Dissertations / Theses: 'Health education (Elementary) Victoria'

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Jones, Sheila K. "A Case Study of an Elementary School-based Health Clinic." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2744.

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The purpose of this study was to perform a qualitative analysis of an elementary school-based health clinic (SBHC). This situational analysis was performed to further understand the impact of accessible primary health care on an elementary school population. Data were collected through 30 participant interviews of parents, educators and medical personnel. Additional data were collected through the clinic files, and a t-test was used to compare the attendance and achievement data of clinic consumers for the clinic year against records from the previous year. The researcher presented information on the steps of SBHC development to include community campaign procedures. The investigation was performed to not only understand the procedural steps of clinic development, but also to document any issues which surfaced in the process. Some of the major recommendations as a result of this investigation were: (1) The health needs of community children must be viewed as a community concern and not one exclusively owned by the school. (2) The community as a whole, must come together in the form of an advisory board holding a broad representation of the community. (3) School communities should assess their school public to understand the level of need for instituting a SBHC. (4) A community needs assessment should be performed to understand the medical services currently available to children. (5) SBHC files and operations must meet the standards and norms of the profession.

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PAZELLI, PEDRO EUGENIO GOMES. "THE USE OF ANIMATION FOR HEALTH EDUCATION IN ELEMENTARY SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21766@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O trabalho discute a utilização da linguagem da animação nas escolas, como recurso de apoio ao ensino de várias disciplinas curriculares. Apresenta um estudo específico, realizado na área da Educação em Saúde, área que muitas vezes sofre indiferença ou resistência por parte dos alunos, acostumados a comportamentos poucos saudáveis em seu cotidiano. A pesquisa foi desenvolvida com foco em crianças do Ensino Fundamental em duas escolas da cidade do Rio de Janeiro. Animações sobre temas de Educação em Saúde foram adotados nas aulas, como recursos de apoio, para se verificar o impacto que produziam nos alunos. As ações saudáveis dos personagens, mostradas nas animações, foram recebidas de forma bastante positiva, a ponto de produzirem mudanças significativas no comportamento do público alvo.
The dissertation discusses the use of animation language as educational resource to support teaching of various curricular subjects in schools. It presents a specific study conducted in the field of Health Education, a field that often suffers from indifference or resistance from students, accustomed to unhealthy practices in their daily lives. The research was developed with a focus on elementary school children, in two schools in the city of Rio de Janeiro. Animated videos addressing health education issues were selected and used in the classes, as support resources, to verify the impact they could produce on students. The healthy attitudes of the characters shown in the animated videos were received very positively, as to produce significant changes in the behavior of the target audience.

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Barnett, Tracie. "Predictors of physical inactivity among elementary school children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37089.pdf.

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Stuib, Susan. "HEALTH ATTITUDES, KNOWLEDGE AND LITERACY OF PRIMARY CAREGIVERS WITH ELEMENTARY SCHOOL CHILDREN." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3186.

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Previous research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental motor skills and develop health related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition). Primary caregivers play an important part in developing and teaching children these things through example and through conversations with their children. The purpose of this study was to examine the level of knowledge primary caregivers have about health and nutritional practices and whether primary caregivers' health practices, health knowledge or health literacy about nutrition and health affects their children's well-being and health practices. Based on the results from the questionnaire in this study targeted at primary caregivers of elementary school-age children, primary caregivers' health literacy, knowledge and attitudes of health were directly linked with their children's health and well-being and children's health practices.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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O'Neil, Kason M. "Kicking up Assessment in Elementary Physical Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4031.

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Quality physical education is not possible without purposeful assessment! This session will provide strategies to help teachers keep assessment at the forefront of their physical education program. Presenters will provide live demonstrations of various formative and summative assessments, and demonstrate how technology can be used to as a student-friendly assessment tool.

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O'Neil, Kason, and LeAnn E. Kesselring. "Kicking up Assessment in Elementary Physical Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4014.

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Quality physical education is not possible without purposeful assessment! This session will provide strategies to help teachers keep assessment at the forefront of their physical education program. Presenters will provide live demonstrations of various formative and summative assessments, and demonstrate how technology can be used to as a student-friendly assessment tool.

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Young, John Richard. "A case study of the manageability and utility of assessment in three New Zealand primary schools 1993-2006 : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1142.

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Karunananthan, Sathya. "Correlates of dietary intake in Mohawk elementary school children." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82261.

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Increased understanding of dietary habits of Aboriginal children can contribute to improved nutrition education programs. To determine correlates of high soft drink intake, high fruit intake and high vegetable intake, Aboriginal children in grades 4-6 from two Kanien'keha:ka (Mohawk) communities completed classroom-administered questionnaires and participated in anthropometric measures and a run/walk fitness test. Independent correlates of high soft drink consumption identified by multivariate logistic regression included higher levels of television-watching, odds ratio [OR] 3.1, (95% confidence interval 1.5-6.4), and higher levels of physical activity, OR 3.0 (1.3-7.1) among girls, and increased video game-playing, OR 6.7 (1.8-25.5), and failing to meet the minimal fitness standard on the run/walk test, OR 2.2 (1.2-4.2), among boys. Independent correlates of high fruit consumption included each year of increasing age among boys OR 0.7 (0.5-1.0), and higher levels of physical activity among girls OR 4.0 (2.0-7.9) and boys OR 3.5 (1.5-7.7). Independent correlates of high vegetable intake included age among boys OR 0.7 (0.5-1.0), increased video game-playing among girls OR 4.5 (1.4-14.9), and higher levels of physical activity among girls OR 3.5 (1.5-7.7) and boys OR 2.8 (1.2-6.5). These findings suggest targets for interventions aimed at improving eating habits of Aboriginal children.

