Journal articles on the topic 'Collaborative whole school intervention'
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Kramer-Roy, Debbie, Denise Hashim, Nighat Tahir, Areeba Khan, Asma Khalid, Nasira Faiz, Rabeea Minai, et al. "The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan." British Journal of Occupational Therapy 83, no. 6 (January 24, 2020): 375–86. http://dx.doi.org/10.1177/0308022619891841.
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Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.
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McNicol, Stephanie, and Laurence Reilly. "Applying nurture as a whole school approach." Educational and Child Psychology 35, no. 3 (December 2018): 44–63. http://dx.doi.org/10.53841/bpsecp.2018.35.3.44.
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AimsApplying Nurture as a Whole School Approach (ANWSA) (Education Scotland, 2016a), supports practitioners to evaluate the implementation of whole establishment nurture. Closing the poverty related attainment gap is a central aim of Scottish Government policy. Educational Psychologists (EPs) with their expertise in health, wellbeing and attainment are key to progressing this goal.MethodThis initiative took place in a primary school within Inverclyde authority utilising the change methodologies of Implementation Science (IS) and collaborative action research. Impact data regarding Nurture Principle 4 (NP4), ‘Language is a vital means of communication’, was gathered collaboratively using mixed methods to triangulate and synthesise findings.FindingsData highlighted that a focus should be place on: peer-to-peer classroom coaching regarding applied approaches to nurture, tracking outcomes from restorative meetings, an early years language acquisition programme and a systematic approach to emotion check-in. A fidelity structure was created based on the dissemination of the project in year one, which will increase the initiative transportability into similar contexts.ConclusionPreliminary results indicate the positive impact of nurture interventions on health and wellbeing. Long-term implementation plans include dissemination of all six nurture principles in the school over four years. Data will continue to be gathered linking the gains of the project on academic attainment and wellbeing via a chain of impact.LimitationsCollaborative action research projects involve data being gathered throughout. Impact data synthesised is already showing positive gains in terms of wellbeing, attainment and effective pedagogy. Full implementation of this project will take 4 years; as such finalised data will be available in 2021.
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Roffey, Sue, Karen Majors, and Tony Tarrant. "Friends – who needs them? What do we know and what can we do?" Educational and Child Psychology 14, no. 3 (1997): 51–56. http://dx.doi.org/10.53841/bpsecp.1997.14.3.51.
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AbstractChildren in school are in a system which is as much social as academic. Schools which plan and take account of this to promote acceptance and inclusion will also be optimizing achievement. Proactive social intervention, at whole school, class and individual levels, addresses many issues including attendance, self-esteem, behaviour, bullying, emotional support and collaborative skills. The increase in research on children’s friendships together with knowledge about the development of children’s understanding, perception and social skills provide the basis for psychologists to work with schools on these vital issues. Here we give an overview of recent research on children and their friends in school, a summary of developmental aspects of friendship and introduce some ideas for moving into this exciting and effective area of educational psychology.
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Hoff, Steven E., and Julia P. Unger. "Ecological Intervention for Stuttering in School-Age Children: A Collaborative Approach for School-Based Speech-Language Pathologists and Mental Health Providers." Perspectives of the ASHA Special Interest Groups 6, no. 3 (June 25, 2021): 676–90. http://dx.doi.org/10.1044/2021_persp-21-00003.
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Purpose Stuttering can have a significant detrimental effect on the overall well-being of children, including anxiety, stigma, and adverse impact on the development of healthy social relationships. This clinical focus article proposes a collaborative, ecological model of stuttering intervention consistent with interprofessional practice that combines the expertise of the speech-language pathologist and school-based mental health provider to support fluency and social–emotional health for school-age children who stutter. The literature in the fields of speech pathology and mental health interventions was summarized to provide the underlying evidence base for such a collaborative approach. Conclusions While collaborative approaches are recommended as best practice for stuttering, there is scant evidence in the literature of such approaches being used. An ecological, collaborative framework will enable practitioners to help teachers, parents, and others address speech disfluency as well as the accompanying anxiety and avoidance that are pervasive in the lives of many children who stutter. Such an approach will help ensure that gains in the treatment room are carried across settings (i.e., transfer/generalization of skills) and will help children be better able to manage the challenges associated with stuttering to find success in the real world.
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Rensa, Rensa, Kristina Lisum, Jesika Pasaribu, and Sri Indiyah. "Efektivitas Modul Komunikasi Interprofesional Pada Mahasiswa Fakultas Kedokteran dan Keperawatan." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 6, no. 3 (November 27, 2017): 163. http://dx.doi.org/10.22146/jpki.32235.
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Background: Interprofessional education (IPE) is one of medical professionals’ need to manage the patients’ problem efficiently and comprehensively.Method: This is a cohort prospective study that implemented mixed methods approach that consists of quantitative and qualitative methods. Quantitative data is collected through the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) on pilot study, while qualitative data is collected through the open-ended questions on Focus Group Discussion (FGD). This study involves students from Medical School, Atma Jaya Catholic University and Sint Carolus Nursing School, all of them were at their fourth-year college.Results: Pilot study obtains quantitave data from the ICCAS questionnaire, before and after Interprofessional Learning (IPL) intervention. There are mean differences on domain collaboration before and after IPL intervention using interprofessional communication module (mean difference 6 [95%CI 2 to 10], P 0,007).Conclusion: There are significant differences in collaboration skills between FKUAJ and STIK’s college students after IPL.
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Kerins, Marie R., Karen Sheridan, and Karen Feinberg. "SLPs Then and Now: Keeping the Vision While Infusing Accountability and Function." Perspectives on School-Based Issues 10, no. 2 (June 2009): 59–64. http://dx.doi.org/10.1044/sbi10.2.59.
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Abstract Incorporating literacy into the caseload of the school-based speech-language pathologist is often met with mixed feelings. This article explores the role of the speech-language pathologist (SLP) in the literacy arena from the mid 1970s to the present. It becomes apparent that SLPs have long recognized the relationship between the areas of language we are trained to address and an individual's ability to read and write. Changes have occurred over the last 25 years with an increase in research supporting the reciprocal relationship between language and literacy, a movement toward evidenced-based practice, and greater accountability regarding education and related service goals. While SLPs were exploring the language-literacy relationships several decades ago, current practice patterns demonstrate exemplary examples of collaboration with classroom teachers and SLPs. Two speech-language pathologists from a public school system in Maryland share how they have effectively worked on areas of prevention and intervention in a collaborative manner. Examples are also provided of “other roles” we often provide to general educators and families.
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Anshu, Alemu Hailu, and Mohammed Yibre Yesuf. "Effects of Collaborative Writing on EFL Students’ Paragraph Writing Performance: Focus on Content and Coherence." International Journal of Education and Literacy Studies 10, no. 1 (February 4, 2022): 36. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.36.
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This study attempted to examine the effects of collaborative writing on EFL students’ paragraph level writing performance focusing on the two aspects of writing: content and coherence. Two batches of Grade 11 students at Felegebirahn Secondary School in Amhara Region, Ethiopia were selected for the study group based on the mean scores of the paragraph writing performance test given before the intervention. These two batches of students were randomly assigned into two groups: experimental (n=44) and control (n=44) using lottery system to conduct the study. The students in the experimental group were made to practice paragraph level writing tasks collaboratively; while the students in the control group were made to practice the same writing tasks individually for 12 weeks. The main instrument used to collect the data was paragraph writing test. Students’ questionnaire and semi-structured interview were also used to gather data regarding students’ attitude towards using collaborative writing in EFL classes. The paragraph writing test results were used to examine and compare students’ paragraph writing performance before and after the intervention. T-test was employed to analyze and interpret if the paragraph writing performance tests mean differences with-in the groups and between groups were statistically significant or not. The findings revealed that the students who practiced the writing tasks or activities collaboratively have brought more significant improvements on the content and coherence of the paragraphs they produced after the training than students who practiced the writing tasks individually. It was also noted that the students in the experimental group had exhibited positive attitude towards collaborative writing. This was confirmed by majority of the respondents from the attitude questionnaire and interview data that students finally enjoyed and were motivated to write in English after their engagement in collaborative writing. It was concluded that practicing writing tasks collaboratively in EFL writing classes can improve students’ performance to incorporate relevant and coherent ideas or sentences while students write paragraphs in English. Therefore, it was recommended that using collaborative writing in EFL writing lessons must continue and be adopted on wider scale.
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Novitasari, Noer Intan. "Optimalisasi Manajemen Intervensi Kelas terhadap Perilaku Buruk Siswa di Madrasah Ibtidaiyah." MANAGERIA: Jurnal Manajemen Pendidikan Islam 2, no. 1 (June 7, 2017): 63–80. http://dx.doi.org/10.14421/manageria.2017.21-04.
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This study focused on examining the theory of optimalization of class intervention management toward students’ bad behavior in Islamic primary school. The method used in this study was literature study based on documents. The results showed that the optimalization of classroom management involved the whole components including school and parents as moral community whose responsibility and role were preventing and overcoming students’ bad behavior by being a good role model. Optimizing the collaboration among parents enables integrated communication with education at school to avoid the continuity of behavior. Increasing positive activities aimed to overcome disruption in the classroom can be done through behaviorism approach and integrated learning. Teachers’ readiness in mastering intervention management is crucial as it is necessary for dealing with students’ behavior in a precise way.
