode listed in the Australian Health Practitioners Authority database. These postcodes were mapped against the Australian Bureau of Statistics Australian Standard Geographic Classification - Remoteness Areas (ASGC-RA) and the 2011 Census population data for Tasmania to define Modified Monash Model classifications. The study tracked 974 UTAS SoM graduates; 202 (21%) spent at least 1 year at the Rural Clinical School (UTAS RCS graduates). Students who had spent a year at the UTAS RCS were five times more likely to be working in RA3 to RA5 than those who hadn't spent a clinical year there (28% vs 7%, χ2(1)=59.5, p<0.0001) (odds ratio (OR) 4.9, 95% confidence interval (CI) 3.2-7.6). Using the Modified Monash Model, it was found that UTAS RCS graduates were nine times more likely (OR 9.0, 95%CI 4.7-17.2) to be working in the regional cities and smaller towns of Tasmania. This study adds to the growing evidence that training medical students in rural areas delivers graduates that work rurally. The additional year spent in a rural area, even when their medical school is in a regional city, significantly affects their workplace choices over the first 3 years post-graduation.

Injury incidence among middle school students aged 13-15 years in 47 low-income and middle-income countries.

PubMed

Street, Erica J; Jacobsen, Kathryn H

2016-12-01

A total of 95 811 students aged 13-15 years participated in nationally representative Global School-based Student Health Surveys (GSHS) in 47 low-income and middle-income countries conducted between 2003 and 2012. On average, about 40% of the participants in each country reported at least one injury in the past year that was serious enough to cause the student to miss at least one full day of usual activities (such as school, sports and a job) or to require treatment by a healthcare professional. In 40 of the 47 countries, boys reported a significantly higher injury rate than girls. Based on these numbers, injuries likely cause approximately four million days of school absence by lower secondary school students annually. Most of these injuries are preventable. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Healthier Standards for School Meals and Snacks: Impact on School Food Revenues and Lunch Participation Rates.

PubMed

Cohen, Juliana F W; Gorski, Mary T; Hoffman, Jessica A; Rosenfeld, Lindsay; Chaffee, Ruth; Smith, Lauren; Catalano, Paul J; Rimm, Eric B

2016-10-01

In 2012, the updated U.S. Department of Agriculture school meals standards and a competitive food law similar to the fully implemented version of the national Smart Snack standards went into effect in Massachusetts. This study evaluated the impact of these updated school meal standards and Massachusetts' comprehensive competitive food standards on school food revenues and school lunch participation. Revenue and participation data from 11 Massachusetts school districts were collected from 2011 to 2014 and analyzed in 2015 using multilevel modeling. The association between the change in compliance with the competitive food standards and revenues/participation was assessed using linear regression. Schools experienced declines in school food revenues of $15.40/student in Year 1 from baseline (p=0.05), due to competitive food revenue losses. In schools with 3 years of data, overall revenues rebounded by the second year post-implementation. Additionally, by Year 2, school lunch participation increased by 15% (p=0.0006) among children eligible for reduced-price meals. Better competitive food compliance was inversely associated with school food revenues in the first year only; an absolute change in compliance by 10% was associated with a $9.78/student decrease in food revenues over the entire school year (p=0.04). No association was seen between the change in compliance and school meal participation. Schools experienced initial revenue losses after implementation of the standards, yet longer-term school food revenues were not impacted and school meal participation increased among children eligible for reduced-price meals. Weakening the school meal or competitive food guidelines based on revenue concerns appears unwarranted. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Caring for Kids Is Fighting Back by Giving Kids the Dental Care They Need at School. This Is How It Works...

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC. School of Public Health and Health Services.

For more than 30 years, school-based health centers have been making an important difference in the health of millions of children by providing an array of medical and other health services at school. This brochure addresses school-based dental care as part of the Caring for Kids program, a multi-site grant program funded through the Robert Wood…

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…

Are Autonomous and Controlled Motivations School-Subjects-Specific?

PubMed

Chanal, Julien; Guay, Frédéric

2015-01-01

This research sought to test whether autonomous and controlled motivations are specific to school subjects or more general to the school context. In two cross-sectional studies, 252 elementary school children (43.7% male; mean age = 10.7 years, SD = 1.3 years) and 334 junior high school children (49.7% male, mean age = 14.07 years, SD = 1.01 years) were administered a questionnaire assessing their motivation for various school subjects. Results based on structural equation modeling using the correlated trait-correlated method minus one model (CTCM-1) showed that autonomous and controlled motivations assessed at the school subject level are not equally school-subject-specific. We found larger specificity effects for autonomous (intrinsic and identified) than for controlled (introjected and external) motivation. In both studies, results of factor loadings and the correlations with self-concept and achievement demonstrated that more evidence of specificity was obtained for autonomous regulations than for controlled ones. These findings suggest a new understanding of the hierarchical and multidimensional academic structure of autonomous and controlled motivations and of the mechanisms involved in the development of types of regulations for school subjects.

Are Autonomous and Controlled Motivations School-Subjects-Specific?

PubMed Central

Chanal, Julien; Guay, Frédéric

2015-01-01

This research sought to test whether autonomous and controlled motivations are specific to school subjects or more general to the school context. In two cross-sectional studies, 252 elementary school children (43.7% male; mean age = 10.7 years, SD = 1.3 years) and 334 junior high school children (49.7% male, mean age = 14.07 years, SD = 1.01 years) were administered a questionnaire assessing their motivation for various school subjects. Results based on structural equation modeling using the correlated trait-correlated method minus one model (CTCM-1) showed that autonomous and controlled motivations assessed at the school subject level are not equally school-subject-specific. We found larger specificity effects for autonomous (intrinsic and identified) than for controlled (introjected and external) motivation. In both studies, results of factor loadings and the correlations with self-concept and achievement demonstrated that more evidence of specificity was obtained for autonomous regulations than for controlled ones. These findings suggest a new understanding of the hierarchical and multidimensional academic structure of autonomous and controlled motivations and of the mechanisms involved in the development of types of regulations for school subjects. PMID:26247788

A Portfolio-Based Evaluation of Utah's Education Technology Initiative: 1990-1991 School Year.

ERIC Educational Resources Information Center

Mergendoller, John R.; And Others

This report examines the impact of the Utah Educational Technology Initiative (ETI) on student performance and student access to computers during the initial year of implementation in the 1990-91 school year. Chapter 1 describes ETI goals, the goals of the evaluation report, the concept of portfolio analysis, and organization of the report. An…

Accelerating Literacy Program: The First Year 1993-94.

ERIC Educational Resources Information Center

Smith, Ralph J.

The 1993-94 school year was the first year of the Accelerating Literacy Program (ALP) of the Austin (Texas) Independent School District. The ALP used a grant from the Texas Education Agency to train elementary educators in the methods of a short-term reading intervention program based on the Reading Recovery/Whole Language theory. A group of 367…

Assessment of a two-year school-based physical activity intervention among 7-9-year-old children

PubMed Central

2011-01-01

Background Physical activity (PA) in children has declined in recent decades, highlighting the need for effective intervention programs for school-aged children. The main objective of this study was to assess to what extent PA during and after school hours changed among children who received a progressive two-year long intervention vs. that of children who only received general curriculum-based PA. Methods A cluster randomized intervention study was conducted and six elementary schools randomly assigned to serve as control- or intervention schools. All children attending second grade (mean age = 7.4 years - born in 1999) were invited to participate in the fall of 2006 (N = 320, 82% participated), again in 2007 (midpoint) and 2008 (end of intervention). The intervention consisted of multi-component PA-intervention during school hours and was conducted by teachers at each intervention school. PA was assessed by means of accelerometers and subjectively at the intervention schools via teachers' PA log-books. Results There was no difference in PA intensity (minutes of moderate-to-vigorous physical activity - min of MVPA) between the two study groups at baseline, but children in the intervention schools were more physically active at moderate-to-vigorous intensity compared to those in control schools after one year of intervention (mean difference of MVPAlog-minutes: 0.61, 95%CI: 0.02, 1.20, p = 0.04). Moreover, the model for minutes of MVPA during school hours, showed a significant three-way interaction between time at mid-point, group and gender (mean difference of MVPAlog-minutes: 1.06, 95%CI: 0.15, 1.97, p = .02), indicating a significantly greater increase among the boys in the intervention schools compared to girls. No difference in PA was detected between the study groups at the end of the study period after two years of intervention. Conclusions The results suggest that the objective of increasing PA at school was met after one year of intervention, and it was more pronounced among boys. The lack of increase at the end of the study period suggested that any increase in PA during school may highly depend on both motivation and training of general teachers. Boys may respond better to PA interventions such as the one described in this study. PMID:22185086

Challenges in managing a school-based measles outbreak in Melbourne, Australia, 2014.

PubMed

Gibney, Katherine B; Brahmi, Aicha; O'Hara, Miriam; Morey, Rosemary; Franklin, Lucinda

2017-02-01

To identify barriers to control of a Victorian primary school-based measles outbreak. Confirmed measles cases notified in Victoria in 2014 were reviewed. Surveillance data, correspondence, and investigation notes for the school-based outbreak were assessed regarding timeliness of diagnosis and notification, and adequacy of school-based immunisation records. Twenty-three (31%) of the 75 measles cases notified in 2014 were school-aged (5-18 years); three had documentation of measles vaccination, 17 were unvaccinated, and three had unknown vaccination history. Eight measles outbreaks were identified, including a primary school-based outbreak with ten cases. Of the six unvaccinated pupils in the affected school, five (83%) contracted measles. The proportion of the school's prep students with documented vaccination records, as required by law, ranged from 39% in 2013 to 97% in 2014. Inadequately vaccinated students constitute a vulnerable population and schools are a potential site for measles outbreaks. Inadequate enforcement of school-based immunisation records impact the management and control of school-based measles outbreaks. Implications for Public Health: There is a need to educate clinicians on measles diagnosis and notification, and schools on the requirement to maintain up-to-date vaccination records. School entry is an opportunity to review student vaccination history and offer immunisations. © 2016 The Authors.

Implementation of School-Based Management in Indonesia. Monograph

ERIC Educational Resources Information Center

Vernez, Georges; Karam, Rita; Marshall, Jeffery H.

2012-01-01

This study provides a quantitative and qualitative status report on the implementation of school-based management (SBM) in Indonesia, identifies factors associated with the successful practices of SBM, and assesses SBM effects on student achievement eight years after its inception. The authors' findings are based on face-to-face surveys of…

The Translation of Basic Behavioral Research to School Psychology: A Citation Analysis

ERIC Educational Resources Information Center

Reed, Derek D.

2008-01-01

In recent years, school psychology has become increasingly grounded in data-based decision making and intervention design, based upon behavior analytic principles. This paradigm shift has occurred in part by recent federal legislation, as well as through advances in experimental research replicating laboratory based studies. Translating basic…

Academic Risk Among Inner-City Adolescents: The Role of Personal Attributes

PubMed Central

Ripple, Carol H.; Luthar, Suniya S.

2012-01-01

In this 3-year prospective study, we explored antecedents of school-based adjustment among 134 inner-city high-school students. We examined the role of freshman-year risk and protective factors in relation to dropout status and senior-year adjustment indices among those who remained in school, including academic performance, psychological symptoms, and drug use. Although each single attribute included in this study has been linked to poor academic performance in previous investigations, the primary goal in this study was to determine which attributes were strongly related to academic problems when considered together. In addition, we sought to establish whether risk factors associated with dropout were the same as those that predicted academic problems among students who remained in school. Findings indicated that freshman-year attendance and demographic indices were most strongly predictive of dropout. Among adolescents who remained in school, freshman academic success was robustly linked to senior-year competence. Implications for identifying inner-city high-school students at high risk for academic problems are discussed. PMID:24839305

Efficacy of a smoking prevention programme in Catalan secondary schools: a cluster-randomized controlled trial in Spain.

PubMed

Valdivieso López, Empar; Rey-Reñones, Cristina; Rodriguez-Blanco, Teresa; Ferre Grau, Carmen; Arija, Victoria; Barrera Uriarte, Maria Luisa; Granado-Font, Esther; Flores-Mateo, Gemma

2015-05-01

To evaluate the efficacy of a school-based educational programme in reducing the incidence and prevalence of smoking in secondary school students (compulsory secondary education: CSE) in Catalonia (Spain). Cluster-randomized controlled trial. Schools in the Tarragona Health Care Region of Spain. All students enrolled in the first year of CSE during the 2007-08 school year in the 29 participating schools (n = 2245); 1583 students completed the follow-up over the 4-year study period (804 and 779 in the control and intervention groups, respectively). Self-reported questionnaires were administered during the first quarter of the 2007, 2008, 2009 and 2010 school years. A smoker was defined as 'smoking cigarettes daily or occasionally within the past 30 days'. Multi-level logistic regression analysis was conducted to analyse the prevalence and incidence of smoking between the intervention and control groups. A school-based educational programme comprising seven modules, each with a different approach to smoking habits. Each module included activities, work-shops and/or class sessions. The initial prevalence of smokers in the control and intervention groups who completed the follow-up was 3.9% and 4.2%, respectively. At the end of the study, the prevalence of smokers was 24.4% in the control group and 19.9% in the intervention group. The accumulated incidence of new smokers was 230.57/1000 in the control group and 183.65/1000 in the intervention group. The adjusted odds ratio (OR) comparing the intervention group with the control group was 0.75 [95% confidence interval (CI) = 0.49, 1.15] for smoking prevalence, and 0.74 (95% CI = 0.48, 1.14) for smoking incidence. A school-based educational intervention for secondary school students in Catalonia, Spain was not found to lead to a statistically significant reduction of smoking prevalence and incidence. © 2015 Society for the Study of Addiction.

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations

PubMed Central

López, Verónica; Oyanedel, Juan C.; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia

2017-01-01

School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students’ perceptions of teachers’ wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher’s wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students’ previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students’ social wellbeing at school, their perception of teachers’ wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students’ social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after controlling for SES, students’ individual subjective wellbeing is associated with their achievement and performance in school. We discuss the importance of improving school experiences that may protect and promote students’ subjective experience and school achievement and performance, and reduce the probability of school failure and dropout. PMID:28769838

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations.

PubMed

López, Verónica; Oyanedel, Juan C; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia

2017-01-01

School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students' perceptions of teachers' wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher's wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students' previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students' social wellbeing at school, their perception of teachers' wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students' social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after controlling for SES, students' individual subjective wellbeing is associated with their achievement and performance in school. We discuss the importance of improving school experiences that may protect and promote students' subjective experience and school achievement and performance, and reduce the probability of school failure and dropout.

High School Longitudinal Study of 2009 (HSLS:09) Base Year to First Follow-Up Data File Documentation. Appendixes. NCES 2014-361

ERIC Educational Resources Information Center

Ingels, Steven J.; Pratt, Daniel J.; Herget, Deborah R.; Dever, Jill A.; Fritch, Laura Burns; Ottem, Randolph; Rogers, James E.; Kitmitto, Sami; Leinwand, Steve

2013-01-01

The manual that accompanies these appendices was produced to familiarize data users with the design, and the procedures followed for data collection and processing, in the base year and first follow-up of the High School Longitudinal Study of 2009 (HSLS:09), with emphasis on the first follow-up. It also provides the necessary documentation for use…

High School Longitudinal Study of 2009 (HSLS:09) Base Year to First Follow-Up Data File Documentation. NCES 2014-361

ERIC Educational Resources Information Center

Ingels, Steven J.; Pratt, Daniel J.; Herget, Deborah R.; Dever, Jill A.; Fritch, Laura Burns; Ottem, Randolph; Rogers, James E.; Kitmitto, Sami; Leinwand, Steve

2013-01-01

This manual has been produced to familiarize data users with the design, and the procedures followed for data collection and processing, in the base year and first follow-up of the High School Longitudinal Study of 2009 (HSLS:09), with emphasis on the first follow-up. It also provides the necessary documentation for use of the public-use data…

Barriers to the Administration of Epinephrine in Schools

ERIC Educational Resources Information Center

Hogue, Susan L.; Muniz, Rafael; Herrem, Christopher; Silvia, Suyapa; White, Martha V.

2018-01-01

Background: Anaphylaxis is a serious and growing concern in the school setting as the prevalence of food allergies and food-induced severe allergic reactions continues to increase. Methods: A cross-sectional, web-based survey was conducted regarding anaphylactic events that occurred during the 2014-2015 school year. Eligible schools were enrolled…

Shared Decision Making--The First Year.

ERIC Educational Resources Information Center

Rothstein, Richard

This report summarizes an evaluation of Shared Decision Making (SDM) in Los Angeles (California) schools and also includes some comments about School Based Management (SBM). SDM is a democratization of local school decision making that delegates decisions formerly made by principals to local school leadership councils composed of teachers,…

Changing a Field of Change

ERIC Educational Resources Information Center

Conoley, Collie W.; Conoley, Jane Close; Reese, Robert J.

2009-01-01

"School Psychology: A Blueprint for Training and Practice III" (Ysseldyke et al., 2006) continues an over 20-year tradition of reenvisioning school psychology. This latest edition focuses with great clarity on school psychology as, ideally, a profession devoted to the prevention of school-based difficulties for children and capacity building for…

Using Interactive Whiteboards to Enhance Mathematics Teaching

ERIC Educational Resources Information Center

Kent, Peter

2006-01-01

Over the past three years, Richardson Primary School has transformed its entire educational program based around the widespread introduction of interactive whiteboards (IWBs) into the school. A review of this initiative states that "Richardson is the first school in the ACT, and probably Australia, where the total school community, the…

High School Students' Experiences in School Toilets or Restrooms

ERIC Educational Resources Information Center

Norling, Maja; Stenzelius, Karin; Ekman, Nina; Wennick, Anne

2016-01-01

Previous research about school toilets is based on studies of children in elementary school. Thus, the aim of this study was to explore the experiences when using the school toilets reported by students aged 16-18 years. Qualitative interviews with 21 students were conducted and analyzed using content analysis. The data revealed that the toilets…

Charter School Accountability in New York: Findings from a Three-Year Study of Charter School Authorizers. Charter School Research Project.

ERIC Educational Resources Information Center

Ascher, Carol; Echazarreta, Juan; Jacobowitz, Robin; McBride, Yolanda; Troy, Tammi; Wamba, Nathalis

New York State currently has three charter school authorizing agencies. Until now, their oversight has focused on performance based, contractual, and regulatory accountability. An emerging literature suggests that authorizers are reluctant to actualize the accountability/autonomy exchange by closing schools for failure to meet performance targets.…

Legislative Report on Charter Schools. Statutory Report Series.

ERIC Educational Resources Information Center

Decker, Paula Crandall; Geraghty, Lisa; Wendt, Sharon

2004-01-01

The purpose of this study was to identify and describe the actions taken on new charter school petitions or proposals. This report offers a summary of charter school activity in the 426 Wisconsin school districts during the 2002-2003 school year. The data is based upon an electronic survey administered by the Wisconsin Department of Public…

Navigating Law School: Paths in Legal Education. Annual Survey Results, 2011

ERIC Educational Resources Information Center

Law School Survey of Student Engagement, 2011

2011-01-01

The Law School Survey of Student Engagement (LSSSE) focuses on activities that affect learning in law school. This year's results show how law students spend their time, what they think about their experience in law school, and guide schools in their efforts to improve engagement and learning. The selected results are based on responses from more…

Minority participation in a school-based randomized clinical trial of tooth decay prevention in the United States.

PubMed

Nelson, Suchitra; Milgrom, Peter

2012-01-01

To describe the strategies-based on the social triad concept of a partnership of researchers, school personnel and community-employed to recruit low-income, minority parent/caregivers of kindergarten children into a school-based tooth decay prevention trial in the United States. The study site was an urban school district with five elementary schools. Recruitment was carried out once each year for three years. Recruitment involved strategies at the school district, school, classroom, and student-parent level. A coalition of researchers, school personnel and community individuals was established for communication and recruitment. Outreach workers from the community were hired to promote, recruit, and disseminate oral health information. Study promotion included both print materials (logos, flyers, pictorial story boards) and presentations at school and community events. The School District Superintendent and administrators approved the study, and all five school principals and kindergarten teachers participated. All children within the classrooms were eligible: the overall participation rate of was 86% (580/672). Community outreach workers actively facilitated the recruitment and participants were recruited at open house for parent-teacher meeting (37% of all participants), sending letters and consent forms home (31%), at a prearranged convenient time during drop off and pick up of the child at their respective schools (30%), curriculum nights and health fairs (2%). Utilizing the social triad concept led to success in planning and carrying out the recruitment of predominantly minority school children with high participation rates. Copyright © 2011 Elsevier Inc. All rights reserved.

Minority Participation in a School-Based Randomized Clinical Trial of Tooth Decay Prevention in the United States

PubMed Central

Milgrom, Peter

2011-01-01

Purpose To describe the strategies--based on the social triad concept of a partnership of researchers, school personnel and community-- employed to recruit low-income, minority parent/caregivers of kindergarten children into a school-based tooth decay prevention trial in the United States. Methods The study site was an urban school district with five elementary schools. Recruitment was carried out once each year for three years. Recruitment involved strategies at the school district, school, classroom, and student-parent level. A coalition of researchers, school personnel and community individuals was established for communication and recruitment. Outreach workers from the community were hired to promote, recruit, and disseminate oral health information. Study promotion included both print materials (logos, flyers, pictorial story boards) and presentations at school and community events. Results The School District Superintendent and administrators approved the study, and all five school principals and kindergarten teachers participated. All children within the classrooms were eligible: the overall participation rate of was 86% (580/672). Community outreach workers actively facilitated the recruitment and participants were recruited at open house for parent-teacher meeting (37% of all participants), sending letters and consent forms home (31%), at a prearranged convenient time during drop off and pick up of the child at their respective schools (30%), curriculum nights and health fairs (2%). Conclusion Utilizing the social triad concept led to success in planning and carrying out the recruitment of predominantly minority school children with high participation rates. PMID:21986390

Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

ERIC Educational Resources Information Center

Svendsen, Bodil

2016-01-01

The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

The Prevention of Childhood Anxiety and Promotion of Resilience among Preschool-Aged Children: A Universal School Based Trial

ERIC Educational Resources Information Center

Anticich, Sarah A. J.; Barrett, Paula M.; Silverman, Wendy; Lacherez, Philippe; Gillies, Robyn

2013-01-01

This study is the first to examine the effectiveness of the "Fun FRIENDS" programme, a school-based, universal preventive intervention for early childhood anxiety and promotion of resilience delivered by classroom teachers. Participants (N = 488) included children aged 4-7 years attending 1 of 14 Catholic Education schools in Brisbane,…

Multi-Country, Cross-National Comparison of Youth Suicide Ideation: Findings from Global School-Based Health Surveys

ERIC Educational Resources Information Center

Page, Randy M.; Saumweber, Jacqueline; Hall, P. Cougar; Crookston, Benjamin T.; West, Joshua H.

2013-01-01

This study describes the prevalence of suicide ideation in 109 Global School-based Health Surveys (GSHS) conducted from 2003-2010 representing 49 different countries and 266,694 school-attending students aged 13-15 years primarily living in developing areas of the World. Prevalence of suicide ideation varied widely among and between countries,…

Computer-Related Posture and Discomfort in Primary School Children: The Effects of a School-Based Ergonomic Intervention

ERIC Educational Resources Information Center

Dockrell, Sara; Earle, Deirdre; Galvin, Rose

2010-01-01

This study investigated the effect of a school-based ergonomic intervention on childrens' posture and discomfort while using computers using a pre/post test study design. The sample comprised 23 children age 9 and 10 years. Posture was assessed with Rapid Upper Limb Assessment (RULA) and a workstation assessment was completed using a Visual…

From Equation to Inequality Using a Function-Based Approach

ERIC Educational Resources Information Center

Verikios, Petros; Farmaki, Vassiliki

2010-01-01

This article presents features of a qualitative research study concerning the teaching and learning of school algebra using a function-based approach in a grade 8 class, of 23 students, in 26 lessons, in a state school of Athens, in the school year 2003-2004. In this article, we are interested in the inequality concept and our aim is to…

Implementation of a School-Based Fluoride Tablet Program in a Rural Community.

