Journal articles: 'Lower post primary school'

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Connolly, Sinead, Angela Carlin, Anne Johnston, Catherine Woods, Cormac Powell, Sarahjane Belton, Wesley O’Brien, et al. "Physical Activity, Sport and Physical Education in Northern Ireland School Children: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 18 (September 19, 2020): 6849. http://dx.doi.org/10.3390/ijerph17186849.

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Internationally, insufficient physical activity (PA) is a major health concern. Children in Northern Ireland (NI) are recorded as having the lowest levels of PA in the United Kingdom (UK). To date, validated and representative data on the PA levels of NI school children are limited. The aim of this study was to provide surveillance data on self-reported PA, sport and physical education (PE) participation of school children in NI. Differences between genders and factors associated with PA were also examined. A representative sample of primary (n = 446) and post-primary (n = 1508) children was surveyed in school using validated self-report measures. Findings suggest that PA levels are low, with a minority of children (13%) meeting the PA guidelines (primary pupils 20%, post-primary pupils 11%). NI school children have lower levels of PA, PE and sports participation than UK and European peers. A trend of age-related decline across all the domains of PA was apparent. The data presented highlighted that females are less likely to achieve PA guidelines, children from lower socio-economic background participate in school and community sport less often, and that enjoyment and social support are important variables in PA adherence. Policy solutions that would support implementation e.g., mandatory minimum PE time, whole school approaches to PA promotion and targeted investment in schools, particularly in areas of deprivation and for females, are suggested.

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Qazi, Sheze Haroon, Rubina Mumtaz, Saba Masoud, and Rabia Tassaduq. "Effectiveness of An Oral Health Care Workshop in Primary School Teachers of Barakahu; A Pilot Study." Pakistan Armed Forces Medical Journal 72, no. 1 (February 28, 2022): 115–18. http://dx.doi.org/10.51253/pafmj.v72i1.5440.

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Objective: To assess the effectiveness of an oral health care workshop in enhancing the knowledge of primary school teachers Study design: Quasi-experimental study. Place and Duration of Study: Primary schools of Barakahu, from Feb to Jun 2019. Methodology: This pilot study was carried out among who attended a training workshop on oral health at various primary schools of Barakahu. Training methods included didactic lectures, demonstrations and audio-visual aids. Scores were graded pre and post workshop as poor, fair and good knowledge. Evaluation was done to assess the effectiveness of the training. Results: Out of 40 participants, 78% had good pre-training knowledge as compared to 83% after the training. As our data was not normally distributed therefore, we applied, Wilcoxon signed ranks test to check the change in the questionnaire scores (pre- and post-workshop). Among the 40 participants, 30 had a higher score post-workshop, while 7 had the same score and 3 participants had the lower score (p-value <0.001). Conclusion: The study concluded that a training workshop was an effective tool for improving the knowledge of primary school teachers regarding oral health.

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Incekara, Cetin O. "Post-COVID-19 ergonomic school furniture design under fuzzy logic." Work 69, no. 4 (August 27, 2021): 1197–208. http://dx.doi.org/10.3233/wor-210652.