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Fisher, Christine Marie. "Perceptions of Elementary School Children`s Parents Regarding Sexuality Education." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404314459.

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Stay, Grace Elizabeth. "The impact of a health promotion program on student health concerns." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618794.

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The purpose of this study was to explore the psychological impact of a health promotion program on fourth and fifth grade students. Other research has demonstrated that this same program was associated with physiological improvements in elementary children, and this investigation explored whether students experienced positive changes in attitude and awareness which may suggest that improved behaviors will be sustained over time.;Two schools in rural Virginia were sites for this study. In each school one fourth grade and one fifth grade class was randomly assigned to the treatment program, and one fourth and one fifth grade class were control groups. The American Heart Association's Heart Power program, a 16-lesson curriculum, was substituted for the standard health curriculum for four weeks, and presented by the classroom teachers. Measures of weight concerns, dietary self-efficacy, exercise awareness, body-concept and self-concept were given before and after the treatment, and then again three weeks later.;It was hypothesized that students participating in the Heart Power program would experience improvements in (1) awareness of the importance of exercise to health, (2) belief that they could make healthy food choices, (3) self-esteem and body-concept, and (4) a decrease in weight concerns.;The results were statistically significant for three of the five measures: exercise awareness, dietary self-efficacy and body-concept. There were not statistically significant differences in measured weight concerns and overall self-concept. Further research is needed to confirm the apparent effectiveness of this program in promoting positive changes in children and to determine which aspects of the program are most effective.

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O'Neil, Kason M., Sharon Cradic, and C. Olive. "Innovative Games for Striking in Elementary Physical Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4032.

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Ramstetter, Catherine. "Participatory Action Research to Assess and Enhance Coordinated School Health in One Elementary School." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276537211.

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Gillespie, Paige Elizabeth. "An Elementary Wellness Program: Eat Smart! Play Hard!" Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354140652.

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Govan, Gregory D. "Mental Health Screeners in Elementary Schools| Measurement Invariance across Racial and Ethnic Groups." Thesis, University of Nevada, Reno, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685645.

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Mental health screeners need to demonstrate measurement equivalence across the populations of their intended use in order to improve the fairness in the identification of students in need of social, emotional, and behavioral supports. This study examined measurement invariance on three mental screeners across five racial and ethnic groups. The Elementary Social Behavior Assessment measures academic enablers associated with the latent construct of teachability (ESBA). The Student Risk Screening Scale assesses externalizing problems (SRSS) and the Student Internalizing Behavior Screener measures internalizing problems (SIBS). Multigroup confirmatory factor analyses tested for measurement invariance from the sample of African American (18%), Asian American/Pacific Islander (13%), Latino Hispanic (25%), European American (31%), and multiracial (11%) groups of students in elementary schools. Only the ESBA required respecification to establish an adequate baseline model. The ESBA, SRSS, and SIBS demonstrated metric invariance with ordinal ratings of never, occasionally, sometimes, and frequently in addition to scalar invariance with the thresholds between the ordinal ratings. Thus, the total scores from the ESBA, SRSS, and SIBS generalize across racial and ethnic groups and the student’s race or ethnicity is less likely to mask their true level of need for social, emotional, and behavioral supports. The results indicate that the ESBA, SRSS, and SIBS may help teachers to identify racially and ethnically students who need intervention, to customize the interventions, and to evaluate students’ response to intervention. Schools using these mental health screeners may reduce disproportionality in discipline and special education.

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Vidourek, Rebecca. "Elementary & Middle School Teachers’ Use and Perceptions of School Connectedness Strategies." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250797889.

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Horn, Ojistoh Kahnawahere. "Correlates of physical activity frequency in Mohawk elementary school children : the Kahnawake Schools Diabetes Prevention Project (KSDPP) 1994-1997." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/MQ50791.pdf.

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Seher, Christin L. "Efficacy of Game On! The Ultimate Wellness Challenge in Increasing Nutrition Knowledge Among Elementary School Children." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1216835487.

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Agrawal, Seema. "A Study of Asthma, School Attendance, Academic Performance, and Quality of Life in Predominantly Minority Children in 3rd to 5th Grades." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743569.

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Asthma is an inflammatory disorder (Koterba & Saltoun, 2012) and a common chronic condition of childhood (McCowan, Bryce, Neville, Crombie, & Clark, 1996) that can cause children to experience poorer academic outcomes (Stingone & Claudio, 2006), a lower quality of life (Everhart & Fiese, 2009), hospitalizations, and in some cases death (Center for Disease Control, [CDC], 2017). This mixed methods study explored the relationship of asthma, school attendance, grades in mathematics and reading, and the quality of life in predominantly minority children with asthma and in those without asthma. Data for this study was collected at the Children’s National Health Systems (CNHS) in the District of Columbia. A total of 36 children without asthma and 30 children with asthma enrolled in the study at the hospital’s Emergency Department (ED) and the Improving Pediatric Asthma Care in the District of Columbia (IMPACT DC) clinic. The children were in grades three to five, 8 to 11 years old, and attended schools in the District of Columbia Public Schools (DCPS) during the 2015–2016 school year. Descriptive statistics, t-tests, ANCOVA, ANOVA, Spearman ranked order correlations, and hierarchical multiple linear regression were used to analyze the data.