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Mufidah, Nurul. "Peran Manajer Kepala MIN Jejeran Bantul dalam Implementasi Manajemen Berbasis Madrasah." MANAGERIA: Jurnal Manajemen Pendidikan Islam 2, no. 1 (June 7, 2017): 45–62. http://dx.doi.org/10.14421/manageria.2017.21.03.
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This study focused on examining the theory of optimalization of class intervention management toward students’ bad behavior in Islamic primary school. The method used in this study was literature study based on documents. The results showed that the optimalization of classroom management involved the whole components including school and parents as moral community whose responsibility and role were preventing and overcoming students’ bad behavior by being a good role model. Optimizing the collaboration among parents enables integrated communication with education at school to avoid the continuity of behavior. Increasing positive activities aimed to overcome disruption in the classroom can be done through behaviorism approach and integrated learning. Teachers’ readiness in mastering intervention management is crucial as it is necessary for dealing with students’ behavior in a precise way.
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Ezzamel, Nadia, and Caroline Bond. "The use of a peer-mediated intervention for a pupil with autism spectrum disorder: Pupil, peer and staff perceptions." Educational and Child Psychology 34, no. 2 (June 2017): 27–39. http://dx.doi.org/10.53841/bpsecp.2017.34.2.27.
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Aim:There is promising evidence for the use of Peer-Mediated Interventions (PMI) to facilitate pupil-peer relationships for pupils with autism spectrum disorder (ASD). This study aimed to evaluate an innovative PMI developed and delivered in collaboration with school staff for a Year 3 male pupil with ASD, and his typically developing peers.Method/Rationale:The intervention included whole class awareness raising sessions and small group peer network sessions. The mixed method evaluation measured the process and outcomes of the intervention. Data collection included interviews with the target pupil and school staff and a peer focus group to gain an understanding of participants’ experiences. Structured playground observations of pupil-peer interaction were also undertaken at three time points.Findings:Findings indicate that this small-scale PMI had a positive impact at the level of the target pupil and peers. An increase in appropriate initiations and responses by peers and the pupil were apparent. Increased peer acceptance and skills in interacting with the target pupil were reported by school staff. Staff and peers also reported positive changes in the target pupil’s social skills and enjoyment of working within a group.Limitations:Potential drawbacks included the ‘exclusive’ nature of the peer network group and wider school staff’s knowledge of the intervention. Generalisation of the skills learnt to outside the network sessions and transference of skills to pupils within the wider class were also limited.Conclusions:Key factors facilitating the implementation of this intervention within a school context were identified and future implications are discussed.
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Lee, Albert, and Robin Man-biu Cheung. "School as setting to create a healthy teaching and learning environment." Journal of Professional Capital and Community 2, no. 4 (October 16, 2017): 200–214. http://dx.doi.org/10.1108/jpcc-05-2017-0013.
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Purpose The purpose of this paper is to analyze how professional cultures in schools and school systems could improve the well-being of students, with a particular emphasis on teacher-health partnerships, which would not naturally occur without a specific intentional intervention. Implemented with a whole-school approach, the Health Promoting School (HPS) is one of the most effective intentional interventions to achieve improvements in both the health and educational outcomes of students through the engagement of key stakeholders in education and health to create a healthy physical/psycho-social environment. This paper emphasizes collaboration and the building of professional cultures in schools that share collective responsibility for the whole student. Design/methodology/approach Student outcomes in schools should include both academic and health and well-being outcomes that promote positive pathways throughout adulthood. This paper connects HPS research with policy analysis drawing on Hong Kong’s unique context as being at the top of the PISA rankings and striving toward a positive health culture and well-being in its schools. Findings Evidence has been gathered extensively about what schools actually do in health promotion using the HPS framework. The HPS framework has served to assist schools and authorities to concentrate on the gaps and affirm best practices. This paper also reports how teachers have created a professional and collegial community with health partners to address outbreaks of infectious diseases in schools and obesity in students. Practical implications The concept of HPS can serve as an ecological model to promote the positive health and well-being of students, fostering their personal growth and development, and as an alternate model for school improvement. Social implications This paper has highlighted that structured school health programs such as HPS could have positive effects on educational outcomes, while also changing professional cultures and communities in schools with an emphasis on students’ physical health, emotional health, social health, or spiritual health. The Assessment Program for Affective and Social Outcomes is used as a tool by schools in Hong Kong, reflecting the affective and social developments of the students in the school under review as a whole, and how they relate to the school. It resembles the core areas of action competencies, and school social environment; the two key areas of HPS. Originality/value Hong Kong is often analyzed from an educational rankings perspective. However, it offers broader lessons on educational change, as it has in recent years emphasized dual goals in student outcomes and professional communities – the importance of whole student health and well-being as a both a precursor and key component to the educational outcomes schools seek. Globally, very few schools are able to implement HPS in its entirety. Continuing development of HPS in Hong Kong would add value to international literature in terms of which types of data would influence adoption of HPS in which types of school and policy contexts.
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Case-Smith, Jane. "Variables Related to Successful School-Based Practice." Occupational Therapy Journal of Research 17, no. 2 (April 1997): 133–53. http://dx.doi.org/10.1177/153944929701700208.
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In this ethnographic study, 13 occupational therapists who provided school-based services were interviewed. Each therapist was asked to describe an example of a student with whom she felt particularly successful and one who was challenging or frustrating. Three themes were identified in the examples through analysis that included a follow-up focus group meeting of the participants. The frame of clinical reasoning was applied to help interpret the results. Procedural reasoning was described as “Finding the key” by the participants. This theme defined their search for the underlying reasons for the child's behaviors and performance. The key, or a way to reframe the child's behaviors, then became the basis for their intervention activities and was shared with teachers, parents, and other team members. Finding the key seemed to be particularly important to helping the team design an appropriate environment-child fit that enabled the child's best performance. The second theme, “The whole child,” emphasized the importance of the child's psychosocial core and described the therapist's use of interactive and conditional reasoning to support the student's selfimage. Because the therapists valued the child's vision of a new self, they were able to help the child achieve new social roles and improved selfesteem. A third theme, “Whose success is this?,” told of the importance of a cohesive team, which included the parents, to the success of the child. The child's achievement of important life goals and success as a student seemed to be the result of a team effort to which occupational therapy contributed. Cohesive and collaborative teams seemed to be instrumental to the child's progress and goal attainment.
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Sulz, Lauren, Sandra Gibbons, Patti-Jean Naylor, and Joan Wharf Higgins. "Complexity of choice: Teachers’ and students’ experiences implementing a choice-based Comprehensive School Health model." Health Education Journal 75, no. 8 (July 28, 2016): 986–97. http://dx.doi.org/10.1177/0017896916645936.
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Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of teachers and students involved in a choice-based Comprehensive School Health model – Health Promoting Secondary Schools (HPSS). Setting: School communities in British Columbia, Canada. Design and methods: HPSS engaged teachers and students in the planning and implementation of a whole-school health model aimed at improving the physical activity and eating behaviours of high school students. The intervention components were specifically informed by self-determination theory. A total of 23 teachers and 34 school committee members participated in focus group interviews. The minutes of planning meetings were collected throughout the intervention process. Results: Analysis of the data revealed five themes associated with participants’ experiences and motivational processes: (a) lack of time for planning and preparation; (b) resources, workshops and collaboration; (c) teacher control impacts student engagement; (d) teacher job action inhibited implementation of HPSS action plans; and (e) choice-based design impacts participants’ experiences. Conclusion: Findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of school-based health promotion programmes and implementing choice-based educational change initiatives.
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Lowe, Hilary, Lucy Henry, and Victoria L. Joffe. "The Effectiveness of Classroom Vocabulary Intervention for Adolescents With Language Disorder." Journal of Speech, Language, and Hearing Research 62, no. 8 (August 15, 2019): 2829–46. http://dx.doi.org/10.1044/2019_jslhr-l-18-0337.
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Purpose Phonological–semantic intervention has been shown to be effective in enhancing the vocabulary skills of children with language disorder in small-group or individual settings. Less is known about vocabulary interventions for adolescents with language disorder in whole-class models of delivery. The current study investigated the effectiveness of phonological–semantic vocabulary intervention for adolescents with language disorder, delivered by secondary school teachers within science lessons. Method Seventy-eight adolescents with language disorder, aged 11–14 years, were taught science curriculum words by teachers in class, under 2 conditions: (a) 10 words taught through usual teaching practice and (b) 10 matched words taught using an experimental intervention known as Word Discovery, which embedded phonological–semantic activities into the teaching of the syllabus. Ten similar control words received no intervention. Word knowledge was assessed pre-intervention, postintervention, and follow-up. Results At pre-intervention, measures of depth of word knowledge and expressive word use did not differ between usual teaching practice and experimental words. At postintervention, depth of knowledge of experimental words was significantly greater than that of usual teaching practice words. This significant advantage was not maintained at follow-up, although depth of knowledge for experimental words remained significantly higher at follow-up than at pre-intervention. At postintervention, expressive use of experimental words was significantly greater than that of usual teaching practice words, and this significant difference was maintained at follow-up. There was no change in students' depth of knowledge or expressive use of no-intervention words over time, confirming that the findings were not due to maturity or practice effects. Conclusion The experimental intervention was more effective than usual teaching practice in increasing the word knowledge of participants. Clinical and teaching implications include the importance of intervening during the adolescent years, with classroom vocabulary intervention being a viable option for collaborative teacher and speech and language therapy/pathology practice.