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BACKGROUND: Because of wrong sitting position, children have back-pain and related musculoskeletal pain (MPD). Due to inappropriate designed class furniture by not taking into account the children’s anthropometric measurements have negative effect on children musculoskeletal systems. The impact of the COVID-19 pandemic crisis has changed the furniture industry’s production trends. OBJECTIVE: This study aimed to develop a new fuzzy based design of ergonomic-oriented classroom furniture for primary school students considering the measured anthropometric dimensions of students’ safety, health, well-being, i.e. ergonomic criteria, socio-psychological aspect and post-COVID policies. METHODS: In the study 2049 number of primary school students are assessed considering COVID-19 pandemic policies and their static anthropometric dimensions were measured between 7-10-year-old (between 1st-4th grade students) and descriptive statistics of children among their ages and genders are calculated; mean, standard deviation, percentiles. The data collected from the students were analyzed quantitatively by using Significance Analysis: Mann-Whitney U test statistic, t-test, Regression Analysis and one-way ANOVA. In the study interviews with experts are performed and fuzzy mathematical model (by using fuzzy-AHP, fuzzy-TOPSIS and fuzzy-VIKOR) is developed to calculate Turkey’s three schools’ furniture. RESULTS: Results showed statistically significant differences between two genders. And it is observed that the seating bench height is too high for primary school students and lower than the height of the classroom’s blackboard from the floor. Fuzzy Multi Criteria Decision Making Method’s (FMCDM) results show that primary school students’ ergonomic classroom furniture should be mainly designed by considering “COVID-19 Criteria”, “Ergonomic Criteria” and “Socio-Psychological Aspect”. Students’ existing seating benches and tables are changed by considering post-COVID policies/protocols, Ergonomic Criteria and Socio-Psychological Aspect. And a new seating bench/chair and table’s dimensions is proposed in the study. CONCLUSIONS: Children study at school for long periods and their activities involve long periods of time on their desks in schools. As per the results of the study, it can be concluded that school management must consider the genders, ages of students and take into account the post-COVID policies/protocols while procuring the classroom furniture. The COVID-19 pandemic is the single largest event to have affected children globally in their access to school in recent times; estimates suggest that over 85%of the world’s total enrolled learners, 1.5 billion children and youths, have been affected. The coronavirus pandemic also creates dramatic changes for the school furniture.

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Adeleke, G. A., and P. O. Jegede. "Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills Among Nigerian Lower Primary School Pupils." European Journal of Education 3, no. 1 (January 1, 2020): 31. http://dx.doi.org/10.26417/ejed.v3i1.p31-35.