The quantitative analysis indicated children with asthma visited the ED significantly more frequently than those without asthma (p < .001, d= 0.8). The quality of life scores were lower for children with asthma compared to those without asthma. Further, as asthma severity increased, the quality of life scores decreased. In addition, children without asthma reported more unexcused days and absence from school than those with asthma. Lastly, children without asthma achieved a lower GPA in mathematics and reading than those with asthma. The findings indicate asthma impacts the quality of life scores in children, and that further research is warranted to determine how asthma impacts academic performance in children.

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Meleis, Angela M. "The importance of physical activity in elementary aged children affecting their health, behavoir, and learning." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1113.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Sports and Fitness

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Snyder, Lindsey Shea. "WHAT ARE ELEMENTARY SCHOOLS (K-5) IN OHIO DOING TO COMBAT CHILDHOOD OBESITY?" Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1154527688.

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Jaworowski, Harriet Ling. "The relationship of organizational health and school safety to student achievement." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539618851.

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Educators are compelled by federal and state legislation to investigate multiple aspects of the school organization to address factors that may increase student achievement. This study addressed this issue by investigating organizational health and school safety in urban elementary schools and their relationships to student achievement. The study explored elementary school teachers' perceptions regarding organizational health and school safety. These data were correlated to student achievement on the Virginia Standards of Learning Tests in English and mathematics for fifth grade.;The Organizational Health Inventory (OHI) for elementary schools was used to survey teachers' perceptions of institutional integrity, collegial leadership, resource influence, teacher affiliation, and academic emphasis in 24 urban elementary schools in Virginia. The School Safety Survey (SSS) gathered data on teachers' perceptions of school safety. The fifth grade Virginia Standards of Learning (SOL) tests in the areas of English and mathematics were the measurement tools for student achievement. This study compared the overall health indices and the subscale scores of organizational health to school safety, achievement in English, and achievement in mathematics. It further investigated the relationship between school safety and achievement in English as well as achievement in mathematics.;The study showed that there was a strong positive relationship between organizational health and safety, organizational health and student achievement in both English and mathematics, and school safety and student achievement in both English and mathematics. Regression analysis of the subscales of organizational health revealed that academic emphasis had a strong independent effect on student achievement in English and mathematics. Correlation and regression analysis with regard to organizational health and safety indicated that organizational health had an independent effect on English, but not mathematics.

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Klein, Antonia. "The Environmental Health of the Autistic Student in the Public School Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1409.

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Professionals have found autism to be an enigmatic condition. While necessary biomedical research continues, a gap exists in the inclusion of parental opinions, knowledge, and experiences in educational planning for their autistic children. The purpose of this mixed methods study was to identify the factors that the parents felt contributed to the academic success of their autistic child in the public school classroom environment and ways in which their ideas might contribute to overall educational planning and classroom design in structure, curriculum development, and intervention strategies which might lead to reduced stress. Parental input was explored through semistructured personal interviews with 8 parents and the administration of a 32-question survey questionnaire to 109 parents of autistic children. A content analysis was done on the qualitative data, and an analysis of quantitative data reported the frequency and percentages of the participant responses. Findings from the data revealed multiple areas in need of improved educational services that include the classroom organization, educator training and knowledge about the autistic condition, educator support, effective communication, and behavioral management of the symptoms of autism. The social change impact from the study's findings have the potential to inform educational planning, foster collaboration, increase educator participation in autism training methods, secure necessary funding for evidence based autism educational programs, promote further research, and provide awareness of existing empirically based approaches designed to meet the needs of a vulnerable population.

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Abou-Rizk, Zeina W. "The body image and eating habits of young girls in a rural Ontarian elementary school using the Comprehensive School Health program." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27567.

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The purpose of this study was to develop a better understanding of the body image, eating habits, and health perceptions of girls in a rural Ontarian elementary school using the Comprehensive School Health program. A case-study design was used for this project. Two interviews were conducted with the principal and with the 6th grade teacher. In addition, two focus groups were held with the girls of the 6th grade. The focus groups consisted of group discussions with the girls, the administration of the Collins Body Figures Scale (Collins, 1991), as well as a shortened version of the Children's Eating Attitude Test-26 questionnaire (ChEAT-26) (Maloney, McGuire, & Daniels, 1988). The results showed that there were very few health education initiatives related to body image and nutrition for the grade 6 class of the school, and suggested that the girls had healthy eating habits and low levels of body dissatisfaction.

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Tokarek, Nathan. "The Impact of Stand-Biased Desks on After-School Physical Activity Behaviors in Children." Thesis, The University of Wisconsin - Milwaukee, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620289.

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The purpose of this study was to assess changes in after-school time spent performing sedentary behavior (SB), light intensity physical activity (LPA), and moderate to vigorous-intensity physical activity (MVPA) among elementary school children in response to the introduction of stand-biased desks in the classroom. Thirty-one 6^th grade participants randomly assigned by their teacher to a traditional (CON) or stand-biased (INT) desk provided complete accelerometer data. After-school PA and SB were measured on four consecutive weekdays at baseline and 10-weeks. Wilcoxon Rank Sum Tests were used to detect significant differences (p<0.10) in changes in the proportion of after-school wear time performing SB and PA between groups. Results suggested no significant differences in changes in after-school time performing SB (p=0.770), LPA (p=0.740), or MVPA (p=0.470). Significant differences in the change in moderate PA (INT: -1.4%; CON: -0.2%, p=0.093) were detected. Stand-biased desks were not detrimental to children’s after-school PA and SB.