ERIC Educational Resources Information Center

Eriksen, Michael; And Others

A segment of a 3-year dental research project involving 2,000 school children aged 5-13 conducted in a rural Pennsylvania county, this study presents 1 component in a 3-pronged attempt to determine the effectiveness of a school-based dental health delivery system. The implementation procedures of this program are described as involving:…

Challenging the Classroom Standard through Museum-Based Education: School in the Park

ERIC Educational Resources Information Center

Pumpian, Ian, Ed.; Fisher, Douglas, Ed.; Wachowiak, Susan, Ed.

2006-01-01

School in the Park is an innovative museum-based educational effort to engage students in their community during the school day. Since 1999 several hundred students have been educated each year in museums and the zoo in San Diego. This is more than a field trip, it is changing the way that education is provided. Challenging the Classroom Standard…

Exorcising the Racism Phantasm: Racial Realism in Educational Research

ERIC Educational Resources Information Center

Blaisdell, Benjamin

2016-01-01

Based on a 3-year ethnographic project at a public elementary school in North Carolina, this article discusses how the concept of racial realism can be useful to researchers trying to live up to the goals of critical race studies in school-based research. Racial realism maintains that racism is a permanent aspect of U.S. society and schools. A…

Evaluating Three School-Based Integrated Health Centres Established by a Partnership in Cornwall to Inform Future Provision and Practice

ERIC Educational Resources Information Center

Macpherson, Reynold

2013-01-01

Purpose: The aim of this paper is to report the process, findings and implications of a three-year evaluation of integrated health centres (IHCs) established in three secondary schools in Cornwall by the School-Based Integrated Health Centres (SBIHC) partnership. Design/methodology/approach: When the partners had completed the capital works, an…

Event Management for Teacher-Coaches: Risk and Supervision Considerations for School-Based Sports

ERIC Educational Resources Information Center

Paiement, Craig A.; Payment, Matthew P.

2011-01-01

A professional sports event requires considerable planning in which years are devoted to the success of that single activity. School-based sports events do not have that luxury, because high schools across the country host athletic events nearly every day. It is not uncommon during the fall sports season for a combination of boys' and girls'…

Vocational-Technical Education Reforms in Germany, Netherlands, France and U.K. and Their Implications to Taiwan.

ERIC Educational Resources Information Center

Lee, Lung-Sheng

Three major models of vocational education and training provision for the 16- to 19-year-old age group have been identified: schooling model, which emphasizes full-time schooling until age 18; dual model, which involves mainly work-based apprenticeship training with some school-based general education; and mixed model. Germany is an exemplar of…

Whatever Happened to School-Based Assessment in England's GCSEs and A Levels?

ERIC Educational Resources Information Center

Opposs, Dennis

2016-01-01

For the past 30 years, school-based assessment (SBA) has been a major feature of GCSEs and A levels, the main school examinations in England. SBA has allowed teachers to allocate marks to their students for the level of skills that they show in their work. Such skills include for example, experimental techniques in science, performance in drama…

Impact of a school-based intervention on access to healthcare for underserved youth.

PubMed

Britto, M T; Klostermann, B K; Bonny, A E; Altum, S A; Hornung, R W

2001-08-01

To determine whether a multidimensional school-based intervention, which included physical and mental health services, increased adolescents' use of needed medical care and preventive care and decreased emergency room use. A total of 2832 seventh- through twelfth-grade students in six public urban intervention schools and 2036 students in six demographically matched comparison schools completed a previously validated survey regarding health status and healthcare utilization in spring 1998 and 1999. Bivariate analyses examined the association between intervention status and Year 1/Year 2 outcomes. The multifaceted intervention included programs such as anger management groups, substance abuse prevention, tutoring, home visits, and enhanced school health services. Stepwise multivariate logistic models tested differences between the intervention and comparison groups across years, controlling for potential confounding variables [gender, age, race/ethnicity, maternal education, grade in school, school district (city or county), health status, and chronic health problems]. The interaction term for Group x Year was used to test the effect of the intervention. Multivariable modeling was also used to determine student factors independently associated with healthcare utilization. Respondents had a median age of 15 years, 56% were female, 51% were white, 42% were black, and 34% reported chronic health problems. In both years, over 45% of students in both groups reported not seeking medical care they believed they needed. The proportion with missed care in the intervention schools did not change, whereas the proportion with missed care in the comparison schools increased. Emergency room use decreased slightly in the intervention schools and increased slightly in the comparison schools between Year 1 and Year 2. There were no major changes in healthcare delivery in this area during the year, demonstrating the volatility of adolescents' perceived access to care. Among the student factors, health status, having a chronic condition, and being in a higher grade were independently associated with students' report of not seeking care they believed they needed. These results confirm that many adolescents have unmet healthcare needs. Those with poor health status are most likely to report underutilization and unmet needs. These findings underscore the need for comparison groups when evaluating interventions and suggest the need for better understanding of community level changes in perceived healthcare access and use.

Changing friend selection in middle school: A social network analysis of a randomized intervention study designed to prevent adolescent problem behavior

PubMed Central

DeLay, Dawn; Ha, Thao; Van Ryzin, Mark; Winter, Charlotte; Dishion, Thomas J.

2015-01-01

Adolescent friendships that promote problem behavior are often chosen in middle school. The current study examines the unintended impact of a randomized school based intervention on the selection of friends in middle school, as well as on observations of deviant talk with friends five years later. Participants included 998 middle school students (526 boys and 472 girls) recruited at the onset of middle school (age 11-12 years) from three public middle schools participating in the Family Check-up model intervention. The current study focuses only on the effects of the SHAPe curriculum—one level of the Family Check-up model—on friendship choices. Participants nominated friends and completed measures of deviant peer affiliation. Approximately half of the sample (n=500) was randomly assigned to the intervention and the other half (n=498) comprised the control group within each school. The results indicate that the SHAPe curriculum affected friend selection within School 1, but not within Schools 2 or 3. The effects of friend selection in School 1 translated into reductions in observed deviancy training five years later (age 16-17 years). By coupling longitudinal social network analysis with a randomized intervention study the current findings provide initial evidence that a randomized public middle school intervention can disrupt the formation of deviant peer groups and diminish levels of adolescent deviance five years later. PMID:26377235

School grades, parental education and suicide--a national register-based cohort study.

PubMed

Björkenstam, Charlotte; Weitoft, Gunilla Ringbäck; Hjern, Anders; Nordström, Peter; Hallqvist, Johan; Ljung, Rickard

2011-11-01

To investigate whether school performance is a risk factor for suicide death later in life and, if so, to what extent this is explained by intergenerational effects of parental education. This population-based cohort study comprises national birth cohorts between 1972 and 1981 in Sweden. We followed 898,342 students, graduating between 1988 and 1997 from the 9 years of compulsory school, equivalent to junior high school, until 31 December 2006, generating 11,148,758 person-years and 1490 suicides. Final school grades, in six categories, and risk of suicide were analysed with Poisson regression. The incidence rate ratio (RR) for suicide death for students with the lowest grades was 4.57 (95% CI 2.82 to 7.40) for men and 2.67 (1.42 to 5.01) for women compared to those with highest grades after adjustment for a number of sociodemographic and parental morbidity variables, such as year of graduation, parental education, lone parenthood, household receiving social welfare or disability pension, place of schooling, adoption, maternal age and parent's mental illness. Students with grades in the middle categories had RRs in between. These relationships were not modified by parental education. The strong association between low school grades and suicide in youth and young adulthood emphasises the importance of both primary and secondary prevention in schools.

School experiences may be important determinants of mental health problems in middle childhood - a Swedish longitudinal population-based study.

PubMed

Waenerlund, Anna-Karin; Stenmark, Helena; Bergström, Erik; Hägglöf, Bruno; Öhman, Ann; Petersen, Solveig

2016-04-01

Little is known about the association between school experiences and mental health in young schoolchildren. This study explored the cross-sectional and prospective associations between children's school experiences and mental health in middle childhood. We gathered comprehensive population-based data on the school experiences and mental health of 592 schoolchildren attending grades three and six in Sweden (ages approximately nine and 12 years). The KIDSCREEN questionnaire was used to measure school experiences in both age groups while the Child Behavior Checklist and the Strengths and Difficulties Questionnaire measured mental health in grades three and six, respectively. Children with problematic school experiences in grade three had an approximately two times higher odds for concurrent total, internalised, externalised, attention-hyperactivity and social problems. They also had a 1.5-2.5 higher odds for these mental health problems three years later. Likewise, there was an association between problematic school experiences in grade three and lower levels of prosocial behaviour three years later. These associations were shown in both boys and girls, but were particularly pronounced in girls. This study indicated that school experiences in young schoolchildren may be important determinants of concurrent and later mental health problems. ©2016 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Discovering Watson's Crick in High School Chemistry.

ERIC Educational Resources Information Center

Whitman, Mark

1984-01-01

High school chemistry students begin the school year by reading and studying "The Double Helix" by James B. Watson. Rationale, objectives, and instructional strategies for this assignment are discussed. Sample discussion questions based on the book are included. (JN)

Family- and school-based correlates of energy balance-related behaviours in 10-12-year-old children: a systematic review within the ENERGY (EuropeaN Energy balance Research to prevent excessive weight Gain among Youth) project.

PubMed

Verloigne, Maïté; Van Lippevelde, Wendy; Maes, Lea; Brug, Johannes; De Bourdeaudhuij, Ilse

2012-08-01

To identify family- and school-based correlates of specific energy balance-related behaviours (physical activity, sedentary behaviour, breakfast consumption, soft drink consumption) among 10-12-year-olds, using the EnRG framework (Environmental Research framework for weight Gain prevention). A literature review to identify observational studies exploring at least one family- or school-based correlate of the specific behaviours, resulting in seventy-six articles. Eighteen studies were conducted in Europe, forty-one studies in North America and seventeen studies in Australasia. Healthy children aged 10-12 years. Parental and maternal physical activity, doing physical activities with parents and parental logistic support were identified as the most important, positive correlates of physical activity. Parental rules was the most important correlate of sedentary behaviour and was inversely related to it. School socio-economic status was positively related to physical activity and inversely related to sedentary behaviour. The available studies suggested a positive relationship between soft drink availability at home and consumption. Soft drink availability and consumption at school were the most important school-based correlates of soft drink consumption. A permissive parenting style was related to more soft drink consumption and less breakfast consumption. An important role has been awarded to parents, suggesting parents should be involved in obesity prevention programmes. Despite the opportunities a school can offer, little research has been done to identify school-environmental correlates of energy balance-related behaviours in this age group. Obesity prevention programmes can focus on the most important correlates to maximize the effectiveness of the programme. Future research should aim at longitudinal studies.

Factors associated with physical inactivity among school-going adolescents: data from the Malaysian School-Based Nutrition Survey 2012.

PubMed

Baharudin, Azli; Zainuddin, Ahmad Ali; Manickam, Mala A; Ambak, Rashidah; Ahmad, Mohamad Hasnan; Naidu, Balkish Mahadir; Cheong, Siew Man; Ying, Chan Ying; Saad, Hazizi Abu; Ahmad, Noor Ani

2014-09-01

The importance of physical activity to health is well recognized. Good health habits should begin from a young age. This article aims to explore physical activity among Malaysian school adolescents and factors associated with it. Data from the Malaysian School-Based Nutrition Survey (MSNS), comprising a nationally representative sample of school-going children aged 10 to 17 years, were used. The overall prevalence of physically inactive adolescents was 57.3%. Age in years (adjusted odds ratio = 1.2; 95% confidence interval = 1.16-1.23), gender - females (adjusted odds ratio = 2.9; 95% confidence interval = 2.66-3.10), afternoon school session, breakfast consumption (no breakfast and irregular breakfast), body mass index status (obese and underweight), and body weight perception (underweight perceivers) were significant factors associated with physical inactivity among Malaysian adolescents. Thus, there is evidence that programs to promote physical activity in this group should consider the combination of the aforementioned factors at the household, school, and community levels. © 2014 APJPH.

Implementation of a human papillomavirus vaccination demonstration project in Malawi: successes and challenges.

PubMed

Msyamboza, Kelias Phiri; Mwagomba, Beatrice Matanje; Valle, Moussa; Chiumia, Hastings; Phiri, Twambilire

2017-06-26

Cervical cancer is a major public health problem in Malawi. The age-standardized incidence and mortality rates are estimated to be 75.9 and 49.8 per 100,000 population, respectively. The availability of the human papillomavirus (HPV) vaccine presents an opportunity to reduce the morbidity and mortality associated with cervical cancer. In 2013, the country introduced a school-class-based HPV vaccination pilot project in two districts. The aim of this study was to evaluate HPV vaccine coverage, lessons learnt and challenges identified during the first three years of implementation. This was an evaluation of the HPV vaccination project targeting adolescent girls aged 9-13 years conducted in Malawi from 2013 to 2016. We analysed programme data, supportive supervision reports and minutes of National HPV Task Force meetings to determine HPV vaccine coverage, reasons for partial or no vaccination and challenges. Administrative coverage was validated using a community-based coverage survey. A total of 26,766 in-school adolescent girls were fully vaccinated in the two pilot districts during the first three years of the programme. Of these; 2051 (7.7%) were under the age of 9 years, 884 (3.3%) were over the age of 13 years, and 23,831 (89.0%) were aged 9-13 years (the recommended age group). Of the 765 out-of-school adolescent girls aged 9-13 who were identified during the period, only 403 (52.7%) were fully vaccinated. In Zomba district, the coverage rates of fully vaccinated were 84.7%, 87.6% and 83.3% in year 1, year 2 and year 3 of the project, respectively. The overall coverage for the first three years was 82.7%, and the dropout rate was 7.7%. In Rumphi district, the rates of fully vaccinated coverage were 90.2% and 96.2% in year 1 and year 2, respectively, while the overall coverage was 91.3%, and the dropout rate was 4.9%. Administrative (facility-based) coverage for the first year was validated using a community-based cluster coverage survey. The majority of the coverage results were statistically similar, except for in Rumphi district, where community-based 3-dose coverage was higher than the corresponding administrative-coverage (94.2% vs 90.2%, p < 0.05), and overall (in both districts), facility-based 1-dose coverage was higher than the corresponding community-based (94.6% vs 92.6%, p < 0.05). Transferring out of the district, dropping out of school and refusal were some of the reasons for partial or no uptake of the vaccine. In Malawi, the implementation of a school-class-based HPV vaccination strategy was feasible and produced high (>80%) coverage. However, this strategy may be associated with the vaccination of under- and over-aged adolescent girls who are outside of the vaccine manufacturer's stipulated age group (9-13 years). The health facility-based coverage for out-of-school adolescent girls produced low coverage, with only half of the target population being fully vaccinated. These findings highlight the need to assess the immunogenicity associated with the administration of a two-dose schedule to adolescent girls younger or older than 9-13 years and effectiveness of health facility-based strategy before rolling out the programme.

The pro children intervention: applying the intervention mapping protocol to develop a school-based fruit and vegetable promotion programme.

PubMed

Pérez-Rodrigo, Carmen; Wind, Marianne; Hildonen, Christina; Bjelland, Mona; Aranceta, Javier; Klepp, Knut-Inge; Brug, Johannes

2005-01-01

The importance of careful theory-based intervention planning is recognized for fruit and vegetable promotion. This paper describes the application of the Intervention Mapping (IM) protocol to develop the Pro Children intervention to promote consumption of fruit and vegetable among 10- to 13-year-old schoolchildren. Based on a needs assessment, promotion of intake of fruit and vegetable was split into performance objectives and related personal, social and environmental determinants. Crossing the performance objectives with related important and changeable determinants resulted in a matrix of learning and change objectives for which appropriate educational strategies were identified. Theoretically similar but culturally relevant interventions were designed, implemented and evaluated in Norway, the Netherlands and Spain during 2 school years. Programme activities included provision of fruits and vegetables in the schools, guided classroom activities, computer-tailored feedback and advice for children, and activities to be completed at home with the family. Additionally, optional intervention components for community reinforcement included incorporation of mass media, school health services or grocery stores. School project committees were supported. The Pro Children intervention was carefully developed based on the IM protocol that resulted in a comprehensive school-based fruit and vegetable promotion programme, but culturally sensible and locally relevant. (c) 2005 S. Karger AG, Basel

Changes in Body Mass Index During a 3-Year Elementary School-Based Obesity Prevention Program for American Indian and White Rural Students.

PubMed

Vogeltanz-Holm, Nancy; Holm, Jeffrey

2018-04-01

Childhood obesity is a significant but largely modifiable health risk, disproportionately affecting socioeconomically disadvantaged, racial/ethnic minority, and rural children. Elementary school-aged children typically experience the greatest increases in excess weight gain and therefore are important targets for reducing adolescent and adult obesity while improving children's health. Our study evaluated outcomes of a 3-year elementary school-based program for reducing obesity in American Indian and White students attending eight rural schools in the U.S. upper Midwest. Researchers measured body mass indexes (BMI) and other health indicators and behaviors of 308 beginning third-grade students and then again at the end of students' third, fourth, and fifth grades. The primary focus of this study is a mixed multilevel longitudinal model testing changes in age- and gender-adjusted BMI z scores ( zBMI). There was a significant decrease in zBMI across the 3-year study period. Ethnicity analyses showed that White students had overall decreases in zBMI whereas American Indian students' zBMIs remained stable across the program. Comparisons with children from an age- and cohort-matched national sample provided support for the effectiveness of the school program in reducing BMI and obesity during the study period. An elementary school-based health program that addresses a range of students' obesity-related health behaviors, the school health environment, and that involves educators and parents is an effective intervention for reducing or stabilizing BMI in rural White and American Indian students. School health programs for students living in rural communities may be especially effective due to greater school and community cohesiveness, and valuing of the school's primary role in improving community health.

Student Outcomes of School-Based Physical Therapy as Measured by Goal Attainment Scaling.

PubMed

Chiarello, Lisa A; Effgen, Susan K; Jeffries, Lynn; McCoy, Sarah Westcott; Bush, Heather

2016-01-01

The main purposes were to describe individualized outcomes of students receiving school-based physical therapy and determine if goal attainment differed by gross motor ability and age. One hundred nine physical therapists and 296 students participated. At the beginning of the school year, therapists translated students' Individualized Education Program goals into subgoals using Goal Attainment Scaling and determined students' Gross Motor Functional Classification System level. Researchers categorized goals (posture/mobility, recreation/fitness, self-care, or academics), and therapists identified students' primary goal. At the end of the school year, therapists scored the goals. Descriptive statistics and 2-way analyses of variance were conducted. Students exceeded their expected goal level for primary goals and goals categorized as posture/mobility, recreation/fitness, and self-care and made progress on academic goals. No differences were found by gross motor ability. Younger students had higher goal attainment for primary and recreation goals. Students achieve individualized outcomes addressed by school-based physical therapy.

Guia para la ensenanza de la Lengua Nacional (segundo ano) (A Guide to the Teaching of the National Language (second year).

ERIC Educational Resources Information Center

Instituto Nacional de Pedagogia (Mexico).

This document is an English-language abstract (approximately 1500 words) of a guide based on the results of experiments conducted by the Instituto Nacional de Pedagogia in its pilot school and other schools in Mexico, D. F. The foreword points out that there are two aspects of language teaching in elementary schools--the first year class to read…

College Performance and Retention: A Meta-Analysis of the Predictive Validities of ACT® Scores, High School Grades, and SES

ERIC Educational Resources Information Center

Westrick, Paul A.; Le, Huy; Robbins, Steven B.; Radunzel, Justine M. R.; Schmidt, Frank L.

2015-01-01

This meta-analysis examines the strength of the relationships of ACT® Composite scores, high school grades, and socioeconomic status (SES) with academic performance and persistence into the 2nd and 3rd years at 4-year colleges and universities. Based upon a sample of 189,612 students at 50 institutions, ACT Composite scores and high school grade…

Cross-Cultural Generalizability of Year in School Effects: Negative Effects of Acceleration and Positive Effects of Retention on Academic Self-Concept

ERIC Educational Resources Information Center

Marsh, Herbert W.

2016-01-01

Given that the Big-Fish-Little-Pond-Effect, the negative effect of school-average achievement on academic self-concept, is one of the most robust findings in educational psychology (Marsh, Seaton et al., 2007), this research extends the theoretical model, based on social comparison theory, to study relative year in school effects (e.g., being 1…

Creating a peaceful school learning environment: a controlled study of an elementary school intervention to reduce violence.

PubMed

Twemlow, S W; Fonagy, P; Sacco, F C; Gies, M L; Evans, R; Ewbank, R

2001-05-01

The impact of a manual-based antiviolence program on the learning climate in an elementary school over 4 years was compared with the outcome in a control school. The two schools were matched for demographic characteristics. The intervention in the experimental school was based on zero tolerance for bullying; the control school received only regular psychiatric consultation. Disciplinary and academic achievement data were collected in both schools. The experimental school showed significant reductions in discipline referrals and increases in scores on standardized academic achievement measures. A low-cost antiviolence intervention that does not focus on individual pathology or interfere with the educational process may improve the learning environment in elementary schools.

A Youth-Led, Social Marketing Intervention Run by Adolescents to Encourage Healthy Lifestyles among Younger School Peers (EYTO-Kids Project): A Protocol for Pilot Cluster Randomized Controlled Trial (Spain)

PubMed Central

Aceves-Martins, Magaly; Papell-Garcia, Ignasi; Arola, Lluís; Giralt, Montse; Solà, Rosa

2017-01-01

Introduction: The EYTO-kids (European Youth Tackling Obesity in Adolescents and Children) study aims to increase fruit and/or vegetable consumption and physical activity, decrease sedentary lifestyles, and reduce the intake of sugary drinks and fast food using an innovative methodology based on social marketing and youth involvement. Methods: This study is a pilot school-based cluster randomized controlled 10-month intervention spanning two academic years (2015–2016 and 2016–2017), with eight primary schools and three high schools randomized into and designated the control group and eight primary schools and four high schools designated the intervention group in Reus, Spain. At least 301 younger school peers per group should be included. At the intervention high schools, the adolescent creators (ACs) receive an initial 16-h training session. In total, 26–32 high school ACs (12–14 years) from the four high schools will design and implement four health-promotion activities (1 h/each) for their younger (8–10 years), primary school peers. The control group will not receive any intervention. The outcomes (fruit, vegetable, fast food and sugary drink consumption; physical activity; and sedentary behaviors) of the control and intervention groups will be measured pre- and post-intervention. Conclusion: This study describes a protocol for pilot, peer-led, social marketing and youth-involved intervention, where adolescents design and implement activities for their younger peers to promote healthy lifestyles.

School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions.

PubMed

Vinen, Zoe; Clark, Megan; Paynter, Jessica; Dissanayake, Cheryl

2018-05-01

This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age.

Change in weight status and academic performance among senior high school students in Taiwan.

PubMed

Liao, Pei-An; Chang, Hung-Hao; Wang, Jiun-Hao; Wu, Min-Chen

2015-01-01

This study examines how the changes in weight status across the spectrum of a senior high school study are associated with academic performance measured by the university entrance exam scores. A unique dataset which compiles a national health examination profile and the General Scholastic Ability Test data bank in Taiwan was constructed. The final sample comprised 149,240 senior high school students of which 70,662 were males and 78,578 were female students. The school-level fixed effect models were estimated. Students who were either (a) not overweight in the first year but overweight in the third year of senior high school, (b) overweight in both the first and third year, or (c) overweight in the first year but not overweight in the third year, were more likely to score lower on the university entrance exam, compared with their never-overweight counterparts. The findings differ by gender and test subjects. The change in weight status during senior high school period is associated with subsequent university entrance exam outcome. Students who start senior high school being overweight should be paid attention. School-based programs and practices need to be implemented to reduce the prevalence of overweight among students.

Physical Therapists' Perceptions of School-Based Practices.