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Montenegro, Aida. "Analyzing EFL University Learners’ Positionings and Participation Structures in a Collaborative Learning Environment." Colombian Applied Linguistics Journal 14, no. 1 (June 14, 2012): 127. http://dx.doi.org/10.14483/22487085.3825.
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A preliminary analysis about the way a group of university students behaved in group activities that promoted interaction and negotiationrevealed that some students were positioned negatively while learning English. This qualitative study analyzed the learners’ positionings asgroup members and the participation structures under a specific pedagogical intervention focused on peer collaboration. The data collectioninstruments were audio recordings, field notes and individual conferences. The conclusions show that the rights and responsibilities duringgroup work were given according to the way the learners mutually acknowledged their skills. The school and social skills recognized by thepeers were related to checking each others’ work, building consensus, and guiding the development of the task.
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Emlek Sert, Zuhal, Sevcan Topçu, and Ayla Bayık Temel. "Effect on the nursing students' academic achievements, motivation, and learning strategies of role-playing intervention used in school health nursing course." Health & Research Journal 9, no. 1 (January 8, 2023): 35–45. http://dx.doi.org/10.12681/healthresj.30343.
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Background: Clinical practice areas are more limited, especially in sub-specialties such as school and occupational health. Different training techniques such as role-playing and simulation enable an opportunity to solve these problems. Aim: This study aimed to evaluate the effect of role-playing related to school-health screenings on nursing students’ academic achievement, motivation, and learning strategies. Method and Material: A quasi-experimental study was performed with experimental and control groups. Data were collected from 56 nursing students as data collection tools were used Motivated Strategies for Learning Questionnaire and Grade Point Average. Results: After the role-playing, the grade point average scores of the students in the experimental group were significantly higher than those in the control group. Nursing students in the experimental group had a significantly higher mean score in intrinsic goal orientation, control of learning beliefs, organization, critical thinking, peer learning, and metacognitive self-regulation at the post-test compared to the control group. Conclusions: The results of this study demonstrated that the role-playing intervention changed the learning strategies used by nursing students. Also, it increased the use of metacognitive strategies, organizing, explaining, and critical thinking while boosting collaborative learning strategies such as peer collaboration and help-seeking.
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Brooks-Gunn, Jeanne, Ruth T. Gross, Helena C. Kraemer, Donna Spiker, and Sam Shapiro. "Enhancing the Cognitive Outcomes of Low Birth Weight, Premature Infants: For Whom Is the Intervention Most Effective?" Pediatrics 89, no. 6 (June 1, 1992): 1209–15. http://dx.doi.org/10.1542/peds.89.6.1209.
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The Infant Health and Development Program is a national collaborative study to test the efficacy of combining early child development and family support services with pediatric follow-up to reduce the incidence of health and developmental problems among low birth weight, preterm infants in eight medical school sites. Its efficacy in enhancing intellectual outcomes at age 3 in more and less environmentally vulnerable, low birth weight, preterm children, as defined by maternal education (high school completion or less vs some college) and race (black vs white/other), is explored. Children whose mothers had a high school education or less benefited from the intervention. This was true for both the black and white samples. Children whose mothers had attended college did not exhibit significant enhancement in IQ scores at 3 years. Birth weight affected the response to treatment for one of the four subgroups: Among white mothers with some college, the lighter (less than 2000 g) low birth weight, preterm children were less influenced by the intervention than were the corresponding heavier children. Implications for targeting certain subgroups of low birth weight, preterm children for services are considered.
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Kathard, Harsha, Daisy Pillay, and Mershen Pillay. "A Study of Teacher–Learner Interactions: A Continuum Between Monologic and Dialogic Interactions." Language, Speech, and Hearing Services in Schools 46, no. 3 (July 2015): 222–41. http://dx.doi.org/10.1044/2015_lshss-14-0022.
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Purpose Teachers and learners must be able to shift flexibly along the continuum of monologic and dialogic interactional repertoires to advance learning. This article describes how teachers and learners interacted during whole-class instruction along the continuum between monologic and dialogic interaction in primary school classrooms in Western Cape, South Africa. Method A video-observation method was used to analyze teacher–learner interactions (TLIs) across 15 lessons in intermediate-phase classrooms. TLIs were analyzed in relation to indicators such as authority, questions, feedback, explanation, metalevel connection, and collaboration. The transcriptions of TLIs were described using quantitative and qualitative techniques. Results The study found that teachers sustained dominant monologic interactions by asserting their authority, asking mainly closed-ended questions, and providing confirming/correcting feedback that constrained the interaction. Learners had limited opportunities for explanations or collaboration. Across most lessons, there were episodic shifts from monologic TLIs to transitional TLIs. These transitions were achieved by using mainly open-ended questions and feedback to expand the interaction. Dialogic TLIs were not evident. Conclusions Monologic TLIs were dominant, closing down opportunities for communication. Although transitional TLIs were evident, they were episodic and showed the potential for opening interaction opportunities. The absence of dialogic TLIs suggested that collaborative engagement opportunities were unavailable. The opportunity for intervention to increase dialogic TLIs is discussed.
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Shakeri, Shirin, Judith Fethney, Nicola Rolls, Lisa Papatraianou, and Judith Myers. "Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study." Journal of Education and Training Studies 9, no. 4 (April 22, 2021): 49. http://dx.doi.org/10.11114/jets.v9i4.5218.
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Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government secondary school teachers on integration of food literacy and food numeracy (FL&FN) across secondary school curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole school programs and as an additional cross-curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of secondary school curriculum, a collaborative approach by secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of school-based food and nutrition education interventions such as the proposed integration of FL&FN across secondary school curriculum. This study provides an initial insight into the feasibility of this proposal.
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Marks, Ray. "Childhood obesity and mindfulness." Advances in Obesity, Weight Management & Control 12, no. 3 (May 30, 2022): 63–69. http://dx.doi.org/10.15406/aowmc.2022.12.00365.
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Obesity, a largely intractable health condition with incalculable health, financial, emotional, physical, and social costs and ramifications remains an immense challenge to mitigate effectively, especially if this condition has evolved unabated since early childhood. Moreover, multiple intervention approaches designed to prevent or mitigate childhood obesity, and its predictable and well established negative health impacts, while studied intently and widely applied to aid efforts to foster the attainment of a healthy weight status across the lifespan, have generally failed to eliminate this growing global epidemic and its detrimental consequences for the individual, as well as society. Alternately, interventions that can limit the onset of obesity, or help to reduce this where present, including efforts to contain depression, anxiety, stress, and emotional and/or externally stimulated eating behaviors, would appear highly desirable and of high personal and social significance. Studied for many years in various spheres, mindfulness based strategies are being and have been discussed for some time in this regard. This mini review discusses some of these ideas and related observations regarding, and whether more emphasis on ensuring mindfulness based actions are possible and should not be ignored in efforts to effectively attenuate selected correlates of the global obesity burden. Extracted from current literature, it is concluded that this is a field of significant promise, but one requiring not only more long-term research, but possible novel ecologically oriented integrated mindful and collaborative thoughtful family, school, community, and policy intervention efforts, along with dedicated sustainable collaborative goals and supportive efforts.
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Karunanayaka, Shironica P., and Som Naidu. "A design-based approach to support and nurture open educational practices." Asian Association of Open Universities Journal 12, no. 1 (May 2, 2017): 1–20. http://dx.doi.org/10.1108/aaouj-01-2017-0010.
