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1
Farris, Paul W., Mark E. Haskins, and Gerry Yemen. "Executive education programs go back to school." Journal of Management Development 22, no. 9 (November 2003): 784–95. http://dx.doi.org/10.1108/02621710310495775.
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Cabat, Toni, and Kate Shafer. "Resources for Facilitating Back to School Programs." Cancer Practice 10, no. 2 (March 2002): 105–8. http://dx.doi.org/10.1046/j.1523-5394.2002.102009.x.
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Lichtenberg, James W., and Rodney K. Goodyear. "Back to School for Counseling Psychology?" Counseling Psychologist 32, no. 2 (March 2004): 286–91. http://dx.doi.org/10.1177/0011000003261367.
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Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology’s graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology’s embracing school counseling as a partner, as well as the feasibility of the proposed partnership.
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Silva, Thayná Maria José Clemente da, Niedja Natállia da Silva, Sérgio Henrique de Souza Rocha, Déborah Marques de Oliveira, Kátia Karina Monte-Silva, Angélica Da Silva Tenório, and Maria Das Graças Rodrigues de Araújo. "Back school program for back pain: education or physical exercise?" ConScientiae Saúde 13, no. 4 (February 12, 2015): 506–15. http://dx.doi.org/10.5585/conssaude.v13n4.5191.
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Introduction: Back school consists in an educational program aimed at preventing back pain and rehabilitating individuals with degenerative disorders. Objective: To evaluate the effects of back school components (education and/or exercise therapy) in relieving pain and improving quality of life in patients with chronic back pain. Method: Forty-one patients were randomized and allocated into four groups: (i) a back school group (educational lessons and physical exercise); (ii) an educational lessons group; (iii) a physical exercise group and (iv) a waiting list control group. Patients were evaluated before and after treatment with a visual analogue scale, a short form quality-of-life questionnaire, a Roland Morris disability questionnaire and a finger-floor distance test. Results: The back school group showed significant reduction in scores in the visual analogue scale and the Roland Morris disability questionnaire and an increase in the short-form quality of life questionnaire. Conclusion: The effectiveness of back school programs in chronic back pain patients seems to be due to the physical exercise component and not on account of the educational lessons.
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Sarte, Novie Mae R., Brent Thon Santiago, Januard D. D. Dagdag, and Ciptro Handrianto. "WELCOME BACK: THE RETURN OF COLLEGE DROPOUTS TO SCHOOL." Jurnal Pendidikan dan Pemberdayaan Masyarakat (JPPM) 8, no. 2 (November 20, 2021): 140–49. http://dx.doi.org/10.36706/jppm.v8i2.15386.
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Most of the studies in the literature have focused on finding the causes why students are dropping out but not on why they are coming back to school. This phenomenological research aims to describe the experiences of dropout college students who returned to school. Ten information and technology students participated in the research. The interview data was thematically analyzed. The results affirmed that the factors why the respondents stop attending school are financial-related, student-related, health-related, and family-related. The factors why they returned to school include family factor, peer factor, and free education. When they were dropped out, they were being looked down and adjudged negatively, and feeling down and left behind. When they returned to school, they see themselves grateful, successful, and fortunate of working in the job they want in the future. The findings of this study can be a vital input to crafting programs that can help college students particularly, those former dropouts to finish their baccalaureate degrees.
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Tłuściak-Deliowska, Aleksandra, and Alyona Gubenko. "‘What we give to others, come back to us’. The role of peer leadership in creating a positive school climate and bullying prevention." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (December 30, 2020): 31–39. http://dx.doi.org/10.5604/01.3001.0014.6862.
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In this article, the authors discuss the nature of peer-based prevention programs. The analyzes are conducted in the context of school bullying prevention and the associated need to build a friendly and safe school environment. Attention was paid to shaping a positive peer culture by involving young people in various types of prosocial activities. Peer leadership programs are a special kind of activity where the driving force is youth. Implementation of a peer program into school life enables the full potential of young people to be activated. Such programs mobilize young people to make positive changes in their social surroundings, to help themselves and others through constructive cooperation. Taking into account that these programs are carried out within the school environment, the condition of the effectiveness is the attitude of school toward such activities. It is important to foster positive peer relationships, to encourage students to participate and create the right conditions for change.
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Preston, Teresa. "A Look Back: Talking about school sports in Kappan." Phi Delta Kappan 102, no. 8 (April 26, 2021): 5–7. http://dx.doi.org/10.1177/00317217211013929.
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In the monthly Look Back column, Teresa Preston describes how Kappan authors have addressed the role of sports in schools. Articles have debated whether playing on teams is beneficial to student athletes or whether it distracts them from more important academic pursuits, with most finding that the research is inconclusive. Authors have also considered the amount of time and resources schools commit to athletic programs and whether the programs are worth the investment for the school as a whole. Another area of inquiry has focused on the culture of sports programs and the role of coaches in ensuring that their teams play a positive role in students’ development.
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Gaddis, Jennifer E. "The big business of school meals." Phi Delta Kappan 102, no. 2 (September 22, 2020): 21–25. http://dx.doi.org/10.1177/0031721720963225.
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Big corporations and food service companies are making millions of dollars from public school meal programs, often to the detriment of students’ health. Jennifer Gaddis explains how government policies and funding shortfalls have affected what is served is school cafeterias. Common cost-cutting measures include serving cheap and easy-to-prepare meals, selling junk food to raise revenues, or bringing in outside companies to manage cafeterias. Parents and community groups have pushed back, trying to bring scratch cooking and nutritious food back into their cafeterias.
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Karas, Barbara E., and Karen M. Conrad. "Back Injury Prevention Interventions in the Workplace." AAOHN Journal 44, no. 4 (April 1996): 189–96. http://dx.doi.org/10.1177/216507999604400406.
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The purpose of this integrative review is to describe the state of knowledge about the effect of worksite back injury prevention programs on selected study outcomes. Fifteen experimental and quasi-experimental studies published between 1987 and 1994 were identified through a comprehensive literature search. The research studies were reviewed and analyzed using a data collection abstracting tool. Four types of back injury prevention intervention programs were identified: back belts, back schools, exercise/flexibility training, and educational classes. Positive program outcomes were reported for all four program types; however, the back school and the exercise/flexibility training programs were studied more frequently and demonstrated a greater proportion of positive results than the other two program types. Conclusions should be viewed cautiously due to the small number of studies reviewed and their methodological limitations. Implications for occupational health nursing practice and future research related to worksite back injury prevention are offered.
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Peters, Stefan, Hermann Faller, Klaus Pfeifer, and Karin Meng. "Experiences of Rehabilitation Professionals with the Implementation of a Back School for Patients with Chronic Low Back Pain: A Qualitative Study." Rehabilitation Research and Practice 2016 (2016): 1–9. http://dx.doi.org/10.1155/2016/6720783.