PubMed

Holt, Sheryl L; Kuperstein, Janice; Effgen, Susan K

2015-01-01

Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry. Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice. Of the survey's 561 participants, 250 provided open-ended commentaries that were analyzed using interpretive phenomenology. Six qualitative themes emerged from the open-ended responses, including: In quest: Meeting students' school-based needs via physical therapy; Seeking relatedness: Finding working teams in the school system; Building understanding: Developing a voice/identity in the school context; Stretched beyond limits: Managing workloads; Networking: Coordinating services outside school to meet student needs; Defying definition: What does working in an educational model mean? School-based physical therapists seek to meet educationally relevant physical therapy needs of students, ages 3 to 21 years. Successes appear woven of a multitude of factors such as therapist expertise, team dynamics, and district supports.

The Effect of the Leader in Me, a School-Wide Positive Behavior Intervention System (SW-PBIS), Based on Student Achievement and Office Discipline Referrals for Fifth Grade Students in a Rural Elementary School in North Central Washington State

ERIC Educational Resources Information Center

Miller, Christopher A.

2016-01-01

The purpose this study was to examine the implementation of The Leader in Me, a school-wide positive behavior intervention system (SW-PBIS), and analyze its impact on 5th grade students based on student achievement and office discipline referrals in a rural elementary school in North Central Washington state. The school was in the first year of…

A cluster randomised trial of a school-based intervention to prevent decline in adolescent physical activity levels: study protocol for the ‘Physical Activity 4 Everyone’ trial

PubMed Central

2013-01-01

Background Adolescence is an established period of physical activity decline. Multi-component school-based interventions have the potential to slow the decline in adolescents’ physical activity; however, few interventions have been conducted in schools located in low-income or disadvantaged communities. This study aims to assess the effectiveness of a multi-component school-based intervention in reducing the decline in physical activity among students attending secondary schools located in disadvantaged communities. Methods/Design The cluster randomised trial will be conducted with 10 secondary schools located in selected regions of New South Wales, Australia. The schools will be selected from areas that have a level of socio-economic status that is below the state average. Five schools will be allocated to receive an intervention based on the Health Promoting Schools framework, and will be supported by a part-time physical activity consultant placed in intervention schools who will implement a range of intervention adoption strategies. Study measures will be taken at baseline when students are in Year 7 (12–13 years) and again after 12- and 24-months. The primary outcome, minutes of moderate- to-vigorous- intensity physical activity per day and percentage of time in moderate- to vigorous-intensity physical activity (MVPA), will be objectively assessed using accelerometers (Actigraph GT3x+). Group allocation and intervention delivery will commence after baseline data collection. The intervention will continue during school terms through to 24-month follow-up. Discussion The study will provide evidence regarding the effectiveness of a multi-component school-based intervention that includes an in-school physical activity consultant targeting the physical activity levels of adolescents in disadvantaged Australian secondary schools. Trial registration Australian New Zealand Clinical Trials Registry ACTRN12612000382875. PMID:23336603

Affective States and State Tests: Investigating How Affect and Engagement during the School Year Predict End-of-Year Learning Outcomes

ERIC Educational Resources Information Center

Pardos, Zachary A.; Baker, Ryan S. J. D.; San Pedro, Maria O. C. Z.; Gowda, Sujith M.; Gowda, Supreeth M.

2014-01-01

In this paper, we investigate the correspondence between student affect and behavioural engagement in a web-based tutoring platform throughout the school year and learning outcomes at the end of the year on a high-stakes mathematics exam in a manner that is both longitudinal and fine-grained. Affect and behaviour detectors are used to estimate…

Looking beyond Harlem: International Insights for Area-Based Initiatives

ERIC Educational Resources Information Center

Miller, Peter M.; Gibson, Jordi Diaz; Balslev, Gitte Miller; Scanlan, Martin

2012-01-01

Purposeful and strategic connections between schools, families, and communities are critical characteristics of effective middle level education. Area-based initiatives (ABIs) have been particularly visible family-school-community policy developments in recent years--especially the federally funded "Promise Neighborhoods," which attempt…

School-Based Intervention as a Component of a Comprehensive Community Program for Overweight and Obesity Prevention, Sousse, Tunisia, 2009–2014

PubMed Central

Msakni, Zineb; Zammit, Nawel; Bhiri, Sana; Harrabi, Imed; Boughammoura, Lamia; Slama, Slim; Larbi, Chaieb; Ghannem, Hassen

2015-01-01

Introduction Combating obesity at an early age, by improving physical activity and nutrition-related behaviors, is vital to the prevention of more critical health concerns in adulthood. This intervention study evaluated the effectiveness of a school-based component of a community behavioral intervention on overweight and obesity rates of adolescents in Sousse, Tunisia. Methods A quasi-experimental school-based intervention was conducted with an intervention group (in Sousse Jawhara and Sousse Riadh) and a control group (in Sousse Msaken). The intervention (which was a physical activity and nutrition program) lasted 3 years, with data at preintervention collected during the 2009–2010 school year and at postintervention collected during the 2013–2014 school year. Descriptive statistics and multivariate analysis were used to determine the effect of the intervention on risk of excess weight. Results Results showed a significant increase in fruit and vegetable intake by the intervention group (P = .04). The intervention group had an increase in students in the normal weight category (P = .03) and a decrease in students in the overweight category (P = .03).The intervention effect was a protective factor against excess weight for the participating schoolchildren (OR, 0.84; P = .02). Conclusion This study showed that a school-based intervention is successful in increasing healthy dietary habits and in reducing risk of excess weight. It also showed the importance of a multisectoral approach to provide an environment conducive to healthy behaviors for adolescents. PMID:26402050

Portsmouth Atmospheric Science School (PASS) Project

NASA Technical Reports Server (NTRS)

Coleman, Clarence D.; Hathaway, Roger (Technical Monitor)

2002-01-01

The Portsmouth Atmospheric Science School Project (PASS) Project was granted a one-year no cost extension for 2001-2002. In year three of the project, objectives and strategies were modified based on the previous year-end evaluation. The recommendations were incorporated and the program was replicated within most of the remaining elementary schools in Portsmouth, Virginia and continued in the four middle schools. The Portsmouth Atmospheric Science School Project is a partnership, which includes Norfolk State University, Cooperating Hampton Roads Organizations for Minorities in Engineering (CHROME), NASA Langley Research Center, and the City of Portsmouth, Virginia Public Schools. The project seeks to strengthen the knowledge of Portsmouth Public Schools students in the field of atmospheric sciences and enhance teacher awareness of hands on activities in the atmospheric sciences. The project specifically seeks to: 1) increase the interest and participation of elementary and middle school students in science and mathematics; 2) strengthen existing science programs; and 3) facilitate greater achievement in core subjects, which are necessary for math, science, and technical careers. Emphasis was placed on providing training activities, materials and resources for elementary students (grades 3 - 5) and middle school students (grades 6 - 8), and teachers through a CHROME club structure. The first year of the project focused on introducing elementary students to concepts and activities in atmospheric science. Year two of the project built on the first year's activities and utilizes advanced topics and activities appropriate for middle school students. During the third year of the project, in addition to the approaches used in years one and two, emphasis was placed on activities that enhanced the Virginia Standards of Learning (SOL).

Utilization of Mental Health Services in School-Based Health Centers.

PubMed

Bains, Ranbir M; Cusson, Regina; White-Frese, Jesse; Walsh, Stephen

2017-08-01

We summarize utilization patterns for mental health services in school-based health centers. Administrative data on school-based health center visits in New Haven, Connecticut were examined for the 2007-2009 school years. Relative frequencies of mental health visits by age were calculated as a percentage of all visits and were stratified by sex, ethnicity/race, and insurance status. Mental health visits accounted for the highest proportion of visits (31.8%). The proportion of mental health visits was highest at 8 years (42.8%) and at 13 years (39.0%). The proportion of mental health visits among boys (38.4%) was higher than among girls (26.7%). Hispanic students had a lower proportion of mental health visits than black students (23.5% vs 35.8%) in all but 2 age groups. Students in the white/other ethnicity category had higher proportions of mental health visits than Hispanic and black students between ages 12 and 15. Students with no health insurance (22.5%) had lower proportions of mental health visits than students covered by Medicaid (34.3%) or private insurance (33.9%). The percentage of mental health visits by students with private insurance was highest (37.2%-49%) in the 13-15 age range. Usage patterns for mental health issues show pronounced, nonrandom variation relative to age and other demographic characteristics especially with 8-year-old boys. © 2017, American School Health Association.

Incentives from Curriculum Tracking

ERIC Educational Resources Information Center

Koerselman, Kristian

2013-01-01

Curriculum tracking creates incentives in the years before its start, and we should therefore expect test scores to be higher during those years. I find robust evidence for incentive effects of tracking in the UK based on the UK comprehensive school reform. Results from the Swedish comprehensive school reform are inconclusive. Internationally, I…

Graduation 2010: Second Year Implementation.

ERIC Educational Resources Information Center

O'Phelan, Mary H.; Norman, Antony D.; Ecton, Gayle W.

The second-year implementation of Graduation 2010, a districtwide public-school initiative, had its beginnings in brain-based research and involvement from both school and community. The original plan for the program had eight strands: (1) Arts; (2) Music; (3) Foreign Language; (4) Reading/Language Development; (5) Thinking Skills; (6)…

Genetics Curriculum Materials for the 21st Century

ERIC Educational Resources Information Center

Dawson, Vaille; Carson, Katherine; Venville, Grady

2010-01-01

The purpose of this project was to provide innovative and cutting edge genetics materials for 14-17 year olds (Year 10-12) in Australian schools, which aimed to engage students and encourage evidence based decision-making. In 2008, an Australian School Innovation in Science, Technology and Mathematics (ASISTM) project called "Genetics…

Schools as Knowledge-Building Organizations: Thirty Years of Design Research

ERIC Educational Resources Information Center

Chen, Bodong; Hong, Huang-Yao

2016-01-01

In this article we review the Knowledge-Building literature, unpacking its conceptual framework, principle-based pedagogy, distinctive features, and issues regarding scalability and sustainability. The Knowledge-Building goal is to reframe education as a knowledge-creating enterprise, engaging students from the earliest years of schooling. Despite…

Student Assistance Program in Pennsylvania. Evaluation Final Report.

ERIC Educational Resources Information Center

Fertman, Carl I.; Schlesinger, Jo; Fichter, Cele; Tarasevich, Susan; Zhang, Xiaoyan; Wald, Holly

This report contains the second year evaluation of the Student Assistance Program (SAP) in Pennsylvania. These school-based and school-linked programs address barriers to learning for youth at risk for social and emotional problems, drug and alcohol use and abuse, and depression. Second year evaluation focused on identifying essential components…

School Engagement Mediates Long Term Prevention Effects for Mexican American Adolescents

PubMed Central

Gonzales, Nancy A.; Wong, Jessie J.; Toomey, Russell B.; Millsap, Roger; Dumka, Larry E.; Mauricio, Anne M.

2014-01-01

This five year follow-up of a randomized clinical trial evaluated the efficacy of a family-focused intervention delivered in middle school to increase school engagement following transition to high school (2 years posttest), and also evaluated mediated effects through school engagement on multiple problem outcomes in late adolescence (5 years posttest). The study sample included 516 Mexican American adolescents who participated in a randomized trial of the Bridges to High School Program (Bridges/ Puentes). Path models representing the direct and indirect effects of the program on four outcome variables were evaluated using school engagement measured in the 9th grade as a mediator. The program significantly increased school engagement, with school engagement mediating intervention effects on internalizing symptoms, adolescent substance use, and school dropout in late adolescence when most adolescents were in the 12th grade. Effects on substance use were stronger for youth at higher risk based on pretest report of substance use initiation. There were no direct or indirect intervention effects on externalizing symptoms. Findings support that school engagement is an important prevention target for Mexican American adolescents. PMID:24398825

Examining Prediction Models of Giving up within a Resource-Based Framework of Coping in Primary School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Skues, Jason L.; Cunningham, Everarda G.; Theiler, Stephen S.

2016-01-01

This study tests a proposed model of coping outcomes for 290 primary school students in Years 5 and 6 (mean age = 11.50 years) with and without learning disabilities (LDs) within a resource-based framework of coping. Group-administered educational and intelligence tests were used to screen students for LDs. Students also completed a questionnaire…

An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

PubMed

Marsh, Herbert W; Pekrun, Reinhard; Murayama, Kou; Arens, A Katrin; Parker, Philip D; Guo, Jiesi; Dicke, Theresa

2018-02-01

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Adolescents' beverage choice at school and the impact on sugar intake.

PubMed

Ensaff, H; Russell, J; Barker, M E

2016-02-01

To examine students' beverage choice in school, with reference to its contribution to students' intake of non-milk extrinsic (NME) sugars. Beverage and food selection data for students aged 11-18 years (n=2461) were collected from two large secondary schools in England, for a continuous period of 145 (school A) and 125 (school B) school days. Descriptive analysis followed by cluster analysis of the beverage data were performed separately for each school. More than a third of all items selected by students were beverages, and juice-based beverages were students' most popular choice (school A, 38.6%; school B, 35.2%). Mean NME sugars derived from beverages alone was high (school A, 16.7 g/student-day; school B, 12.9 g/student-day). Based on beverage purchases, six clusters of students were identified at each school (school A: 'juice-based', 'assorted', 'water', 'cartoned flavoured milk', 'bottled flavoured milk', 'high volume juice-based'; school B: 'assorted', 'water with juice-based', 'sparkling juice/juice-based', 'water', 'high volume water', 'high volume juice-based'). Both schools included 'high volume juice-based' clusters with the highest NME sugar means from beverages (school A, 28.6 g/student-day; school B, 24.4 g/student-day), and 'water' clusters with the lowest. A hierarchy in NME sugars was found according to cluster; students in the 'high volume juice-based' cluster returned significantly higher levels of NME sugars than students in other clusters. This study reveals the contribution that school beverages combined with students' beverage choice behaviour is making to students' NME sugar intake. These findings inform school food initiatives, and more generally public health policy around adolescents' dietary intake.

Secondary School Reform and Technology Planning: Lessons Learned from a Ten Year School Reform Initiative

ERIC Educational Resources Information Center

Bain, Alan

2004-01-01

The lessons learned from a decade long, site based school reform project are used to examine the relationship between technology integration and school reform. The nature of the reforms will be described along with implications and conclusions for technology planning. Six key school reform takeaways will be shared that are necessary to build a…

An Empirically-Derived Index of High School Academic Rigor. ACT Working Paper 2017-5

ERIC Educational Resources Information Center

Allen, Jeff; Ndum, Edwin; Mattern, Krista

2017-01-01

We derived an index of high school academic rigor by optimizing the prediction of first-year college GPA based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set (n~108,000) and nominal parameterization of high school course outcomes, the high school academic rigor (HSAR) index capitalizes on…

Do School Budgets Matter? The Effect of Budget Referenda on Student Dropout Rates

ERIC Educational Resources Information Center

Lee, Kyung-Gon; Polachek, Solomon W.

2018-01-01

This paper analyzes how changes in school expenditures affect dropout rates based on data from 466 school districts in New York during the 2003/04 to the 2007/08 school years. Past traditional regression approaches show mixed results in part because school expenditures are likely endogenous, so that one cannot disentangle cause and effect. The…

Middle Grades' School Models and Their Impact on Early Adolescent Self-Esteem

ERIC Educational Resources Information Center

Booth, Margaret Zoller; Sheehan, Heather Chase; Earley, Mark A.

2007-01-01

Throughout the world, school grade structures are most variable during the early adolescent years when students can find themselves in a variety of school models. This paper investigates the impact of two popular school models in the United States (middle school and K-8) on the self-esteem and self-concept of early adolescents. Based on mixed…

Charter Schools and "Customer" Satisfaction: Lessons from Field Testing a Parent Survey

ERIC Educational Resources Information Center

Wohlstetter, Priscilla; Nayfack, Michelle B.; Mora-Flores, Eugenia

2008-01-01

Since the development of magnet schools in the 1960s--and more recently, the proliferation of charter schools in the last fifteen years--school choice has been a pervasive element on the education reform landscape. With this growth has come the need for information tools to help site-based educators manage, grow, and improve their schools. This is…

Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools. Final Report

ERIC Educational Resources Information Center

Isenberg, Eric; Hock, Heinrich

2010-01-01

The District of Columbia Public Schools (DCPS) has incorporated measures of school and teacher effectiveness, based on student test score growth, into a new teacher assessment system known as IMPACT. Implemented for the first time during the 2009-2010 school year, IMPACT is an assessment system with significant consequences. Prior to the start of…

Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: the MOVE Project

PubMed Central

Tymms, Peter B; Curtis, Sarah E; Routen, Ash C; Thomson, Katie H; Bolden, David S; Bock, Susan; Dunn, Christine E; Cooper, Ashley R; Elliott, Julian G; Moore, Helen J; Summerbell, Carolyn D; Tiffin, Paul A; Kasim, Adetayo S

2016-01-01

Objective To assess the effectiveness of 2 interventions in improving the physical activity and well-being of secondary school children. Design A clustered randomised controlled trial; classes, 1 per school, were assigned to 1 of 3 intervention arms or a control group based on a 2×2 factorial design. The interventions were peer-mentoring and participative learning. Year 7 children (aged 11–12) in the peer-mentoring intervention were paired with year 9 children for 6 weekly mentoring meetings. Year 7 children in the participative learning arm took part in 6 weekly geography lessons using personalised physical activity and Global Positioning System (GPS) data. Year 7 children in the combined intervention received both interventions, with the year 9 children only participating in the mentoring sessions. Participants 1494 year 7 students from 60 schools in the North of England took part in the trial. Of these, 43 students opted out of taking part in the evaluation measurements, 2 moved teaching group and 58 changed school. Valid accelerometry outcome data were collected for 892 students from 53 schools; and well-being outcome data were available for 927 students from 52 schools. Main outcome measures The primary outcomes were mean minutes of accelerometer-measured moderate-to-vigorous intensity physical activity per day, and well-being as evaluated by the KIDSCREEN-27 questionnaire. These data were collected 6 weeks after the intervention; a 12-month follow-up is planned. Results No significant effects (main or interaction) were observed for the outcomes. However, small positive differences were found for both outcomes for the participative learning intervention. Conclusions These findings suggest that the 2 school-based interventions did not modify levels of physical activity or well-being within the period monitored. Change in physical activity may require more comprehensive individual behavioural intervention, and/or more system-based efforts to address wider environmental influences such as family, peers, physical environment, transport and educational policy. Trial registration number ISRCTN82956355. PMID:26739729

Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: the MOVE Project.

PubMed

Tymms, Peter B; Curtis, Sarah E; Routen, Ash C; Thomson, Katie H; Bolden, David S; Bock, Susan; Dunn, Christine E; Cooper, Ashley R; Elliott, Julian G; Moore, Helen J; Summerbell, Carolyn D; Tiffin, Paul A; Kasim, Adetayo S

2016-01-06

To assess the effectiveness of 2 interventions in improving the physical activity and well-being of secondary school children. A clustered randomised controlled trial; classes, 1 per school, were assigned to 1 of 3 intervention arms or a control group based on a 2×2 factorial design. The interventions were peer-mentoring and participative learning. Year 7 children (aged 11-12) in the peer-mentoring intervention were paired with year 9 children for 6 weekly mentoring meetings. Year 7 children in the participative learning arm took part in 6 weekly geography lessons using personalised physical activity and Global Positioning System (GPS) data. Year 7 children in the combined intervention received both interventions, with the year 9 children only participating in the mentoring sessions. 1494 year 7 students from 60 schools in the North of England took part in the trial. Of these, 43 students opted out of taking part in the evaluation measurements, 2 moved teaching group and 58 changed school. Valid accelerometry outcome data were collected for 892 students from 53 schools; and well-being outcome data were available for 927 students from 52 schools. The primary outcomes were mean minutes of accelerometer-measured moderate-to-vigorous intensity physical activity per day, and well-being as evaluated by the KIDSCREEN-27 questionnaire. These data were collected 6 weeks after the intervention; a 12-month follow-up is planned. No significant effects (main or interaction) were observed for the outcomes. However, small positive differences were found for both outcomes for the participative learning intervention. These findings suggest that the 2 school-based interventions did not modify levels of physical activity or well-being within the period monitored. Change in physical activity may require more comprehensive individual behavioural intervention, and/or more system-based efforts to address wider environmental influences such as family, peers, physical environment, transport and educational policy. ISRCTN82956355. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Classroom based cognitive behavioural therapy in reducing symptoms of depression in high risk adolescents: pragmatic cluster randomised controlled trial

PubMed Central

Sayal, Kapil; Phillips, Rhiannon; Taylor, John A; Spears, Melissa; Anderson, Rob; Araya, Ricardo; Lewis, Glyn; Millings, Abigail; Montgomery, Alan A

2012-01-01

Objective To compare the effectiveness of classroom based cognitive behavioural therapy with attention control and usual school provision for adolescents at high risk of depression. Design Three arm parallel cluster randomised controlled trial. Setting Eight UK secondary schools. Participants Adolescents (n=5030) aged 12-16 years in school year groups 8-11. Year groups were randomly assigned on a 1:1:1 ratio to cognitive behavioural therapy, attention control, or usual school provision. Allocation was balanced by school, year, number of students and classes, frequency of lessons, and timetabling. Participants were not blinded to treatment allocation. Interventions Cognitive behavioural therapy, attention control, and usual school provision provided in classes to all eligible participants. Main outcome measures Outcomes were collected by self completed questionnaire administered by researchers. The primary outcome was symptoms of depression assessed at 12 months by the short mood and feelings questionnaire among those identified at baseline as being at high risk of depression. Secondary outcomes included negative thinking, self worth, and anxiety. Analyses were undertaken on an intention to treat basis and accounted for the clustered nature of the design. Results 1064 (21.2%) adolescents were identified at high risk of depression: 392 in the classroom based cognitive behavioural therapy arm, 374 in the attention control arm, and 298 in the usual school provision arm. At 12 months adjusted mean scores on the short mood and feelings questionnaire did not differ for cognitive behavioural therapy versus attention control (−0.63, 95% confidence interval −1.85 to 0.58, P=0.41) or for cognitive behavioural therapy versus usual school provision (0.97, −0.20 to 2.15, P=0.12). Conclusion In adolescents with depressive symptoms, outcomes were similar for attention control, usual school provision, and cognitive behavioural therapy. Classroom based cognitive behavioural therapy programmes may result in increased self awareness and reporting of depressive symptoms but should not be undertaken without further evaluation and research. Trial registration Current Controlled Trials ISRCTN19083628. PMID:23043090

Students' and Teachers' Experiences with the Implementation of Problem-Based Learning at a University Law School

ERIC Educational Resources Information Center

Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten J.; Van der Molen, Henk T.

2017-01-01

A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor's program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about…

Findings from an Evaluation of a School-Based VET Programme in an Area Health Service in New South Wales, Australia

ERIC Educational Resources Information Center

Conway, Jane; Brazil, Susan; Losurdo, Martin

2012-01-01

Globally, there has been attention given to addressing the workforce shortage in nursing. One strategy to respond to this has resulted in renewed emphasis on the development of career and education pathways for students in the final years of high school. An evaluation of the School Based New Apprenticeship (SBNA) initiative in nursing in a…

Belonging, Identity and Third Culture Kids: Life Histories of Former International School Students

ERIC Educational Resources Information Center

Fail, Helen; Thompson, Jeff; Walker, George

2004-01-01

This article is based on a multiple case study which examines the lives of a group of 11 former international school students who all attended an international school between 20 and 50 years ago. The research design was based on a review of the literature on third culture kids and adult third culture kids, covering emotional and relational issues…

Effects of a School Mental Health Project: A One-Year Follow-Up

ERIC Educational Resources Information Center

Lorion, Raymond P.; And Others

1976-01-01

Matched samples of children who had (Terminators) or had not (Nonterminators) successfully participated in a school-based project for the early detection and treatment of school maladaption were compared on teacher ratings of adjustment with a control sample. Terminators were found to have more positive school adjustment ratings that…

Leadership Strategies for Maintaining Success in a Rural School District

ERIC Educational Resources Information Center

Freeman, Greta G.; Randolph, Ivan

2013-01-01

Success in a PK-12 educational environment begins at the top with school leadership. Due to economic problems, poverty and added responsibilities, leaders in rural communities throughout the United States face sensitive and distinctive challenges. Based on research and years of administrative experience as school and school system leaders, the…

Learning Curve: Charting Progress on Pesticide Use and the Healthy Schools Act.