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Purpose A critical attribute of open educational practices (OEP) is the pursuit of open scholarship which comprises the release of educational resources under an open licence scheme that permits no-cost access, use, reuse, adaptation, retention and redistribution to others. The degree of openness in relation to this attribute will depend on the context and culture of the place and the people in it. When left to chance, the adoption and practice of open scholarship by educators is at best sketchy. For optimum impact, a design-based approach is essential. A central focus of such an approach will need to target educators’ belief systems and practices about their scholarship. Any such work will involve researchers collaborating with practitioners in real-life settings to improve educational practices through iterative analysis, design, development and implementation. The purpose of this paper is to report on how the development and use of such a design-based approach, implemented by the Open University of Sri Lanka, impacted the adoption and uptake of open scholarship among teachers in the Sri Lankan school system in terms of changes in their use of instructional resources, pedagogical thinking and pedagogical practices. Design/methodology/approach The study adopted a design-based research (DBR) approach (Reeves, 2006), which involved researchers collaboratively working with practitioners in real-life settings to improve their educational practices along three aspects – instructional resource use, pedagogical perspectives and pedagogical practices. Based on the four stages of the DBR approach – analysis, solution, testing and refinement, and reflection, a professional development intervention programme was designed and implemented to support teachers on the integration of open educational resources (OER) and adoption of OEP in their teaching-learning process. Data collected throughout the process using multiple strategies such as questionnaire surveys, concept mapping, lesson plans, focus group interviews, self-reflections and “stories”, were analyzed using both qualitative and quantitative methods. Findings By the end of the intervention, significant changes were observed in teachers’ use of instructional resources, their pedagogical thinking and pedagogical practices. While resource usage has shifted from no or low usage of OER to reuse, revise, remix and creation of OER, the pedagogical thinking and practices of teachers moved from a content-centric and individualized patterns to more constructivist, context centric and collaborative ways. The diffusion of OEP was prominent along two dimensions – enhancements in the individual practices in innovative OER use as well as collaborative practices of sharing of resources, knowledge and good practices. Practical implications The systematic and flexible methodology adopted based on the DBR approach via a framework designed as a contextualized, process oriented and a self-reflective enquiry has been very useful to support changes in OEP among practitioners over time. Originality/value This iterative process allowed the researchers to function as “designers”, while investigating real-life issues in collaboration with the practitioners through reflective enquiry to further refine innovative practices towards OEP. This provides valuable insights for improved design solutions for future interventions in similar contexts.
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Borg, Elin, and Ida Drange. "Interprofessional collaboration in school: Effects on teaching and learning." Improving Schools 22, no. 3 (July 31, 2019): 251–66. http://dx.doi.org/10.1177/1365480219864812.
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The main objective of this study is to identify and understand interprofessional collaboration practices in schools using a mixed-methods design. First, we conducted a literature review on interprofessional collaboration in schools to give insights into the ways teachers and other professions collaborate with each other, and what kind of interprofessional interventions show positive effects on teaching and learning. Second, we collected data from five Norwegian elementary schools to gain knowledge of factors that facilitate and hinder interprofessional collaboration. The results show that interprofessional collaboration was defined differently in the literature, and that research is lacking on interprofessional collaboration that involves multiple professions in school. Interventions in which social workers and school nurses were involved gave positive, though small-to-moderate, effects on a range of outcome measures. However, interventions that targeted the whole school were found to be the most promising for making changes that persist over time.
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Jago, Russell, Byron Tibbitts, Kathryn Willis, Emily Sanderson, Rebecca Kandiyali, Tom Reid, Stephanie MacNeill, et al. "Peer-led physical activity intervention for girls aged 13 to 14 years: PLAN-A cluster RCT." Public Health Research 10, no. 6 (March 2022): 1–154. http://dx.doi.org/10.3310/zjqw2587.
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Background Increasing physical activity among girls is a public health priority. Peers play a central role in influencing adolescent behaviour. Peer-led interventions may increase physical activity in adolescent girls, and a feasibility trial had shown that PLAN-A (Peer-led physical Activity iNtervention for Adolescent girls) had evidence of promise to increase physical activity in adolescent girls. Objective The objective was to test whether or not PLAN-A can increase adolescent girls’ physical activity, relative to usual practice, and be cost-effective. Design This was a two-arm, cluster-randomised controlled trial, including an economic evaluation and a process evaluation. Participants State-funded secondary schools in the UK with girls in Year 9 (aged 13–14 years) participated in the trial. All Year 9 girls in participating schools were eligible. Randomisation Schools were the unit of allocation. They were randomised by an independent statistician, who was blinded to school identities, to the control or intervention arm, stratified by region and the England Index of Multiple Deprivation score. Intervention The intervention comprised peer nomination (i.e. identification of influential girls), train the trainers (i.e. training the instructors who delivered the intervention), peer supporter training (i.e. training the peer-nominated girls in techniques and strategies underpinned by motivational theory to support peer physical activity increases) and a 10-week diffusion period. Outcomes The primary outcome was accelerometer-assessed mean weekday minutes of moderate to vigorous physical activity among Year 9 girls. The follow-up measures were conducted 5–6 months after the 10-week intervention, when the girls were in Year 10 (which was also 12 months after the baseline measures). Analysis used a multivariable, mixed-effects, linear regression model on an intention-to-treat basis. Secondary outcomes included weekend moderate to vigorous physical activity, and weekday and weekend sedentary time. Intervention delivery costs were calculated for the economic evaluation. Results A total of 33 schools were approached; 20 schools and 1558 pupils consented. Pupils in the intervention arm had higher Index of Multiple Deprivation scores than pupils in the control arm. The numbers randomised were as follows: 10 schools (n = 758 pupils) were randomised to the intervention arm and 10 schools (n = 800 pupils) were randomised to the control arm. For analysis, a total of 1219 pupils provided valid weekday accelerometer data at both time points (intervention, n = 602; control, n = 617). The mean weekday moderate to vigorous physical activity was similar between groups at follow-up. The central estimate of time spent engaging in moderate to vigorous physical activity was 2.84 minutes lower in the intervention arm than in the control arm, after adjustment for baseline mean weekday moderate to vigorous physical activity, the number of valid days of data and the stratification variables; however, this difference was not statistically significant (95% confidence interval –5.94 to 0.25; p = 0.071). There were no between-arm differences in the secondary outcomes. The intervention costs ranged from £20.85 to £48.86 per pupil, with an average cost of £31.16. Harms None. Limitations The trial was limited to south-west England. Conclusions There was no evidence that PLAN-A increased physical activity in Year 9 girls compared with usual practice and, consequently, it was not cost-effective. Future work Future work should evaluate the utility of whole-school approaches to promote physical activity in schools. Trial registration This trial is registered as ISRCTN14539759. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 10, No. 6. See the NIHR Journals Library website for further project information. This trial was designed and delivered in collaboration with the Bristol Randomised Trials Collaboration (BRTC), a United Kingdom Clinical Research Commission (UKCRC)-registered Clinical Trials Unit that, as part of the Bristol Trials Centre, is in receipt of NIHR Clinical Trials Unit support funding. The sponsor of this trial was University of Bristol, Research and Enterprise Development www.bristol.ac.uk/red/. The costs of delivering the intervention were funded by Sport England.
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Hilli, Yvonne, and Gunnel Pedersen. "School nurses’ engagement and care ethics in promoting adolescent health." Nursing Ethics 28, no. 6 (March 3, 2021): 967–79. http://dx.doi.org/10.1177/0969733020985145.
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Background: The school is a key environment for establishing good health habits among pupils. School nurses play a prominent role in health promotion, since they meet with every single adolescent. Research aim: To describe care ethics in the context of school nurses’ health-promoting activities among adolescents in secondary schools. Research design: An explorative descriptive methodology in which semi-structured interviews were used to collect data and content analysis was performed. Participants and research context: Data were collected from eight school nurses in a municipality in Western Sweden. Ethical considerations: This study was conducted according to the ethical principles of the Swedish Research Council (2011), and the written informed consent of the participants was obtained. Findings/discussion: A caring relation, based on care ethics, is the basis for successful health-promoting activities among adolescents. The school nurses show strong engagement in and commitment to caring for and caring about adolescents by being attentive and listening to their expressed feelings and needs, both spoken and unspoken. Furthermore, the school nurses have a deep sense of responsibility in supporting and empowering adolescents to trust their own capabilities. To enhance health and well-being, school nurses emphasize low-threshold counselling, flexibility, openness, early intervention and continuity, as well as good collaboration with the health team at school and with parents. Conclusion: Strengthening person-centred healthcare can provide adolescents with the recognition and support they need to grow into healthy adults. For successful health promotion, all aspects of the ethics of care should be considered as part of an integrated whole based on the integrity of care.
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Wilson, Elaine, and Assel Sharimova. "Conceptualizing the implementation of Lesson Study in Kazakhstan within a social theory framework." International Journal for Lesson and Learning Studies 8, no. 4 (October 3, 2019): 320–33. http://dx.doi.org/10.1108/ijlls-08-2019-0060.
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Purpose The purpose of this paper is to provide an analysis of processes in operation during the implementation of a reform programme in Kazakhstan culminating in the widespread adoption of Lesson Study (LS). Design/methodology/approach The study is positioned within a critical realist theoretical perspective, drawing on Archer’s social theory to focus on the social world of the school while changes to classroom practice are being made. This is a case study using process tracing methods to analyse how school actions and interactions are used during the change process resulting in widespread implementation of LS. Findings Three key mechanisms for implementing the structural changes are identified; increasing teacher’s pedagogical knowledge, collaborative working structures and active collective inquiry. The capacity to change practice is underpinned by reflection on classroom interactions and in having the necessary skills and available time to analyse the effect on pupils’ learning. Engaging in reflexive deliberation is dependent on having access to new knowledge, together with the opportunity to collaborate in supportive groups. Originality/value This study provides an insight into what changes were made and why these support the spread of LS in Kazakhstan, drawing on Archer’s social theory and using theory building process tracing methods to delve deeper into the empirical fingerprints left during the intervention. LS is an important structural factor which is still supporting change in Kazakhstani classrooms.
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Hargreaves, Andy, and Michael T. O’Connor. "Cultures of professional collaboration: their origins and opponents." Journal of Professional Capital and Community 2, no. 2 (April 19, 2017): 74–85. http://dx.doi.org/10.1108/jpcc-02-2017-0004.