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The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. Keywords: performance, spatial reasoning, treatment, strategies, ability group, think-pair-share, concrete-representation-abstract, learners’-self-controlled.INTRODUCTIONEarly graft of mathematic ability has been ascertained to predict later mathematical achievement and related endeavors in life [6]. Hence, the promotion of early mathematic competency is of critical importance. Established link between spatial ability and mathematics in early childhood by neuropsychological and brain imaging studies and behavioral evidences potent that math performance can be improved with spatial reasoning. Nigeria’s experience in local, national and international examinations show dwindling performances of examinees traceable to substantiated inefficient score in spatial reasoning items consistently featured [5, 1] in such standardized examinations. This was interpreted to mean that, children understanding of space pattern is necessary and demanded by the curriculum. The advent of information and communication technology (ICT) eulogized as potentially powerful and enabling tool for education change and reform is hereby engaged in learning delivery for comparative analysis of performance in learning spatial concepts among primary school pupils. METHODOLOGYNon-equivalent pretest, posttest and control group research design was adopted. The population consisted of 357,533 pupils’ enrolled in 1, 378 primary schools in Osun State (Daily Independent, 2013) characterized with male and female learners of varied academic abilities. Study sample was eked out using purposive and multi-stage sampling techniques. Primary III class was purposively selected based on the learners' age (6 – 8 years) limit in early childhood. Four schools with 105 intact class pupils were multi-stage sampled in the three major towns of the state considering available facilities for the study. Research instruments included Spatial Reasoning for Children (SpatReC), an interactive, multimedia package designed using C-Sharp (C#) programming language and follows the taxonomy based on Benjamin Blooms’ principles as revised by Anderson and Krathwohl in [8]; and Spatial Reasoning Test (SRT) used for pretest and posttest. Instruments, in a previous study [1] were adjudged validity and reliable. Learners in their intact classes were randomly assigned to study conditions namely; the three experimental groups and the one control group; three levels of cognitive ability groups - high, medium and low; and two sex groups - male and female. The intervention took forty minutes of Mathematics periods for three days in a week and six weeks in each of the schools excluding tests. ANALYSIS:Tests for significant interaction effect of treatment on groups were conducted. Result shows the test of equality of means to be significantly equal (t = 2.003, p - 0.05) in favor of equal variance assumed. The study’s subjects were thus adjudged to be reliably homogeneous (Table 1).Table 1: Test for Difference in the Participating group’s Post-test Scorest-test for Equality of MeanstdfSig.(2-tailed)Mean DifferenceStd. Error Difference95% Confidence Interval of the DifferenceLowerUpperEqual variances assumed2.003103.0481.253.626.0122.494Furthermore, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance using their experimental groups as the differentiating variable and the pre-test scores as the covariate to remove the possible effect of previous learning and other confounds. The result showed significant difference in the post-test scores (F = 2.934, p - .05). It also showed from the table that, the R-squared value was 0.080 and the Adjusted R squared value stood at 0.053. This can be interpreted to mean that the maximum variance in the post test score is quite small. So other possible factors which might explain the difference in the post test scores and interact with the effectiveness of the learning strategies were sought after (Table 2).Table 2:Post-Test of Difference of Treatments Tests of Between-Subjects Effects - Dependent Variable: post test scoreSourceType III Sumof SquaresDfMean SquareFSig.Corrected Model96.677a332.2262.934.037Intercept34388.204134388.2043131.034.000GRP96.677332.2262.934.037R Squared = .080 (Adjusted R Squared = .053)The source of difference was located between the CRTL group and the CRA group (Table 3). It can be concluded that there exists significant difference among the learning strategies in improving performances.Table 3: Multiple Comparisons Post hoc TestDependent Variable: post-test score Tukey HSD(I) Treatment(J) TreatmentMean Difference(I-J)Std. ErrorSig.95% Confidence IntervalLower BoundUpper BoundCTRLTPS.413.924.970-2.002.83LSC.514.960.950-1.993.02CRA2.514*.960.049.015.02* The mean difference is significant at the 0.05 level.Would there be any interactive effect of intervention between various academic ability pupils by virtue of learning strategies? To answer this question, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance. Result shown in Table 4 revealed that there is no significant interaction effect of experimental groupings and ability levels on the post-test scores (F = 1.440, p > .05). In this stance therefore, the research question is answerable in the negative.Table 4: Test of Difference of Treatment and Ability in Post-test Tests of Between-Subjects Effects Dependent Variable: post test scoreSourceType III Sum of SquaresDfMean SquareFSig.Corrected Model113.502a716.2151.440.198Intercept28102.188128102.1882495.206.000GRP * ability113.502716.2151.440.198a. R Squared = .094 (Adjusted R Squared = .029)Lastly, could any difference in performance result from variation in sexes? Despite the slight differences in group sizes, no significant difference in the performance on the basis of sex-groups (value = 0.186, > 0.05) was found. It as well showed that, there was no significant interaction found between groups and sex in describing performance of pupils in spatial reasoning (F = 0.030, p > 0.05) (Table5).Table 5: Test of Difference on Post-test in Treatment / Sex Groups DescriptivePost test scoreNMeanStd. DeviationStd. Error95% Confidence Interval for MeanMin.Max.dffsigLower BoundUpper BoundMale4118.153.190.49817.1419.1511281.030.862Female6418.273.560.44517.3819.151226103Total10518.223.405.33217.5618.881128104DISCUSSION - CONCLUSION:The application of ICT unto learning strategies was with a view to improve performance in spatial concepts in pupils of low and high ability at the primary school level. Notable results included significant effect of treatment on performance at the removal of possible effect of previous learning and other confounds. This discovery agrees with [3] whose study established that particular intervention in the experimental group might increase learner’s motivation and in turn lead to higher achievement levels for learners in the experimental group than for those in the control group. [2, 4] also found particular learning strategies - conceptual learning strategy and online tool substantially increasing math performance growth in separate studies. Ability levels’ effect on academic achievement as investigated indicated no significance in the post-test scores even after controlling for the previous learning through the pre-test. This result was at variance to [7] study on game-based learning (GBL) which found that, many students with low confidence toward learning mathematics can be restored and improve their confidence toward mathematics. Conclusively, performances on the basis of sex-groups and ability groups have no significant interaction found between ICT-integrated strategy learners of spatial reasoning. REFERENCES Adeleke, A. G. (2015) Comparative Effectiveness of ICT-Integrated Learners’-Self-Controlled, Concrete-Representational-and Think-Pair-Share Strategies in Enhancing Spatial reasoning Skills of Primary School Pupils in Osun State. A Doctoral Dissertation Submitted to Postgraduate College, Obafemi Awolowo University, Ile-Ife, Nigeria. Adeleke, M. A. (2007) Strategic Improvement of Mathematical Problem-solving Performance of Secondary School Students using Procedural and Conceptual Learning Strategies. Educational Research and Review Vol. 2 (9), pp.259-263. Alrabai, F. (2014) The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied Linguistics. 2014 Oxford University Press.Haelermans, C. - Ghysels, J. (2014) The Effect of an Individualized Online Practice Tool on Math Performance - Evidence from a Randomized Field Experiment.Jegede, P. O., Adelodun, O. A. - Okoli, B. C. (1998) Evaluation of Test Characteristics of UME Mathematics Items in the Context of Bloom’s Taxonomic Categories. Journal of Creativity in Teaching for the Acquisition and Dissemination of Effective Learning (CITADEL) Vol.3 (6) pp.233-241.Krajewski, K - Schneider, W. (2009) Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513-526. Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-C., - Chan, T.-W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Educational Technology - Society, 17 (3), 65–78.Wilson, L. O. (2013) Understanding the New Version of Bloom’s Taxonomy - A succinct discussion of the revisions of Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively. Available at http://www4.uwsp.edu/education/ lwilson/curric/newtaxonomy.htm