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A standardized curriculum back school (CBS) has been recommended for further dissemination in medical rehabilitation in Germany. However, implementation of self-management education programs into practice is challenging. In low back pain care, individual factors of professionals could be decisive regarding implementation fidelity. The study aim was to explore attitudes and experiences of professionals who conducted the back school. Qualitative interviews were led with 45 rehabilitation professionals. The data were examined using thematic analysis. Three central themes were identified: (a) “back school as a common thread,” (b) “theory versus practice,” and (c) “participation and patient-centeredness.” The CBS and its manual were frequently described positively because they provide structure. However, specified time was mentioned critically and there were heterogeneous perceptions regarding flexibility in conducting the CBS. Theory and practice in the CBS were discussed concerning amount, distribution, and conjunction. Participation and patient-centeredness were mainly mentioned in terms of amount and heterogeneity of participation as well as the demand for competences of professionals. Factors were detected that may either positively or negatively influence the implementation fidelity of self-management education programs. The results are explorative and provide potential explanatory mechanisms for behavior and acceptance of rehabilitation professionals regarding the implementation of biopsychosocial back schools.
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Grad, Kimberly. "School Age Programs and Services Committee: Out of School Time: Inspiring Engagement in Children’s Programming." Children and Libraries 19, no. 2 (June 4, 2021): 33. http://dx.doi.org/10.5860/cal.19.2.33.
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Programming for school age children has experienced a radical shift in the last year due to the pandemic. Out-of-school time or “after school” has taken on a different tone as some children learn at home and some are back at school.And yet, with virtual programming libraries continue to provide a bridge between home and school. Children’s librarians are digging deeper into the well of programming ideas to provide engaging library related activities. In our first column, we offer some concrete program ideas that can be utilized throughout the year when school is in session or during summer reading programming.
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Gordon, Nora, and Carrie Conaway. "Backtalk: How districts can learn from their COVID response: Stats 101 not required." Phi Delta Kappan 102, no. 1 (August 25, 2020): 52–53. http://dx.doi.org/10.1177/0031721720956882.
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The COVID-19 pandemic forced schools to quickly cobble together new remote teaching and learning programs in spring 2020, but now that they have a little more time, they can step back and evaluate the programs they’ve put in place. Nora Gordon and Carrie Conaway describe how school and district leaders can evaluate their online programs without using complex statistics.
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Turner, Lindsey, Jamie F. Chriqui, and Frank J. Chaloupka. "Walking School Bus Programs in U.S. Public Elementary Schools." Journal of Physical Activity and Health 10, no. 5 (July 2013): 641–45. http://dx.doi.org/10.1123/jpah.10.5.641.
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Background:Active transportation to school provides an important way for children to meet physical activity recommendations. The “walking school bus” (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws.Methods:School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008−2009 and 2009−2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained.Results:Nationwide, 4.2% of schools organized a WSB program during 2008−2009, increasing to 6.2% by 2009−2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P < .05), or a state law requiring crossing guards around schools (OR = 2.72, P < .05).Conclusions:WSB programs are not common but district policies and state laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.
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Case, Amanda S. "“Doing Our Part”: What Motivates Black Family Engagement in an After-School Program." Journal of Youth Development 15, no. 6 (December 15, 2020): 44–69. http://dx.doi.org/10.5195/jyd.2020.887.
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Researchers have demonstrated that Black caregivers (a) are more likely than caregivers of any other race to enroll their children in after-school programs, (b) face considerable challenges finding quality after-school programs, and (c) consider family engagement to be a hallmark of quality after-school programs. To date, however, researchers have largely ignored the voices of Black caregivers about what motivates and enables them to engage with their children’s after-school programs. As a result, after-school program staff report continued challenges effectively engaging Black families. The current case study aims to address this gap in the literature using evidence from participant observations, interviews with program staff, and focus groups with caregivers from the Downtown Boxing Gym, a community-based after-school program in Detroit, Michigan that primarily serves Black youth. Results suggest caregivers were largely motivated to engage with the program because of the gains they observed in their children and themselves, causing them to feel thankful and sparking a desire to give back. Caregivers also named specific program practices that made it easier for them to participate, including explicit expectations and requests for family engagement and multiple ways for them to participate. Implications for increasing family engagement at other after-school programs are discussed.
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Vieira, Adriane, Rafaela de Macedo Braga, Patrícia Thurow Bartz, and Claudia Tarragô Candotti. "Effectiveness of back school in patients with chronic nonspecific low back pain." Acta Fisiátrica 19, no. 3 (September 9, 2012): 184–91. http://dx.doi.org/10.11606/issn.2317-0190.v19i3a103715.
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Spinal pains affect 70% to 80% of the adult population at some point in life and are considered one of the most common reasons for early retirement for total or partial disability. The treatments’ high cost and the lack of efficiency of conventional therapeutic practices are at the root of the Back School’s creation. Objective: The purpose of this study was to perform a systematic review of literature over the last ten years to verify the effectiveness of the Back School with those who suffer from chronic nonspecific low back pain. Method: The search was conducted in the computerized databases of Medline, Embase, and Lilacs. The search’s criteria for the three databases were randomized articles about the Back School’s effectiveness over the last ten years. The methodological quality of the selected studies in this review was evaluated using a set composed of nine criteria. Overall, five studies were included in this review, four being considered of high quality. Results: Two of the study’s considered articles come from Brazil, demonstrating the interest this country’s researchers have for this approach to chronic nonspecific low back pain. Every study analyzed presented positive results for the effectiveness of the Back School in the short and medium-term. Conclusion: With this research we conclude that the Back School programs have been considered as an important tool, not just in the treatment, but also in the prevention of chronic nonspecific low back pain. However, more studies are needed to assess the referred tool in the long-term and with methodological standardized procedures.
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Lund, Anna, and Mats Trondman. "Dropping out/dropping back in: Matters that make learning matter." Queensland Review 24, no. 1 (June 2017): 57–74. http://dx.doi.org/10.1017/qre.2017.9.
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AbstractNearly one in three students living in the segregated, multicultural city of Malmö, Sweden, fails to finish school with a completed diploma. To remedy this situation, students can attend introductory programs, but only some students who do so end up with a diploma. The aim of this article is to understand why young people from a migration background drop out of secondary school and why some of them drop back in and become school achievers. We explore what makes learning matter among youth who drop back into schooling. In seeking possible answers to this question, we listened to and learned from the students themselves. We hope readers will learn about the elementary forms of an enabling opportunity structure for school achievement, about the significance of relational capital, and about the deeply associated meanings of family and friendship and their importance to school success. The article is framed by the interdependencies of two conditioned temporalities: the temporality of the past — that is, the dropping-out process — and the temporality of the present, that is, the dropping-back-in process. We argue that school failure is not an inevitable phenomenon, and show that young people who are supported to drop back into schooling can discover that they are capable of learning with passion and perseverance.
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Bitto, Adenike. "What do “Back-to-School" Computers Have in Common with Health Education and Health Protection?" Californian Journal of Health Promotion 3, no. 3 (September 1, 2005): 151–53. http://dx.doi.org/10.32398/cjhp.v3i3.654.
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How to increase immunization levels in communities is a recurrent problem associated with missed opportunities. As communities gear-up for Back to School, health educators may encourage people to update their child, adolescent, and adult immunizations. Human herd immunity can protect communities from spread of infection, and an analogy is presented with “herd immunity for personal computers.” Both computer and biological viruses spread faster when a large portion of the population is unprotected. Just as individuals should receive immunization shots to protect self and families; computer systems can be protected against nasty computer code by using current anti-virus programs to limit the spread of viruses, worms, and Trojan horses from one computer to another. How much more would individuals rather receive timely shots that help to preserve health? An ounce of prevention is worth a pound of cure.