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Lunde, Martin Jacob. "Approach to medical missions : Dr. Neil Macvicar and the Victoria Hospital, Lovedale, South Africa, circa 1900-1950." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5809.

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This thesis examines the thought, work, and impact of the Scottish medical missionary, Dr Neil Macvicar, as well other personnel connected to the Victoria Hospital at the Lovedale mission in the Eastern Cape. Of special concern for study in medical history, missiology, and relief development studies, this work centres on Macvicar’s modern Western conceptions of Christianity, biomedicine, civilisation, African cosmological understandings, and traditional methods of healing, within the last years of the Cape Colony and the early history of the Union of South Africa. Macvicar was heavily influenced by the scientific advances and thought of his day, which in turn shaped his perceptions and attitudes not only to African worldviews but to his form and expression of Western Christianity and mission work. His efforts to eradicate and replace ‘superstitious’ thought and ‘inadequate’ methods of treatment focussed especially on the training of an African elite, including the first certified black nurses and largely unsuccessful attempts to initiate a scheme for black doctors. In addition, he promoted public health education endeavours; was heavily involved with patient care and treatment; enabled the inception of the South African Health Society; contributed countless articles, pamphlets, reviews, and books – both scholarly and popular; and was a central figure in the formation of the South African Native College (later to become Fort Hare University). As well as Macvicar, this thesis draws upon and exposes the impact of more marginalised medical personnel, such as Jane Waterston, one of the first female physicians in the modern British scheme, and Govan Koboka, a South African medical dispenser. Their work at Lovedale, among others like them in the late 19th century, was the primary approach to Western biomedical treatment offered by the mission, though largely unacknowledged in wider historical studies. This work also reveals how the hospital operated not simply as a place for healing, or indeed of dying, but as a ‘sacred’ or religious space in addition to its role as an educational centre for patients, and place for the training of other missionaries. Finally, elements of hospital-based biomedical practices, such as surgery, are examined and the Influenza Pandemic of 1918-1919 is looked at as a case study of mission community response to catastrophic disease.

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Montferret, Constance. "Factors that affect quantity of consumption of fruits and vegetables among elementary students that participate in the National School Lunch Program." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591609.

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Meal patterns in the NSLP have recently been updated. Research is limited on school staffs' perception of change in fruit and vegetable intake for students participating in the NSLP after implementation of the regulation. Identifying factors that affect intake of fruits and vegetables after implementation can help determine strategies to increase fruit and vegetable intake of students participating in the NSLP. Interviews were conducted with school staff ( n = 4) in the Covina-Valley Unified School District to investigate perceived factors that impact consumption and changes in waste. Data were transcribed, coded, and analyzed for themes. Reported factors affecting intake included the school's approach, peer influence, and offering condiments. In addition, the amount of time students are given to eat lunch was identified as a potential factor, given that fact that the regulation requires students to take a fruit or vegetable, as these foods were perceived to take longer to consume.

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O'Neil, Kason M. "High-activity Cooperative and Teaming Building Games for Elementary Physical Education." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4043.

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Steiniger, Laura 1950. "The relationship between body-mass index and academic achievement in third-grade white females." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291896.

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This study examined the relationship between BMI and academic achievement in third-grade white females. Academic achievement was determined by classroom grades and standardized achievement test scores (e.g. CTBS). Also assessed were teachers' predictions for school success and teachers' perception of student behavior. The results of the investigation indicated no statistically significant differences in classroom grades between groups of "normal-weight" students and a group of obese students. However, teachers predicted less school success for obese girls and the highest degree of school success for the thinnest girls, and ANCOVA revealed statistically significant lower CTBS scores for obese girls. While MANCOVA of BMI and other confounding factors on CTBS scores showed BMI was not statistically significant, a relationship does exist. A model is proposed linking BMI and academic achievement through the mediating factors of teachers' predictions for success (teacher expectancies) and parents' level of education.

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Moore, Eric T. "PHYSICAL EDUCATOR PERCEPTIONS OF PROFESSIONAL DEVELOPMENT: A PHENOMENOLOGICAL STUDY." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/41.

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The objective of this study was to explore the perceptions physical educators had of a phenomenon: professional development (PD). Specifically, the study sought to understand the following question: how do physical educators perceive PD? Said in the spirit of phenomenological research, this study aimed to explore the lived experience of PD from the perspective of elementary physical education teachers. Subsequent research questions included: (a) How do physical educators perceive PD in relation to their physical education program’s role in public health?; (b) What perceptions, including potential barriers and facilitators, do physical educators have of PD?; and (c) In what ways do physical educators use PD to improve upon both teaching practices and student learning? Participants included ten elementary physical education teachers employed in the same county in the Southeast United States. A lengthy, open-ended interview between the researcher and all ten participants was the only source of data. Data were analyzed using a phenomenological approach, more specifically Hycner’s phenomenological five-step data explication process. The data explication process revealed four common themes as well as a variety of sub-themes across all participants. The four themes were analyzed to gain a true understanding of the lived experiences of physical educators’ PD. Those themes were: (a) PD for Professional Growth – A search for meaning; (b) Accessibility, (c) I Matter!, and (d) Relationships. Overall the study highlights the integral and often-personal role PD has in the lives of the study’s participants. The insights from this study may inform education policy makers, school districts, school administrators, and designers of educator PD to improve the overall PD experience of practicing educators.

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Moore, Teri Christina. "Case Studies of Elementary Schools in San Diego County Implementing Quality Physical Education and Other Physical Activity Programs." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/317804.