ERIC Educational Resources Information Center

McKendry, Corina

This progress report investigated two key questions regarding the Healthy Schools Act and pesticide use in California's schools. First, has the act reduced overall pesticide use in California's largest school districts? Second, having had a year to come into compliance, are surveyed districts meeting their responsibilities? Based on a survey of…

Realizing the Promise of Brand-Name Schools

ERIC Educational Resources Information Center

Wilson, Steven F.

2005-01-01

The proliferation of high-quality independent charter schools is constrained by the shortage of founders committed to evidence-based school designs and possessing the broad-ranging skills to make good on their audacious plans. The time and energies of such exceptional leaders are deployed over years in building schools that rarely reach more than…

Scholars Identify 5 Keys to Urban School Success

ERIC Educational Resources Information Center

Viadero, Debra

2010-01-01

Offering a counter-narrative to the school improvement prescriptions that dominate national education debates, a new book based on 15 years of data on public elementary schools in Chicago identifies five tried-and-true ingredients that work, in combination with one another, to spur success in urban schools. The authors liken their "essential…

Proposed Capital Program 1970-1975, the School District of Philadelphia.

ERIC Educational Resources Information Center

Philadelphia School District, PA.

This report presents the School District of Philadelphia's long-range plan for school facilities and, based upon it, a capital program for the fiscal years 1970 through 1975. Present conditions are reviewed, citing the "facility gap" and indicating future needs. The plan for school facilities is presented specifying--(1) the educational basis of…

Microcomputers in American Public Schools: A National Survey.

ERIC Educational Resources Information Center

Ingersoll, Gary M.; And Others

1983-01-01

In the 1981-82 school year, microcomputers were located in one-third of United States schools. The dominant share for school-based microcomputers was held by Apple Computer followed by Tandy-Radio Shack and Commodore, but this was regionally related. The majority of teachers polled possess positive attitudes toward classroom use of microcomputers.…

Meeting the Needs of Urban Students: Creative Arts Therapy in Jersey City Public Schools

ERIC Educational Resources Information Center

Nelson, Cindy Lou

2010-01-01

This paper describes the history and development of the Jersey City Public Schools creative arts therapy program. Creative arts therapists contributed examples of their work throughout the district that provide a window into their respective school settings. Examples include technology-based art therapy, an extended school year program,…

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…

An Overview of Web-Based School Collaboration: A History of Success or Failure?

ERIC Educational Resources Information Center

Gouseti, Anastasia

2013-01-01

The notion of school collaboration has become widely recognised as an effective means of fostering cultural links and supporting communication between geographically separated schools. As shall be acknowledged in this paper, school collaboration follows on from a long history of collaborative initiatives across the past 50 years. However, the…

Violence Prevention at Thurgood Marshall Academy Public Charter High School. Summary Brief

ERIC Educational Resources Information Center

Fontaine, Jocelyn; Debus-Sherrill, Sara; Downey, P. Mitchell; Lowry, Samantha S.

2010-01-01

This summary brief is based on research conducted by the Urban Institute's Justice Policy Center on the violence prevention activities taking place at the Thurgood Marshall Academy Public Charter High School during the 2008-2009 school year. Researchers from the Justice Policy Center conducted an assessment of the school's violence prevention…

A qualitative analysis of factors influencing middle school students' use of skills taught by a violence prevention curriculum.

PubMed

Farrell, Albert D; Mehari, Krista R; Kramer-Kuhn, Alison M; Mays, Sally A; Sullivan, Terri N

2015-06-01

This study examined factors that influenced the use of skills taught in a school-based universal violence prevention program. Interviews were conducted with 91 students from two urban schools (83% were African American and 12% multiracial) and 50 students from a nearby county school (52% were White, 32% African American, and 12% multiracial). About half the sample (54%) was male. All had been in sixth grade classrooms where the Second Step (Committee for Children, 1997b) violence prevention curriculum had been implemented earlier in the school year or in the preceding school year. Qualitative analysis of interview transcripts suggested that participants' use of intervention skills was influenced by their beliefs and values, perceived relevance and effectiveness of the skill, issues related to enacting the behavior, and contextual factors. These findings highlight the need for a more intensive and comprehensive effort to address barriers and supports that influence the relevance and impact of school-based violence prevention programs. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A Survey of Psychological, Motivational, Family and Perceptions of Physics Education Factors that Explain 15-Year-Old Students' Aspirations to Study Physics in Post-Compulsory English Schools

ERIC Educational Resources Information Center

Mujtaba, Tamjid; Reiss, Michael J.

2014-01-01

This paper investigates the factors that influence 15-year-old students' intentions to study physics post-16, when it is no longer compulsory. The analysis is based on the year 10 (age, 15 years) responses of 5,034 students from 137 England schools as learners of physics during the academic year 2008-2009. Factor analyses uncovered a range of…

Nurse-Led School-Based Child Obesity Prevention.

PubMed

Tucker, Sharon; Lanningham-Foster, Lorraine M

2015-12-01

School-based childhood obesity prevention programs have grown in response to reductions in child physical activity (PA), increased sedentariness, poor diet, and soaring child obesity rates. Multiple systematic reviews indicate school-based obesity prevention/treatment interventions are effective, yet few studies have examined the school nurse role in obesity interventions. Building on a previous study, this study examines a refined health messaging (Let's Go 5-2-1-0) program delivered to fourth and fifth graders (n = 72) by a school nurse with reinforcement on-site health coaching by senior nursing students. Two nursing schools and two elementary schools participated. Measures of PA, body mass index percentile, and self-reported health habits were collected at baseline (School A, September 2009 and School B, January 2010) and end of year (April 2010 for both schools). Findings included statistically significant increases in PA levels and improvements in child-reported health habits. School nurses can influence obesity prevention. Further research on adoption of school nurse-led obesity interventions is warranted. © The Author(s) 2015.

Individual and School Organizational Factors that Influence Implementation of the PAX Good Behavior Game Intervention.

PubMed

Domitrovich, Celene E; Pas, Elise T; Bradshaw, Catherine P; Becker, Kimberly D; Keperling, Jennifer P; Embry, Dennis D; Ialongo, Nicholas

2015-11-01

Evidence-based interventions are being disseminated broadly in schools across the USA, but the implementation levels achieved in community settings vary considerably. The current study examined the extent to which teacher and school factors were associated with implementation dosage and quality of the PAX Good Behavior Game (PAX GBG), a universal classroom-based preventive intervention designed to improve student social-emotional competence and behavior. Specifically, dosage (i.e., number of games and duration of games) across the school year and quality (i.e., how well the game is delivered) of PAX GBG implementation across four time points in a school year were examined. Hierarchical linear modeling was used to examine the association between teacher-level factors (e.g., demographics, self-reports of personal resources, attitudes toward the intervention, and workplace perceptions) and longitudinal implementation data. We also accounted for school-level factors, including demographic characteristics of the students and ratings of the schools' organizational health. Findings indicated that only a few teacher-level factors were significantly related to variation in implementation. Teacher perceptions (e.g., fit with teaching style, emotional exhaustion) were generally related to dosage, whereas demographic factors (e.g., teachers' age) were related to quality. These findings highlight the importance of school contextual and proximal teacher factors on the implementation of classroom-based programs.

Two-year controlled effectiveness trial of a school-based intervention to prevent obesity in Chilean children.

PubMed

Kain, Juliana; Leyton, Barbara; Cerda, Ricardo; Vio, Fernando; Uauy, Ricardo

2009-09-01

Obesity prevalence among Chilean children is 19.4%. The present study aimed to assess the effectiveness of a school-based obesity prevention programme. Non-randomized controlled study. The intervention included activities in nutrition and physical activity, fully applied the first year and partially in the second one. Primary outcomes were BMI Z-score (BMIZ) and obesity prevalence; secondary outcomes were waist circumference and triceps skinfold thickness. Time effects were assessed by changes in BMI-related variables by gender and period (ANOVA and Tukey test), while intervention effects were determined by comparing changes in (i) obesity prevalence by gender and period (PROC GENMOD) and (ii) BMIZ according gender, age and period (PROC MIXED). Primary schools in the Chilean cities of Casablanca (intervention group) and Quillota (control group). One thousand seven hundred and fifty-nine children from three schools (intervention group) and 671 from one school (control group). Over the two years, obesity prevalence and BMIZ declined significantly in the intervention group; from 17.0% to 12.3% and 14.1% to 10.3% in boys and girls, respectively, and from 0.62 to 0.53 and 0.64 to 0.58, respectively. In the control group, obesity remained stable at about 21% and 15%, while BMIZ increased significantly in the second year. BMIZ declined in both genders and all age categories in the intervention group during the first year (significant only in younger boys). No changes occurred during the summer, while during the second year, BMIZ increased in boys and girls from both groups (significant only in the younger control boys). Obesity declined significantly only in boys during the first year. Effectiveness was greater in the first school year and more evident in younger boys.

School performance in children with type 1 diabetes: a contemporary population-based study.

PubMed

Cooper, Matthew N; McNamara, Kaitrin A R; de Klerk, Nicholas H; Davis, Elizabeth A; Jones, Timothy W

2016-03-01

Our aim was to examine the school performance of children with type 1 diabetes in comparison to their peers, exploring changes over time, and the impact of clinical factors on school performance. The study included data on 666 children with type 1 diabetes from the Western Australia Children's Diabetes Database. (WACDD), a population-based registry, and 3260 school and school year matched non-diabetic children. Records from the National Assessment Program - Literacy and Numeracy (NAPLAN) (2008-2011), which examines four educational outcome domains and is administered annually to all years 3, 5, 7, and 9 children in Australia, were sourced for both groups. Clinical data were obtained for the children with diabetes from the WACDD. No significant difference was observed between those with type 1 diabetes and their peers, across any of the tested domains and school years analysed. No decline over time was observed, and no decline following diagnosis was observed. Type 1 diabetes was associated with decreased school attendance, 3% fewer days attended per year. Poorer glycaemic control [higher haemoglobin A1c (HbA1c)] was associated with a lower test score [0.2-0.3 SD per 1% (10.9 mmol/mol) increase in HbA1c], and with poorer attendance [1.8% decrease per 1% (10.9 mmol/mol) increase in HbA1c]. No association was observed with history of severe hypoglycaemia, diabetic ketoacidosis or age of onset and school test scores. These results suggest that type 1 diabetes is not associated with a significant decrement in school performance, as assessed by NAPLAN. The association of poorer glycaemic control with poorer school performance serves as further evidence for clinicians to focus on improving glycaemic control. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Mindfulness as a Coping Strategy for Bias-Based School Victimization among Latina/o Sexual Minority Youth

PubMed Central

Toomey, Russell B.; Anhalt, Karla

2016-01-01

This study examined whether mindfulness strategies (e.g., acting non-judgmentally with awareness and attention to present events) were effective in mitigating the associations among school-based victimization related to ethnicity and sexual orientation, well-being (i.e., depressive symptoms and self-esteem), and grade-point average (GPA). The U.S.-based sample included 236 Latina/o sexual minority students, ranging in age from 14 to 24 years (47% were enrolled in secondary schools, 53% in postsecondary schools). Results from structural equation modeling revealed that ethnicity-based school victimization was negatively associated with GPA but not well-being. However, sexual orientation-based victimization was not associated with well-being or GPA. Mindfulness was positively associated with well-being but not GPA. High levels of mindfulness coping were protective when the stressor was sexual orientation-based victimization but not ethnicity-based school victimization. These findings contribute to a growing literature documenting the unique school barriers experienced by Latina/o sexual minority youth and highlight the promising utility of mindfulness-based intervention strategies for coping with minority stress. PMID:28018933

School based obesity intervention: Inclusion of peers

USDA-ARS?s Scientific Manuscript database

The increasing prevalence of childhood obesity and the comorbid physical and psychological health problems highlight a pressing need to identify effective treatments that address this public health problem during the childhood years. The purpose of the current study was to evaluate a school-based pe...

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.

Is relatively young age within a school year a risk factor for mental health problems and poor school performance? A population-based cross-sectional study of adolescents in Oslo, Norway.

PubMed

Lien, Lars; Tambs, Kristian; Oppedal, Brit; Heyerdahl, Sonja; Bjertness, Espen

2005-10-05

Several studies have shown that children who are relatively young within a school year are at greater risk for poorer school performance compared with their older peers. One study also reported that relative age within a school year is an independent risk factor for emotional and behavioral problems. The objective of this study was to test the hypothesis that relatively younger adolescents in the multiethnic population of Oslo have poorer school performance and more mental health problems than their relatively older classmates within the same school year. This population-based cross-sectional study included all 10th-grade pupils enrolled in 2000 and 2001 in the city of Oslo. The participation rate was 88%. Of the 6,752 pupils in the study sample, 25% had a non-Norwegian background. Mental health problems were quantified using the abbreviated versions of Symptom Check List-25 (SCL-10) and the Strength and Difficulties Questionnaire (SDQ). Information on school performances and mental health problems were self-reported. We controlled for confounding factors including parental educational level, social support, gender, and ethnicity. The youngest one-third of pupils had significantly lower average school grades than the middle one-third and oldest one-third of their classmates (p < 0.001). Of the mental health problems identified in the questionnaires, the groups differed only on peer problems; the youngest one-third reported significantly more problems than the middle and oldest groups (p < 0.05). Age within a school year and gender showed significant interactions with total SDQ score, SDQ peer problems score, SDQ pro social score, and SCL-10 score. After stratifying for gender, the peer problem scores differed significantly between age groups only among boys. The SCL-10 score was significant, but only in girls and in the opposite direction to that expected, with the oldest pupils having significantly higher scores than the other two groups (p < 0.05). In adolescents from a multicultural city in Norway, relative age within a school year significantly influenced academic performance. In contrast to data from Great Britain, relative age within a school year was not an important risk factor for mental health problems in adolescents in Oslo.

Long-term effects of the Active for Life Year 5 (AFLY5) school-based cluster-randomised controlled trial.

PubMed

Anderson, Emma L; Howe, Laura D; Kipping, Ruth R; Campbell, Rona; Jago, Russell; Noble, Sian M; Wells, Sian; Chittleborough, Catherine; Peters, Tim J; Lawlor, Debbie A

2016-11-24

To investigate the long-term effectiveness of a school-based intervention to improve physical activity and diet in children. Cluster-randomised controlled trial. 60 primary schools in the southwest of England. Primary school children who were aged 8-9 years at recruitment, 9-10 years during the intervention and 10-11 years at the long-term follow-up assessment. Teacher training, provision of lesson and child-parent interactive homework plans and teaching materials. Primary outcomes were accelerometer-assessed minutes of moderate to vigorous physical activity (MVPA) per day, accelerometer-assessed minutes of sedentary behaviour per day and reported daily consumption of servings of fruit and vegetables. 60 schools with 2221 eligible children were recruited. As in the previously published assessment immediately after the end of the intervention, none of the three primary outcomes differed between children in schools allocated to the intervention, compared with those in control schools at the end of the long-term follow-up (1 year after the end of the intervention). Differences in secondary outcomes were consistent with those at the immediate follow-up, with no evidence that these had diminished over time. Comparing intervention with control schools, the difference in mean child-reported screen viewing at the weekend was -16.03 min (95% CI -32.82 to 0.73), for servings of snacks per day, the difference was -0.11 (95% CI -0.39 to 0.06), in servings of high-energy drinks per day -0.20 (95% CI -0.39 to -0.01) and in servings of high-fat foods per day -0.12 (95% CI -0.39 to 0.00). None of these reached our predefined level of statistical significance, especially after accounting for multiple testing. School-based curriculum interventions alone are unlikely to have a major public health impact on children's diet and physical activity. ISRCTN50133740, Post-results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Assessment of Teachers' Reactions to a Knowledge- and Skills-Based Pay Structure at an International School

ERIC Educational Resources Information Center

Lowe, Joel Courtney

2013-01-01

This study explores teachers' reactions to a knowledge- and skills-based pay (KSBP) system implemented in a large international school. Such systems are designed to set teacher compensation based on demonstrated professional knowledge and skills as opposed to the traditional scale based on years of experience and degrees attained. This study fills…

Cost-effectiveness of a school-based health promotion program in Canada: A life-course modeling approach.

PubMed

Ekwaru, John Paul; Ohinmaa, Arto; Tran, Bach Xuan; Setayeshgar, Solmaz; Johnson, Jeffrey A; Veugelers, Paul J

2017-01-01

The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools) has been recognized as a "best practice" in preventing childhood obesity. To inform decision making on the economic implications of APPLE Schools and to justify investment, we evaluated the project's cost-effectiveness following a life-course approach. We developed a state transition model for the lifetime progression of body weight status comparing elementary school students attending APPLE Schools and control schools. This model quantified the lifetime impact of APPLE Schools in terms of prevention of excess body weight, chronic disease and improved quality-adjusted life years (QALY), from a school system's cost perspective. Both costs and health outcomes were discounted to their present value using 3% discount rate. The incremental cost-effectiveness ratio(ICER) of APPLE schools was CA$33,421 per QALY gained, and CA$1,555, CA$1,709 and CA$14,218 per prevented person years of excess weight, obesity and chronic disease, respectively. These estimates show that APPLE Schools is cost effective at a threshold of ICER < CA$50,000. In probabilistic sensitivity analysis, APPLE Schools was cost effective more than 64% of the time per QALY gained, when using a threshold of ICER

Cost-effectiveness of a school-based health promotion program in Canada: A life-course modeling approach

PubMed Central

2017-01-01

Background The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools) has been recognized as a “best practice” in preventing childhood obesity. To inform decision making on the economic implications of APPLE Schools and to justify investment, we evaluated the project’s cost-effectiveness following a life-course approach. Methods We developed a state transition model for the lifetime progression of body weight status comparing elementary school students attending APPLE Schools and control schools. This model quantified the lifetime impact of APPLE Schools in terms of prevention of excess body weight, chronic disease and improved quality-adjusted life years (QALY), from a school system’s cost perspective. Both costs and health outcomes were discounted to their present value using 3% discount rate. Results The incremental cost-effectiveness ratio(ICER) of APPLE schools was CA$33,421 per QALY gained, and CA$1,555, CA$1,709 and CA$14,218 per prevented person years of excess weight, obesity and chronic disease, respectively. These estimates show that APPLE Schools is cost effective at a threshold of ICER < CA$50,000. In probabilistic sensitivity analysis, APPLE Schools was cost effective more than 64% of the time per QALY gained, when using a threshold of ICER

Process and Outcome Evaluation of a Community Intervention for Orphan Adolescents in Western Kenya

PubMed Central

Hallfors, Denise D.; Cho, Hyunsan; Mbai, Isabella; Milimo, Benson; Itindi, Janet

2012-01-01

We conducted a 2-year pilot randomized controlled trial (N = 105) in a high HIV-prevalence area in rural western Kenya to test whether providing young orphan adolescents with uniforms, school fees, and community visitors improves school retention and reduces HIV risk factors. The trial was a community intervention, limited to one community. In this paper, we examined intervention implementation and its association with outcomes using longitudinal data. We used both quantitative and qualitative methods to evaluate the community-based model for orphan HIV prevention, with recommendations for future studies. Despite promising effects after 1 year, GEE analyses showed null effects after 2 years. Volunteer community visitors, a key element of the intervention, showed little of the expected effect although qualitative reports documented active assistance to prevent orphans' school absence. For future research, we recommend capturing the transition to high school, a larger sample size, and biomarker data to add strength to the research design. We also recommend a school-based intervention approach to improve implementation and reduce infrastructure costs. Finally, we recommend evaluating nurses as agents for improving school attendance and preventing dropout because of their unique ability to address critical biopsychosocial problems. PMID:22350730

Process and outcome evaluation of a community intervention for orphan adolescents in western Kenya.

PubMed

Hallfors, Denise D; Cho, Hyunsan; Mbai, Isabella; Milimo, Benson; Itindi, Janet

2012-10-01

We conducted a 2-year pilot randomized controlled trial (N = 105) in a high HIV-prevalence area in rural western Kenya to test whether providing young orphan adolescents with uniforms, school fees, and community visitors improves school retention and reduces HIV risk factors. The trial was a community intervention, limited to one community. In this paper, we examined intervention implementation and its association with outcomes using longitudinal data. We used both quantitative and qualitative methods to evaluate the community-based model for orphan HIV prevention, with recommendations for future studies. Despite promising effects after 1 year, GEE analyses showed null effects after 2 years. Volunteer community visitors, a key element of the intervention, showed little of the expected effect although qualitative reports documented active assistance to prevent orphans' school absence. For future research, we recommend capturing the transition to high school, a larger sample size, and biomarker data to add strength to the research design. We also recommend a school-based intervention approach to improve implementation and reduce infrastructure costs. Finally, we recommend evaluating nurses as agents for improving school attendance and preventing dropout because of their unique ability to address critical biopsychosocial problems.

Lessons learned from the AFLY5 RCT process evaluation: implications for the design of physical activity and nutrition interventions in schools.

PubMed

Jago, R; Rawlins, E; Kipping, R R; Wells, S; Chittleborough, C; Peters, T J; Mytton, J; Lawlor, D A; Campbell, R

2015-09-23

Systematic reviews have highlighted that school-based diet and physical activity (PA) interventions have had limited effects. This study used qualitative methods to examine how the effectiveness of future primary (elementary) school diet and PA interventions could be improved. Data are from the Active For Life Year 5 (AFLY5) study, which was a cluster randomised trial conducted in 60 UK primary schools. Year 5 (8-9 years of age) pupils in the 30 intervention schools received a 12-month intervention. At the end of the intervention period, interviews were conducted with: 28 Year 5 teachers (including 8 teachers from control schools); 10 Headteachers (6 control); 31 parents (15 control). Focus groups were conducted with 70 year 5 pupils (34 control). Topics included how the AFLY5 intervention could have been improved and how school-based diet and PA interventions should optimally be delivered. All interviews and focus groups were transcribed and thematically analysed across participant groups. Analysis yielded four themes. Child engagement: Data suggested that programme success is likely to be enhanced if children feel that they have a sense of autonomy over their own behaviour and if the activities are practical. School: Finding a project champion within the school would enhance intervention effectiveness. Embedding diet and physical activity content across the curriculum and encouraging teachers to role model good diet and physical activity behaviours were seen as important. Parents and community: Encouraging parents and community members into the school was deemed likely to enhance the connection between schools, families and communities, and "create a buzz" that was likely to enhance behaviour change. Government/Policy: Data suggested that there was a need to adequately resource health promotion activity in schools and to increase the infrastructure to facilitate diet and physical activity knowledge and practice. Future primary school diet and PA programmes should find ways to increase child engagement in the programme content, identify programme champions, encourage teachers to work as role models, engage parents and embed diet and PA behaviour change across the curriculum. However, this will require adequate funding and cost-effectiveness will need to be established. ISRCTN50133740.

The Usual Suspects: Alcohol, Tobacco and Other Drug Use in 15-To 16-Year-Old School Pupils--Prevalence, Feelings and Perceived Health Risks

ERIC Educational Resources Information Center

Roy, Alastair: Wibberley, Christopher; Lamb, Jon

2005-01-01

This paper presents the findings of a five-year study of year-11 pupils (15?16 years old), based on a sample drawn from seven schools in the North West of England. It examines: use, feelings about close friend's use and perceptions of the health-related risks of specific drugs. The findings conform with those examining other similar populations,…

Changing Friend Selection in Middle School: A Social Network Analysis of a Randomized Intervention Study Designed to Prevent Adolescent Problem Behavior.

PubMed

DeLay, Dawn; Ha, Thao; Van Ryzin, Mark; Winter, Charlotte; Dishion, Thomas J

2016-04-01

Adolescent friendships that promote problem behavior are often chosen in middle school. The current study examines the unintended impact of a randomized school-based intervention on the selection of friends in middle school, as well as on observations of deviant talk with friends 5 years later. Participants included 998 middle school students (526 boys and 472 girls) recruited at the onset of middle school (age 11-12 years) from three public middle schools participating in the Family Check-up model intervention. The current study focuses only on the effects of the SHAPe curriculum-one level of the Family Check-up model-on friendship choices. Participants nominated friends and completed measures of deviant peer affiliation. Approximately half of the sample (n = 500) was randomly assigned to the intervention, and the other half (n = 498) comprised the control group within each school. The results indicate that the SHAPe curriculum affected friend selection within school 1 but not within schools 2 or 3. The effects of friend selection in school 1 translated into reductions in observed deviancy training 5 years later (age 16-17 years). By coupling longitudinal social network analysis with a randomized intervention study, the current findings provide initial evidence that a randomized public middle school intervention can disrupt the formation of deviant peer groups and diminish levels of adolescent deviance 5 years later.