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Teo, Choon Huey, Yit Siew Chin, Poh Ying Lim, Shahril Azian Haji Masrom, and Zalilah Mohd Shariff. "Impacts of a School-Based Intervention That Incorporates Nutrition Education and a Supportive Healthy School Canteen Environment among Primary School Children in Malaysia." Nutrients 13, no. 5 (May 18, 2021): 1712. http://dx.doi.org/10.3390/nu13051712.

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In this study, a school nutrition program (SNP) that incorporates nutrition education and a healthy school canteen environment was developed to improve nutrition knowledge among intervention respondents and provide a healthier environment for them to practice healthy eating. In the current study, we evaluated the impacts of the SNP on eating behaviors, physical activity, body mass index-for-age (BAZ), and cognitive performance at pre-intervention, post-intervention, and 3-month follow-up points between intervention and comparison groups. This intervention study involved 523 primary school children (7–11 years old) from six selected schools in Batu Pahat District, Malaysia. Each respondent completed anthropometric and cognitive performance assessments and a set of standardized questionnaire at pre-intervention, post-intervention, and 3-month follow-up points. Multiple linear mixed model analysis was performed to determine the impacts of that SNP after being adjusted for covariates. After the program, the intervention group increased their frequency of breakfast, lunch, and dinner consumption and morning tea snacking and showed more frequent physical activity and better cognitive performance as compared to the comparison group overtime (p < 0.05). At 3-month follow-up, the intervention group showed lower BAZ scores than their comparison counterparts (p < 0.05). The SNP showed positive effects on eating behaviors, physical activity, BAZ, and cognitive performance in school children. Hence, the SNP is highly recommended for all primary school children.

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Ashfield-Watt, Pauline AL, Elizabeth A. Stewart, and Judi A. Scheffer. "A pilot study of the effect of providing daily free fruit to primary-school children in Auckland, New Zealand." Public Health Nutrition 12, no. 5 (May 2009): 693–701. http://dx.doi.org/10.1017/s1368980008002954.