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The increasing prevalence of childhood obesity and physical inactivity continues to threaten the health of our nation's youth. Schools provide the opportunity for children to accumulate physical activity and can become proactive in promoting healthy behavior. This study features the practices of three public elementary schools in San Diego County that are implementing quality physical education and other types of physical activity programs to improve the wellbeing of their student population. Elementary schools were purposefully selected and observed over the school year. Direct observation tools were used to measure physical activity levels and semi-structured interviews were conducted with school administrators, teachers, and community members. Documentation along with photographs related to the school environment and physical activity programs were collected as supportive records. Key themes emerged after data were transcribed, coded, and analyzed for patterns and themes. Five common themes emerged: 1) Having administrators and educators who valued physical education and physical activity and were leaders and champions for student wellness; 2) Having involved parents and established community partnerships to support and sustain programs through monetary contributions, donations, and volunteer time; 3) Implementing programs which promoted cooperation and personal responsibility; 4) Offering physical education instruction that actively engaged students; 5) Having levels of moderate to vigorous physical activity that varied among grade levels and gender. Public health and education must share the responsibility for teaching students and family's important techniques for adopting and maintaining healthy practices. The findings from this study have implications for educators and administrators trying to increase opportunities for physical education and physical activity with limited resources and competing academic priorities. The collective practices of the three elementary schools will inform school administrators, enhance teaching strategies, and influence physical activity policies and practices among individuals seeking to advance student wellness.

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Hollopeter, Anissa A. Ms. "Art Therapy Program Development for Elementary School Students." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210366744.

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Carter, Megan A. "Obesity and academic performance of Canadian school children: A prospective study using the first five waves of the National Longitudinal Survey of Children and Youth." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27961.

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Obesity has become a worldwide epidemic in children. It may have both short- and long-term negative effects including poor performance in academics. Using multivariate linear regression methods and the National Longitudinal Survey of Children and Youth, this study prospectively examined the effect of obesity status during the primary school years (2-5 y to 8-11 y) on standardized math test scores, while adjusting for confounders. Results indicate that children who grew out of obesity performed significantly better in math than children who were never obese. However, children who were always obese and those that developed obesity performed no differently than children who were never obese. Childhood obesity was not found to be negatively associated with an objective measure of academic performance. Being obese early in childhood and normal weight later on was associated with improved academic performance. However, further studies are needed to substantiate this finding.

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Grigas, Leah. "Collaboration begins in the classroom| Future teachers discuss their knowledge, preparedness, and perceptions regarding speech-language concepts and collaboration with speech-language pathologists." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588614.

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Since the education system has shifted towards inclusive classrooms, the need for collaboration between teachers and the special education team has increased. This study was a survey design completed by 8 student teachers from California State University, Long Beach. The purpose of this study was to investigate the knowledge base, preparedness, and perceptions of future teachers as these factors relate to collaboration with SLPs in the elementary school setting. The participants' responses suggested positive perceptions of speech-language pathologists, and motivation to collaborate, yet teachers' knowledge is limited regarding speech-language topics and collaboration. Further, student teachers report limited preparedness to collaborate and address the needs of students with speech-language disorders. Clinical implications and the need for further research are discussed.

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Gibbs, Lisa, and mikewood@deakin edu au. "'When the whole bloke thing starts to crumble... Men's access to chronic illness (arthritis) self management programs." Deakin University. School of Health and Social Development, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.130916.

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This thesis explores the issue of men's access to chronic illness self management programs from a social constructionist perspective. A combination of research methodologies was used; a quantitative analysis to confirm gender differences in levels and patterns of service use; a qualitative analysis to gain an increased understanding of the factors affecting men's access; and a trial to test the application of the research findings. The clients and services of Arthritis Victoria were chosen as the setting for this research. The quantitative analyses were conducted on contingency tables and odds ratios and confirmed that men were under-represented as service users. The analyses also identified gender differences in patterns of service use. The qualitative analysis was based on a series of in-depth, semi-structured interviews. It was undertaken from a grounded theory approach to allow for the development of theoretical explanations grounded in the data. It was found that men's decisions to access chronic illness self management programs were strongly influenced by dominant social constructions of masculinity which constrained help-seeking and health management behaviour. However, the restrictive influence of hegemonic masculinity was progressively undermined by the increasing severity of the chronic condition until a crisis point was reached in terms of the severity of the condition or its impact on lifestyle. This resulted in a reformulation or rejection of hegemonic masculinity. The described conceptual framework was consistent for men from diverse social groupings, although it appeared less prominent in both younger and older men, suggesting that dominant social constructions of masculinity have the greatest influence on health decisions during the middle stage of adulthood when work and family obligations are greatest. The thesis findings informed the development of some guiding principles for reviewing the structure and delivery of chronic illness self management services for men. The guiding principles will have direct application in the planning of Arthritis Victoria programs, and implications for other chronic illness self management programs in Australia, and also in Western countries with a similar health and sociocultural setting to Australia.

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Morris, Edwin F. "A study of the mental health knowledge and attitudes of preservice and inservice elementary school teachers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074429.

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Wright, Jounice Blackmon. "School Violence and Teacher Resiliency at a Midwest Elementary/Middle School." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1512.