Effects of the Youth Fit 4 Life physical activity/nutrition protocol on body mass index, fitness and targeted social cognitive theory variables in 9- to 12-year-olds during after-school care.

PubMed

Annesi, James J; Walsh, Stephanie M; Greenwood, Brittney L; Mareno, Nicole; Unruh-Rewkowski, Jennifer L

2017-04-01

Childhood overweight and obesity is unacceptably high in industrialised nations. School-based interventions have largely been atheoretical and ineffective. This study aimed to test a new theory-based protocol for its effects on measures of fitness and body mass index (BMI), and its proposed psychosocial mediators, during elementary after-school (out-of-school hours) care. Nine- to 12-year-old participants of YMCA-based after-school care in the southeastern Unites States were randomised into either the experimental Youth Fit 4 Life (YF4L) treatment group (n = 86) or a typical care group (n = 55) for 45 min/day. YF4L is based on social cognitive theory, emphasising mastery over physical activities and the development of self-management/self-regulatory skills to support healthy behaviours. Physiological and psychosocial variables were assessed over a 9-month elementary school year. Of the overall sample, 28% were overweight or obese at baseline. YF4L was associated with significantly greater improvements in BMI, and measures of self-regulation, mood, self-efficacy, cardiovascular endurance and strength over both 3 and 9 months. Changes in self-regulation, mood and self-efficacy significantly mediated the treatment type-BMI relationship over both 3 months (R 2 = 0.12, P = 0.002) and 9 months (R 2 = 0.13, P = 0.001), with change in self-regulation being a significant independent mediator. Changes in BMI and self-regulation reciprocally reinforced one another. Gender was not a significant moderator of those relationships. The YF4L treatment mitigated rise in BMI in 9- to 12-year-old enrollees of after-school care. The treatment's basis in social cognitive theory was supported. Because of its positive effects and ability to utilise existing staff, large-scale application is warranted after sufficient replication. © 2017 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

Adjusting medical school admission: assessing interpersonal skills using situational judgement tests.

PubMed

Lievens, Filip

2013-02-01

Today's formal medical school admission systems often include only cognitively oriented tests, although most medical school curricula emphasise both cognitive and non-cognitive factors. Situational judgement tests (SJTs) may represent an innovative approach to the formal measurement of interpersonal skills in large groups of candidates in medical school admission processes. This study examined the validity of interpersonal video-based SJTs in relation to a variety of outcome measures. This study used a longitudinal and multiple-cohort design to examine anonymised medical school admissions and medical education data. It focused on data for the Flemish medical school admission examination between 1999 and 2002. Participants were 5444 candidates taking the medical school admission examination. Outcome measures were first-year grade point average (GPA), GPA in interpersonal communication courses, GPA in non-interpersonal courses, Bachelor's degree GPA, Master's degree GPA and final-year GPA (after 7 years). For students pursuing careers in general practice, additional outcome measures (9 years after sitting examinations) included supervisor ratings and the results of an interpersonal objective structured clinical examination (OSCE), a general practice knowledge test and a case-based interview. Interpersonal skills assessment carried out using SJTs had significant added value over cognitive tests for predicting interpersonal GPA throughout the curriculum, doctor performance, and performance on an OSCE and in a case-based interview. For the other outcomes, cognitive tests emerged as the better predictors. Females significantly outperformed males on the SJT (d = -0.26). The interpersonal SJT was perceived as significantly more job-related than the cognitive tests (d = 0.55). Video-based SJTs as measures of procedural knowledge about interpersonal behaviour show promise as complements to cognitive examination components. The interpersonal skills training received during medical education does not negate the selection of students on the basis of interpersonal skills. Future research is needed to examine the use of SJTs in other cultures and student populations. © Blackwell Publishing Ltd 2013.

High School Substance Use as a Predictor of College Attendance, Completion, and Dropout: A National Multi-cohort Longitudinal Study.

PubMed

Patrick, Megan E; Schulenberg, John E; O'Malley, Patrick M

2016-05-01

National data from Monitoring the Future were used to examine patterns and predictors of college attendance. Samples of American 12 th -grade students from 1977-2003 were followed for seven years (modal ages 18-25; N =10,020). College attendance and graduation patterns varied considerably over historical time and based on family background. Substance use during high school predicted a greater likelihood of never attending (for cigarettes, illegal drugs), of graduating from a 2-year rather than a 4-year school (for cigarettes), and of dropping out versus graduating from a 4-year school (for cigarettes, marijuana, and other illegal drugs). High school binge drinking predicted lower college dropout, but only in models also controlling for cigarette, marijuana, and other illicit drug use. This study provides a needed overview of adolescent predictors of patterns of college attendance among American young adults over the past three decades.

Increasing student engagement in science through field-based research: University of Idaho's WoW STEMcore Program

NASA Astrophysics Data System (ADS)

Squires, A. L.; Boylan, R. D.; Rittenburg, R.; Boll, J.; Allan, P.

2013-12-01

A recent statewide survey assessing STEM perceptions in Idaho showed that high school student interest in science and preparation for college are declining. To address this decline we are piloting an interdisciplinary, community and field-based water science education approach for 10th - 12th grade science courses during the 2013-14 school year called WoW STEMcore. The program is led by graduate students in the University of Idaho (UI) Waters of the West (WoW) program. Our methods are based on proven best practices from eight years of NSF GK-12 experience at UI and over a decade of GK-12 experience at more than 300 programs in the U.S. WoW STEMcore works to strengthen partnerships between WoW graduate students, high school teachers, and regional organizations that work on natural resource management or place-based science education with the intent of sustaining and merging efforts to increase scientific literacy among high school students and to better prepare them for higher education. In addition, graduate students gain outreach, education and communication experience and teachers are exposed to new and relevant research content and methods. WoW STEMcore is fostering these partnerships through water themed projects at three northern Idaho high schools. The pilot program will culminate in Spring 2014 with a regional Water Summit in which all participating students and partners will converge at a two-day youth scientific conference and competition where they can showcase their research and the skills they gained over the course of the year. We hypothesize that through a graduate student-led, field-based program that gets students out of the classroom and thinking about water resource issues in their communities, we will 1) fuel high school students' interest in science through hands on and inquiry-based pedagogy and 2) improve preparation for higher education by providing graduate student mentors to discuss the pathway from high school to college to a career. In this presentation, we will share lessons learned from the first semester of the program, including the planning and design of the program, building partnerships, and leading high school students through the research process. We will also present preliminary results from a pre- and mid-year evaluation of student attitudes towards science and higher education.

Convention on the rights of the child: promoting human rights in Islamic day schools in Indonesia.

PubMed

Rivin, Beth E

2011-09-01

In recent years, rights-based approaches to health are changing the perspective and work of actors in the development sector. This article describes an NGO program that translates theory into practice by integrating human rights education and human rights principles into primary school health programs in Jakarta, Indonesia. Uplift International, an NGO affiliated with the University of Washington School of Law, aims to improve the rights of urban, poor children through teacher and parent training, uniquely designed for the madrasah (Islamic religious day schools) community. The school program links child rights and child health through human rights education and human rights-based methodologies. The Uplift International program is in its fourth year and plans to expand in scope. Positive outcomes include significant notice by Indonesian Government Ministries. Moreover, there is support from the new Indonesian Special Envoy to the UN for Millennium Development Goals (MDGs).

Development and Preliminary Evaluation of an Adaptation of Word Identification Fluency for Beginning Readers in New Zealand

ERIC Educational Resources Information Center

Schaughency, Elizabeth; McLennan, Kathryn M.; McDowall, Philippa S.

2015-01-01

A New Zealand (NZ) version of Word Identification Fluency (NZWIF) was administered to 120 children in their second school year at the beginning, middle, and end of the year, along with a curriculum-based measure of oral passage reading fluency at mid- and end-year. Outcome measures included standardized and high-stakes school-used indicators of…

Characteristics and Changes in the Mathematics Textbooks for the Secondary School in Argentina along 67 Years

ERIC Educational Resources Information Center

Llanos, Viviana Carolina; Otero, Maria Rita

2018-01-01

This work analyses the changes in the relationship between arguing and images from the mathematics textbooks for the secondary school in Argentina (students 12-17 years old) along 67 years. The textbooks have been published in the period 1940 thru 2007. The analysis is done by (N = 137) textbooks based on three metacategories in an inductive way.…

Intelligent Web-Based English Instruction in Middle Schools

ERIC Educational Resources Information Center

Jia, Jiyou

2015-01-01

The integration of technology into educational environments has become more prominent over the years. The combination of technology and face-to-face interaction with instructors allows for a thorough, more valuable educational experience. "Intelligent Web-Based English Instruction in Middle Schools" addresses the concerns associated with…

Support for school-based obesity prevention efforts: attitudes among administrators at nationally representative samples of US elementary schools.

PubMed

Turner, Lindsey; Slater, Sandy J; Chaloupka, Frank J

2013-08-01

With the continued threat of childhood obesity, many public health intervention efforts focus on school settings. The current study sought to document administrator attitudes regarding obesity and interest in improving relevant school practices (i.e., nutrition and physical activity) in elementary schools. Mail-back surveys were used to gather data from public and private elementary schools during the 2006-2007, 2007-2008, 2008-2009, and 2010-2011 school years. In each year, a different set of items pertaining to administrator attitudes was included. Numbers of responding schools annually ranged from 259 to 336 private schools, and from 578 to 748 public schools. The vast majority of elementary school administrators (>90%) agreed that schools can play a role in addressing childhood obesity, physical education improves a variety of academic outcomes, and they were interested in improving practices at their school. Concern about childhood obesity and perceiving that schools can play a role in addressing obesity were both associated with more interest in improving school practices. However, only one-third of administrators agreed that parents were interested in participating in improving nutrition and physical activity practices, suggesting opportunities for efforts to improve collaboration. Administrators are generally very supportive of school-based efforts to improve nutrition and physical activity practices and see the value in doing so. Given the amount of time children spend in school, schools are an essential venue for efforts to address childhood obesity.

Cost-effectiveness of new-generation oral cholera vaccines: a multisite analysis.

PubMed

Jeuland, Marc; Cook, Joseph; Poulos, Christine; Clemens, John; Whittington, Dale

2009-09-01

We evaluated the cost-effectiveness of a low-cost cholera vaccine licensed and used in Vietnam, using recently collected data from four developing countries where cholera is endemic. Our analysis incorporated new findings on vaccine herd protective effects. Using data from Matlab, Bangladesh, Kolkata, India, North Jakarta, Indonesia, and Beira, Mozambique, we calculated the net public cost per disability-adjusted life year avoided for three immunization strategies: 1) school-based vaccination of children 5 to 14 years of age; 2) school-based vaccination of school children plus use of the schools to vaccinate children aged 1 to 4 years; and 3) community-based vaccination of persons aged 1 year and older. We determined cost-effectiveness when vaccine herd protection was or was not considered, and compared this with commonly accepted cutoffs of gross domestic product (GDP) per person to classify interventions as cost-effective or very-cost effective. Without including herd protective effects, deployment of this vaccine would be cost-effective only in school-based programs in Kolkata and Beira. In contrast, after considering vaccine herd protection, all three programs were judged very cost-effective in Kolkata and Beira. Because these cost-effectiveness calculations include herd protection, the results are dependent on assumed vaccination coverage rates. Ignoring the indirect effects of cholera vaccination has led to underestimation of the cost-effectiveness of vaccination programs with oral cholera vaccines. Once these effects are included, use of the oral killed whole cell vaccine in programs to control endemic cholera meets the per capita GDP criterion in several developing country settings.

A fourth-year medical school rotation in quality, patient safety, and population medicine.

PubMed

Dysinger, Wayne S; Pappas, James M

2011-10-01

Quality improvement and population medicine are skills that are increasingly important for physicians to possess. Methods to achieve foundational acquisition of these skills in medical school have not been well described in the past. The primary goal of this project is to provide hands-on, experiential learning in full-cycle population-based care. A description is given of a 4-week, team-based, rapid-cycle quality improvement project embedded in a required fourth-year medical school rotation. Over the course of 4 years a nonspecialty generic Ambulatory Care rotation was converted to a population-based learning rotation. For the last 3 years this rotation has required students to participate in teams of three to four students to assess, plan, implement, and evaluate a quality improvement project. Between 2008 and 2010 a total of 510 students completed the rotation. During this time the project component of the rotation received a 53% average rating of "excellent" or "above average." Qualitative evaluation indicates the project to be an acceptable and worthwhile educational experience for medical students, adding new insights and occasionally career-changing perspectives. Although experiential team-based quality improvement projects are a new format for learning in the medical school environment, it can be implemented in a format that is acceptable and beneficial to future physicians and healthcare systems. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

The Dutch 'Focus on Strength' intervention study protocol: programme design and production, implementation and evaluation plan.

PubMed

Ten Hoor, G A; Kok, G; Rutten, G M; Ruiter, R A C; Kremers, S P J; Schols, A M J W; Plasqui, G

2016-06-10

Overweight youngsters are better in absolute strength exercises than their normal-weight counterparts; a physiological phenomenon with promising psychological impact. In this paper we describe the study protocol of the Dutch, school-based program 'Focus on Strength' that aims to improve body composition of 11-13 year old students, and with that to ultimately improve their quality of life. The development of this intervention is based on the Intervention Mapping (IM) protocol, which starts from a needs assessment, uses theory and empirical research to develop a detailed intervention plan, and anticipates program implementation and evaluation. This novel intervention targets first year students in preparatory secondary vocational education (11-13 years of age). Teachers are the program implementers. One part of the intervention involves a 30 % increase of strength exercises in the physical education lessons. The other part is based on Motivational Interviewing, promoting autonomous motivation of students to become more physically active outside school. Performance and change objectives are described for both teachers and students. The effectiveness of the intervention will be tested in a Randomized Controlled Trial in 9 Dutch high schools. Intervention Mapping is a useful framework for program planning a school-based program to improve body composition and motivation to exercise in 11-13 year old adolescents by a "Focus on Strength". NTR5676 , registered 8 February 2016 (retrospectively registered).

Impact of Particulate Matter Exposure and Surrounding "Greenness" on Chronic Absenteeism in Massachusetts Public Schools.

PubMed

MacNaughton, Piers; Eitland, Erika; Kloog, Itai; Schwartz, Joel; Allen, Joseph

2017-02-20

Chronic absenteeism is associated with poorer academic performance and higher attrition in kindergarten to 12th grade (K-12) schools. In prior research, students who were chronically absent generally had fewer employment opportunities and worse health after graduation. We examined the impact that environmental factors surrounding schools have on chronic absenteeism. We estimated the greenness (Normalized Difference Vegetation Index (NDVI)) and fine particulate matter air pollution (PM 2.5 ) within 250 m and 1000 m respectively of each public school in Massachusetts during the 2012-2013 academic year using satellite-based data. We modeled chronic absenteeism rates in the same year as a function of PM 2.5 and NDVI, controlling for race and household income. Among the 1772 public schools in Massachusetts, a 0.15 increase in NDVI during the academic year was associated with a 2.6% ( p value < 0.0001) reduction in chronic absenteeism rates, and a 1 μg/m³ increase in PM 2.5 during the academic year was associated with a 1.58% ( p value < 0.0001) increase in chronic absenteeism rates. Based on these percentage changes in chronic absenteeism, a 0.15 increase in NDVI and 1 μg/m³ increase in PM 2.5 correspond to 25,837 fewer students and 15,852 more students chronically absent each year in Massachusetts respectively. These environmental impacts on absenteeism reinforce the need to protect green spaces and reduce air pollution around schools.

Impact of Particulate Matter Exposure and Surrounding “Greenness” on Chronic Absenteeism in Massachusetts Public Schools

PubMed Central

MacNaughton, Piers; Eitland, Erika; Kloog, Itai; Schwartz, Joel; Allen, Joseph

2017-01-01

Chronic absenteeism is associated with poorer academic performance and higher attrition in kindergarten to 12th grade (K-12) schools. In prior research, students who were chronically absent generally had fewer employment opportunities and worse health after graduation. We examined the impact that environmental factors surrounding schools have on chronic absenteeism. We estimated the greenness (Normalized Difference Vegetation Index (NDVI)) and fine particulate matter air pollution (PM2.5) within 250 m and 1000 m respectively of each public school in Massachusetts during the 2012–2013 academic year using satellite-based data. We modeled chronic absenteeism rates in the same year as a function of PM2.5 and NDVI, controlling for race and household income. Among the 1772 public schools in Massachusetts, a 0.15 increase in NDVI during the academic year was associated with a 2.6% (p value < 0.0001) reduction in chronic absenteeism rates, and a 1 μg/m3 increase in PM2.5 during the academic year was associated with a 1.58% (p value < 0.0001) increase in chronic absenteeism rates. Based on these percentage changes in chronic absenteeism, a 0.15 increase in NDVI and 1 μg/m3 increase in PM2.5 correspond to 25,837 fewer students and 15,852 more students chronically absent each year in Massachusetts respectively. These environmental impacts on absenteeism reinforce the need to protect green spaces and reduce air pollution around schools. PMID:28230752

Impact of literacy and years of education on the diagnosis of dementia: A population-based study.

PubMed

Contador, Israel; Del Ser, Teodoro; Llamas, Sara; Villarejo, Alberto; Benito-León, Julián; Bermejo-Pareja, Félix

2017-03-01

The effect of different educational indices on clinical diagnosis of dementia requires more investigation. We compared the differential influence of two educational indices (EIs): years of schooling and level of education (i.e., null/low literacy, can read and write, primary school, and secondary school) on global cognition, functional performance, and the probability of having a dementia diagnosis. A total of 3,816 participants were selected from the population-based study of older adults "Neurological Disorders in Central Spain" (NEDICES). The 37-item version of the Mini-Mental State Examination (MMSE-37) and the Pfeffer's questionnaire were applied to assess cognitive and functional performance, respectively. The diagnosis of dementia was performed by expert neurologists according to Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV) criteria. Logistic regression models adjusted for potential confounders were carried out to test the association between the two EIs and dementia diagnosis. Both EIs were significantly associated with cognitive and functional scores, but individuals with null/low literacy performed significantly worse on MMSE-37 than literates when these groups were compared in terms of years of schooling. The two EIs were also related to an increased probability of dementia diagnosis in logistic models, but the association's strength was stronger for level of education than for years of schooling. Literacy predicted cognitive performance over and above the years of schooling. Lower education increases the probability of having a dementia diagnosis but the impact of different EIs is not uniform.

A Move from Effective to Quality.

ERIC Educational Resources Information Center

Duden, Nancy

1993-01-01

For past three years, Tallahassee, Florida, elementary school has changed from good effective school to quality learning organization. Inspired by Deming's principles, the school's broad-based task force developed a culture suitable for continuous quality improvement. Newly established core values included the importance of individuals, teachers…

Increasing Reservation Attendance: Ganado's Approach.

ERIC Educational Resources Information Center

Foster, Carl; And Others

Based on recommendations of a District Attendance Task Force, in 1980 the Ganado School District (a Navajo Reservation District) formulated an Attendance Improvement Plan which decreased the primary school's absentee rate 37% over previous years and which dramatically increased Friday attendance. The primary school targeted "high risk"…

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

PubMed Central

BIERMAN, KAREN L.; NIX, ROBERT L.; GREENBERG, MARK T.; BLAIR, CLANCY; DOMITROVICH, CELENE E.

2011-01-01

Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. PMID:18606033

Parent Involvement with Children's Health Promotion: A One-Year Follow-up of the Minnesota Home Team.

ERIC Educational Resources Information Center

Perry, Cheryl L.; And Others

1989-01-01

Long-term outcomes of a school-based program (2,250 third-graders in 31 schools) were compared with an equivalent home-based program (1,000 families) involving parents. Students in the home-based program reported more behavior change in the reduction of fat and increase of carbohydrates in their diet. (SK)

Employer Involvement in Work-Based Learning Programs.

ERIC Educational Resources Information Center

Bailey, Thomas; Hughes, Katherine

A 3-year research project focused on whether sufficient numbers of employers could be recruited to create a national school-to-work system with a substantial work-based learning component as called for by the 1994 School-to-Work Opportunities Act. Research methods were as follows: case studies of 12 work-based learning programs at 9 sites located…

Material Encounters with Mathematics: The Case for Museum Based Cross-Curricular Integration

ERIC Educational Resources Information Center

de Freitas, Elizabeth; Bentley, Sean J.

2012-01-01

This paper reports on research from a network of high school and museum partnerships designed to explore techniques for integrating mathematics and physics learning experiences during the first year of high school. The foundation of the curriculum is a problem-based, museum-based, and hands-on approach to mathematics and physics. In this paper, we…

[A comparison on general education curriculum of 4-year and 3-year nursing schools in Korea].

PubMed

Kim, Sook-Young; Joung, Sun-Ei; Hwang, Chung-Il

2011-02-01

This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.

Outcomes of an Elementary School-Based Vision Screening Program in North Carolina

ERIC Educational Resources Information Center

Kemper, Alex R.; Helfrich, Anya; Talbot, Jennifer; Patel, Nita

2012-01-01

School nurses can play a key role in the detection of significant refractive error. The purpose of this study was to assess the impact of a statewide school nurse vision screening program by evaluating the outcomes of screening among first, third, and fifth graders in 10 schools in North Carolina during the 2009-2010 school year. Of the 2,726…

Building a Full Service School: Florida's Model of Collaboration for School-Based and School-Linked Services.

ERIC Educational Resources Information Center

Calfee, Carol; Meredith, Mimi, Ed.; Wittwer, Frank

This book is designed to guide readers as they consider establishing a full-service school in their community. Drawing on a working model with a 5-year history of development and implementation, the book shows how schools and community social, welfare, and health agencies can work together to deliver services to children and their families. After…

The Transformation of a School System: Principal, Teacher, and Parent Perceptions of Charter and Traditional Schools in Post-Katrina New Orleans. Technical Report

ERIC Educational Resources Information Center

Steele, Jennifer L.; Vernez, Georges; Gottfried, Michael A.; Schwam-Baird, Michael

2011-01-01

Hurricane Katrina set the stage for a transformation of public education in New Orleans, replacing the city's existing school system with a decentralized choice-based system of both charter and district-run schools. Using principal, teacher, and parent surveys administered three years after Katrina, this study examined schools' governance and…

Year 1 Evaluation of Nebraska's Statewide Plan: Connecting Schools to the Internet.

ERIC Educational Resources Information Center

Topp, Neal W.; Grandgenett, Neal

1996-01-01

Reviews activities in the first year of a Nebraska plan to connect K-12 schools to the Internet, including: installing UNIX-based computers; developing a statewide training program; hiring; distributing support materials; and devising a formative evaluation process. Trends in teacher and student Internet use and eight projects in classroom…

Families' Goals, School Involvement, and Children's Academic Achievement: A Follow-Up Study Thirteen Years Later

ERIC Educational Resources Information Center

Kyle, Diane W.

2011-01-01

A study conducted from 1996-2000 focused on the academic development of children within a statewide educational reform effort, including changing the organizational structure of the early years of schooling into nongraded primary programs (formerly age-based classrooms for kindergarteners through third grade). The multisite study involved children…

The Open Access Dilemma

ERIC Educational Resources Information Center

Pratt, Timothy

2017-01-01

Community colleges, with their commitment to open access, admit millions of students each year who are unprepared for college-level work, even though they have earned a high-school diploma. For decades the schools had a built-in base of students attracted to their open doors and relative affordability. But enrollment at public two-year college has…

Preferred Information Sources of High School Students for Community Colleges and Universities

ERIC Educational Resources Information Center

Goff, Brent; Patino, Vanessa; Jackson, Gary

2004-01-01

To effectively communicate with potential students, it is important to utilize their preferred information sources. Survey data were gathered from 716 high school students who planned to attend college. There were communication source differences based on race and intent to attend two-year vs. four-year institutions. Important information sources…

Does pre-school improve cognitive abilities among children with early-life stunting? A longitudinal study for Peru

PubMed Central

Cueto, Santiago; León, Juan; Miranda, Alejandra; Dearden, Kirk; Crookston, Benjamin T.; Behrman, Jere R.