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Cava, María-Jesús, Ester Ayllón, and Inés Tomás. "Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate." Sustainability 13, no. 5 (March 1, 2021): 2605. http://dx.doi.org/10.3390/su13052605.
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The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.
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Bergee, Martin J., Becky J. A. Eason, and Christopher M. Johnson. "Galvanizing Factors of Communities Applying to be One of the "Best 100 Communities for Music Education"." Bulletin of the Council for Research in Music Education, no. 186 (October 1, 2010): 27–42. http://dx.doi.org/10.2307/41110432.
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Abstract The purpose of this study was to identify those galvanizing factors that discriminate communities maintaining and promoting high-quality music programs from those communities that do not. Three of the communities visited were selected as winners of the NAMM Foundation’s "Best 100 Communities for Music Education" competition, and the other three applied but were not selected. The communities were paired based on size, urban/rural status, and SES. In each school district, the researchers conducted interviews and focus groups with music education teachers, school and district administrators, parents, and members of the community. The individual districts were responsible for the logistics of each visit, so the number and environment of the interviews and focus groups varied widely—from individual interviews in administrator offices to large focus groups under less-than-ideal conditions. The interviews and focus groups were recorded and transcribed. Some key points that surfaced include (a) the "100 Best Communities" competition tended to encompass school communities more than whole communities, and the researchers found themselves actually examining schools systems; (b) schooh who applied for the competition (even those who did not win) were from the higher end of the continuum (i.e., struggling music programs probably did not apply); (c) teachers from communities that were chosen believed that their school districts placed music programs on an even plane with athletics, whereas teachers from communities not chosen expressed that they perceived their programs to take a back seat to athletics; and (d) funding levels did matter. Within the communities chosen, the music teachers expressed that music programs were adequately funded.
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Preston, Teresa. "A Look Back: Purposes and plans for gifted education in Kappan." Phi Delta Kappan 102, no. 4 (November 23, 2020): 5–7. http://dx.doi.org/10.1177/0031721720978054.
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In this monthly column, Kappan managing editor Teresa Preston explores how the magazine has covered current issues in the past. This column looks at how authors have discussed the best ways to educate the most advanced students. Ensuring that students are appropriately challenged at school has interested Kappan authors since as far back as the 1940s. Programs have had the goal of improving students’ abilities, helping them with social challenges, and building a better workforce. Although some have decried these programs for elitism, educators have long sought ways to expand the definition of giftedness to bring in more students.
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Smith, Linda F., Jeff Giddings, and Leah Wortham. "Risks and rewards of Externships: exploring goals and methods." International Journal of Clinical Legal Education 24, no. 3 (December 20, 2017): 30. http://dx.doi.org/10.19164/ijcle.v24i3.667.
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Externships or field placement programs involve students placed away from the law school and supervised by a person who is not employed by the law school. Externships offer many potential rewards for students as well as other stakeholders, including especially community institutions. But there are also risks—risks that the externship will be expected to accomplish too much with too few resources or that the externship program will be held back in the potential for contribution due to inadequate imagination or planning. This article seeks to encourage externship teachers to put aside assumptions that are sometimes made about how externship programs “should be” and consider some alternative approaches to course design and possible goals for externship courses.
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Denti, Sri. "The Principal's Role in Creating a School Climate with Noble Moral Nuances during a Limited Face-to-Face Period." Ruhama : Islamic Education Journal 5, no. 2 (October 29, 2022): 99–110. http://dx.doi.org/10.31869/ruhama.v5i2.3662.
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This study aims to determine the climate of Akhlak-nuanced schools at Semen Padang Private High School. How the principal's role during the face-to-face meeting period is limited. The results showed that: The moral school climate at Semen Padang Private High School is very pronounced every day starting from the process of arriving students in the morning, program 3 S (Smile, Greetings and Greetings), reading the Qur'an before the first class hour begins until the return of students back home in the afternoon. The Muhadharah (Bina Remaja Islam) program and infak every Friday, the commemoration of islamic holidays (PHBI) which are contained in the matriculation of religious programs at Semen Padang Private High School, as well as other school programs that are extracurricular in nature. The principal's role as managerial during face-to-face meetings is limited to managing educational personnel and continuing to carry out professional development by conducting In-House Training in establishing the Operational Curriculum of the Education Unit (KOSP). As an educator, the principal implements and demonstrates a high commitment to learning activities and ensures that the school climate runs well. As a supervisor, the principal continues to strive and communicate the role of all teachers, even parents, even during limited face-to-face meetings with strict health protocols.
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Burrows, Tracy L., Hannah Lucas, Philip J. Morgan, James Bray, and Clare E. Collins. "Impact Evaluation of an After-school Cooking Skills Program in a Disadvantaged Community: Back to Basics." Canadian Journal of Dietetic Practice and Research 76, no. 3 (September 2015): 126–32. http://dx.doi.org/10.3148/cjdpr-2015-005.
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Purpose: Few efficacious child obesity interventions have been converted into ongoing community programs in the after-school setting. The aim of this study was to evaluate the impact of phase 2 of the Back to Basics cooking club on dietary behaviours and fruit and vegetable variety in a population at risk of obesity at a low income school with > 10% indigenous population. Methods: Baseline and 3-month dietary intake and social cognitive theory (SCT) constructs were collected in 51 children, mean age 9 years, 61% female. McNemar tests were used for comparison of proportions between categorical variables. Cohen's d was used to compare effect sizes across different measures. Results: Consumption of one or more fruit servings per day significantly increased from 41% to 67% (P = 0.02, d = 0.13) and there was a trend for increasing the weekly variety of fruit and vegetables. The SCT constructs assessed within the current study improved significantly (P < 0.05), with moderate to large effect sizes (d = 0.33–0.78). Conclusion: This study documents that a previous efficacious healthy lifestyle program can be adapted for use as an obesity prevention program addressing improvements in vegetable and fruit intakes in a low income community with a relatively high indigenous population.
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Ulubey, Özgür, and Semra TİCAN BAŞARAN. "Evaluation of 2018 initial teacher training programs." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 263–300. http://dx.doi.org/10.31704/ijocis.2019.012.
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The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semi-structured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs.
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Kovacs, Francisco M., Natalia Burgos-Alonso, Ana María Martín-Nogueras, and Jesús Seco-Calvo. "The Efficacy and Effectiveness of Education for Preventing and Treating Non-Specific Low Back Pain in the Hispanic Cultural Setting: A Systematic Review." International Journal of Environmental Research and Public Health 19, no. 2 (January 12, 2022): 825. http://dx.doi.org/10.3390/ijerph19020825.
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A systematic review was conducted to assess the efficacy and effectiveness of education programs to prevent and treat low back pain (LBP) in the Hispanic cultural setting. Electronic and manual searches identified 1148 unique references. Nine randomized clinical trials (RCTs) were included in this review. Methodological quality assessment and data extraction followed the recommendations from the Cochrane Back Pain Review Group. Education programs which were assessed focused on active management (3 studies), postural hygiene (7), exercise (4) and pain neurophysiology (1). Comparators were no intervention, usual care, exercise, other types of education, and different combinations of these procedures. Five RCTs had a low risk of bias. Results show that: (a) education programs in the school setting can transmit potentially useful knowledge for LBP prevention and (b) education programs for patients with LBP improve the outcomes of usual care, especially in terms of disability. Education on pain neurophysiology improves the results of education on exercise, and education on active management is more effective than “sham” education and education on postural hygiene. Future studies should assess the comparative or summatory effects of education on exercise, education on pain neurophysiology and education on active management, as well as explore their efficiency.