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Purpose This Commentary is a review and critique of arguments that oppose the desirability and impact of professional collaboration in education. The purpose of this paper is to analyze two recent high-profile reviews of professional development and collaboration. The analysis is informed by a historical typology of five phases of professional collaboration in theory and practice. Design/methodology/approach The Commentary reviews and summarizes selected key texts that represent different phases in the development of advocacy for and research concerning the emergence of professional collaboration. It then critiques the methodology, findings, and recommendations of two key critiques of professional collaboration and development that have been widely disseminated for educators and policymakers. Findings Contrary to the views of its opponents, professional collaboration as a whole has a record of indirect, long term, yet clear and positive effects on teachers and students. Particular kinds of professional collaboration can vary a great deal in quality and impact, however. Short-term collaborative interventions, such as data teams, are often dependent for their success on the prior existence of deeper cultures and processes. These processes and cultures characterize high-performing systems globally. Advocacy for competitive alternatives is based on insufficient evidence. Originality/value Although advocacy for more competition in public school systems is common, high-profile critiques of professional collaboration are relatively new. This paper engages with these critiques from a broader historical perspective, and finds they have serious flaws of reasoning and methodology. Thus far, the critiques provide insufficient warrant for moves toward more competitive systems of schooling and teaching.
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Carroll, Annemaree, Robyn M. Gillies, Ross Cunnington, Molly McCarthy, Chase Sherwell, Kelsey Palghat, Felicia Goh, et al. "Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes." Information and Learning Sciences 120, no. 7/8 (July 8, 2019): 409–25. http://dx.doi.org/10.1108/ils-08-2018-0089.
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Purpose Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge. Design/methodology/approach A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention. Findings Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles. Practical implications First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation. Originality/value Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.
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Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.
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Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.
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Ford, Tamsin, Rachel Hayes, Sarah Byford, Vanessa Edwards, Malcolm Fletcher, Stuart Logan, Brahm Norwich, et al. "Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT." Public Health Research 7, no. 6 (March 2019): 1–150. http://dx.doi.org/10.3310/phr07060.
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BackgroundPoor mental health in childhood is common, persistent and associated with a range of adverse outcomes that include persistent psychopathology, as well as risk-taking behaviour, criminality and educational failure, all of which may also compromise health. There is a growing policy focus on children’s mental health and the role of schools in particular in addressing this.ObjectivesTo evaluate whether or not the Incredible Years®(IY) Teacher Classroom Management (TCM) training improved children’s mental health, behaviour, educational attainment and enjoyment of school, improved teachers’ mental health and relationship with work, and was cost-effective in relation to potential improvements.DesignA two-arm, pragmatic, parallel-group, superiority, cluster randomised controlled trial.SettingA total of 80 UK schools (clusters) were recruited in three distinct cohorts between 2012 and 2014 and randomised to TCM (intervention) or teaching as usual [(TAU) control] with follow-ups at 9, 18 and 30 months. Schools and teachers were not masked to allocation.ParticipantsEighty schools (n = 2075 children) were randomised: 40 (n = 1037 children) to TCM and 40 (n = 1038 children) to TAU.InterventionsTCM was delivered to teachers in six whole-day sessions, spread over 6 months. The explicit goals of TCM are to enhance classroom management skills and improve teacher–student relationships.Main outcome measuresThe primary planned outcome was the teacher-reported Strengths and Difficulties Questionnaire Total Difficulties (SDQ-TD) score. Random-effects linear regression and marginal logistic regression models using generalized estimating equations were used to analyse outcomes.ResultsThe intervention reduced the SDQ-TD score at 9 months [adjusted mean difference (AMD) –1.0, 95% confidence interval (CI) –1.9 to –0.1;p = 0.03] but there was little evidence of effects at 18 months (AMD –0.1, 95% CI –1.5 to 1.2;p = 0.85) and 30 months (AMD –0.7, 95% CI –1.9 to 0.4;p = 0.23). Planned subgroup analyses suggested that TCM is more effective than TAU for children with poor mental health. Cost-effectiveness analysis using the SDQ-TD suggested that the probability of TCM being cost-effective compared with TAU was associated with some uncertainty (range of 40% to 80% depending on the willingness to pay for a unit improvement in SDQ-TD score). In terms of quality-adjusted life-years (QALYs), there was evidence to suggest that TCM was cost-effective compared with TAU at the National Institute for Health and Care Excellence thresholds of £20,000–30,000 per QALY at 9- and 18-month follow-up, but not at 30-month follow-up. There was evidence of reduced disruptive behaviour (p = 0.04) and reductions in inattention and overactivity (p = 0.02) at the 30-month follow-up. Despite no main effect on educational attainment, subgroup analysis indicated that the intervention’s effect differed between those who did and those who did not have poor mental health for both literacy (interactionp = 0.04) and numeracy (interactionp = 0.03). Independent blind observations and qualitative feedback from teachers suggested that teachers’ behaviour in the classroom changed as a result of attending TCM training.LimitationsTeachers were not masked to allocation and attrition was marked for parent-reported data.ConclusionsOur findings provide tentative evidence that TCM may be an effective universal child mental health intervention in the short term, particularly for primary school children who are identified as struggling, and it may be a cost-effective intervention in the short term.Future workFurther research should explore TCM as a whole-school approach by training all school staff and should evaluate the impact of TCM on academic progress in a more thorough and systematic manner.Trial registrationCurrent Controlled Trials ISRCTN84130388.FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol. 7, No. 6. See the NIHR Journals Library website for further project information. Funding was also provided by the NIHR Collaboration for Leadership in Applied Health Research and Care South West Peninsula (NIHR CLAHRC South West Peninsula).
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Inayat, Tasleem, Samina Kausar, Mansoor Warriach, Zahid Anwer, and Asma Khalid. "Effects of Educational Intervention on Maternal Knowledge Regarding Umbilical Cord Care of New-Borns." Pakistan Journal of Medical and Health Sciences 16, no. 5 (May 30, 2022): 679–82. http://dx.doi.org/10.53350/pjmhs22165679.
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Background: Worldwide, About 4 million children die during the neonate period. Major cause of 25 percent of these deaths is umbilical cord infection nearly 25% children die due to this reason, meanwhile 2/3 children are delivered at home and traditional umbilical cord done in under developed countries. Objective: The objective of this study was to assess the effect of educational intervention of maternal knowledge regarding umbilical code care. Study design: A quasi-experimental design. Material and Methods: The study was conducted in Institute of Nursing, The University of Health Sciences Lahore in collaboration with Fatima Memorial Hospital Lahore. The study population was the all expecting Primi gravida mothers who visited the Obstetrics and Gynecology outdoor department of Fatima Memorial Hospital Lahore. The whole sample size (100) was included in the study. Simple randomized sampling technique was used. The women included to the study in accordance with the inclusion criteria, all expecting primigravida mothers who were able to read and write Urdu or English language and had no psychological illness with the age range between 20-35 years were included in the study. SPSS was used for the statistical analysis. Results: The 66 % of the participants were under the age of 25-30 years whereas, 22 % were above the age of 30 years and only 12 % participants were below 25 years of age. As for their residence, all the participants belonged to urban area. Educational status of the participants revealed that more than half of the participants 30 % possessed higher secondary school education while, 36.7 % were with secondary education and about18 % had primary education. While the majorities 90 % were house wives and only 10 % were job holder. Conclusion: The Results of the present study indicate that overall impact of structural education intervention improves the maternal knowledge about newborns care. Keywords: Educational interventions, Umbilical cord care, neonate period, maternal education.
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Rahman, Abdur, Arshad Ali, and Alam Zeb. "Human relationship and its impact on schools’ performance in secondary schools of Khyber Pakhtunkhwa." Journal of Social Sciences Review 1, no. 2 (September 13, 2021): 53–69. http://dx.doi.org/10.54183/jssr.v1i2.7.
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Teachers, administrators, heads, and students all need to have good relationships to meet educational goals. It has been found that a school's performance is measured by positive relationships between instructors, pupils, administrators, and other stakeholders. As a result, the study aimed to investigate human relationship issues and determine their effects on school success to change the condition in the future. The study's participants were all heads of Government Higher Secondary Schools (GHSS) in Pakistan's Khyber Pakhtunkhwa province. The researchers used basic random sampling techniques to pick 65 heads from all GHSS in Malakand Division for the sample. Since it was a detailed study, the data was collected using a Likert scale questionnaire. The Chi-square tests and percentage used to tabulate and interpret the data in SPSS. According to the findings, the number of teachers does not comply with school administrators. On the one side, the lack of collaboration among staff members impedes a conducive atmosphere at the colleges. The school principals are dissatisfied with the behaviour and actions of the high-ups when it comes to some subject concerning the college. The report has found that political influence and intervention had uprooted and disrupted the whole educational structure. As a result, the suggestion of depoliticizing the education department was given. The Education Ministry should provide daily seminars and training for teachers and principals to strengthen management skills and involvement, commitment in school matters, and sense of duty, which play a vital role in the growth of organizations.
