Relevant bibliographies by topics / Flint Community Schools (Flint, Mich.)

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Academic literature on the topic 'Flint Community Schools (Flint, Mich.)'

Author: Grafiati
Published: 29 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Flint Community Schools (Flint, Mich.)"

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Saxe-Custack, Amy, Heather Claire Lofton, Mona Hanna-Attisha, Zachary Tata, Tiffany Ceja, and Jenny LaChance. "Caregiver Experiences With an Innovative Farmers’ Market Incentive Program for Children in Flint, Michigan." Global Pediatric Health 6 (January 2019): 2333794X1987098. http://dx.doi.org/10.1177/2333794x19870989.

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An innovative farmers’ market incentive program designed specifically for children was implemented to address persistent challenges with accessing fresh, nutrient-rich foods in a food desert community. The current study sought to qualitatively examine caregiver perceptions of the incentive program. Following distribution of farmers’ market incentives to all children (ages 0 to 15 years) at 43 Flint-area early childcare facilities and elementary schools, researchers conducted semistructured interviews with 37 caregivers (mean age = 39.59 ± 11.73 years). The majority were female (87%) and African American (53%). Through these interviews, researchers explored family experiences with the farmers’ market incentive program, as well as changes in environmental factors that may have resulted from program participation. Interviews were audio recorded and transcribed verbatim for textual analysis. Thematic analysis was used to identify patterns across transcripts and formulate emerging themes. Four recurrent themes emerged during interviews: (1) fruit and vegetable access, (2) child influence, (3) autonomous grocery shopping, and (4) program expansion. Interview participants indicated that the farmers’ market incentive program was an effective tool to both encourage families to visit the farmers’ market and purchase fresh foods there. Program design, particularly distribution to children, was credited with introducing families to the local farmers’ market. The current study suggests that a farmers’ market incentive program targeting children who reside in a food desert community may have meaningful impacts on access to fresh, nutrient-rich foods.
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Dabney, Beverly W., Mary Linton, and Jamie Koonmen. "School Nurses and RN to BSN Nursing Students." NASN School Nurse 32, no. 1 (December 29, 2016): 30–32. http://dx.doi.org/10.1177/1942602x16675021.

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Many nursing schools and public schools are facing various challenges including a lack of resources. Schools of nursing strive to provide meaningful clinical experiences despite the challenge of a limited supply of quality placements. Similarly, public schools are expected to provide more nursing services at a time when many school nurses already are overloaded. For example, new state legislation placed additional responsibilities (regarding epinephrine auto-injectors and cardiac emergency response plans) on school nurses in Michigan. Establishing a partnership between the University of Michigan–Flint and the Genesee Intermediate School District (GISD) allowed RN to BSN students in the community health nursing course to complete enriching clinical experiences at selected GISD schools. While gaining valuable clinical knowledge, these nursing students helped school nurses comply with the new legislation’s requirements. This partnership benefitted the nursing students, the school nurses, and the schools that served as clinical placement sites. Nursing school administrators and faculty members should consider pursuing similar clinical placement partnerships that could be advantageous for students and local communities.
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Foreback, Jami, Halina Kusz, Brenda Lovegrove Lepisto, and Barbara Pawlaczyk. "Empathy in Internal Medicine Residents at Community-based Hospitals: A Cross-sectional Study." Journal of Medical Education and Curricular Development 5 (January 1, 2018): 238212051877135. http://dx.doi.org/10.1177/2382120518771352.