2017-01-01

Several studies in developing countries have found that children who experience growth faltering in the first years of life show lower cognitive abilities than their peers. In this study, we use the Young Lives longitudinal dataset in Peru to analyze if attending pre-school affects cognitive abilities at age five years, and if there is an interaction with HAZ at age one year. Using instrumental variables we found, for receptive vocabulary, a positive effect of attending Jardines (formal) pre-schools; the effect of attending PRONOEI (community-based) pre-schools was not significant. More years attending Jardines was more beneficial for children who were better nourished. We suggest working to improve the quality of PRONOEIs, and with teachers on targeting children of lower nutritional status. PMID:28428683

Students' Experiences of Learning with iPads in Upper Secondary School--A Base for Proto-TPACK

ERIC Educational Resources Information Center

Kontkanen, Sini; Dillon, Patrick; Valtonen, Teemu; Eronen, Lasse; Koskela, Hannu; Väisänen, Pertti

2017-01-01

This research focuses on Finnish students' (n = 84) experiences of using personal iPads in their studies through 3 years of upper secondary schooling. It is based on results from one of the first schools in Finland where all the new students were provided with iPads at the start of their studies. Data consists of: (i) 127 short stories written by…

[Preschool familial environment and academic difficulties: A 10-year follow-up from kindergarten to middle school].

PubMed

Câmara-Costa, H; Pulgar, S; Cusin, F; Dellatolas, G

2016-02-01

The persistence of academic difficulties from childhood through adulthood has led researchers to focus on the identification of the early factors influencing children's subsequent achievement in order to improve the efficient screening of children who might be at risk of school failure. The foundations of academic achievement can be accurately traced back to the preschool years prior to children's entry in formal schooling and are largely influenced by environmental determinants. Importantly, some environmental conditions act as early risk factors undermining children's later academic achievement due to the well-established relation between underachievement and exposure to moderate to high levels of environmental risk. In the present study, we aimed to investigate the longitudinal effects of environment-level factors (sociodemographic and family characteristics) and early risk exposure at kindergarten on children's subsequent academic achievement at the end of middle school (grade 9). The sample of analysis comprised 654 kindergarteners aged 5-6 years (2001-2002 school year) followed through the end of middle school when they were aged 14-15 years (2010-2011 school year). At kindergarten, assessment included questionnaire-based measures of sociodemographic and family background characteristics. These included an original set of information pertaining to family background including parental nationality, education level, history of reading difficulties, type of early childcare, family situation, family size, and language-based bedtime routines, as well as individual-level factors such as children's first language, medical history, language delay, birth weight, age of walking onset, and gestation period. At grade 9, outcome measures were composed of children's results in the national evaluations performed at the end of middle school ("Diplôme National du Brevet"), or history of repetition for a second year of the same class. The results indicated that all family background characteristics at kindergarten were related to later academic outcomes at grade 9. From the original set of family characteristics, parental educational level, family situation, language-based bedtime routines, and type of early childcare significantly predicted later academic achievement at grade 9. Moreover, a multiple risk index score aggregating these specific family characteristics, together with three individual-level factors (gender, medical history, and language delay) was robustly and positively associated with an increased likelihood of school failure at the end of middle school. Unique to our study was the finding relative to the longitudinal association over a 10-year span of language-based bedtime routines with children's academic performance at the end of middle school. These findings underline the importance of including family background information in early surveillance procedures in order to improve the efficient screening of children who might be at risk of academic underachievement. Importantly, some of these contextual factors represent environmental characteristics that can be reversed early in life through appropriate and informed support to families. Moreover, the present work has important implications regarding the early detection of children who are at familial risk of underachievement, allowing the activation and promotion of adequate intervention strategies early in children's educational trajectories. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Active Travel to School: Views of 10-13 Year Old Schoolchildren in Scotland

ERIC Educational Resources Information Center

Kirby, Joanna; Inchley, Joanna

2009-01-01

Purpose: The purpose of this paper is to explore the views of Scottish schoolchildren on active travel to school and their ideas about promotion strategies for school-based interventions. Design/methodology/approach: Focus group discussions were conducted with 66 students from four primary and three secondary schools. Findings: The most common…

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

ERIC Educational Resources Information Center

Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn

2011-01-01

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using…

School-Based Physical Activity Interventions: Effectiveness, Trends, Issues, Implications and Recommendations for Practice

ERIC Educational Resources Information Center

Cale, Lorraine; Harris, Jo

2006-01-01

The promotion of physical activity within schools and physical education (PE) has attracted growing interest in recent years. Schools have been acknowledged as the primary institution with responsibility for promoting activity in young people and more specifically, school PE has been recognized as having a key role to play. Given this, and based…

Peninsula Academies Replications: 1985-86 Evaluation Report.

ERIC Educational Resources Information Center

Dayton, Charles; And Others

The Peninsula Academies is a three-year high school program for at-risk students, designed to provide them with incentives both to graduate and to acquire labor market-relevant skills. An academy combines academic and technical training in a school-within-a-school setting, and is based on school-business partnerships. In the fall of 1985, 10…

Understanding the Complexity of Teacher Interaction in a Teacher Professional Learning Community

ERIC Educational Resources Information Center

Sjoer, Ellen; Meirink, Jacobiene

2016-01-01

In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team's…

Middle School Students' Statistical Literacy: Role of Grade Level and Gender

ERIC Educational Resources Information Center

Yolcu, Ayse

2014-01-01

This study examined the role of gender and grade level on middle school students' statistical literacy. The study was conducted in the spring semester of the 2012-2013 academic year with 598 middle-school students (grades 6-8) from three public schools in Turkey. The data were collected using the Statistical Literacy Test, developed based on…

Schools and Research: Are They Interested? The Allegheny County, Pennsylvania, Experience

ERIC Educational Resources Information Center

Vukotich, Charles J., Jr.; Stebbins, Samuel

2011-01-01

Lack of trust is an issue in doing research with schools. A School-Based Research and Practice Network was established by the University of Pittsburgh to create a regional research agenda. Over the past two years, Network staff held meetings with school staff in 43 districts to determine specific research needs, interests, and concerns. The most…

Action Research as a School-Based Strategy in Intercultural Professional Development for Teachers

ERIC Educational Resources Information Center

Sales, Auxiliadora; Traver, Joan A.; Garcia, Rafaela

2011-01-01

Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007-2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and…

School-Based Approaches to Affect Adolescents' Diets: Results from the TEENS Study

ERIC Educational Resources Information Center

Lytle, Leslie A.; Murray, David M.; Perry, Cheryl L.; Story, Mary; Birnbaum, Amanda S.; Kubik, Martha Y.; Varnell, Sherri

2004-01-01

This article reports on the outcomes of the Teens Eating for Energy and Nutrition at School (TEENS) study, a 2-year intervention study conducted in 16 middle schools with a goal of increasing students' intakes of fruits, vegetables, and lower fat foods. Despite positive interim results for students randomized to intervention schools, the positive…

Art All Day: Distinction and Interrelation of School-Based and Out-of-School Arts Learning

ERIC Educational Resources Information Center

Green, Joshua; Kindseth, Anne

2011-01-01

Quality arts learning can be a vehicle for personal transformation. For more than 40 years, an unwavering belief in the possibility of such transformation has sustained the nationally recognized after-school Apprenticeship Training Program (ATP) at Manchester Craftsmen's Guild (MCG). Within school walls, academic standards position the arts as a…

School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools

ERIC Educational Resources Information Center

Kougioumtzis, Konstantin; Patriksson, Goran

2009-01-01

During recent years, educational restructuring efforts have commonly regarded schools as both learning communities and sites for teachers' professional development. A plethora of attributes influence prerequisites as well as outcomes of the efforts, while teachers' local cultures constitute a cornerstone. More specifically, enhanced school-based…

Do Parents Make a Difference to Children's Academic Achievement? Differences between Parents of Higher and Lower Achieving Students

ERIC Educational Resources Information Center

Jacobs, Nicky; Harvey, David

2005-01-01

Differences in family factors in determining academic achievement were investigated by testing 432 parents in nine independent, coeducational Melbourne schools. Schools were ranked and categorized into three groups (high, medium and low), based on student achievement (ENTER) scores in their final year of secondary school and school improvement…

Charter School Autonomy: The Mismatch between Theory and Practice

ERIC Educational Resources Information Center

Finnigan, Kara S.

2007-01-01

In theory, the charter school concept is based on a trade-off or exchange: greater autonomy for increased accountability. Although charter schools have been operating for more than 10 years, little is known about charter school autonomy in practice. This mixed-methods study used survey and case study data to examine the degree of autonomy of…

Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways

ERIC Educational Resources Information Center

San Pedro, Maria Ofelia Z.

2015-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…

Education, College Major, and Job Match: Gender Differences in Reasons for Mismatch

ERIC Educational Resources Information Center

Robst, John

2007-01-01

Many studies have examined the match between years of schooling and the schooling required for the job. The quantity of schooling is only one way to consider the match between schooling and jobs. This paper considers an alternative match between education and jobs based on the relationship between college majors and work activities. Twenty percent…

Building New Bridges to America's Schools: Lessons from the University of Notre Dame

ERIC Educational Resources Information Center

Scully, Timothy R.; Staud, John J.

2012-01-01

This article tells the story and explores the significance of Notre Dame's efforts over the past 18 years to serve the pressing needs of underresourced elementary and secondary schools throughout the United States, with a special focus on the faith-based sector--and more particularly, Catholic schools. These schools are increasingly fragile but…

The Bridges SOI Model School Program at Palo Verde School, Palo Verde, Arizona.

ERIC Educational Resources Information Center

Stock, William A.; DiSalvo, Pamela M.

The Bridges SOI Model School Program is an educational service based upon the SOI (Structure of Intellect) Model School curriculum. For the middle seven months of the academic year, all students in the program complete brief daily exercises that develop specific cognitive skills delineated in the SOI model. Additionally, intensive individual…

School Processes That Can Drive Scaling-Up of an Innovation or Contribute to Its Abandonment

ERIC Educational Resources Information Center

Newman, Denis; Zacamy, Jenna; Lazarev, Valeriy; Lin, Li

2017-01-01

This five-year study focused on school processes that promoted the scaling-up of a high school academic literacy framework, Reading Apprenticeship, developed by WestEd's Strategic Literacy Initiative (SLI). Implementing an innovative strategy for scaling-up involving school-based cross-disciplinary teacher teams, SLI brought the framework to 274…

The Nature and Outcomes of Students' Longitudinal Participatory Research on Literacy Motivations and Schooling.

ERIC Educational Resources Information Center

Oldfather, Penny; Thomas, Sally; Eckert, Lizz; Garcia, Florencia; Grannis, Nicki; Kilgore, John; Newman-Gonchar, Andy; Petersen, Brian; Rodriguez, Paul; Tjioe, Marcel

1999-01-01

Describes outcomes of a six-year study of students' participatory research on literacy motivations and schooling. Suggests the need for a fundamental shift of the dominant epistemology in society and schools to one based on trusting, listening to, and respecting the integrity of the minds of all participants in schooling. (NH)

Building a Grad Nation. Executive Brief: Overview of 2012-13 High School Graduation Rates

ERIC Educational Resources Information Center

Civic Enterprises, 2015

2015-01-01

Over the past dozen years, schools, districts, and states have begun to focus increased attention on boosting high school graduation rates. During this period, the nation has seen more evidence-based educational reforms in low-performing schools, more support for struggling students, and better data and stronger accountability to chart progress…

Guaranteed Admission to Medical School Becomes a Tool for Recruiting Undergraduates.

ERIC Educational Resources Information Center

Gose, Ben

1997-01-01

Programs guaranteeing college-bound high school students admission to medical school based on anticipated high college grades are now offered by 33 medical schools; some of the programs are 20-30 years old. Originally intended to make medical careers more attractive, the policy is now used more commonly to recruit high-achieving undergraduate…

Using Literacy Outside of School: An Ethnographic Investigation. Final Report.

ERIC Educational Resources Information Center

Smith, David M.; And Others

A 2-year study examined the leisure reading of 60 and other language arts instruction in elementary school classrooms in west Philadelphia, Pennsylvania, led to the conclusion that many school practices were based upon assumptions of the out-of-school lives of students that were of questionable accuracy. Consequently, the researchers were asked to…

Onward to Outcomes in the School of the Future.

ERIC Educational Resources Information Center

Millea, Susan

This paper discusses the results of a study that investigated the effectiveness of a comprehensive school-based service program in Texas. The "School for the Future" project was a 5-year demonstration project in 4 Texas cities that was designed to develop and coordinate health and social services though targeted schools in low income,…

School scoliosis screening programme-a systematic review.

PubMed

Sabirin, J; Bakri, R; Buang, S N; Abdullah, A T; Shapie, A

2010-12-01

A systematic review on the effectiveness and cost-effectiveness of school scoliosis screening programme was carried out. A total of 248 relevant titles were identified, 117 abstracts were screened and 28 articles were included in the results. There was fair level of evidence to suggest that school scoliosis screening programme is safe, contributed to early detection and reduction of surgery. There was also evidence to suggest that school-based scoliosis screening programme is cost-effective. Based on the above review, screening for scoliosis among school children is recommended only for high risk group such as girls at twelve years of age.

Internet-based prevention for alcohol and cannabis use: final results of the Climate Schools course.

PubMed

Newton, Nicola C; Teesson, Maree; Vogl, Laura E; Andrews, Gavin

2010-04-01

To establish the long-term efficacy of a universal internet-based alcohol and cannabis prevention programme in schools. A cluster-randomized controlled trial was conducted to assess the effectiveness of the Climate Schools: Alcohol and Cannabis Course. The evidence-based course, aimed at reducing alcohol and cannabis use, is facilitated by the internet and consists of 12 novel and curriculum consistent lessons delivered over 6 months. A total of 764 year 8 students (13 years) from 10 Australian secondary schools were allocated randomly to the internet-based prevention programme (n = 397, five schools), or to their usual health classes (n = 367, five schools). Participants were assessed at baseline, immediately post, and 6 and 12 months following completion of the intervention, on measures of alcohol and cannabis knowledge, attitudes, use and related harms. This paper reports the final results of the intervention trial, 12 months following the completion of the Climate Schools: Alcohol and Cannabis Course. The effectiveness of the course 6 months following the intervention has been reported previously. At the 12-month follow-up, compared to the control group, students in the intervention group showed significant improvements in alcohol and cannabis knowledge, a reduction in average weekly alcohol consumption and a reduction in frequency of drinking to excess. No differences between groups were found on alcohol expectancies, cannabis attitudes or alcohol- and cannabis-related harms. The course was found to be acceptable by teachers and students as a means of delivering drug education in schools. Internet-based prevention programs for school-age children can improve student's knowledge about alcohol and cannabis, and may also reduce alcohol use twelve months after completion.

Healthier options for public schoolchildren program improves weight and blood pressure in 6- to 13-year-olds.

PubMed

Hollar, Danielle; Messiah, Sarah E; Lopez-Mitnik, Gabriela; Hollar, T Lucas; Almon, Marie; Agatston, Arthur S

2010-02-01

Childhood obesity and related health consequences continue to be major clinical and public health issues in the United States. Schools provide an opportunity to implement obesity prevention strategies to large and diverse pediatric audiences. Healthier Options for Public Schoolchildren was a quasiexperimental elementary school-based obesity prevention intervention targeting ethnically diverse 6- to 13-year-olds (kindergarten through sixth grade). Over 2 school years (August 2004 to June 2006), five elementary schools (four intervention, one control, N=2,494, 48% Hispanic) in Osceola County, FL, participated in the study. Intervention components included integrated and replicable nutrition, physical activity, and lifestyle educational curricula matched to state curricula standards; modified school meals, including nutrient-dense items, created by registered dietitians; and parent and staff educational components. Demographic, anthropometric, and blood pressure data were collected at baseline and at three time points over 2 years. Repeated measures analysis showed significantly decreased diastolic blood pressure in girls in the intervention group compared to controls (P<0.05). Systolic blood pressure decreased significantly for girls in the intervention group compared to controls during Year 1 (fall 2004 to fall 2005) (P<0.05); while not statistically significant the second year, the trend continued through Year 2. Overall weight z scores and body mass index z scores decreased significantly for girls in the intervention group compared to controls (P<0.05 and P<0.01, respectively). School-based prevention interventions, including nutrition and physical activity components, show promise in improving health, particularly among girls. If healthy weight and blood pressure can be maintained from an early age, cardiovascular disease in early adulthood may be prevented. Copyright 2010 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

Effect of the School-Based Telemedicine Enhanced Asthma Management (SB-TEAM) Program on Asthma Morbidity: A Randomized Clinical Trial.

PubMed

Halterman, Jill S; Fagnano, Maria; Tajon, Reynaldo S; Tremblay, Paul; Wang, Hongyue; Butz, Arlene; Perry, Tamara T; McConnochie, Kenneth M

2018-03-05

Poor adherence to recommended preventive asthma medications is common, leading to preventable morbidity. We developed the School-Based Telemedicine Enhanced Asthma Management (SB-TEAM) program to build on school-based supervised therapy programs by incorporating telemedicine at school to overcome barriers to preventive asthma care. To evaluate the effect of the SB-TEAM program on asthma morbidity among urban children with persistent asthma. In this randomized clinical trial, children with persistent asthma aged 3 to 10 years in the Rochester City School District in Rochester, New York, were stratified by preventive medication use at baseline and randomly assigned to the SB-TEAM program or enhanced usual care for 1 school year. Participants were enrolled at the beginning of the school year (2012-2016), and outcomes were assessed through the end of the school year. Data were analyzed between May 2017 and November 2017 using multivariable modified intention-to-treat analyses. Supervised administration of preventive asthma medication at school as well as 3 school-based telemedicine visits to ensure appropriate assessment, preventive medication prescription, and follow-up care. The school site component of the telemedicine visit was completed by telemedicine assistants, who obtained history and examination data. These data were stored in a secure virtual waiting room and then viewed by the primary care clinician, who completed the assessment and communicated with caregivers via videoconference or telephone. Preventive medication prescriptions were sent to pharmacies that deliver to schools for supervised daily administration. The primary outcome was the mean number of symptom-free days per 2 weeks, assessed by bimonthly blinded interviews. Of the 400 enrolled children, 247 (61.8%) were male and 230 (57.5%) were African American, and the mean (SD) age was 7.8 (1.7) years. Demographic characteristics and asthma severity in the 2 groups were similar at baseline. Among children in the SB-TEAM group, 196 (98.0%) had 1 or more telemedicine visits, and 165 (82.5%) received supervised therapy through school. We found that children in the SB-TEAM group had more symptom-free days per 2 weeks postintervention compared with children in the enhanced usual care group (11.6 vs 10.97; difference, 0.69; 95% CI, 0.15-1.22; P = .01), with the largest difference observed at the final follow-up (difference, 0.85; 95% CI, 0.10-1.59). In addition, children in the SB-TEAM group were less likely to have an emergency department visit or hospitalization for asthma (7% vs 15%; odds ratio, 0.52; 95% CI, 0.32-0.84). The SB-TEAM intervention significantly improved symptoms and reduced health care utilization among urban children with persistent asthma. This program could serve as a model for sustainable asthma care among school-aged children. clinicaltrials.gov Identifier: NCT01650844.

Succesful Experience of the Project "ASTROTOP" in Israel: Space-astonomy Science education in form of independent reserch projects of pupils

NASA Astrophysics Data System (ADS)

Pustil'Nik, Lev

We present more then 10 year experience of educational project in Space/Astrophysics/Environment field, realized on the base of National Science- Educational Center "Blossoms of Science" of the Jordan Valley College. Our approach is based on the natural curiosity of children as driver of their self-development from the first minutes of their life and even in adult state. This approach shift center of the weight in educational process from direct lectures, sermons, explanation from teacher to children on own attempts of children to investigate problem, what is interesting for them, by themselves (individually or in group). Our approach includes four levels of the projects: "nano-projects" for children garden and basic school (up to 10-12 years), "micro-projects" for intermediate school (12-16 years), "mini-projects" for high school (16-18 years), and "macro-projects" for the best graduates high schools and students of colleges (17-22 years). These levels and projects are interconnected one with another and sometimes participants, started on the micro-projects level in intermediate school, continue their activity up to macro-projects of the graduate's diploma level. For each level we organize courses for preparation of the teachers and instructors, interested in the using of our receipts, and published books and brochures for them. The content of our activity for different levels: a) Level of kinder gardens/basic schools- special software with interactive movie -nano-projects; b) Level of intermediate school: "Days of Science" in tens schools of Israel- first contact with astronomy; c) Summer astronomy camps (4-5 of one week camps on 200-300 pupils from all country) with introduce to astronomy and with preparation of micro-projects on themes - first successful experience of research in real science fields (hundreds projects); d) ASTROTOP - one year program of preparation of short projects, with solution on the quality level of chosen astrophysical problem - mini-projects with first experience of data acquisition, collection, critical analysis and comparison with alternative explanation (many tens projects); e) Graduate Diploma - 1.5 year real participation of students-graduates of high school in astrophysical projects in national observatories and research space centers.

Smoking Prevention for Students: Findings From a Three-Year Program of Integrated Harm Minimization School Drug Education.

PubMed

Midford, Richard; Cahill, Helen; Lester, Leanne; Foxcroft, David R; Ramsden, Robyn; Venning, Lynne

2016-01-01

This study investigated the impact of the Drug Education in Victorian Schools (DEVS) program on tobacco smoking. The program taught about licit and illicit drugs in an integrated manner over 2 years, with follow up in the third year. It focused on minimizing harm, rather than achieving abstinence, and employed participatory, critical-thinking and skill-based teaching methods. A cluster-randomized, controlled trial of the program was conducted with a student cohort during years 8 (13 years), 9 (14 years), and 10 (15 years). Twenty-one schools were randomly allocated to the DEVS program (14 schools, n = 1163), or their usual drug education program (7 schools, n = 589). One intervention school withdrew in year two. There was a greater increase in the intervention students' knowledge about drugs, including tobacco, in all 3 years. Intervention students talked more with their parents about smoking at the end of the 3-year program. They recalled receiving more education on smoking in all 3 years. Their consumption of cigarettes had not increased to the same extent as controls at the end of the program. Their change in smoking harms, relative to controls, was positive in all 3 years. There was no difference between groups in the proportionate increase of smokers, or in attitudes towards smoking, at any time. These findings indicate that a school program that teaches about all drugs in an integrated fashion, and focuses on minimizing harm, does not increase initiation into smoking, while providing strategies for reducing consumption and harm to those who choose to smoke.

Impact of Four Years of Annual Mass Drug Administration on Prevalence and Intensity of Schistosomiasis among Primary and High School Children in Western Kenya: A Repeated Cross-Sectional Study

PubMed Central

Abudho, Bernard O.; Ndombi, Eric M.; Guya, Bernard; Carter, Jennifer M.; Riner, Diana K.; Kittur, Nupur; Karanja, Diana M. S.; Secor, W. Evan; Colley, Daniel G.

2018-01-01

Abstract. Schistosomiasis remains a major public health problem in Kenya. The World Health Organization recommends preventive chemotherapy with praziquantel (PZQ) to control morbidity due to schistosomiasis. Morbidity is considered linked to intensity of infection, which along with prevalence is used to determine the frequency of mass drug administration (MDA) to school-age children. We determined the impact of annual school-based MDA on children across all primary and high school years using a repeated cross-sectional study design in five schools near Lake Victoria in western Kenya, an area endemic for Schistosoma mansoni. At baseline and for the following four consecutive years, between 897 and 1,440 school children in Grades 1–12 were enrolled and evaluated by Kato-Katz for S. mansoni and soil-transmitted helminths (STH), followed by annual MDA with PZQ and albendazole. Four annual rounds of MDA with PZQ were associated with reduced S. mansoni prevalence in all school children (44.7–14.0%; P < 0.001) and mean intensity of infection by 91% (90.4 to 8.1 eggs per gram [epg] of stool; P < 0.001). Prevalence of high-intensity infection (≥ 400 epg) decreased from 6.8% at baseline to 0.3% by the end of the study. Soil-transmitted helminth infections, already low at baseline, also decreased significantly over the years. In this high prevalence area, annual school-based MDA with high coverage across all Grades (1–12) resulted in rapid and progressive declines in overall prevalence and intensity of infection. This decrease was dramatic in regard to heavy infections in older school-attending children. PMID:29532768

Impact of Four Years of Annual Mass Drug Administration on Prevalence and Intensity of Schistosomiasis among Primary and High School Children in Western Kenya: A Repeated Cross-Sectional Study.