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Stecz, Stephanie. "What Happens When Eighth Graders Become the Teachers?" Teachers College Record: The Voice of Scholarship in Education 111, no. 8 (August 2009): 1930–53. http://dx.doi.org/10.1177/016146810911100810.
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Background/Context Significant research has been done on the cognitive and academic outcomes of older-younger and peer-peer student relationships. Whether in a one-on-one setting or a setting in which responsibility for teaching is shared among members of a collaborative group, well-planned, well-organized, and well-executed student-student interactions have repeatedly shown positive evidence of student progress and learning This action research project differentiates itself from previous research in several ways because it focuses on motivational and attitudinal outcomes when every student in a classroom of eighth graders serves as a teacher of “new-to-everyone” content for three classes of younger students. Purpose/Objective/Research Question/Focus of Study The research question I asked was: What happens when my eighth-grade students teach younger students about Japan? My purpose was to find out if and how teaching younger students affected eighth graders in my K-8 inner city public school. I was also interested in whether and how the project affected the school community. Setting The research took place in a K-8 inner city Chicago public school. Population/Participants/Subjects The participants were 27 eighth-grade students, and a second-grade, a third-grade, and a fourth-grade class of approximately 25 students each. Approximately 96% of participating students were African American, and 4% were Hispanic. Intervention/Program/Practice The project consisted of a 10-week period during which my eighth-grade class was split into three groups that developed and taught lessons about Japan to classes of younger students. Research Design This was an action research project that I did in my classroom while teaching full time.
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Calvo, Sara, Luciano Celini, Andrés Morales, José Manuel Guaita Martínez, and Pedro Núñez-Cacho Utrilla. "Academic Literacy and Student Diversity: Evaluating a Curriculum-Integrated Inclusive Practice Intervention in the United Kingdom." Sustainability 12, no. 3 (February 6, 2020): 1155. http://dx.doi.org/10.3390/su12031155.
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The sustainability of universities is based, among other aspects, on their ability to adapt to changes and the needs of students, an increasingly diverse population. In this sense, Academic literacy provision at universities tends to be centralized and to offer language support for general academic literacy purposes rather than language development that responds in a more nuanced way to the particular literacy needs of students’ disciplines. Yet, in recent years, several studies have supported the integration of academic literacy into subject teaching outlining the principles of an inclusive model of academic literacy instruction. This paper draws on a theoretical framework developed by Wingate to evaluate a curriculum-integrated inclusive practice intervention in the United Kingdom with students from a first-year credit-bearing module at Middlesex University Business School. The study used a mixed methods approach that includes a literature review, secondary data, feedback questionnaire and a focus group to evaluate our teaching method and reflect on the collaboration of the team members to develop this inclusive pedagogical approach. The findings suggest that, on the whole, this intervention was perceived by both the module teaching team and students as positive, welcoming and often crucial for supporting undergraduate students into the disciplinary discourse of their subject of study. Yet, recommendations were made with respect to developing better guidelines for subject lecturers on how to deliver the integrated academic literacy as well as the importance of the participation of students, student learning assistants and graduate teaching assistants in the design of the intervention. This study contributes to the literature on inclusive practice intervention and pedagogical approaches to integrating academic literacy into subject teaching for a diverse student population, contributing to the social sustainability of the universities.
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Allafi, Ahmad, Ahmad R. Al-Haifi, Mohammad A. Al-Fayez, Buthaina I. Al-Athari, Fahhad A. Al-Ajmi, Hazzaa M. Al-Hazzaa, Abdulrahman O. Musaiger, and Faruk Ahmed. "Physical activity, sedentary behaviours and dietary habits among Kuwaiti adolescents: gender differences." Public Health Nutrition 17, no. 9 (August 30, 2013): 2045–52. http://dx.doi.org/10.1017/s1368980013002218.
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AbstractObjectiveThe present study was designed to assess physical activity, sedentary behaviours and dietary habits among adolescents in Kuwait and to compare the differences between genders.DesignA cross-sectional study was conducted among secondary-school children who participated in the Arab Teens Lifestyle Study (ATLS), a multi-centre collaborative project.SettingSecondary schools in Kuwait.SubjectsAdolescents (463 boys and 443 girls), aged 14–19 years.ResultsNearly half (44·6 %) of the boys and three-quarters (76·0 %) of the girls did not meet the recommended daily physical activity levels (≥2520 MET-min/week, moderate to vigorous intensity). Nearly all (96·3 % of boys and 96·7 % of girls) adolescents reported spending >2 h/d on screen time, with girls found to spend more time per day watching television (P= 0·02) and using a computer (P< 0·001). The large majority of the adolescents reported skipping breakfast and not having milk and milk products, vegetables and fruit daily, while nearly two-thirds of the boys and girls had sugar-sweetened drinks on more than 3 d/week. Compared with girls, boys reported consuming more fruit (3·4v.2·8 times/week,P= 0·001), dairy products (4·5v.3·6 times/week,P= 0·001) and energy drinks (1·3v.1·1 times/week,P= 0·003).ConclusionsThe majority of the Kuwaiti adolescents, especially girls, do not perform adequate physical activity, spend more time on sedentary activities and have unhealthy dietary practices. The findings emphasize an urgent need for implementing an appropriate intervention for promoting physical activity, healthy eating and reducing sedentary behaviours among these children.
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Vona, Pamela, Shilpa Baweja, Catherine DeCarlo Santiago, Gillian Pears, Audra Langley, and Sheryl Kataoka. "A Cross-Site Partnership to Examine Implementation and Sustainability of a School-Based Trauma Program." Ethnicity & Disease 28, Supp (September 6, 2018): 427–36. http://dx.doi.org/10.18865/ed.28.s2.427.
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Objectives: Schools have been identified as an ideal setting for increasing access to mental health services particularly for underserved minority youth. The emerging field of implementation science has begun to systematically investigate strategies for more efficiently integrating evidence-based practices into community settings. Significantly less translational research has focused specifically on the school setting. To address this need, we examined the implementation of a school-based trauma intervention across three distinct regions.Design: We conducted key informant interviews guided by Mendel’s Framework of Dissemination in Health Services Intervention Research with multiple school stakeholders to examine what school organizational characteristics influence the adoption and implementation process and sustainability of Cognitive Behavioral Intervention for Trauma in Schools (CBITS). Participants were selected from schools in three geographic regions in the United States: Western, Midwestern, and Southern.Results: Our findings reveal that while sites had some common organizational factors that appeared to facilitate implementation, regions differed in how they compensated for less robust implementation domains. Across all regions, school stakeholders recognized the need for services to support students impacted by trauma. In the Western region, there was no centralized district policy for implementation; therefore, implementation was facilitated by school-level change agents and supervision support from the district mental health unit. In the Midwestern region, centralized district policies drove implementation. In both the Midwestern and Southern regions, implementation was facilitated by collaboration with a local mental health agency.Conclusions: This study contributes to the paucity of empirical information on the organizational factors that influence the implementation of evidence-based mental health interventions in schools. Our findings reveal that different implementation strategies across policies, structures, and resources can result in implementation of a school-based intervention. Frameworks such as Mendel’s can be helpful in identifying areas of strength and improvement of implementation within a school organization.Ethn Dis. 2018; 28(Suppl 2): 427-436; doi:10.18865/ed.28.S2.427
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Vedder-Weiss, Dana, Adam Lefstein, Aliza Segal, and Itay Pollak. "Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership." Teachers College Record: The Voice of Scholarship in Education 122, no. 9 (September 2020): 1–30. http://dx.doi.org/10.1177/016146812012200914.
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Background Research–practice partnerships (RPPs) are proliferating in education, generating increasing interest and posing many challenges. In this study, we shed light on the challenge of supporting practitioners> leadership and building capacity in an RPP. In the RPP literature, practitioner leadership is often highlighted as both a way to improve design development and enactment and as imperative for capacity building and sustainability. However, cultivating leadership also creates challenges which have not yet been adequately explored. Purpose We explore these challenges and related dilemmas in a large-scale Israeli RPP designed to cultivate teacher leadership and build district capacity. We investigate how local actors asserted their leadership, the resources they drew upon, and the dilemmas this posed for us as researchers in an RPP. We critically reflect on how we addressed these dilemmas, and the consequences and implications of our courses of action. Setting This study explores our partnership with two large Israeli districts, as part of a state-wide professional development reform supported by the Ministry of Education and a philanthropic foundation. The partnership aims to support teachers> collaborative, reflective inquiry on teaching and learning, in weekly in-school meetings facilitated by in-school leading teacher. The partnership began six years ago and currently includes 158 schools (458 leading teachers). Research Design We use linguistic ethnographic methods to analyze leadership assertion in three focal cases, representing three different leadership roles, at different levels of the system: (1) a leading teacher demonstrating creative non-compliance in the team meetings she facilitated, (2) a coach exercising her voice and authority in her professional development workshops, (3) and a district manager independently shaping structures. Data Collection Data were collected during the first three years of the RPP, including (participant) observations, audio-recordings, and field notes of in-school meetings, professional development workshops, interviews, and informal conversations. Findings and Conclusions The analysis shows that leadership assertion played an important role in constructing actors’ identities as competent leaders but posed dilemmas for us, such as how to acknowledge leaders> expertise while also maintaining program integrity. The case studies underscore the difficulties involved in managing a partnership in a large-scale educational intervention and the challenges to maintaining productive dialogue with different partners. The paper advances our understanding of the complexities involved in supporting leadership at different levels of the system, in day-to-day interaction, and at multiple micro and macro contexts in which it unfolds, in particular in a large-scale RPP.