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Introduction: Many research reports revealed declining empathy in medical schools that continues in postgraduate years of training. Objective: The aim of this study is to examine the self-reported empathy levels of internal medicine (IM) residents in 3 community-based teaching hospitals. Methods: The Jefferson Scale of Physician Empathy, Health Professionals version, is an online, self-administered, questionnaire that was offered to 129 current and incoming residents at 1 osteopathic and 2 allopathic, IM training programs in Flint, Michigan. Results: Forty-five residents responded (35% response rate). Our residents’ cumulative mean empathy score was 112.5 with a SD of 12.72, which is comparable with the cumulative empathy scores for IM residents at university hospitals. There was an increase in empathy score from the beginning level of training, postgraduate year 0 (PGY0), to the PGY1 level, and a noticeable, although statistically non-significant, decrease in empathy score for both PGY2 and PGY3 residents. The graduating residents’ scores were higher compared with incoming residents. Conclusions: The cumulative mean empathy score in community-based IM residents showed an increase in the beginning of residents’ training and decrease in empathy score by the end of training. There were significant differences in empathy scores by level of training at individual hospitals. This might be related to different targeted curricula.
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4

Yee, Kimbo E., Karin A. Pfeiffer, Kelly Turek, Marion Bakhoya, Joseph J. Carson, Mahesh Sharman, Erin Lamb, and Joey C. Eisenmann. "Association of the Family Nutrition and Physical Activity Screening Tool with Weight Status, Percent Body Fat, and Acanthosis Nigricans in Children from a Low Socioeconomic, Urban Community." Ethnicity & Disease 25, no. 4 (November 10, 2015): 399. http://dx.doi.org/10.18865/ed.25.4.399.

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<p><strong>Objective: </strong>To examine the association of the Family Nutrition and Physical Activity (FNPA) screening tool with weight status, percent body fat, and acanthosis nigricans (AN) in 6- to 13-year-old children from a low socioeconomic, urban community.</p><p><strong>Methods: </strong>Children (<em>N</em>=415) from four elementary schools located around Flint, Michigan were assessed for body mass index, percent body fat, and AN. The FNPA screening tool was completed by parents. Mann-Whitney U tests were used to assess differences in FNPA score by sex and pres­ence of AN. Logistic regression was used to evaluate the association of the FNPA (tertiles) with weight status and AN.</p><p><strong>Results: </strong>Children with AN (13.7%) had a significantly lower FNPA score (56.3 <span style="text-decoration: underline;">+ </span>7.1) compared with children without AN (61.0 <span style="text-decoration: underline;">+ </span>7.1; <em>P</em>&lt;.05). Children with FNPA scores in the lowest tertile (high-risk) had odds ratios of 1.74 (95% CI =1.05 – 2.91) and 2.77 (95% CI =1.22 – 6.27) compared with children with FNPA scores in the highest tertile (low-risk) for being overfat and having AN, respectively.</p><p><strong>Conclusion: </strong>Although the FNPA screening tool did not predict risk for being over­weight or obese, it was significantly associ­ated with an increased odds of children at risk for being overfat or having AN. <em>Ethn Dis. </em>2015;25(4):399-404; doi:10.18865/ ed.25.4.399</p>
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5

Roy, Siddhartha, Keith J. Petrie, Greg Gamble, and Marc A. Edwards. "Did a nocebo effect contribute to the rise in special education enrollment following the Flint, Michigan water crisis?" Clinical Psychology in Europe 5, no. 1 (March 31, 2023). http://dx.doi.org/10.32872/cpe.9577.

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Background Exposure to waterborne lead during the Flint Water Crisis during April 2014-October 2015 is believed to have caused increased special education enrollment in Flint children. Method This retrospective population-based cohort study utilized de-identified data for children under six years of age who had their blood lead tested during 2011 to 2019, and special education outcomes data for children enrolled in public schools for corresponding academic years (2011-12 to 2019-20) in Flint, Detroit (control city) and the State of Michigan. Trends in the following crisis-related covariates were also evaluated: waterborne contaminants, poverty, nutrition, city governance, school district policies, negative community expectations, media coverage and social media interactions. Results Between 2011 and 2019, including the 2014-15 crisis period, the incidence of elevated blood lead in Flint children (≥ 5µg/dL) was always at least 47% lower than in the control city of Detroit (p < .0001) and was also never significantly higher than that for all children tested in Michigan (p = 0.33). Nonetheless, special education enrollment in Flint spiked relative to Detroit and Michigan (p < .0001). There is actually an inverse relationship between childhood blood lead and special education enrollment in Flint. Conclusion This study failed to confirm any positive association between actual childhood blood lead levels and special education enrollment in Flint. Negative psychological effects associated with media predictions of brain damage could have created a self-fulfilling prophecy via a nocebo effect. The findings demonstrate a need for improved media coverage of complex events like the Flint Water Crisis.
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Sauve‐Syed, Jessica. "Lead exposure and student outcomes: A study of flint schools." Health Economics, November 9, 2023. http://dx.doi.org/10.1002/hec.4776.