PubMed

Abudho, Bernard O; Ndombi, Eric M; Guya, Bernard; Carter, Jennifer M; Riner, Diana K; Kittur, Nupur; Karanja, Diana M S; Secor, W Evan; Colley, Daniel G

2018-05-01

Schistosomiasis remains a major public health problem in Kenya. The World Health Organization recommends preventive chemotherapy with praziquantel (PZQ) to control morbidity due to schistosomiasis. Morbidity is considered linked to intensity of infection, which along with prevalence is used to determine the frequency of mass drug administration (MDA) to school-age children. We determined the impact of annual school-based MDA on children across all primary and high school years using a repeated cross-sectional study design in five schools near Lake Victoria in western Kenya, an area endemic for Schistosoma mansoni . At baseline and for the following four consecutive years, between 897 and 1,440 school children in Grades 1-12 were enrolled and evaluated by Kato-Katz for S. mansoni and soil-transmitted helminths (STH), followed by annual MDA with PZQ and albendazole. Four annual rounds of MDA with PZQ were associated with reduced S. mansoni prevalence in all school children (44.7-14.0%; P < 0.001) and mean intensity of infection by 91% (90.4 to 8.1 eggs per gram [epg] of stool; P < 0.001). Prevalence of high-intensity infection (≥ 400 epg) decreased from 6.8% at baseline to 0.3% by the end of the study. Soil-transmitted helminth infections, already low at baseline, also decreased significantly over the years. In this high prevalence area, annual school-based MDA with high coverage across all Grades (1-12) resulted in rapid and progressive declines in overall prevalence and intensity of infection. This decrease was dramatic in regard to heavy infections in older school-attending children.

Evaluation of California's in-school tobacco use prevention education (TUPE) activities using a nested school-longitudinal design, 2003–2004 and 2005–2006

PubMed Central

Dent, Clyde; Abramsohn, Erin; Dietsch, Barbara; McCarthy, William J

2010-01-01

Background Current legislative language requires the California Department of Public Health, California Tobacco Control Program, to evaluate the effectiveness of the school-based Tobacco Use Prevention Education (TUPE) programme in California every 2 years. The objective of the study was to measure change and to identify the impact of school-based tobacco use prevention education activities on youth smoking prevalence and attitudes over time, spanning two school year surveys (2003–2004 and 2005–2006). Methods Evaluation focused on school-based tobacco use prevention activities in 57 schools (student sample size, n=16 833) that participated in the in-school administration of the 2003–2004 and 2005–2006 California Student Tobacco Surveys. Hierarchical linear models were used to predict student tobacco use and precursors to tobacco use. Results Overall, student tobacco use, intention to smoke, number of friends smoking and perceived smoking prevalence by peers increased as students moved through grades 9 and 10 to grades 11 and 12. TUPE-related activities showed a suggestive association (p=0.06) with reduced rate in student tobacco use between the two surveys after adjusting for other contextual factors such as each school's socioeconomic characteristics. Conclusions TUPE activities appears to be beneficial in reducing tobacco use in California high school students over time. Other contextual factors were important moderating influences on student tobacco use. PMID:20382650

Effect of a School-Based Intervention on Nutritional Knowledge and Habits of Low-Socioeconomic School Children in Israel: A Cluster-Randomized Controlled Trial.

PubMed

Kaufman-Shriqui, Vered; Fraser, Drora; Friger, Michael; Geva, Dikla; Bilenko, Natalya; Vardi, Hillel; Elhadad, Naama; Mor, Karen; Feine, Zvi; Shahar, Danit R

2016-04-21

Early social and economic deprivation, associated with poor nutrition and physical inactivity, may lead to adverse health trajectories. A cluster-randomized controlled-trial examining the effect of a school-based comprehensive intervention on nutrition knowledge, eating habits, and behaviors among low socioeconomic status (LSES) school-aged children was performed. LSES school-aged children (4-7 years) and their mothers were recruited from 11 schools, located in one town. The intervention was implemented on three levels: children, mothers, and teachers. The intervention (IArm) included nutrition classes for children, mothers, and teachers and physical activity (PA) classes for children; the control (CArm) received PA only. Interventions were conducted by professional personnel, who were trained during in a two-day session to deliver the specific program in schools. Family data were obtained by parental interviews. Food knowledge observations, packed lunch records, and anthropometric measurements were obtained in school at baseline, six months, and at the end of the school year. Of 258 children enrolled, 220 (87.6%) completed the six-month program. Only children in the IArm improved their nutrition knowledge and eating-habits and increased food variety and fruit and vegetable consumption, quality score of packed lunches (p < 0.001 for all), habitual water drinking increased (p = 0.02), and decreased sweet-drink consumption (p = 0.05). A school-based comprehensive nutrition intervention targeting LSES population improved eating habits, nutritional knowledge, and healthier packed lunches.

Performance-Based Evaluation and School Librarians

ERIC Educational Resources Information Center

Church, Audrey P.

2015-01-01

Evaluation of instructional personnel is standard procedure in our Pre-K-12 public schools, and its purpose is to document educator effectiveness. With Race to the Top and No Child Left Behind waivers, states are required to implement performance-based evaluations that demonstrate student academic progress. This three-year study describes the…

Recent Advances in Research on School-Based Extracurricular Activities and Adolescent Development

ERIC Educational Resources Information Center

Farb, Amy Feldman; Matjasko, Jennifer L.

2012-01-01

Updating a previous systematic review of the literature, this review summarizes the literature over the last 5 years on the relationship between school-based extracurricular activity participation and academic achievement, substance use, sexual activity, psychological adjustment, and delinquency. The review also considers mediators and moderators…

Predictors of Eligibility for ESY. Final Report.

ERIC Educational Resources Information Center

Browder, Diane M.; And Others

Evaluation of eligibility for extended school year (ESY) services was made based on informaton contained in school files in a stratified sampling across Pennsylvania. Subjects had been classified as severely and profoundly mentally retarded and were divided into groups based on eligibility for programming in excess of 180 days or ineligibility for…

Electronic and School-Based Victimization: Unique Contexts for Adjustment Difficulties during Adolescence

ERIC Educational Resources Information Center

Fredstrom, Bridget K.; Adams, Ryan E.; Gilman, Rich

2011-01-01

Previous research suggests that school-based and electronic victimization have similar negative consequences, yet it is unclear whether these two contexts offer overlapping or unique associations with adolescents' adjustment. 802 ninth-graders (43% male, mean age = 15.84 years), majority being Caucasian (82%), completed measures assessing the…

Books at Work

ERIC Educational Resources Information Center

Brown, Joseph

2006-01-01

In this article, the author discusses a literature-based character education program at the school district of Hillsborough County in Florida. The district recently developed a comprehensive management plan in response to the much-publicized school violence of recent years. The plan addresses school issues including tornado and fire drills,…

Evaluating the Locational Attributes of Education Management Organizations (EMOs)

ERIC Educational Resources Information Center

Gulosino, Charisse; Miron, Gary

2017-01-01

This study uses logistic and multinomial logistic regression models to analyze neighborhood factors affecting EMO (Education Management Organization)-operated schools' locational attributes (using census tracts) in 41 states for the 2014-2015 school year. Our research combines market-based school reform, institutional theory, and resource…

School Vouchers in a Climate of Political Change

ERIC Educational Resources Information Center

Sutton, Lenford C.; King, Richard A.

2011-01-01

Legal scrutiny of school voucher policies initially focused on the establishment clause concerning with allocating public dollars to schools sponsored by religious organizations. In recent years, advocates asserted that the exclusion of faith-based organizations from voucher plans that permit expenditures in secular private organizations violates…

Increasing Immunization Compliance by Reducing Provisional Admittance

ERIC Educational Resources Information Center

Davis, Wendy S.; Varni, Susan E.; Barry, Sara E.; Frankowski, Barbara L.; Harder, Valerie S.

2016-01-01

Students in Vermont with incomplete or undocumented immunization status are provisionally admitted to schools and historically had a calendar year to resolve their immunization status. The process of resolving these students' immunization status was challenging for school nurses. We conducted a school-based quality improvement effort to increase…

Biopower and School Surveillance Technologies 2.0

ERIC Educational Resources Information Center

Hope, Andrew

2016-01-01

In recent years the proliferation, speed and reach of school-based surveillance devices has undergone what could be labelled as a revolution. Drawing upon Foucault's concept of biopower to explore the disciplining of bodies and the biopolitical management of populations, this paper examines "new" school surveillance technologies enabling…

Racial Differences in the Transactional Relationship Between Depression and Alcohol Use From Elementary School to Middle School.

PubMed

Birkley, Erica L; Zapolski, Tamika C B; Smith, Gregory T

2015-09-01

The aim of this investigation was to test hypothesized reverse prospective relationships between alcohol consumption and depressive symptomatology as a function of race among youth. In a two-wave prospective study, 328 European American, 328 African American, and 144 Hispanic American youth were studied at the end of fifth grade (last year of elementary school) and the end of sixth grade (first year of middle school). A positive correlation was observed between alcohol consumption and depressive symptoms among all youth. However, the predictive relationship differed based on race. For European American and Hispanic American youth, depressive symptom levels at the end of elementary school predicted alcohol consumption at the end of the first year of middle school, but the converse relationship was not observed. For African American youth, the opposite pattern was found. Alcohol consumption at the end of elementary school predicted depressive symptom levels at the end of the first year of middle school, and the converse relationship was not observed. These findings suggest the possibility that etiological relationships between depression and alcohol use vary by race, thus highlighting the importance of considering race when studying the risk process.

Racial Differences in the Transactional Relationship Between Depression and Alcohol Use From Elementary School to Middle School

PubMed Central

Birkley, Erica L.; Zapolski, Tamika C. B.; Smith, Gregory T.

2015-01-01

Objective: The aim of this investigation was to test hypothesized reverse prospective relationships between alcohol consumption and depressive symptomatology as a function of race among youth. Method: In a two-wave prospective study, 328 European American, 328 African American, and 144 Hispanic American youth were studied at the end of fifth grade (last year of elementary school) and the end of sixth grade (first year of middle school). Results: A positive correlation was observed between alcohol consumption and depressive symptoms among all youth. However, the predictive relationship differed based on race. For European American and Hispanic American youth, depressive symptom levels at the end of elementary school predicted alcohol consumption at the end of the first year of middle school, but the converse relationship was not observed. For African American youth, the opposite pattern was found. Alcohol consumption at the end of elementary school predicted depressive symptom levels at the end of the first year of middle school, and the converse relationship was not observed. Conclusions: These findings suggest the possibility that etiological relationships between depression and alcohol use vary by race, thus highlighting the importance of considering race when studying the risk process. PMID:26402361

Outcomes of a School-Based Intervention (RESCATE) to Improve Physical Activity Patterns in Mexican Children Aged 8-10 Years

ERIC Educational Resources Information Center

Colin-Ramirez, E.; Castillo-Martinez, L.; Orea-Tejeda, A.; Vergara-Castaneda, A.; Keirns-Davis, C.; Villa-Romero, A.

2010-01-01

The aim of this study was to evaluate the impact of an intervention program on the patterns of physical activity in 8- to 10-year-old Mexican children from lower socioeconomic status. This study performed a randomized controlled field trial in 498 children aged 8-10 years from 10 public schools of low socioeconomic status in Mexico City. Schools…

Truancy as a Contextual and School-Related Problem: A Comparative Multilevel Analysis of Country and School Characteristics on Civic Knowledge among 14 Year Olds

ERIC Educational Resources Information Center

Claes, Ellen; Hooghe, Marc; Reeskens, Tim

2009-01-01

In recent years, various governments and education agencies have developed stricter policies to reduce truancy levels, mainly based on the argument that truancy is associated with risk behaviour, crime and substance abuse. In this article, we use a large, 28-nation comparative survey among 14 year olds to detect general patterns in consequences…

Planning for Sustainability of an Evidence-Based Mental Health Promotion Program in Canadian Elementary Schools.

PubMed

Leadbeater, Bonnie J; Gladstone, Emilie J; Sukhawathanakul, Paweena

2015-09-01

Substantial research illuminates many factors effecting the implementation of evidence-based mental health promotion programs in schools; however, research on how schools plan for sustaining their investments in these programs is limited. In this qualitative study, we elicited descriptions of opportunities and challenges for sustainability. We interviewed 24 individuals from schools involved in a longitudinal, qualitative research project that followed uptake and implementation of the evidence-based WITS Programs across 2 years (Leadbeater et al. 2012). WITS stands for Walk away, Ignore, Talk it out and Seek help and the online WITS Programs focus on preventing peer victimization ( www.witsprograms.ca ). Our findings suggest that sustainability planning in schools is not merely a next step following high quality implementation, but rather involves multiple ongoing processes that need to be anticipated and supported by school leadership and program champions and developers in order to realize investments in evidence-based programs.

National Longitudinal Study of the High School Class of 1972: A Summary of the Merged Findings from Analyses by RTI of the First Follow-Up and Preceding Data. RTI Concept Paper No. CP-22-75-07.

ERIC Educational Resources Information Center

Research Triangle Inst., Durham, NC. Center for Educational Research and Evaluation.

An overview of the National Longitudinal Study of the High School Class of 1972 (NLS) is provided. Section one describes the research design for the base-year and first through third followup surveys. Section two summarizes findings from data analyses of the first followup and base-year, completed before September 1975. The findings are presented…

A progressive three-phase innovation to medical education in the United States.

PubMed

Pfeifer, Cory M

2018-12-01

The practice of medicine has changed greatly over the past 100 years, yet the structure of undergraduate medical education has evolved very little. Many schools have modified their curricula to incorporate problem-based learning and organ systems-based curricula, but few schools have adequately addressed rising tuition costs. Undergraduate medical education has become cost-prohibitive for students interested in primary care. In the meanwhile, the concept of a separate dedicated intern year is outdated and mired in waste despite remaining a requirement for several hospital-based and surgical specialties. Described here is an innovative approach to medical education which reduces tuition costs and maximizes efficiency, based on principals already employed by several schools. This integrated curriculum, first suggested by the author in 2010, keeps the current USMLE system in place, exposes medical students to patient care earlier, expands and incorporates the 'intern' year into a four-year medical training program, provides more time for students to decide on a specialty, and allows residency programs to acquire fully-licensed practitioners with greater clinical experience than the status quo. MCAT: Medical college admission test; USMLE: US medical licensing examination.

Open Education: A Look at the Subtleties. A Guide for the Unfamiliar Observer of Intermediate Education. Occasional Paper 90-1.

ERIC Educational Resources Information Center

Hager, Ronald A.

The open classroom model, enthusiastically adopted in American elementary schools based on the evident success of the British open primary schools, seemed to be an ideal educational concept for implementation into the middle school. But in the past 2 years, a growing number of educators, both at the middle school and the primary school level, have…

Longitudinal Multilevel Models of the Big Fish Little Pond Effect on Academic Self-Concept: Counterbalancing Contrast and Reflected Glory Effects in Hong Kong Schools.

ERIC Educational Resources Information Center

Marsh, Herbert W.; Kong, Chit-Kwong; Hau, Kit-Tai

Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated the effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond…

There Are No Children Here: The Case of an Inner-City School Addressing Issues Facing Children and Families Living in Poverty

ERIC Educational Resources Information Center

Sallee, Mariel; Boske, Christa

2013-01-01

This case is based on real-life experiences of community school members within Horner School--an inner-city public school. Specifically, the case explores challenges faced by Cathleen, a 1st-year, White, female principal, who was hired by central office to "revamp a charter school" to promote a quality education for all children. The case raises…

Classroom-Based Assessment and the Issue of Continuity between Primary and Secondary School Languages Programs

ERIC Educational Resources Information Center

Hill, Kathryn

2010-01-01

This article presents selected findings from an ethnographic study of classroom-based assessment practices in languages classrooms (Indonesian) in the final year of primary (Year 6) and the first year of secondary (Year 7), respectively. In particular, the paper focuses on differences between the respective year levels in how learning was assessed…

"Get off the sofa and go and play": Family and socioeconomic influences on the physical activity of 10–11 year old children

PubMed Central

Brockman, Rowan; Jago, Russell; Fox, Kenneth R; Thompson, Janice L; Cartwright, Kim; Page, Angie S

2009-01-01

Background Physical activity declines as children approach puberty. Research has focussed on psychosocial, environmental, and demographic determinants. This paper explores how family and socioeconomic factors are related to children's physical activity. Methods Seventeen focus groups were conducted with 113, 10–11 year old children from 11 primary schools in Bristol, UK. Focus groups examined: 1) the way parents encourage their children to be physically active; 2) the extent to which physical activity is engaged in as a family; and 3) the types of non-family based physical activities Year 6 children commonly participate in. Results Participants from all socioeconomic (SES) groups reported that parents encouraged them to be physically active. However approaches differed. Children from middle/high SES schools were assisted through actions such as logistical and financial support, co-participation and modelling. Parents of children from low SES schools mainly restricted their input to verbal encouragement and demands. Participation in family-based activities was reported to be higher in children from middle/high SES schools than children from low SES schools. All SES groups reported time to be a limiting factor in family-based activity participation. Cost was reported as a significant barrier by children from low SES schools. Children from middle/high SES schools reported engaging in more sports clubs and organised activities than children from low SES schools, who reported participating in more unstructured activities or 'free play' with friends. Conclusion The family is important for encouraging children to be physically active, but families from different socioeconomic backgrounds support their children in different ways. This research suggests that the design of physical activity interventions, which might include working with families, requires tailoring to groups from different socio-economic backgrounds. PMID:19622143

Effect of intervention aimed at increasing physical activity, reducing sedentary behaviour, and increasing fruit and vegetable consumption in children: active for Life Year 5 (AFLY5) school based cluster randomised controlled trial.

PubMed

Kipping, Ruth R; Howe, Laura D; Jago, Russell; Campbell, Rona; Wells, Sian; Chittleborough, Catherine R; Mytton, Julie; Noble, Sian M; Peters, Tim J; Lawlor, Debbie A

2014-05-27

To investigate the effectiveness of a school based intervention to increase physical activity, reduce sedentary behaviour, and increase fruit and vegetable consumption in children. Cluster randomised controlled trial. 60 primary schools in the south west of England. Primary school children who were in school year 4 (age 8-9 years) at recruitment and baseline assessment, in year 5 during the intervention, and at the end of year 5 (age 9-10) at follow-up assessment. The Active for Life Year 5 (AFLY5) intervention consisted of teacher training, provision of lesson and child-parent interactive homework plans, all materials required for lessons and homework, and written materials for school newsletters and parents. The intervention was delivered when children were in school year 5 (age 9-10 years). Schools allocated to control received standard teaching. The pre-specified primary outcomes were accelerometer assessed minutes of moderate to vigorous physical activity per day, accelerometer assessed minutes of sedentary behaviour per day, and reported daily consumption of servings of fruit and vegetables. 60 schools with more than 2221 children were recruited; valid data were available for fruit and vegetable consumption for 2121 children, for accelerometer assessed physical activity and sedentary behaviour for 1252 children, and for secondary outcomes for between 1825 and 2212 children for the main analyses. None of the three primary outcomes differed between children in schools allocated to the AFLY5 intervention and those allocated to the control group. The difference in means comparing the intervention group with the control group was -1.35 (95% confidence interval -5.29 to 2.59) minutes per day for moderate to vigorous physical activity, -0.11 (-9.71 to 9.49) minutes per day for sedentary behaviour, and 0.08 (-0.12 to 0.28) servings per day for fruit and vegetable consumption. The intervention was effective for three out of nine of the secondary outcomes after multiple testing was taken into account: self reported time spent in screen viewing at the weekend (-21 (-37 to -4) minutes per day), self reported servings of snacks per day (-0.22 (-0.38 to -0.05)), and servings of high energy drinks per day (-0.26 (-0.43 to -0.10)) were all reduced. Results from a series of sensitivity analyses testing different assumptions about missing data and from per protocol analyses produced similar results. The findings suggest that the AFLY5 school based intervention is not effective at increasing levels of physical activity, decreasing sedentary behaviour, and increasing fruit and vegetable consumption in primary school children. Change in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal level, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services. Trial registration Current Controlled Trials ISRCTN50133740. © Kipping et al 2014.

Approximal caries increment in adolescents in a low caries prevalence area in Sweden after a 3.5-year school-based fluoride varnish programme with Bifluorid 12 and Duraphat.

PubMed

Bergström, Eva-Karin; Birkhed, Dowen; Granlund, Christina; Sköld, Ulla Moberg

2014-10-01

To evaluate approximal caries increment among 12- to 16-year-olds in a low caries prevalence area in Sweden after a 3.5-year school-based fluoride (F) varnish programme with Bifluorid 12 and Duraphat. The design was a RCT study with 1365 adolescents, divided into following four groups: Group 1 Bifluorid 12 two applications/year; Group 2 Duraphat two applications/year; Group 3 Bifluorid 12 four applications/year and Group 4 no F varnish at school. 1143 children (84%) completed the study. Approximal caries was registered on bitewing radiographs. There were no statistically significant differences in caries prevalence among the groups either at baseline or after 3.5 years . The caries increment for Group 1 was 1.34 ± 2.99 (mean ± SD), 1.24 ± 2.84 for Group 2, 1.07 ± 2.66 for Group 3 and 1.25 ± 2.75 for Group 4, with no statically significant differences either between Bifluorid 12 and Duraphat with the same frequency of F varnish applications or between the F groups and the control group. In an area with low caries prevalence in Sweden, the supplementary caries-preventive effect of school-based F varnish applications, to regular use of F toothpaste at home and to regular caries prevention given at the Public Dental Clinics, appears to be nonsignificant regarding approximal caries increment. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Four Year-Olds Use Norm-Based Coding for Face Identity

ERIC Educational Resources Information Center

Jeffery, Linda; Read, Ainsley; Rhodes, Gillian

2013-01-01

Norm-based coding, in which faces are coded as deviations from an average face, is an efficient way of coding visual patterns that share a common structure and must be distinguished by subtle variations that define individuals. Adults and school-aged children use norm-based coding for face identity but it is not yet known if pre-school aged…

National Longitudinal Study of the High School Class of 1972: Critical Data Base. 22U-884.

ERIC Educational Resources Information Center

Talbert, Robin

The National Longitudinal Study of the High School Class of 1972 (NLS) critical data base contains 151 items (plus background information) from the base year and followup questionnaires; about thirty-seven percent of all items. This set of critical items consists of: (1) basic demographic variables; (2) items necessary for defining activity states…

School-Based Mental Health Programming for Children with Inattentive and Disruptive Behavior Problems: First-Year Treatment Outcome

ERIC Educational Resources Information Center

Owens, Julie Sarno; Richerson, Lauren; Beilstein, Elizabeth A.; Crane, Anna; Murphy, Caroline E.; Vancouver, Jeffrey B.