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Syaukat, Herlinawati, and Arie Budi Susanto. "STRATEGIES FOR ACHIEVING UNDER SCHOOL (ATS) THROUGH SMART INDONESIA PROGRAMS (PIP)." Jurnal Penelitian Kebijakan Pendidikan 12, no. 1 (December 17, 2019): 65–88. http://dx.doi.org/10.24832/jpkp.v12i1.284.
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This study aims to: 1) Data Collection of Non-School Children (ATS), 2) Factors that cause ATS and return to school, 3) Attempts and motivation of ATS back to school. Using qualitative and quantitative methods with purposive sampling. The ATS data collection is constrained by synchronization of data from the district / city starting from the village and kelurahan level to facilitate verification of PIP data on children who have not yet received access to education in Surabaya City and Padang City according to the target because HR / data is less than the location and difficult geographical conditions, while the data collection time is limited. For this reason, a one-door mechanism is needed for data synchronization. Whereas the regions which were well recorded even exceeded the target achievement due to the area being the ATS enclave was Bogor Regency and Gorontalo Regency. The most common factors causing ATS are economic, geographical, social environment influences, and lack of self motivation in students. Efforts are being made so that ATS can return to education, among others; 1). The government and regional government guarantee that registered ATS will receive financial assistance and can continue schooling again; 2). Provide a learning place for ATS of at least one village, one study group with adequate facilities; 3). To provide guidance or assistance to ATS to motivate the ATS to get education services again; 4). Bring a psychologist or motivator to encourage ATS to come to learning; 5). Persuasive approach both to ATS and to parents; 6). Bringing ATS alumni who are successful and successful as an example / figure that is expected to generate enthusiasm and motivation for ATS to succeed as its alumni.
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Hudson, Joyce, and Anthea Taylor. "Teaching English to Kriol Speakers – Where on Earth Do I Start?" Aboriginal Child at School 15, no. 4 (September 1987): 3–20. http://dx.doi.org/10.1017/s0310582200015017.
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Background DiscussionReadiness programmes are of little or no value. The door to reading for any [sic] beginning reader is his own language, used to express his own experiences.(Sloan and Latham, 1981)It is an irrefutable fact that most Aboriginal children are under-achieving scholastically. It is also fairly obvious that a contributing factor in this under achievement is poor literacy skills which can hold children back in most areas of school performance.Many different reading schemes and approaches have been tried, including Bridging and Headstart programs, which have met with very little success in the long term. As a result it is all too easy for educators to fall back on the deficiency model and blame the child and the home. This is neither profitable nor an adequate explanation for the under-achievement of Aboriginal students.
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Omerbegović, Sead, and Nihad Kulenović. "From the Teacher’s school to the Faculty of Philosophy in Tuzla: contribution to the study on the transformation of higher education." Historijski pogledi 1, no. 1 (October 30, 2018): 187–97. http://dx.doi.org/10.52259/historijskipogledi.2018.1.1.187.
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The paper presents the history of higher education transformation in the region of northeastern Bosnia until the founding of the Faculty of Philosophy, nowadays modernly organized higher education institutions, whose roots reach back to 1941. Because, right then, during the Second World War, the first School of Teacher Education began in operation in Tuzla, which, in a way, has begun to pave the Pedagogical Academy and the present Faculty of Philosophy in Tuzla. Political discussions and decisions of the executive and legislative authorities of all levels necessary for the founding of the Faculty of Philosophy are shown. Chronologically, the development of the faculties from two-course study programs in the initial period of education to the innovative one-subject study programs based on the Sorbonne Declaration of 25 May 1998, the Bologna Declaration of 19 June 1999 and the structure of educational studies at some faculties in Bosnia and Herzegovina, Europe and the world.
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López, Omar S. "In the interest of the public good: Texas pre-kindergarten compulsory law." Contemporary Issues in Early Childhood 21, no. 4 (May 8, 2019): 356–60. http://dx.doi.org/10.1177/1463949119848452.
Full textAbstract:
In Texas, public-funded pre-kindergarten is important because it provides the most vulnerable children with the opportunity to develop school readiness, so they can learn core competencies in kindergarten relevant to academic readiness for first grade. The Texas Legislature was back in session in spring 2019 and, not surprisingly, a bill was filed requiring all Texas school districts to offer free all-day preschool programs for students meeting certain criteria—in the interest of the public good. In this colloquium, the author seeks to bring attention to the problem of pre-kindergarten attendance—an issue that the Legislature needs to address before funding the expansion of pre-kindergarten from half-day to full-day programs. In so doing, the author’s intention is to inspire discourse among the early childhood global community of educators, researchers, and policymakers regarding pre-kindergarten compulsory policy and practice, and thereby inform current thinking and guide further study on this important issue.
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Bali, Valentina A. "Sink or Swim: What Happened to California's Bilingual Students after Proposition 227?" State Politics & Policy Quarterly 1, no. 3 (September 2001): 295–317. http://dx.doi.org/10.1177/153244000100100304.
Full textAbstract:
Proposition 227, passed by California voters in 1998, aimed to dismantle bilingual programs in public schools and to replace them with English-only programs. Bilingual education, a long-standing program in California, involved mostly Hispanic students of limited English skills who were taught initially in their native language, and then were gradually transitioned into English-only classes. Using individual-level data from one southern California school district, I find that in 1998, before Proposition 227, limited-English-proficient (LEP) students enrolled in bilingual classes had lower scores in reading than LEP students who were not enrolled in bilingual classes, and who were, in general, more proficient in English. In math, bilingual students had test scores as good as those of non-bilingual LEPs. But in 1999, after Proposition 227, the same set of bilingual students had reading and math scores that were no worse than those of non-bilingual LEPs. Proposition 227, which interrupted bilingual programs and emphasized English instruction, did not set bilingual LEP students back relative to non-bilingual LEPs, and it may have even benefited them.
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Vecino, Corazon T., and Araceli C. Doromal. "The Implementation of Senior High School Work Immersion Program in Selected Public Schools in Negros Occidental." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 37–38. http://dx.doi.org/10.52006/main.v3i2.154.
Full textAbstract:
Immersion is implemented in different countries all over the world as part of curricular training. Immersion programs started in other countries many years back. However, the Philippines only started three years ago as a program for students' engagement in employment simulation. Since the start of the program, there were emerging issues in the insufficiency of documents to establish its extent of implementation. Hence, the paper assessed the extent of implementation of senior high school work immersion program in selected public schools in the Division of Negros Occidental during the school year 2019-2020 according to the category of school, school location, and designation of implementer in the areas of Curriculum Implementation and Compliance, Work Immersion Delivery Process, Assessment of Student's Progress, Supervision of Work Immersion and Implementation, and Administrative Concerns. Likewise, it identifies the challenges encountered by the implementers and their recommendations in the effective implementation of the immersion program.
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Hursh, David. "The end of public schools? The corporate reform agenda to privatize education." Policy Futures in Education 15, no. 3 (April 2017): 389–99. http://dx.doi.org/10.1177/1478210317715799.