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The purpose of this phenomenological study was to investigate, from the perspective of teachers, the possible effect of school violence on teacher resiliency. School violence has been studied with respect to student behavior and academic success, as well as socioeconomic influences, but not with respect to teacher resiliency, as expressed by teachers themselves. Resiliency theory was the conceptual framework. Participants were all teachers of Grades 2-8 at an elementary/middle school in the Midwest. Twelve in-depth interviews were transcribed into text data and analyzed for common themes. Using NVivo, Version 10, I was able to more easily manage the volumes of text data. Reoccurring themes and meanings were triangulated with a resiliency questionnaire, school climate surveys, and field notes. The overarching themes that emerged were that teacher resiliency at the target school was lowered when its teachers were exposed to a school climate which allowed for excessive violence, especially fights. A second overarching theme was that there were inconsistencies in the support offered by the school administration, which negatively impacted teacher resiliency. A third overarching theme was that there was a significant lack of parental and community support, which also negatively affected teacher resiliency at the target school. Overarching themes that emerged can now be used to support the need for more effective teacher training about school violence. The outcomes may also help generate improved school violence policies at the local, state, and national levels.

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Hurmeric, Irmak. "Assessment Of Health-related Physical Activity Level, School Physical Education Lesson Context And Teacher Behavior In Elementary." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1067446/index.pdf.

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Physical Education (PE) includes the development of knowledge and positive attitudes toward physical activity. Regular physical activity participation during childhood and adolescence has many beneficial effects on health. The purpose of the study was (a) to describe student physical activity level, lesson context and teacher behavior, (b) to determine the relationships among physical activity, lesson context and teacher behavior, (c) to investigate the differences among these variables in public and private schools. Nineteen PE teachers from public and private schools in Ankara participated to the study. For data collection, 6th, 7th and 8th, (n=144) grade elementary school students were observed systematically by using SOFIT during 36 lessons. Results showed that students were spending little time in moderate to vigorous physical activity and they were generally standing or sitting in PE lesson. During the active time, they were generally practicing skill in both public and private schools. Teachers spent majority of lesson time on providing instruction for skill practice. However, teachers did not spend time on fitness knowledge and promotion of fitness in PE lessons. The findings of the study showed that there was a significant relationship between student activity level, lesson context and teacher behavior variables. PE teachers in public schools had higher scores of demonstration but teachers in private schools had higher scores of observation. In addition, there were no significant differences in lesson context variable between schools. Physical Education classes require active participation of students for skill and fitness development. However this study indicated that although students were practicing some forms of skills, there were not spending time on fitness development and fitness promotion during classes. Provision of in service training for teachers and revision in PE teachers&rsquo
education curriculum might be needed to improve the health-related physical activity levels and knowledge of adults of future.

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Nieder, Lauren E. "Effects of an Academic Enrichment Program on Elementary-Aged Students' Performance." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7871.

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The goal of this research was to develop a greater understanding of the effectiveness of enrichment programs outside of the school setting. This study was also intended to contribute to the broader understanding of the mechanism of student school-related stress, reported by parents, as it relates to student academic performance, specifically in a population which primarily consists of students and parents who are of Asian-Indian-American descent. With rising standards and intensifying pressure on students to be academically successful, it is necessary to examine the stress students experience due to their academics, as well as its effects on their academic performance. Participants in this study included twenty 1st through 5th grade elementary students who attend weekly classes at one of three local academies where the after-school academic enrichment program is offered. Data from those students participating in both math and English was accounted for separately, resulting in 34 total student subjects which can be utilized for this study (N = 34). After performing bivariate logistic regression, the models did not reach significance (p > .05), therefore it cannot be said that an increase or decrease in dependent variable of students’ school grades can be predicted that any of the following independent variables: homework completion, length of enrollment, and academy homework scores,. The perceptions of the parents, in addition to those of the children experiencing these stressors should be studied further.

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Ainsworth, Marie K. "Feminine Discourse and the "Frequently Neglected Area" of Mental Hygiene in 1950s Ontario Elementary Health Textbooks." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23515.

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This thesis examines how mental hygiene principles were adopted for a student audience through the elementary-level health textbooks series, Health and Personal Development, used in Ontario schools from 1952 until 1963. In particular, I explore the didactic messages pertaining to mental hygiene as they related to girls. The results of this analysis demonstrate that healthy mental hygiene and personal development for girls, according to the textbooks, meant becoming wives, mothers, and homemakers, as their own mothers model. While these roles required many skills and responsibilities, and provided women with a certain amount of agency in the female-dominated sphere, girls were represented in the textbooks as having a limited set of options in life: to emulate their mothers’ feminine domesticity, or to risk a life marred by poor mental hygiene.

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Moore, Tracy. "The physical activity habits and body image perceptions of students in a rural healthy Ontarian elementary school." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27599.

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Since the Canadian educational reform in the 1990's, schools have included health education in their curriculum, and as all children under the age of 16 must attend school, on can ask "what better place to encourage health?" With this increased focus on health education, more schools are adopting a Comprehensive School Health (CSH) approach, yet as the CSH approach is not standardized in Canadian schools, school's choosing to adopt such principles must do so independently. In addition to independent adoption, school's who do chose to employ a CSH approach are under researched, resulting in little information on current CSH practices. This lack of research is prevalent in many countries, as researchers have acknowledged that the concept of the CSH approach is more advanced than its implementation (WHO, 1997). Therefore, by examining the physical activity habits and body image perceptions of rural students, this research sought to develop a better understating of a rural CSH approach. Results of this study demonstrated that this school's vice-principal and physical education teachers engaged in a series of health promoting initiatives. This school's joint development of their CSH approach was one of the factors that lead to their extensive application of the approach, as they benefited from the additional support of volunteers, government funding, pedagogical resources, and health professionals. With these unique opportunities, this school surpassed the level of CSH implementation that is presented in the current literature, by successfully implementing a Health Curriculum, a Healthy Environment, and providing an avenue for Health Services to begin. The students in this rural school demonstrated high levels of physical activity participation and body image satisfaction. Students credited their knowledge of health issues to their unique health education opportunities, parental and peer modeling, and their participation in regular physical activities.