2005-01-01

This article examines the effectiveness of an evidence-based behavioral treatment package for children with inattentive and disruptive behavior problems when delivered in the context of a school-based mental health program. Child symptomatology and functioning are assessed in a treatment group (n = 30) and a waitlist control group (n = 12) across…

Mediating Effects of Home-Related Factors on Fat Intake from Snacks in a School-Based Nutrition Intervention among Adolescents

ERIC Educational Resources Information Center

Van Lippevelde, Wendy; van Stralen, Maartje; Verloigne, Maite; De Bourdeaudhuij, Ilse; Deforche, Benedicte; Brug, Johannes; Maes, Lea; Haerens, Leen

2012-01-01

The purpose of the present study was to investigate if the effects of the parental component of a school-based intervention on dietary fat intake from snacking were mediated by changes in home-related factors. A random sample of 10 schools with 2232 pupils aged 11-15 years was randomly assigned to one of two intervention groups [one with (n =…

Turkish Parents' Perceptions of Their Involvement in Schooling

ERIC Educational Resources Information Center

Erdener, Mehmet Akif

2013-01-01

Parent involvement has an influence on children's educational engagement during the elementary years. The purpose of this study was to examine the perceptions of rural Turkish parents about their involvement in schooling with elementary school students based on Epstein's (1995) six types of parental involvement (parenting, communicating,…

"The Day After": The Organizational Consequences of Innovation Implementation in Experimental Schools

ERIC Educational Resources Information Center

Gilad-Hai, Smadar; Somech, Anit

2016-01-01

Purpose: The purpose of this paper is to examine the implications of implementing innovation in experimental schools (focussing on R & D) for school effectiveness post-intervention (five years). Based on theoretical models of social exchange and "conservation of resources" (Hobfoll, 1989), the authors focussed on assessing the…

Enrollment in Texas Public Schools, 2015-16

ERIC Educational Resources Information Center

Texas Education Agency, 2016

2016-01-01

This report provides information on enrollment in the Texas public school system from the 2005-06 through 2015-16 school years, based on data collected through the Texas Public Education Information Management System. Enrollment data are provided by grade, race/ethnicity, gender, and economically disadvantaged status, and for special populations…

Enrollment in Texas Public Schools, 2014-15

ERIC Educational Resources Information Center

Texas Education Agency, 2016

2016-01-01

This report provides information on enrollment in the Texas public school system from the 2004-05 through 2014-15 school years, based on data collected through the Texas Public Education Information Management System. Enrollment data are provided by grade, race/ethnicity, gender, and economically disadvantaged status, and for special populations…

Evaluation of National Geographic School Publishing Nonfiction Literacy Materials. Summary Report.

ERIC Educational Resources Information Center

Metcalf, Kim K.; Smith, Carl B.; Legan, Natalie A.

During the 2001-02 academic year, a purposive, national evaluation was undertaken of "Windows on Literacy" and "Reading Expeditions," two new school-based programs produced by the School Publishing Division of the National Geographic Society (NGS). The evaluation sought to determine the efficacy of the new materials for…

School Boundary Debate Divides Minnesota Suburb

ERIC Educational Resources Information Center

Samuels, Christina A.

2011-01-01

The author discusses how an assignment plan intended to keep schools socioeconomically balanced spurs a bitter debate in suburban Eden Prairie. The boundary debate in the 9,700-student Eden Prairie, Minnesota, district has been bruising. Eden Prairie adopted new school attendance boundaries this year based on socioeconomic balance, ensuring for…

School Management by Wandering Around.

ERIC Educational Resources Information Center

Frase, Larry; Hetzel, Robert

Management by wandering around (MBWA) is the catalyst that brings teachers, aides, parents, and administrators together in the pursuit of excellent schools. This book, based on common sense and hundreds of years of experience, offers specific strategies and techniques for using MBWA to obtain excellence. The building blocks of school excellence,…

Reforming Teacher Evaluation: One District's Story

ERIC Educational Resources Information Center

Donaldson, Morgaen L.; Papay, John P.

2012-01-01

In recent years policymakers have seized on teacher evaluation as a primary lever for improving schools. Of all school factors--from expanded school calendars to smaller class sizes to community and family engagement programs--teachers contribute the most to student achievement. Policymakers reason that evaluating teachers based on their students'…

Distributed Leadership and Contract Relations: Evidence from Turkish High Schools

ERIC Educational Resources Information Center

Özdemir, Murat; Demircioglu, Ebru

2015-01-01

In recent years educational organizations have begun to be administered by more sharing, participation and democratic principles. The school-based management approach accelerated during the decentralization period in education is also seen as a cause for spread of leadership throughout the school. This trend is reflected in the educational…

Prioritizing Urban Children, Teachers, and Schools through Professional Development Schools

ERIC Educational Resources Information Center

Wong, Pia Lindquist, Ed.; Glass, Ronald David, Ed.

2009-01-01

How can we better educate disadvantaged urban students? Drawing on over five years' experience in a broad partnership involving twelve urban professional development schools in five districts, a teachers' union, a comprehensive public university, and several community-based organizations, the contributors to this volume describe how they worked…

School Site Strategic Planning To Improve District Performance.

ERIC Educational Resources Information Center

Lytle, James H.

This paper describes the evolution of a school-based planning model that accommodates independent approaches to School District of Philadelphia goals. The description centers on key strategic planning decisions made during a 6-year period and three components of the planning model: the organizational monitoring and feedback system; organizational…

School Integration Matters: Research-Based Strategies to Advance Equity

ERIC Educational Resources Information Center

Frankenberg, Erica, Ed.; Garces, Liliana M., Ed.; Hopkins, Megan, Ed.

2016-01-01

More than 60 years after the "Brown v. Board of Education" decision declared segregated schooling inherently unequal, this timely book sheds light on how and why U.S. schools are experiencing increasing segregation along racial, socioeconomic, and linguistic lines. It offers policy and programmatic alternatives for advancing equity and…

Real Questions, Real Answers. Focusing Teacher Leadership on School Improvement.

ERIC Educational Resources Information Center

Clarke, John H.; Sanborn, Stephen D.; Aiken, Judith A.; Cornell, Nancy A.; Goodman, Jane Briody; Hess, Karin K.

This book examines how a relationship between the University of Vermont and school districts throughout the state enables teachers to earn graduate credits through year-long Problem-Based School Development Institutes. The institutes take participants through a cycle that includes identifying a problem, conducting background and action research,…

Enrollment in Texas Public Schools, 2016-17

ERIC Educational Resources Information Center

Texas Education Agency, 2017

2017-01-01

This report provides information on enrollment in the Texas public school system from the 2006-07 through 2016-17 school years, based on data collected through the Texas Student Data System. Enrollment data are provided by grade, race/ethnicity, gender, and economically disadvantaged status, and for special populations and instructional programs.…

Principals' Participation Levels in Best Practices for School Improvement

ERIC Educational Resources Information Center

Stogdill, Christopher T.

2010-01-01

The purpose of this study was to identify Nebraska principal perceptions regarding the level of participation the AdvancED school improvement process. Further, the study identified differences among principals' knowledge, based on demographic characteristics of years of experience, size of school enrollments, and formal training in school…

School Violence and Student Achievement in Reading and Mathematics among Eighth Graders.

ERIC Educational Resources Information Center

Coleman, Beverly Eugene

This study analyzed base-year student data files from the 1988 National Education Longitudinal Study (NELS:88) cross-sectionally to identify relationships between school violence and student achievement in reading and mathematics. The analysis identified student behavior variables related to three measures of school violence: (1) personal…

Parents' Perceptions of Their Involvement in Schooling

ERIC Educational Resources Information Center

Erdener, Mehmet Akif; Knoeppel, Robert C.

2018-01-01

Parent involvement has an influence on children's educational engagement during the elementary years. The objective of this study was to examine the perceptions of rural Turkish parents about their involvement in schooling with elementary school students based on Epstein's (1995) six types of parental involvement (parenting, communicating,…

School-Related Social Support and Students' Perceived Life Satisfaction

ERIC Educational Resources Information Center

Danielsen, Anne G.; Samdal, Oddrun; Hetland, Jorn; Wold, Bente

2009-01-01

The authors examined the effect of school-related social support from teachers, classmates, and parents on students' life satisfaction that school satisfaction, scholastic competence, and general self-efficacy, respectively, mediated. The authors based the analyses on data from a nationally representative sample of 13- and 15-year-old students (N…

A School That Fosters Resilience in Inner-City Youth.

ERIC Educational Resources Information Center

Freiberg, H. Jerome

1993-01-01

Discusses attributes of families, students, schools, peers, and communities that foster resilience among inner-city youth, examining these factors at one inner-city elementary school. The exploration is based on a longitudinal study of the achievement and climate and survey and interview data collected over five years. (SLD)

Students' approaches to medical school choice: relationship with students' characteristics and motivation.

PubMed

Wouters, Anouk; Croiset, Gerda; Schripsema, Nienke R; Cohen-Schotanus, Janke; Spaai, Gerard W G; Hulsman, Robert L; Kusurkar, Rashmi A

2017-06-12

The aim was to examine main reasons for students' medical school choice and their relationship with students' characteristics and motivation during the students' medical study. In this multisite cross-sectional study, all Year-1 and Year-4 students who had participated in a selection procedure in one of the three Dutch medical schools included in the study were invited to complete an online survey comprising personal data, their main reason for medical school choice and standard, validated questionnaires to measure their strength of motivation (Strength of Motivation for Medical School-Revised) and autonomous and controlled type of motivation (Academic Self-regulation Questionnaire). Four hundred seventy-eight students participated. We performed frequency analyses on the reasons for medical school choice and regression analyses and ANCOVAs to study their associations with students' characteristics and motivation during their medical study. Students indicated 'city' (Year-1: 24.7%, n=75 and Year-4: 36.0%, n=52) and 'selection procedure' (Year-1: 56.9%, n=173 and Year-4: 46.9%, n=68) as the main reasons for their medical school choice. The main reasons were associated with gender, age, being a first-generation university student, ethnic background and medical school, and no significant associations were found between the main reasons and the strength and type of motivation during the students' medical study. Most students had based their medical school choice on the selection procedure. If medical schools desire to achieve a good student-curriculum fit and attract a diverse student population aligning the selection procedure with the curriculum and taking into account various students' different approaches is important.

Outcomes from sudden cardiac arrest in US high schools: a 2-year prospective study from the National Registry for AED Use in Sports.

PubMed

Drezner, Jonathan A; Toresdahl, Brett G; Rao, Ashwin L; Huszti, Ella; Harmon, Kimberly G

2013-12-01

Sudden cardiac arrest (SCA) is the leading cause of death in athletes during exercise. The effectiveness of school-based automated external defibrillator (AED) programmes has not been established through a prospective study. A total of 2149 high schools participated in a prospective observational study beginning 1 August 2009, through 31 July 2011. Schools were contacted quarterly and reported all cases of SCA. Of these 95% of schools confirmed their participation for the entire 2-year study period. Cases of SCA were reviewed to confirm the details of the resuscitation. The primary outcome was survival to hospital discharge. School-based AED programmes were present in 87% of participating schools and in all but one of the schools reporting a case of SCA. Fifty nine cases of SCA were confirmed during the study period including 26 (44%) cases in students and 33 (56%) in adults; 39 (66%) cases occurred at an athletic facility during training or competition; 55 (93%) cases were witnessed and 54 (92%) received prompt cardiopulmonary resuscitation. A defibrillator was applied in 50 (85%) cases and a shock delivered onsite in 39 (66%). Overall, 42 of 59 (71%) SCA victims survived to hospital discharge, including 22 of 26 (85%) students and 20 of 33 (61%) adults. Of 18 student-athletes 16 (89%) and 8 of 9 (89%) adults who arrested during physical activity survived to hospital discharge. High school AED programmes demonstrate a high survival rate for students and adults who suffer SCA on school campus. School-based AED programmes are strongly encouraged.

A Cluster-Randomized Trial of Restorative Practices: An Illustration to Spur High-Quality Research and Evaluation.

PubMed

Acosta, Joie D; Chinman, Matthew; Ebener, Patricia; Phillips, Andrea; Xenakis, Lea; Malone, Patrick S

2016-01-01

Restorative Practices in schools lack rigorous evaluation studies. As an example of rigorous school-based research, this paper describes the first randomized control trial of restorative practices to date, the Study of Restorative Practices. It is a 5-year, cluster-randomized controlled trial (RCT) of the Restorative Practices Intervention (RPI) in 14 middle schools in Maine to assess whether RPI impacts both positive developmental outcomes and problem behaviors and whether the effects persist during the transition from middle to high school. The two-year RPI intervention began in the 2014-2015 school year. The study's rationale and theoretical concerns are discussed along with methodological concerns including teacher professional development. The theoretical rationale and description of the methods from this study may be useful to others conducting rigorous research and evaluation in this area.

A Workshop for High School Students on Naive Set Theory

ERIC Educational Resources Information Center

Wegner, Sven-Ake

2014-01-01

In this article we present the prototype of a workshop on naive set theory designed for high school students in or around the seventh year of primary education. Our concept is based on two events which the author organized in 2006 and 2010 for students of elementary school and high school, respectively. The article also includes a practice report…

At the Rear Mirror and through the Wind Screen: Teachers becoming Teacher-Researchers in Singapore Schools

ERIC Educational Resources Information Center

Soh, Kay Cheng

2011-01-01

Background: Action research (AR) for school-based curriculum innovations (SCI) has been ardently pursued in Singapore schools for the past few years, leading to a plethora of project reports published as monographs and in a new journal, the "North Star". Training workshops were conducted at the national, zonal, and school levels to equip…

From Middle School to College: Developing Aspirations, Promoting Engagement, and Indirect Pathways from Parenting to Post High School Enrollment

ERIC Educational Resources Information Center

Hill, Nancy E.; Wang, Ming-Te

2015-01-01

Based on a longitudinal sample of 1,452 African American and European American adolescents and their parents, parenting practices (i.e., monitoring, warmth, and autonomy support) at 7th grade had significant indirect effects on college enrollment 3 years post high school, through their effects on aspirations, school engagement, and grade point…

A Comprehensive Partnership Approach Increasing High School Graduation Rates and College Enrollment of Urban Economically Disadvantaged Youth

ERIC Educational Resources Information Center

Morgan, Yvette; Sinatra, Richard; Eschenauer, Robert

2015-01-01

Described is a 4-year model of a Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) offered to 294 academically and economically disadvantaged students and their parents during in- and out-of-school time activities through partnerships forged with school personnel and community-based agencies. In an urban high school where…

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Hagins, Marshall; Rundle, Andrew

2016-01-01

Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…

Implementing the Bounce Back Trauma Intervention in Urban Elementary Schools: A Real-World Replication Trial

ERIC Educational Resources Information Center

Santiago, Catherine DeCarlo; Raviv, Tali; Ros, Anna Maria; Brewer, Stephanie K.; Distel, Laura M. L.; Torres, Stephanie A.; Fuller, Anne K.; Lewis, Krystal M.; Coyne, Claire A.; Cicchetti, Colleen; Langley, Audra K.

2018-01-01

The current study provides the first replication trial of Bounce Back, a school-based intervention for elementary students exposed to trauma, in a different school district and geographical area. Participants in this study were 52 1st through 4th graders (M[subscript age] = 7.76 years; 65% male) who were predominately Latino (82%). Schools were…

Small Schools Mathematics Curriculum, Grades 7-8: Reading, Language Arts, Mathematics, Science, Social Studies. Scope, Objectives, Activities, Resources, Monitoring Procedures.

ERIC Educational Resources Information Center

Hartl, David, Ed.; And Others

Developed during the 1976-77 school year to assist Washington grade 7-8 teachers in small school districts with the improvement of curriculum and instruction, this learning-objective-based curriculum suggests activities, monitoring procedures and resources for mathematics. Introductory materials describe the organization of Small School materials,…

Gender Equity in Vocational Programs of the Comprehensive High Schools: A Status Report, 1988-1989.

ERIC Educational Resources Information Center

Brett, Leslie J.; And Others

This report describes the status of gender and race/ethnicity enrollments in vocational programs in Connecticut's comprehensive high schools. Data are based on a sample of nine representative schools in urban, rural, and suburban communities. Enrollment data for the 1988-89 school year are from the State Department of Education and represent eight…

Transforming High-Poverty Urban Middle Schools into Strong Learning Institutions: Lessons from the First Five Years of the Talent Development Middle School.

ERIC Educational Resources Information Center

Balfanz, Robert; Mac Iver, Doug

2000-01-01

Two developers of the Talent Development Middle School model discuss 10 lessons from implementing, refining, and evaluating this model in 5 high-poverty middle schools in Philadelphia, Pennsylvania, and describe obstacles encountered and breakthroughs experienced in developing the knowledge base, materials, and infrastructure of the model. (SLD)

Level of Creative Behavior among Teachers of Public Schools within the Green Line from Their Perspective

ERIC Educational Resources Information Center

Naser, Rina Abdallah

2016-01-01

The current study seeks to identify the level of creative behavior among teachers of public schools within the Green Line, based on gender, academic qualification, years of experience and level of school. The sample consisted of (502) teachers, selected randomly, from public schools within the Green Line in Israel. The tool utilized is a…

Principals' Time, Tasks, and Professional Development: An Analysis of Schools and Staffing Survey Data. REL 2017-201

ERIC Educational Resources Information Center

Lavigne, Heather J.; Shakman, Karen; Zweig, Jacqueline; Greller, Sara L.

2016-01-01

This study describes how principals reported spending their time and what professional development they reported participating in, based on data collected through the Schools and Staffing Survey by the National Center for Education Statistics during the 2011/12 school year. The study analyzes schools by grade level, poverty level, and within…

The Student Voice Collaborative: An Effort to Systematize Student Participation in School and District Improvement

ERIC Educational Resources Information Center

Sussman, Ari

2015-01-01

This chapter recounts the first 3 years of the Student Voice Collaborative (SVC) in New York City, a district supported student leadership initiative that engages high school aged youth in school reform work at school and district levels. Based on his experiences developing and running the SVC, the author identifies nine design and implementation…

The Hands-On Guide to School Improvement: Transform Culture, Empower Teachers, and Raise Student Achievement

ERIC Educational Resources Information Center

Randle-Robins, Evelyn

2016-01-01

This no-nonsense handbook from a working principal helps school leaders bring transformational change to struggling or underperforming schools. Based on the wisdom and experience gained during the author's years as a teacher and principal in Chicago public schools, the book shows you how to become a visionary leader and build a culture of respect…

School Kids/Street Kids: Identity Development in Latino Students. Sociology of Education Series.

ERIC Educational Resources Information Center

Flores-Gonzalez, Nilda

Based on a year-long study and in-depth interviews with Latino high school students, this book focuses on why some develop a school kid identity that enables them to succeed in school, while others develop a street kid" identity and drop out. Interviews were conducted with approximately 10 stayers, 10 leavers, and 10 returners. The book…

The Case for District-Based Reform: Leading, Building, and Sustaining School Improvement

ERIC Educational Resources Information Center

Supovitz, Jonathan A.

2006-01-01

In 1999, the Duval County (Fla.) school system set out to improve every school in the district. Over the next five years, the district achieved stunning results that have drawn nationwide attention. Jonathan A. Supovitz uses the unfolding story of Duval County to develop a sophisticated and thoughtful analysis of the role of the school district in…

Sustaining School Improvement in a High-Need School: Longitudinal Analysis of Robbins Elementary School (USA) from 1993 to 2015

ERIC Educational Resources Information Center

Okilwa, Nathern; Barnett, Bruce

2017-01-01

Purpose: The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals. Design/methodology/approach: The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with…

South Carolina Elementary Teachers' Perceptions of Principals' Transformational Leadership in Academically Recognized and Other, High Poverty Schools

ERIC Educational Resources Information Center

Lewis, Julian Carlton

2012-01-01

This study investigated selected elementary school teachers' perceptions of principals' leadership. Ten South Carolina schools were selected based on the criterion of 50% or higher poverty index. Five schools included the feature of recognition by the state for academic success for one year or more over the 2003-2006 timeframe. One hundred three…

High School and Beyond First Follow-Up (1982). Sample Design Report.

ERIC Educational Resources Information Center

Tourangeau, Roger; And Others

This report documents the major technical aspects of the sample selection and implementation of the 1982 High School and Beyond First Follow Up, the first in a series of planned resurveys of the students and schools in the 1980 High School and Beyond Base Year Survey. The First Follow-Up included subsamples of nearly 30,000 sophomore cohort and…

The Rainforest Still Needs Us: The Forman School's 20 Years in the Mountains of Costa Rica

ERIC Educational Resources Information Center

Lawson, Leesa

2013-01-01

The search for solutions to protect the rainforest, while offering local farmers a sustainable means of making a living, started at The Forman School as a search to fully engage its students in learning. The Forman School is an independent college preparatory school for students with language-based learning differences (LD). This article discusses…

Capital Program, School District of Philadelphia: July 1, 1968 to June 30, 1974.

ERIC Educational Resources Information Center

Philadelphia Board of Education, PA.

This report presents the School District of Philadelphia's long-range plan for school facilities and, based upon it, a capital program for the years 1969 through 1974. The plan for school facilities is preceded by a summary of present facility conditions and a consideration of indicated needs for expansion. General fiscal policies, a total program…

Outcome and Process Evaluation of a Norwegian School-Randomized Fruit and Vegetable Intervention: Fruits and Vegetables Make the Marks (FVMM)

ERIC Educational Resources Information Center

Bere, E.; Veierod, M. B.; Bjelland, M.; Klepp, K.-I.

2006-01-01

This study reports the effect of the Fruits and Vegetables Make the Marks intervention, a school-based fruit and vegetable intervention consisting of a home economics classroom component and parental involvement and encouraged participation in the Norwegian School Fruit Programme, all delivered during the school year of 2001-02. Nine randomly…

Protective effects of middle school comprehensive sex education with family involvement.

PubMed

Grossman, Jennifer M; Tracy, Allison J; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru

2014-11-01

School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its effectiveness. This longitudinal evaluation followed a cohort of 6th graders (N = 2453) through the end of 8th grade. The design used random assignment of 24 schools into treatment and comparison conditions. The analysis included multiple-group logistic regression to assess differences in delay of sex between intervention and comparison groups. In schools where the program was taught, 16% fewer boys and 15% fewer girls had had sex by the end of 8th grade compared to boys and girls at comparison schools. Completing family activities during the first year of the program predicted delayed sexual debut for boys. Theory-based, developmentally appropriate, comprehensive sex education programs that include parent involvement can be effective in delaying vaginal sex for middle school students. Parent involvement is particularly important for boys, as family activities may encourage parents to talk with their sons earlier and more frequently. © 2014, American School Health Association.

Mystery Box Marvels

ERIC Educational Resources Information Center

Santos, Joel; Centurio, Tina

2012-01-01

What happens in the first week of school could very well set the stage for the rest of the school year. Setting high standards for science activities based in inquiry can start on the first day of science class and develop as the year unfolds. With the use of simple, readily available, inexpensive materials, an efficient mystery box lesson can be…

Development of a Sex Education Programme for 12-Year-Old to 14-Year-Old Turkish Adolescents

ERIC Educational Resources Information Center

Cok, Figen; Gray, Lizbeth Ann

2007-01-01

Previous research has documented a need for the development of a sex education programme in Turkish schools in terms of adolescence readiness and the presence of misconceptions regarding critical aspects of sexual issues. Currently no school-based sex education is available for Turkish adolescents. This paper presents the development of a…

The Vocational Equivalent to Year 12. Longitudinal Surveys of Australian Youth. Research Report 58

ERIC Educational Resources Information Center

Lim, Patrick; Karmel, Tom

2011-01-01

Government policies that promote Year 12 completion are based on a recognition that, on average, the completion of senior secondary schooling leads to better labour market outcomes. Completing senior secondary schooling is not, however, for everyone, particularly not for those who are less academically inclined or who are unsuited to the…

A-Level Results in Comprehensive Schools: The COMBSE Project, Year 1.

ERIC Educational Resources Information Center

Fitz-Gibbon, Carol T.

1985-01-01

Results of the first year of the ongoing Confidential, Measurement-Based, Self-Evaluation Project that examines variables related to A-level English and Mathematics achievement in 10 comprehensive schools in the United Kingdom are presented. A-level results were found to be strongly predicted by teacher assessments and by prior O-level achievement…

School Experiences of 15 and 16 Year-Olds. LSAY Briefing Number 16

ERIC Educational Resources Information Center

Underwood, Catherine; Rothman, Sheldon

2008-01-01

This "Briefing" provides a summary of students' experiences at school and their attitudes and perceptions of these experiences at ages 15 and 16. It is based on information obtained in both years from these young people who participated in Programme for International Student Assessment (PISA) in 2003 and are now part of the Longitudinal…