Full textAbstract:
In this speech, Hursh shows how public education in the United States is undergoing profound changes. Education policy has been hijacked by the unelected and unaccountable corporate reformers who aspire to overhaul the education system through a corporate model of privatization and market competition. They aim to privatize education through expanding the number of publicly funded privately administered charter schools, and hand over making tests and curriculum to corporations. They desire to replace public state-run teacher education programs with programs run by charter schools, such as the Relay Graduate School. They shift where education policy is made: away from the local and public levels where parents, teachers, community members and students can have input, and towards private and often dark spaces where wealthy philanthropists, corporations, nongovernmental organizations, and hedge fund managers dominate. He also shows how educators, parents, students, and community members have collaborated in pushing back against the corporate reformers and have repealed some of the corporate reforms.
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Ranđelović, Ivan, Bojan Jorgić, Vladimir Antić, and Miljan Hadžović. "Effects of exercise programs on upper crossed syndrome: A systematic review." Physical Education and Sport Through the Centuries 7, no. 2 (2020): 152–68. http://dx.doi.org/10.2478/spes-2020-0012.
Full textAbstract:
Keeping the head in a forward position can, in the long run, cause a postural disorder termed upper crossed syndrome - UCS. Upper crossed syndrome is defined as overactivity, or tightening, of the upper trapezius, major pectoralis and levator scapulae, combined with a weakened rhomboid, serratus anterior, middle and lower trapezius, as well as deep cervical flexors. This posture can result in neck pain, as well as upper back pain. The syndrome has been exacerbated with technological advancement, and the ever-increasing use of computers and smartphones. It affects school-age children, university students, as well as employees who work in an incorrect position or repeat the same actions throughout their working day. Physical exercise, namely, strength and stretching exercises, is one of the possible methods of correcting this postural disorder. Therefore, the objective of this study is to conduct a systematic review of studies to date in order to determine the effects of implementing different exercise programs on the treatment of upper crossed syndrome. The analyzed scientific papers were collected by searching online databases of electronic academic journals: Google Scholar, PubMed, Wolters Kluwer. The review focused on papers published between 2000 and 2019. Key words used for searching the databases included: upper crossed syndrome, effects, exercise program. Studies were included based on meeting the following criteria: examining the effects of different exercise programs on upper crossed syndrome, as well as on reducing neck and upper back pain, and improving functional ability. Based on the criteria set, a total of 15 studies were included in the final analysis. The final analysis established that upper crossed syndrome was affected most favorably by programs containing strength and stretching exercises, when these were administered over a 4-week period, with a minimum weekly frequency of 3 practice sessions
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Minghelli, Beatriz, Carla Nunes, and Raul Oliveira. "Back School Postural Education Program: Comparison of Two Types of Interventions in Improving Ergonomic Knowledge about Postures and Reducing Low Back Pain in Adolescents." International Journal of Environmental Research and Public Health 18, no. 9 (April 22, 2021): 4434. http://dx.doi.org/10.3390/ijerph18094434.
Full textAbstract:
This study aimed to compare the impact of two Back School Postural Education Programs on improving ergonomic knowledge of postures adopted at school and home, as well as on reducing low back pain (LPB) in adolescents. The sample was constituted by 153 students, aged 10–16 years, with 96 (62.7%) girls, divided into 2 intervention groups (GA, GB). Two tests (theoretical and practical) and LBP questionnaire were applied 1 week before and 1 year after the end of the program. In GA, three sessions were performed for each class separately, on theoretical and practical issues, lasting 45 min and at intervals of 1 week, and in GB, only one theoretical session (90 min) was given to all students. Statistically differences on GA were obtained between the values 1 week before and after 1 year of evaluation in both theoretical and practical tests (p ≤ 0.001). In GB, only the values of the practical test present a statistical difference (p ≤ 0.001). GA obtained higher values on both tests after 1 year of follow-up compared with GB (p ≤ 0.001). The number of students with LBP decreased on GA (p ≤ 0.001). The program with longer duration, higher weekly frequency, and more practical and individualized character promotes better effects.
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McDow, George H., and Daniel L. Stiffler. "Statewide Public School Music Competitions/Festivals in Kansas and Oklahoma: The Beginnings of the School Music Contest Movement in the United States." Journal of Historical Research in Music Education 41, no. 2 (November 19, 2018): 132–55. http://dx.doi.org/10.1177/1536600618810783.
Full textAbstract:
Music competitions have an ancient history dating back some two thousand years. In the United States, early music contests mimicked the German Saengerfests and Welsh Eistoddfods; however, some of the earliest continuously running music competitions held in America are the state contests for secondary school students. This article identifies for the first time Kansas and Oklahoma as holding the two earliest state school music competitions and corrects some long-standing erroneous information. It studies these two state events through historical analysis of primary sources and triangulates the data with secondary sources. Frank Beach at Kansas State Normal School in Emporia and Fredrik Holmberg at the University of Oklahoma were found to be the two initiators. These two state music contests were influenced by several things including the state track and field meets, previous music contests, the western pioneering spirit, European music systems, and the music specialties of the founders. In the end both contests were seen as promoting the cause of public school music by increasing both the quality and numbers of music education programs and as leading to the exponential growth of state music competitions throughout the United States.
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Malusi, Benerdeta, Luke Odiemo, and Kimamo Githui. "Educational Inclusiveness: Addressing Society’s Failure to Accommodate Left-Handedness." International Journal of Learning and Development 9, no. 4 (November 21, 2019): 60. http://dx.doi.org/10.5296/ijld.v9i4.15577.
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Although left-handers are approximately 10% of any indiscriminate general population, they are remarkably over-represented globally in positions of leadership, administration and governance. This has been explained as being due to their right-brain dominance which appears to have made it easier for left-handers to be more elastic in cognitive activities, allowing them to easily cope with challenges, perceive the bigger idea and be self-sustaining. Cross-sectional studies also show meaningfully enhanced left-hander incidences among top athletes exclusively in interactive sports and boxing occasioned by the surprise effect. Despite this, left-handers experience difficulties using everyday tools. Pre-school left-handers experience hitches primarily in writing left-to-right, expressing and responding to spatial discernments, which has contributed to them being the majority in remedial classes. Mismatches in the teaching/learning environment causes older children to fail to complete timed tasks which negatively affects their academic achievements. In sports, left-handers benefit more from long and intense training because of using training manuals meant for right-handers. The adjustments left-handers have to make in school and at the workplace in order to function comfortably usually causes hand, back, neck and shoulder pains which not only decreases their effectiveness but also compromises their physical and emotional wellbeing. An amalgamation of all these has made left-handedness appear as an obstruction to daily life generally and specifically in school. This review paper that sought to establish that the society’s failure to accommodate left-handedness needs addressing, recommended creating societal left-handedness awareness programs, paradigm shifting in initial and continuing teacher training programs and classroom pedagogical approaches, establishment of inclusive teaching/learning resources, and the provision of evenhanded daily use tools by manufacturers at no extra cost.
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Ridgeway, Becky, and Virginia Brown. "AgVenture: Establishing the Link between STEM and Agriculture." Journal of Youth Development 13, no. 4 (December 14, 2018): 179–89. http://dx.doi.org/10.5195/jyd.2018.617.