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Steffey, Brianna R., Abigail D. Daugherty, Brandi M. Ph D. Eveland-Sayers, Alyson Chroust, Kara L. Boynewicz, and Andrew R. Dotterweich. "ATTITUDES TOWARDS PHYSICAL ACTIVITY PARTICIPATION AND SCHOOL ENGAGEMENT IN ELEMENTARY SCHOOL CHILDREN." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/167.

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Numerous benefits are associated with physical activity participation with recent evidence indicating this may transfer into the classroom environment. Purpose: The purpose of this study was to investigate the relationship between attitudes towards active or passive physical activity participation and classroom engagement in elementary school children. Methods: Students (n = 67) in grades 3-5 completed The Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) and The Elementary Student Engagement Instrument (SEI). Results: A statistically significant positive correlation (r = .31, P < .05) was found between the CSAPPA and SEI indicating that students who prefer active participation in physical activity also report higher levels of engagement within the school environment. No statistical difference was noted between males and females or across grade levels. Conclusion: The results of this research support the benefits of physical activity participation within the school environment. The lack of statistical difference with regard to sex is also noteworthy in that research connecting physical activity and classroom engagement frequently indicates differences between males and females. This is possibly attributed to the inclusive culture established by the school which promotes and supports opportunities for all students. These findings are particularly relevant in light of current trends to reduce time spent in physical education, free play, and other physical activity opportunities within the school day.

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Willits, Lauren A. "Parent-training for parents of preschool- and school-age children with language deficits| A pilot study in enhancing children's vocabulary growth and parents' perceptions, strategies and knowledge." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571470.

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The purpose of this study was to address two research questions: After parents participated in a brief, language-focused parent-training program: (1) To what extent does the parent-training influence children’s vocabulary development and (2) To what extent does the parent-training influence parents’ role as a language facilitator in regards to their perceptions, strategies and knowledge of language and literacy concepts.

Pre-and post-parent-training, assessment was conducted and used to measure growth within each participant group. A standardized vocabulary test was administered to the child participants and a parent questionnaire was administered to the parent participants. Data were collected and analyzed using descriptive statistics. The results from this study found that parent-training can increase children’s vocabulary and parent’s perceptions, knowledge and skills pertaining to their role as their child’s language facilitator.

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Scoggin, Peggy Ann. "The ENERGY club: A diabetes prevention project for Monterey Elementary School." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3088.

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The Monterey School Diabetes Prevention Project's (MSDPP) ENERGY Club is a pilot project for school-based health prevention curriculum targeting students with risk factors for diabetes. ENERGY is an acronym for Exercise 'n Eating Right is Good for You.

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MacMath, Sheryl. "Perceptions of undergraduate education students from within an elementary teacher education programme." 2005. http://hdl.handle.net/1828/807.

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Cook, Ryan. "Fundamental motor development and physical activity levels of kindergarten children in School District 61 Victoria, BC." Thesis, 2012. http://hdl.handle.net/1828/4153.

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Currently one-quarter of Canadian children are meeting the minimal Canadian Physical Activity Guidelines of 60 minutes of moderate-to-vigorous intensity physical activity (MVPA) daily. These alarming data suggest there is an urgent need to examine factors associated with children’s engagement in physical activity. Motor skill proficiency is associated with time spent in MVPA and predictive of participation in organized sport among adolescents. The aim of this study was to examine the relationship between motor skills and physical activity of children in their first year of school. As gender-based differences in motor skill proficiency and physical activity are common, the influence of gender was also examined. Motor skills were assessed using the Test of Gross Motor Development – 2 and physical activity measured with accelerometers (Actigraph GT1M). Of the 106 (mean age = 6y3m) consented kindergarten children, 58% met the accelerometer wear-time inclusion criteria of 10 hours per day on at least 4 days. A MANCOVA revealed no significant gender based differences in motor skills or physical activity; therefore subsequent analyses included all children. Mastery of individual components of each skill as a percentage, were 54.1% of locomotor and 42.3% of object control skills. Using a cut-point of 4 metabolic equivalents, all of the children achieved 60-minutes of daily and weekday MVPA, and 82% of children achieved 60-minutes per day on the weekend. Both object control and locomotor skills were significantly related to the intensity of recorded activity. However, linear regression revealed that total motor skills predicted more variance in MVPA (9%) than either locomotor skills or object control skills independently. The findings of this study reveal that the kindergarten children engaged in MVPA at a rate equivalent to, or higher than, the minimum recommendations for Canadian children. However, motor skill proficiency was somewhat low. Children’s motor skill proficiency predicted a small, but significant, proportion of children’s physical activity.
Graduate

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Liu, Jeng-huei, and 劉政輝. "Health and physical education teacher feed back for elementary school." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/01309147460794255122.