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Khokhotva, Olga, and Iciar Elexpuru Albizuri. "Teachers’ educational beliefs change through lesson study: implications for school culture." International Journal for Lesson & Learning Studies 9, no. 4 (July 10, 2020): 317–31. http://dx.doi.org/10.1108/ijlls-04-2020-0016.
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PurposeThe study aims at exploring the perspective of three English as a Foreign Language teachers after their year-long involvement in the Lesson Study project in the context of Kazakhstan in order to capture and list any perceived changes in teachers’ educational beliefs over the period of the Lesson Study intervention. The main argument of the study suggests that the school-based Lesson Study initiative is conducive to triggering changes in teachers’ educational beliefs, and thus, might lead to positive changes in school culture in Kazakhstani schools. Shaped following Hill et al., (1982) in Swales, 1990 hour-glass model of a research project (Swales, 1990), the article reflects the third concluding part of the Ph.D. thesis focusing on the implementation of the Lesson Study methodology in Kazakhstan.Design/methodology/approachThe study adopts the qualitative research design and follows the narrative inquiry methodology. The three narrative interviews (Bauer, 1996) are utilized as the main method of data collection. The data were analyzed as text following a general inductive approach (Thomas, 2003), where emerging themes were identified employing data reduction and further sub-categorized through the conceptual and theoretical lenses of the study. The emerged categories reflecting the perceived shifts in teachers’ educational beliefs were dialectically linked to implications for school culture in Kazakhstani schools.FindingsAs data suggest, the respondents’ active engagement in the Lesson Study professional learning community and exercising leadership through implementing changes in their classroom practice has made a positive impact on teachers’ rethinking their teaching practice, attitudes to students and their learning, collegiality, and professional self-identification. We conclude that, if organized properly, Lesson Study has enormous potential to facilitate changes of teachers’ educational beliefs: from direct transmission beliefs toward constructivist beliefs, from restricted professionals’ beliefs toward reflective practitioner beliefs and attitudes, toward beliefs in the power of student’s voice, and collaboration. Those shifts are linked to establishing a more positive, child-friendly and rights-based school culture with teachers’ shared visions and capacity for innovation.Research limitations/implicationsWe acknowledge that the abundance of the reported positive changes or perceived shifts in teachers’ thinking might not be the indicators of actual changes in their beliefs. We emphasize that the study was carried in a controlled context, i.e. the three ELF teachers were constantly supported, and the teacher talk was systematically guided by a trained facilitator. Warned by Giroux et al. (1999), we are aware of the major challenge of the fundamental assumption of critical pedagogy that teachers are willing and able to undertake “the practice of analyzing their practice” (p. 27) voluntarily. Thus, the question remains open: if the facilitator’s support is eliminated, will the results point to the occurrence of the disruption and disorientation as a necessary condition for the beliefs change?Originality/valueCarried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of conceptual and theoretical lenses, the research contributes to the academic literature by connecting teachers’ educational beliefs, Lesson Study and school culture. The findings might be of value for the school leaders, educators, teacher trainers, and policymakers to advocate Lesson Study as a systematic approach to the whole-school improvement, as a tool to facilitate positive changes in school culture, as well as give impetus to studies employing the school culture perspective in developing Lesson Study impact evaluation tools.
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Sample, Pat L. "Postschool Outcomes for Students with Significant Emotional Disturbance following Best-Practice Transition Services." Behavioral Disorders 23, no. 4 (August 1998): 231–42. http://dx.doi.org/10.1177/019874299802300405.
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Six best practices—vocational intervention, paid work experience, social skills curriculum, interagency collaboration, parent involvement, and individualized plans/planning—were linked to postschool outcomes of employment and community adjustment for students with significant emotional disturbance (SED). Telephone and in-person interviews were conducted with 30 (57%) of 53 former students who had participated in supported employment and entrepreneurial education transition grant projects between 1989 and 1994. The former students answered questions about their employment, residential situations, community involvement, recreational pursuits, and citizenship activities 6 months, 12 months, and 24 months after leaving school. Univariate analyses of individual interventions and student outcomes showed that students out of school for 6 months who had been employed for long periods of time while in school had higher rates of employment than those who had not worked. Students out of school for 7 year whose parents were actively involved in their educational programs were more likely than their peers with uninvolved parents to have a successful community adjustment. Recommendations for further study include pursuing the development of appropriate definitions and assessment of transition services and interventions and exploring further interventions over which educators have direct control.
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Khan, Matluba, Sarah McGeown, and Simon Bell. "Can an Outdoor Learning Environment Improve Children’s Academic Attainment? A Quasi-Experimental Mixed Methods Study in Bangladesh." Environment and Behavior 52, no. 10 (July 11, 2019): 1079–104. http://dx.doi.org/10.1177/0013916519860868.
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The present study adopted a quasi-experimental mixed method approach to investigate the influence of an improved school ground on children’s academic performance. In total, 123 children from two (intervention and control) primary schools in Bangladesh participated. In the intervention school, a barren school ground was redesigned with several behavior settings (e.g., gardens and amphitheater) for teaching and learning. Treatment group children ( n = 29) received math and science classes outdoors, while a comparison group ( n = 32) received usual indoor classes. A control school with no changes to the outdoor environment was included ( n = 62). The redesigned school ground was associated with higher levels of academic attainment. Furthermore, all intervention schoolchildren perceived more opportunities to explore in the redesigned school ground. Qualitative insights suggest the diverse settings provided more opportunities to explore, experiment, and work collaboratively. These results highlight the potential for school ground design to contribute to improvement of children’s academic attainment in developing countries.
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Hjort, Anneke Vang, Tenna Børsting Christiansen, Maria Stage, Kathrine Højlund Rasmussen, Charlotta Pisinger, Tine Tjørnhøj-Thomsen, and Charlotte Demant Klinker. "Programme theory and realist evaluation of the ‘Smoke-Free Vocational Schools’ research and intervention project: a study protocol." BMJ Open 11, no. 2 (February 2021): e042728. http://dx.doi.org/10.1136/bmjopen-2020-042728.
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IntroductionSmoke-free school hours (SFSHs) entails a smoking ban during school hours and might be an effective intervention to reduce the high smoking prevalence in vocational schools. For SFSH to be effective, the policy must be adequately implemented and enforced; this challenge for schools constitutes a research gap. The ‘Smoke-Free Vocational Schools’ research and intervention project has been developed to facilitate schools’ implementation of SFSH. It is scheduled to run from 2018 to 2022, with SFSH being implemented in 11 Danish vocational schools. This study protocol describes the intervention project and evaluation design of the research and intervention project.Methods and analysisThe intervention project aims to develop an evidence-based model for implementing SFSH in vocational schools and similar settings. The project is developed in a collaboration between research and practice. Two public health NGOs are responsible for delivering the intervention activities in schools, while the research partner evaluates what works, for whom, and under what circumstances. The intervention lasts one year per school, targeting different socioecological levels. During the first 6 months, activities are delivered to stimulate organisational readiness to implement SFSH. Then, SFSH is established, and during the next 6 months, activities are delivered to stimulate implementation of SFSH into routine practice. The epistemological foundation is realistic evaluation. The evaluation focuses on both implementation and outcomes. Process evaluation will determine the level of implementation and explore what hinders or enables SFSH becoming part of routine practice using qualitative and quantitative methods. Outcomes evaluation will quantitively assess the intervention’s effectiveness, with the primary outcome measure being changes in smoking during school hours.Ethics and disseminationInformed consent will be obtained from study participants according to the General Data Protection Regulation (GDPR) and Danish data protection law. The study adheres to Danish ethics procedures. Study findings will be disseminated at conferences and further published in open-access peer-reviewed journals.
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Ryall, Cameron, and Lisa Zook. "The I’m Learning! intervention methodology for quality learning environments in developing country contexts." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 3 (October 26, 2021): 53–73. http://dx.doi.org/10.7577/njcie.4055.
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Within the context of the global learning crisis and calls to focus on the quality of education, one international organisation took a systematic and holistic approach to improve learning, wellbeing, and development in schools. Known as the Quality Learning Environment (QLE) Framework, it conceptualised the quality of the learning environment in schools with four guiding principles: emotional and psychological protection of learners, physical wellbeing of children, active learning processes, and close collaboration between school and parents/community. From 2013 – 2017, the framework was piloted in three countries of Cambodia, Uganda, and Zimbabwe to improve learning environments and outcomes while documenting the process, methods, and results of the QLE pilot in their country. The interventions in the three countries were closely tracked by a longitudinal research study. This paper explores the ambition of global and national research firms to carry out rigorous cross-country research alongside contextualized and evolving school interventions.