Full textAbstract:
Science, technology, engineering, and math (STEM) education is an integral part of primary school curriculum. AgVenture allows Extension to teach 4th graders about the connection between STEM and agriculture. Extension educators in Maryland developed hands-on activities around animals, plant sciences and nutrition, while linking station-specific activities back to STEM standards. Pretests and posttests show a statistically significant change in STEM-related knowledge by students, while feedback from teachers demonstrates the educational value of the program. Because of these results, AgVenture has grown and now has a waiting list of interested schools. The success of the AgVenture program can be replicated in other Extension programs throughout Maryland and nationwide.
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Doyle, Miranda. "Safeguarding Student Privacy in Schools." OLA Quarterly 27, no. 1 (March 22, 2022): 25–28. http://dx.doi.org/10.5399/osu/1093-7374.27.01.06.
Full textAbstract:
Schools have always collected data on their students - everything from grades and test scores to information about behavior and medical issues. Beginning in March 2020, however, the potential for unwanted sharing of student information exploded. Most schools without existing 1-to-1 technology programs, where every student is assigned a digital device, scrambled to hand out laptops, Chromebooks, or iPads to students. Schools also tried out and adopted digital teaching tools such as Google Classroom, Canvas, Clever, Pear Deck, Flipgrid, Edpuzzle, Screencastify, Explain Everything, Kahoot!, GoNoodle, and many others. The COVID-19 pandemic pushed many schools fully online. Now, with schools back to in-person learning, school activities still often depend on the use of these digital devices and tools.
School administrators must consider the digital rights of these students and families as they choose resources. It's also important for parents, teachers, school librarians, and the broader community to know the types of data that schools and their third-party vendors collect, and what they can do to better protect that data.
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Petraglia, Marcelo Silveira, and Erika de Andrade Silva. "WALDORF SCHOOLS MUSIC EDUCATION APPROACH AS INSPIRATION FOR WORK IN OTHER CONTEXTS." ERAS | European Review of Artistic Studies 4, no. 3 (September 30, 2013): 1–15. http://dx.doi.org/10.37334/eras.v4i3.134.
Full textAbstract:
Brazil has, since 2008, been the seat of heated debates on putting music back into public and private schools. Recent legislation (Law 11.769) declared music a required subject in all Brazilian schools from preschool through high school. Much has been discussed, however, as to the professionals who will take on this challenge, the methodology and content involved as well as the role of music in the schools. Here, I present some personal observations and reflections based on experiences during my career as a music educator in a Waldorf school as well as a professor in Music Education programs at two universities in São Paulo State. In supervising student teachers or giving pedagogy courses, I am witness to innumerous queries from musicians and music educators having to do with the return of music to the schools. This paper describes the intent the music education curriculum used inside Waldorf schools. Waldorf education in Brazil has an over 50-year history since its beginnings in 1955. The many trails already forged offer possibilities and recommendations for Music Education both in traditional schools as well as in educational social programs. This text offers a brief description of Waldorf pedagogy and will describe the music curriculum used from preschool through high school. I also discuss the human formation of teachers, of their knowledge, abilities, attitudes and skills. Finally, I present suggestions for possible applications of these experiences for music education in other contexts.
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Daniusevičiūtė Brazaitė, Laura, and Brigita Grėbliauskienė. "THE EFFECT OF ANIMATED PLAY PROGRAM ON IRREGULAR POSTURE FORMATION IN PRESCHOOL CHILDREN." Baltic Journal of Sport and Health Sciences 1, no. 112 (2019): 19–25. http://dx.doi.org/10.33607/bjshs.v112i1.775.
Full textAbstract:
Background. Insufficient back muscle tone of 6–7-year-old children does not guarantee stable spin curves. The preschool children’s posture is an important society problem that raises the scientists interest (Okely, Trost, Steele, Cliff, & Mickle, 2009), when posture is formed during the pre-school period and taking into account fine motor skills peculiarities, it is possible to ensure the optimal movement function (Rodger & Vishram, 2010). The purpose of this study was to identify the need for animated play programs and risk factors for the development of about 4–7-year-old children’s abnormal posture. Methods. We analysed annual preventive health collaborating with public health professionals and pre-school medical personnel. Two social surveys were conducted using an anonymous online questionnaire for respondents. The first survey included questions to parents/caregivers (interpersonal level) in order to establish the psychomotor development of children up to one year of age and possible causes of abnormal posture formation. The second survey had questions to the kindergarten educators and administration (organizational level) in order to find out the need for animated play programs in the educational process. The survey questions were based on the child’s motor development principles. Research participants were 311 parents/caregivers and 117 kindergarten educators. Anonymous online surveys were conducted between October and December of 2018. Results. According to the analysis of annual preventive health indicators, less than half of the pre-school age children were healthy in Kaunas city and with the age the number of healthy children decreased. Analysis of preventive health checks in pre-school children showed that skeletal muscle disorders were most common in children aged 4 to 6 years. Parents/caregivers, kindergarten educators and the administration indicated that physical activity had a positive effect on the child’s posture in the educational institution, but parents/caregivers had doubts that kindergarten had a favourable environment for the child’s posture correction. Conclusion. As a result, most kindergarten educators and administrators as well as parents/caregivers believed that animated play programs in kindergarten would help to improve posture.
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Ali, Asghar, Saqib Ali, and Abid Hussain. "Drop-Out Phenomena at Secondary School Level: A Case Study of Factors of Drop-Out." International Research Journal of Education and Innovation 3, no. 1 (March 31, 2022): 112–22. http://dx.doi.org/10.53575/irjei.v3.01.11(22)112-122.
Full textAbstract:
The purpose of this study was to investigate the factors affecting dropout phenomena at secondary level of district Kech. Quantitative approach was used in this study. The design of the study was descriptive and survey type. The population of the study was consisted of 26 heads of school, 104 teachers, 156 drop out students (male and female) and their parents. By using universal sampling 100% (26) head teachers were selected and by using purposive sampling 50 % (52) secondary school teachers 50% (78) dropped out students during 2013 to 2016 both male and female and their parents were selected. Two tools were used in the study for data collection. Questionnaire was used for head teachers, secondary school teachers and drop out students. The data were collected through questionnaires and analyzed through descriptive statistics (Percentage, Frequency, Mean Score). It was recommended that, for over age children (dropouts) non formal curriculum should be introduced in government schools. For the enhancement of professional capabilities, need base refresher courses, workshops and seminars should be organized for head-teachers and teachers. Follow-up programs would be arranged to bring back dropped out students into school.
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Jorgić, Bojan, Stefan Đorđević, Saša Milenković, and Ratko Stanković. "The Prevalence of Postural Disorders Among Eighth Grade Elementary School Students." Physical Education and Sport Through the Centuries 7, no. 1 (June 1, 2020): 83–93. http://dx.doi.org/10.2478/spes-2020-0007.
Full textAbstract:
SummaryBy determining the prevalence of postural disorders among eighth grade school students it is possible to indicate the state of these disorders at the end of the elementary school level of education, and compare it to the results obtained by applying corrective treatments on high school students. Thus, the aim of the research was to determine the prevalence of postural disorders among eighth grade school children. The research was carried out on a sample of 101 eighth grade students of both genders, aged 14. The photometry method was used to determine the presence of any postural disorders. The research results indicated that a proportionally statistically significant large number of participants with postural disorders were identified. Of the total number of participants, 60.4% had postural disorders, the most prevalent of which was flat back (22.8%), kypho-lordosis, (20.8%), lordosis (9.9%) and kyphosis (6.9%). Analyzed in terms of gender, the percentage of the girls with postural disorders is statistically significantly greater than that of the boys. Due to the large number of children with postural disorders, the recommendation is that the evaluation of the postural status of students should take place not only at the elementary school age, but also at the high school age. In addition, evaluation alone is insufficient, and exercise programs to correct postural disorders are required as well.