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AbstractThis paper estimates the impacts of cumulative lead exposure on the short‐run discipline and academic achievement of elementary school students. An exogenous, heterogeneous shock of lead‐in‐water levels within classrooms at Flint Community Schools provides the treatment variation used to focus on the understudied, short‐run effects of lead on older children. At the mean level of classroom lead exposure disciplinary actions increased by 8 actions per grade within each school, and the share of students proficient in both math and reading declined. These results may help explain observed disparities in both behavior and academic achievement for underprivileged groups.
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7

Modell, Stephen M., Irene S. Bayer, Sharon L. R. Kardia, Consuelo J. Morales, Idit Adler, and Ella Greene-Moton. "Health in Our Hands: diabetes and substance use education through a new genomic framework for schools and communities." Journal of Community Genetics, January 16, 2023. http://dx.doi.org/10.1007/s12687-022-00631-x.

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Abstract From May 2014 through June 2019, educational, health, and academic partners under an NIH Science Education Partnership Award (SEPA) engaged 1271 6th through 8th grade students and their families in the “A New Genomic Framework for Schools and Communities” program. Evaluation addressed the effectiveness of the Health in Our Hands genomics curriculum, which employed Next Generation Science Standards and community action research projects to target two common, complex conditions—type 2 diabetes and substance use disorder (SUD)—in the underserved cities of Flint and Detroit, MI, USA. Curriculum outcomes were measured with classroom surveys, presentation event questionnaires, and adult interviews using mixed qualitative/quantitative (SPSS V. 25.0) methods involving generalized linear mixed modeling-based ANOVA. The diabetes unit enactment registered a 12% pre- /post-gain among students in perceived learning about genes and the environment. Both diabetes and SUD units showed statistically significant gains in perceived learning about health and health conditions and the importance of what students were learning to everyday life. A total of 73.4% of fall 2018 SUD event participants indicated increased awareness of educational and career choices in science. Moderate gains were noted during the diabetes curriculum in students sharing what they learned with friends and family. 9/11 parents and 5/9 community members attending the student presentation event had discussed diabetes with a student. Linked formal classroom and informal community-connected approaches can successfully be used to teach genomics and promote project-based learning in students, family, and community members. Further efforts are needed to effectively engage families.
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Books on the topic "Flint Community Schools (Flint, Mich.)"

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Harvard University. Graduate School of Education, ed. Historical analysis: The Flint community schools model (1930s-1950s). 2008.

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2

Anderson, Arpil. French in the Elementary School: A Content-Based Curriculum : Kearsley Community Schools, Flint, Michigan. Eric Clearinghouse on Language, 1992.

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Book chapters on the topic "Flint Community Schools (Flint, Mich.)"

1

Brown, Angelo Kevin. "School Resource Officers' Impact on Violence and Crime." In Advances in Educational Marketing, Administration, and Leadership, 94–114. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8271-1.ch005.

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School resource officers (SRO) have been involved in the American school system for about 70 years. SRO programs began in the early 1950s beginning within a school district in Flint, Michigan. Since the start of SRO programs, police officers were predominately placed in schools with a high percentage of African American students and in low-income communities. School administration had implemented a program to station law enforcement officers in the school because of crime, drugs, and violence within the school. The community in the Flint School District had a lot of racial discrimination and elevated levels of racial inequality and segregation. As school administrators and community leaders in this era often blamed minority youth for juvenile delinquency and school-related security issues they pushed for law enforcement to combat these problems.
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