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Bolshakova, Virginia L. J., John Gieng, C. Sheena Sidhu, Mary Vollinger, Lorena Gimeno, and Jessica Guild. "Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living." Journal of Youth Development 13, no. 3 (September 18, 2018): 111–35. http://dx.doi.org/10.5195/jyd.2018.621.
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School gardens are an ideal space to deliver a healthy living curriculum, such as nutrition and physical activity education, to elementary school youth. However, public schools often lack the resources and support to establish sustainable garden-based programming. We created the Healthy Living Ambassador program, a collaborative after-school garden program in low-income communities that brought together resources from schools, community programs, and University of California Cooperative Extension. This school garden program featured culturally competent teens as teachers to serve as near-peer educators and mentors to elementary school youth. The program development model incorporated lessons from sustainable community-based health program interventions and essential elements of teens-as-teachers programs. We share the program logic model and discuss the successes and challenges of this program model that we encountered while developing a long-term, maintainable community garden program to teach healthy living.
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Amnur, Ibrahim, Yayi Suryo Prabandari, and Mora Claramita. "Pendidikan seksual berbasis collaborative learning bagi pendidik sebaya di sekolah." Berita Kedokteran Masyarakat 32, no. 5 (March 29, 2018): 165. http://dx.doi.org/10.22146/bkm.7328.
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Evaluation of collaborative learning for peer educators of sexual education with Kirkpatrick methodPurposeThis research aimed to evaluate the collaborative learning outcomes of the application of Kirkpatrick method for peer educators on sexual education in schools. MethodThis research was a quantitative study with a quasi-experimental design. Educators/peer tutors from two schools were grouped into two groups, namely the intervention group and the control group. ResultsResults of the study describes the Kirkpatrick evaluation on collaborative learning methods in peer educators in schools, namely: 1) The majority of participants were satisfied with the results of the intervention group training; 2) there was an increase in knowledge and skills in the control group and intervention during the pretest and posttest; 3) increased knowledge and skills of collaborative learning participants with better training than in the control group; and 4) the intervention group could conduct collaborative learning as a result of the training given. ConclusionThrough the training methods of collaborative learning, the knowledge and skills of participants increased significantly compared to the control group, and participants could apply the training about sexual education in schools while doing health education and distributing brochures on sexual education.
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Fudla, Hadiyati, Azizah Ajeng Pratiwi, Nurul Azma Ahmad Tarmizi, Eflita Meiyetriani, Grace Wangge, Indriya Laras Pramesthi, Aziz Jati Nur Ananda, Roselynne Anggraini, Dwi Nastiti Iswarawanti, and Evi Ermayani. "A Mixed-Methods Exploration of Implementation of a Healthy School Canteen Program after a Year Intervention." Open Access Macedonian Journal of Medical Sciences 10, T8 (January 3, 2022): 58–68. http://dx.doi.org/10.3889/oamjms.2022.9483.
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Background: Previous studies have shown that adolescents prefer less healthy food and their eating habits will affect their nutritional status in adulthood and old age. School canteen is a part of food retailing and provisioning that influence the diet quality of the adolescents. Healthy school canteen intervention is recommended as one of the public health strategies in supporting the development of healthy diet behavior.
Objectives: To evaluate the effects of a healthy school canteen intervention program among middle school children.
Methods: A mixed-methods research design including focus group interviews for teachers and principal, observation on school canteen, a survey for food handlers and food testing for hazardous chemicals. Thematic analysis of focus group data and descriptive analyses of survey data were conducted. Four schools were selected as intervention groups and four schools as positive control groups. Data collection phase took place between April 22 and May 2, 2019.
Results: Only one school out of eight schools that had written commitment and a food safety team. In intervention school 50% of food handlers use personal protective equipment and 25% of food handlers received training. In the positive control group, none of the food handlers used personal protective equipment and they had not received any training. Food handlers in the positive control group have a higher rate of correct answers. Only 2 out of 4 schools in the intervention group had nutritious foods available in the canteen and 3 out of 4 schools in the positive control group. None of the school canteens were found positive for metanil yellow. Higher positive findings for Rhodamin B, Formaldehyde and Borax (33.3%, 60.0%, 33.3%, respectively) in the control group compared to the control group (28.6%, 27.3%, and 28.6%, respectively).
Conclusions: Intervention groups have been slightly more successful in creating healthy school canteens, as they had a slightly better total score in the observation sheet compared to the schools from the positive control group. Collaboration with another stakeholder such as Primary Health Center (PHC) can be thought of as a solution to train food handlers about healthy practice while handling the food.
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Smith, Laura E., Veronique Gosselin, Patricia Collins, and Katherine L. Frohlich. "A Tale of Two Cities: Unpacking the Success and Failure of School Street Interventions in Two Canadian Cities." International Journal of Environmental Research and Public Health 19, no. 18 (September 14, 2022): 11555. http://dx.doi.org/10.3390/ijerph191811555.
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One innovative strategy to support child-friendly cities is street-based interventions that provide safe, vehicle-free spaces for children to play and move about freely. School streets are one such innovation involving closing streets around elementary schools to vehicular traffic to improve children’s safety as they come and go from school while providing opportunities for children to play and socialize on the street. Launching these initiatives in communities dominated by automobiles is enormously challenging and little is known about why these interventions are successfully launched in some places but not others. As part of a larger research project called Levelling the Playing Fields, two School Street initiatives were planned for the 2021–2022 school year; one initiative was successfully launched in Kingston, ON, while the second initiative failed to launch in Montreal, QC. Using a critical realist evaluation methodology, this paper documents the contextual elements and key mechanisms that enabled and constrained the launch of these School Streets in these cities, through document analysis and key informant interviews. Our results suggest that municipal and school support for the initiative are both imperative to establishing legitimacy and collaborative governance, both of which were necessary for a successful launch.
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Levinsen, Karin Tweddell. "Substituting ICT as a Lever for Inclusion of Children with Reading and Writing Difficulties." Journal of Cases on Information Technology 12, no. 3 (July 2010): 75–89. http://dx.doi.org/10.4018/jcit.2010070105.
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This paper presents research findings from a 3-year development and research project named Project IT-folder (PIF) that aimed at the inclusion of young children with potential reading and writing difficulties into normal classes in a suburb of the Danish capital. The project ran from 2007 to June 2010 as collaboration between the Danish University School of Education, the local municipality government, the Pedagogic Development Centre and two primary schools in the municipality. The aim of the project was to produce research-based knowledge that grounds and consolidates a future-oriented and sustainable implementation strategy and practice for all schools in the municipality regarding ICT as a change agent. The project’s methodology was designed as research-based interventions into everyday practice, while data was collected through qualitative and anthropological methods, collection of student work and school assessment measures. PIF has succeeded in producing a series of interventions ranging from everyday practices over competence building for teachers to organisational changes in the single school and at the municipality level. These interventions are at present being implemented in the municipality.
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Das, James Simon, and Jamiun Naher. "Psychological needs assessment of primary school going students of Dhaka." Dhaka University Journal of Biological Sciences 30, no. 2 (July 9, 2021): 243–59. http://dx.doi.org/10.3329/dujbs.v30i2.54650.
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The present study was conducted with the following objectives: (a) assessing the mental health and psychological understanding among the primary school going students through the respective stakeholder's views, (b) investigating the psychological needs of primary school going students, (c) identifying the gaps between provided psychological services and required demands among students and (d) collecting relevant and consistent data and information to plan future interventions and produce hypothesis for further study. Since it was a qualitative study, 16 focus group discussions (FGDs), 39 interviews, and several observations in four schools were made with 123 purposive samples (73 primary school going students, 21 parents, and 29 mental health workers and other staff). For the assessment, two self-made guidelines for different stakeholders and thematic analysis for data analysis were used in this present study. The results showed that most of the primary school going especially the govt. and madrasah going students are not aware of their mental health while bearing a lot of symptoms of behavioral, emotional, and psychological issues, but students from private English medium schools possess sound knowledge about it. The results also indicated that there is a huge gap between psychological burdens and provided services. The absence of culturally validated assessment tools and intervention techniques, collaboration among different professionals, and lack of subject experts and funds were also evident. Thus, to have healthy and welladjusted future generations, measures should be taken immediately.
Dhaka Univ. J. Biol. Sci. 30(2): 243-259, 2021 (July)
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Hoffman, Paul. "Whole Language Intervention for School-age Children." Topics in Language Disorders 14, no. 4 (August 1994): 77–78. http://dx.doi.org/10.1097/00011363-199408000-00007.
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Pfiffner, Linda J., Nina M. Kaiser, Christy Burner, Christine Zalecki, Mary Rooney, Prathima Setty, and Keith McBurnett. "From Clinic to School: Translating a Collaborative School-Home Behavioral Intervention for ADHD." School Mental Health 3, no. 3 (June 15, 2011): 127–42. http://dx.doi.org/10.1007/s12310-011-9059-4.
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Cicchetti, Colleen. "20.3 School-Community Collaborative Approaches to Bullying Prevention and Intervention." Journal of the American Academy of Child & Adolescent Psychiatry 61, no. 10 (October 2022): S30. http://dx.doi.org/10.1016/j.jaac.2022.07.122.
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