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Mwajuma, Christine, Peter J. O. Aloka, and Pamela A. Raburu. "Relationship between Attitude Towards Guidance and Counseling Programme and Adjustment of Re-admitted Teenage Mothers in Kenyan Secondary Schools." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 25–31. http://dx.doi.org/10.1515/ajis-2017-0018.
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AbstractTeenage motherhood is a worldwide problem with 36.4 million girls giving birth before the age of 18 years in developing world. The present study investigated the relationship between attitude towards guidance and counseling programme and adjustment of re-admitted teenage mothers in selected Kenyan secondary schools. The study employed Ex-post facto Research Design. The target population of the study was 242 readmitted teenage mothers from selected schools in Ugenya Sub County. The sample size comprised 138 readmitted teenage mothers who are integrated back to school after going through the bridge center programmes and 104 readmitted teenage mothers who are integrated back to school without going through the bridge center programmes using Simple random sampling technique. The study used questionnaires for readmitted teenage mothers to collect data. Experts from the Department of Psychology and Educational Foundation in Jaramogi Oginga Odinga University of Science and Technology ascertained the face, construct and content validity of the readmitted teenage mothers’ questionnaires. In this study internal consistency reliability of the instruments was obtained by computing Cronbach’s alpha (α) using SPSS and a co-efficient of r= 0.783 was reported. The data from questionnaires was analyzed using inferential statistics such as Pearson correlation, and Regression analysis. The findings indicated that the relationship between readmitted teenage mothers attitude towards Guidance and Counselling and adjustment was positive moderate and significant (r = .550, n=166, p<.05). The study recommended that School principals should be entrusted to provide comprehensive programs to ensure holistic adjustment of the teenage mothers in schools.
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Quinn, Megan A., Jodi L. Southerland, Kasie Richards, Deborah L. Slawson, Bruce Behringer, Rebecca Johns-Womack, and Sara Smith. "Quantifying collaboration using Himmelman ' s strategies for working together." Health Education 116, no. 1 (January 4, 2016): 34–49. http://dx.doi.org/10.1108/he-03-2014-0034.
Full textAbstract:
Purpose – Coordinated school health programs (CSHPs), a type of health promoting school (HPS) program adopted by Canada and the USA, were developed to provide a comprehensive approach to school health in the USA. Community partnerships are central to CSHP and HPS efforts, yet the quality of collaboration efforts is rarely assessed. The purpose of this paper is to use Himmelman’s strategies for working together to assess the types of partnerships that are being formed by CSHPs and to explore the methodological usefulness of this framework. The Himmelman methodology describes four degrees of partnering interaction: networking, coordinating, cooperating, and collaborating, with each degree of interaction signifying a different level of partnership between organizations. Design/methodology/approach – Data were collected as part of the 2008-2009 and 2009-2010 CSHP annual Requests for Proposal from all 131 public school systems in Tennessee. Thematic analysis methods were used to assess partnerships in school systems. Descriptive analyses were completed to calculate individual collaboration scores for each of the eight CSHP components (comprehensive health education, physical education/activity, nutrition services, health services, mental health services, student, family, and community involvement, healthy school environment, and health promotion of staff) during the two data collection periods. The level of collaboration was assessed based on Himmelman’s methodology, with higher scores indicating a greater degree of collaboration. Scores were averaged to obtain a mean score and individual component scores were then averaged to obtain statewide collaboration index scores (CISs) for each CSHP component. Findings – The majority of CSHPs partnering activities can be described as coordination, level two in partnering interaction. The physical activity component had the highest CISs and scored in between coordinating and cooperating (2.42), while healthy school environment had the lowest score, scoring between networking and coordinating (1.93), CISs increased from Year 1 to Year 2 for all of the CSHP components. Applying the theoretical framework of Himmelman’s methodology provided a novel way to quantify levels of collaboration among school partners. This approach offered an opportunity to use qualitative and quantitative methods to explore levels of collaboration, determine current levels of collaboration, and assess changes in levels of collaboration over the study period. Research limitations/implications – This study provides a framework for using the Himmelman methodology to quantify partnerships in a HPS program in the USA. However, the case study nature of the enquiry means that changes may have been influenced by a range of contextual factors, and quantitative analyses are solely descriptive and therefore do not provide an opportunity for statistical comparisons. Practical implications – Quantifying collaboration efforts is useful for HPS programs. Community activities that link back to the classroom are important to the success of any HPS program. Himmelman’s methodology may be useful when applied to HPSs to assess the quality of existing partnerships and guide program implementation efforts. Originality/value – This research is the first of its kind and uses a theoretical framework to quantify partnership levels in school health programs. In the future, using this methodology could provide an opportunity to develop more effective partnerships in school health programs, health education, and public health.
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Balogh, Brian. "The State of the State among Historians." Social Science History 27, no. 3 (2003): 455–63. http://dx.doi.org/10.1017/s014555320001261x.
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During my first year of graduate school (1982–83), Louis Galambos congratulated me for having the courage to go into a dying field. Naïveté, not courage, had propelled me to leave my position as deputy director of income maintenance programs for the New York City Department of Social Services and study political history at The Johns Hopkins University. Although contact with the job market four years later would confirm my adviser’s warnings, at the time he issued this “heads up” I did wonder what Dr. Galambos had been smoking. After all, it seemed to me that politics, and particularly its bureaucratic incarnation, touched the lives of Americans more of ten and more forcefully than ever before. How could interest in this topic be declining? What’s more, by my third year in graduate school, I had mastered a rich body of literature that confirmed the centrality of politics.The Progressive synthesis, dating back to James Beard, Frederick Jackson Turner, and Vernon Parrington, was under fire but still compelled elegant work that had begun to focus less on Progressive presidents and more on the fate of liberalism as it engaged racism, sought to reconcile local preferences with national agendas, and grappled with Americans’ increasing distrust of the centrally directed programs that the New Deal and the Great Society spawned (Brinkley 1982, 1995; Chafe 1980; Gerstle 1989, 2001; McGirr 2001; Sugrue 1996).
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Lee, Jun Ah, Jae Min Lee, Hyeon Jin Park, Meerim Park, Byung Kiu Park, Hee Young Ju, Ji Yoon Kim, et al. "Korean parents’ perceptions of the challenges and needs on school re-entry during or after childhood and adolescent cancer: a multi-institutional survey by Korean Society of Pediatric Hematology and Oncology." Clinical and Experimental Pediatrics 63, no. 4 (April 15, 2020): 141–45. http://dx.doi.org/10.3345/kjp.2019.00696.