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碩士
國立臺東大學
教育研究所
92
The purpose of this study was to understand the teacher feedback situation of health and physical education in elementary school. This study used the revision of Teacher Feedback Observation System Tool to record teacher feedback behaviors, understood the decision clue thorough Stimulated Recall Interview, and also compared the differences between feedback behaviors and teaching thought clue of expert and novice teacher. In addition, to understand the relations between teacher feedback behavior and students’ learning of the achievement was the purpose of this study. In elementary school, the participants of this study were recorded the video and audio taps in the real teaching situation of health and physical education teaching classes for one health and physical education expert teacher and one health and physical education novice teacher, then analyzed all the information. The results were as follows: 1. Teacher feedback behavior (1) In health and physical category, physical education feedback got the most number of times. (2) The expert teacher and the novice teacher’s teacher feedback content had no significant difference. (3) The expert teacher and the novice teacher’s teacher feedback number of times had the difference. 2. Teacher feedback thought The expert teacher and the novice teacher’s teacher feedback thought clues were different. 3. Students’ learning achievement (1) The expert teacher and the novice teacher’s student learning achievement were different. (2) The times of teacher feedback and students learning achievement had positive relationship.

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Lin, Chin-Lien, and 林金蓮. "Effects of Health Education Program on the Vision Health Care in Elementary School Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9y5f47.

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碩士
長庚科技大學
護理系碩士在職專班
106
Background: Myopia is the severe current eyesight problem of students in Taiwan. According to statistical result of past years, elementary school students’ defected eyesight rate is higher and the problem should not be neglected. Purpose: It explores effect of intervention of health education on vision care behavior such as elementary school students’ regular time of eye use 30/10, everyday outdoor activity 120 and reading habit. Method: This study design of pretest and posttest of two groups ofquasi-experimentand treats Grade 3 and Grade 4 students of two elementary schools in Chiayi County as subjects. There are respectively one hundred five subjects in experimental and control groups. Before intervention, it conducts pretest of vision care behavior of students in two groups. Six weeks after intervention of vision care health education in experimental group, it conducts posttest of vision care behavior of two groups. Research Result: After experimental group students receive intervention of health education, eye use and vision care behavior such as families’ time limit on students’ television watching, computer or video game playing, ten minutes of break of every thirty minutes of television watching, sufficient indoor light when watching television or playing computer, days of regular eye use 30/10 after school in the week and outdoor activity hours on Saturdays show statistically significant difference and posttest is higher than pretest. Experimental group is significantly superior to control group in terms of eye use behavior of families’ time limit on students’ television watching, computer or video game playing. Conclusion: Intervention of health education improves students’ eye use behavior and vision care behavior such as regular eye use after school in the week and on holidays 30/10 and outdoor activity on holidays 120.

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Stein, Ravit R. "Asthma in low-income urban elementary students: The relationship between symptom severity and school attendance/performance." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3314486.

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Fletcher, Timothy. "Learning to Teach Health and Physical Education: The Experiences of Elementary Student Teachers." Thesis, 2011. http://hdl.handle.net/1807/31749.

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This research investigates elementary student teachers’ experiences of learning to teach health and physical education (HPE) in a one-year pre-service teacher education program at Windermere University in Canada. The participants in the research are preparing to become elementary classroom teachers; a group who often recall negative prior experiences of HPE from their time as school pupils and report an overwhelming lack of preparation and confidence to teach HPE. Mixed-methods of data gathering were employed in the form of pre- and post-test surveys of 308 student teachers, and three interviews conducted with a purposive sample of ten student teachers. Four main findings emerged from the research. First, elementary student teachers’ embodied identity as healthy and physically active individuals profoundly shaped their prior experiences of HPE. Second, the 12-hour HPE course offered in Windermere’s pre-service program broadened student teachers’ views of HPE and provided them with some basic strategies for teaching elementary HPE. Third, the practice teaching experience provided some student teachers with opportunities to either observe or to try teaching HPE; few had opportunities to do both. Fourth, there was a positive and statistically significant change in student teachers’ identities as teachers of HPE from the beginning to the end of the pre-service teacher education program. Implications for school HPE, pre-service teacher education programs, policy regarding teachers of HPE, and future avenues for research are discussed in light of the findings.

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Lin, Yi-Ching, and 林奕青. "A Content Analysis of Health and Physical Education Textbook of Elementary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/34507848104434376727.

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碩士
國立臺北教育大學
體育學系碩士班
97
The study was intended to research the editing of PE teaching material and the integration of PE core concepts with multiple intelligences in health and PE textbooks at the second learning stage in elementary school. The subjects of this research were fourth- to sixth-grade textbooks—Ren Lin, Nan Yi, Kang Hsuan and Han Lin, all of which passed the evaluation of the Ministry of Education in 2007. The study adopted the content analysis approach, using classification tables for PE teaching material analysis, for PE core concept analysis and for multiple intelligences content analysis as research tools. It applied descriptive statistics to do the counting of times and percentages. Research results were as follows: First, the selection and editing of PE teaching material in health and PE textbooks in elementary school was no longer limited to the traditional five main categories. All four publishers included “track and field,” “gymnastics,” and “ball games” into their textbooks; however, material intended for outdoor activities accounts for a relatively low proportion. Material published by Nan Yi is of higher diversity and boasts the highest proportion of PE-related units. Second, the level of integration of core concepts in different textbook versions was very similar, all with the highest proportion in the subject of “sports techniques.” Third, the integration of multiple intelligences in various textbook versions gave the highest priority to “linguistic intelligence” and second priority to “bodily-kinesthetic intelligence.” Overall, there were a rich variety of learning activities for different intelligences in textbooks to suit students’ diverse needs.

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Dissertations / Theses on the topic 'Health education (Elementary) Victoria'

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