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Background: For children and adolescents with cancer, going back to school is a key milestone in returning to “normal life.”Purpose: To identify the support vital for a successful transition, we evaluated the parents’ needs and the challenges they face when their children return to school.Methods: This multi-institutional study was conducted by the Korean Society of Pediatric Hematology and Oncology. The written survey comprised 24 questions and was completed by 210 parents without an interviewer.Results: Most parents (165 of 206) reported that their children experienced difficulties with physical status (n=60), peer relationships (n=30), academic performance (n=27), emotional/behavioral issues (n=11), and relationships with teachers (n=4) on reentering school. Parents wanted to be kept informed about and remain involved in their children’s school lives and reported good parent-teacher communication (88 of 209, 42.1%). Parents reported that 83.1% and 44.9% of teachers and peers, respectively, displayed an adequate understanding of their children’s condition. Most parents (197 of 208) answered that a special program is necessary to facilitate return to school after cancer therapy that offers emotional support (n=85), facilitates social adaptation (n=61), and provides tutoring to accelerate catch up (n=56), and continued health care by hospital outreach and school personnel (n=50).Conclusion: In addition to scholastic aptitude-oriented programs, emotional and psychosocial support is necessary for a successful return to school. Pediatric oncologists should actively improve oncology practices to better integrate individualized school plans and educate peers and teachers to improve health literacy to aid them in understanding the needs of children with cancer.
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Gustafson, Samantha J., Todd A. Ricketts, and Erin M. Picou. "Individual Differences Offer Insight Into Clinical Recommendations for Directional and Remote Microphone Technology Use in Children." Journal of Speech, Language, and Hearing Research 64, no. 2 (February 17, 2021): 635–50. http://dx.doi.org/10.1044/2020_jslhr-20-00281.
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Purpose This study sought to evaluate the effects of common hearing aid microphone technologies on speech recognition and listening effort, and to evaluate potential predictive factors related to microphone benefits for school-age children with hearing loss in a realistic listening situation. Method Children ( n = 17, ages 10–17 years) with bilateral, sensorineural hearing loss were fitted with hearing aids set to include three programs: omnidirectional, adaptive directional, and omnidirectional + remote microphone. Children completed a dual-task paradigm in a moderately reverberant room. The primary task included monosyllabic word recognition, with target speech presented at 60 dB A from 0° (front) or 180° (back) azimuth. The secondary task was a “go/no-go,” visual shape-recognition task. Multitalker babble noise created a +5 dB SNR. Children were evaluated in two speaker conditions (front, back) using all three hearing aid programs. The remote microphone transmitter remained at the front speaker throughout testing. Speech recognition performance was calculated from the primary task while listening effort was measured as response time during the secondary task. Results Speech presented from the back significantly increased listening effort and caused a reduction in speech perception when directional and remote microphones were used. Considerable variability was found in pattern of benefit across microphones and source location. Clinical measures did not predict benefit patterns with directional or remote microphones; however, child age and performance with omnidirectional microphones did. Conclusions When compared to a traditional omnidirectional setting, the directional and remote microphone configurations evaluated in this study have the potential to provide benefit for some children and increase difficulty for others when used in dynamic environments. A child's performance with omnidirectional hearing aids could be used to better inform clinical recommendations for these technologies.
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YEFIMOVA, A., S. KHATUNTSEVA, I. RASTORGUEVA, and N. PSHENYCHNA. "RELEVANCE IMPLEMENTING PROGRAMS «ТHERAPEUTIC PHYSICAL CULTURE FOR PRIMARY SCHOOL CHILDREN WITH FUNCTIONAL POSTURE WITHIN GENERAL SCHOOLS»." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 122–32. http://dx.doi.org/10.31494/2412-9208-2022-1-2-122-132.
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In the article "Relevance of implementation of the program "Remedial physical education for children of primary school age with functional postural disorders in the conditions of general educational institutions" the priority of corrective classes in schools for children with postural disorders was researched, revealed and updated. Therapeutic physical education is not only a medical discipline that uses physical education for the purpose of treatment and rehabilitation of students, as well as disease prevention. To increase the effectiveness of exercises, the task of exercise therapy includes the use of pedagogical means of influence: developing confidence in one's abilities, a conscious attitude to classes and the need to actively participate in them. The form of therapeutic physical culture is the organizational form in which the means of therapeutic physical culture are used and the methods of exercise therapy are carried out. The methods of physical therapy are actually the tasks of physical therapy. The name of the exercise therapy method indicates the disease or pathological condition in which this method is used. Means of exercise therapy are active therapeutic factors, such as gymnastic exercises, physical exercises in water, walking, classes on simulators, etc. The article also examines the theoretical issues of training physical education teachers for the implementation of the program "Remedial physical education for children of primary school age with functional postural disorders in the conditions of general educational institutions", reveals the age-related anatomical and physiological features of the development of younger schoolchildren, the main causes of functional postural disorders in younger students schoolchildren in the conditions of general educational institutions and at home, the tasks of the program, the prospects for the formation of knowledge, abilities, skills and competences in the process of studying the program are described. Key words: therapeutic physical education, primary school age, functional postural disorders, round back, lateral curvature of the spine, general educational institutions, therapeutic physical education lesson, lesson structure.
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Swift, Jonathan J., Karina Andersen, Toby Arculli, Oakley Browning, Jeffrey Ding, Nick Edwards, Tomás Fanning, et al. "The Renovated Thacher Observatory and First Science Results." Publications of the Astronomical Society of the Pacific 134, no. 1033 (March 1, 2022): 035005. http://dx.doi.org/10.1088/1538-3873/ac5aca.
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Abstract Located on the campus of the Thacher School in Southern California, the Thacher Observatory has a legacy of astronomy research and education that dates back to the late 1950s. In 2016, the observatory was fully renovated with upgrades including a new 0.7 m telescope, a research grade camera, and a slit dome with full automation capabilities. The low-elevation site is bordered by the Los Padres National Forest and therefore affords dark to very dark skies allowing for accurate and precise photometric observations. We present a characterization of the site including sky brightness, weather, and seeing, and we demonstrate the on-sky performance of the facility. Our primary research programs are based around our multi-band photometric capabilities and include photometric monitoring of variable sources, a nearby supernova search and followup program, a quick response transient followup effort, and exoplanet and eclipsing binary light curves. Select results from these programs are included in this work which highlight the broad range of science available to an automated observatory with a moderately sized telescope.
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Becerra Fernandez, Carlos-Alberto, and Rafael Merino-Marban. "Efficacy of hamstring stretching programs in schoolchildren. A systematic review." Timisoara Physical Education and Rehabilitation Journal 8, no. 15 (December 1, 2015): 36–43. http://dx.doi.org/10.1515/tperj-2015-0015.
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Abstract The main purpose of the present review was to examine the scientific literature on the effects of physical education-based stretching programs on hamstring extensibility in schoolchildren aged 6-11 years. For this purpose relevant studies were searched from ten electronic databases dated up through May 2015. Of the 25 potentially relevant articles identified and retrieved for more detailed evaluation, only eight studies were included in the present review because they met the inclusion criteria. The overall results showed that incorporating hamstring stretching as a part of physical education classes produces a significant improvement in the scores of the tests: straight leg raise and classic sit-and-reach, for the experimental groups, but not for control groups. Stretching programs can be included in Physical Education classes, specifically during the warm-up and the cool down periods in order to improve hamstring extensibility. Although it seems that the stretching exercises in the warm-up period could be less effective in gaining flexibility in school children. Studies that use a stretching volume between 4 and 7 minutes per session and 2-4 training classes per week, obtain statistically significant improvements on the levels of hamstring flexibility in the experimental groups. However, after a five-week detraining period, children revert back to their initial flexibility levels. Therefore, it seems appropriate that physical education teachers should implement stretching programs to improve the students’ flexibility during the Physical Education classes.