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AbstractObjectiveTo determine the uptake of a free fruit provision to low-decile primary-school children by quantitatively assessing changes in fruit intake.DesignA randomised controlled trial using a paired, cluster randomisation.SettingTwenty low-decile primary schools (schools attended by the most deprived children) in Auckland, New Zealand.SubjectsIn total 2032 children, aged 7–11 years, provided data on at least one occasion.InterventionTen pairs of low-decile primary schools matched by roll size and location were randomly allocated to control (no free fruit) or intervention (free fruit) for a school term. Dietary assessments using the 24 h recall methodology were made at baseline, on the last week of the intervention and 6 weeks post-intervention.ResultsFruit intakes in this cohort were lower than the national average with over 40 % reporting no fruit intake at baseline and did not differ between groups. After the free fruit period the intervention group increased school fruit intakes by 0·39 pieces/school d from baseline (P≤ 0·001) and the proportion of children consuming no fruit reduced to 22 %. This increase, however, was not sustained and fruit intakes fell below baseline levels at 6 weeks post-intervention. Control subjects did not significantly alter their fruit intakes throughout the study.ConclusionsImproving exposure and accessibility to fruits at school increases fruit intakes of low socio-economic group children, particularly those who do not normally eat fruit. The present pilot study demonstrates some possible negative effects of short-term free fruit interventions, but is informative for developing and evaluating sustained fruit intervention programmes.

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Antwi, Janet, Agartha Ohemeng, Laurene Boateng, Esi Quaidoo, and Boateng Bannerman. "Primary school-based nutrition education intervention on nutrition knowledge, attitude and practices among school-age children in Ghana." Global Health Promotion 27, no. 4 (August 12, 2020): 114–22. http://dx.doi.org/10.1177/1757975920945241.

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This study was performed to evaluate the effect of a six-week nutrition education intervention on the nutrition knowledge, attitude, practices, and nutrition status of school-age children (aged 6–12 years) in basic schools in Ghana. Short-term effects of nutrition education training sessions on teachers and caregivers were also assessed. Pre-post controlled design was used to evaluate the program. Intervention groups had significantly higher nutrition knowledge scores (8.8 ± 2.0 vs. 5.9 ± 2.1, P < 0.0001) compared to controls in the lower primary level. A higher proportion of children in the intervention group strongly agreed they enjoyed learning about food and nutrition issues compared to the control group (88% vs. 77%, P = 0.031). There was no significant difference in dietary diversity scores (4.8 ± 2.0 vs. 5.1 ± 1.4, P = 0.184) or in measured anthropometric indices (3.6% vs. 8.2%, P = 0.08). A marginally lower proportion of stunted schoolchildren was observed among the intervention group compared to the control group (3.6% vs. 8.2%, P = 0.080). Nutrition knowledge of teachers and caregivers significantly improved (12.5 ± 1.87 vs. 9.2 ± 2.1; P = 0.031) and (5.86 ± 0.73 to 6.24 ± 1.02, P = 0.009), respectively. Nutrition education intervention could have positive impacts on knowledge and attitudes of school children, and may be crucial in the development of healthy behaviors for improved nutrition status.

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Pilgaard, Frida I. H., Per-Olof Östergren, Anna Olin, Stefan Kling, Maria Albin, and Jonas Björk. "Socioeconomic differences in swimming ability among children in Malmö, southern Sweden: Initial results from a community-level intervention." Scandinavian Journal of Public Health 48, no. 5 (January 11, 2019): 495–501. http://dx.doi.org/10.1177/1403494818821478.

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Aims: To investigate to what extent socioeconomic differences in swimming abilities persist among children in the city of Malmö, Sweden, after a community-level swimming intervention programme in public primary schools. Methods: A compulsory swimming education programme was launched in 2014 in second grade (at age 8) in all public primary schools in Malmö, Sweden. Data for the present study on sociodemographic conditions and self-reported swimming ability in fourth grade (age 10) were used for the last birth cohort unexposed ( n = 1695) and the first birth cohort exposed ( n = 1773) to the intervention. Results: The swimming ability was 78 and 77%, respectively, in the pre- and post-intervention cohorts. Significantly lower self-reported swimming ability was found both pre- and post-intervention among children with support activities in school, with parents born outside Europe, North America and Australia, with manual working, unemployed or studying parents and in children enrolled in schools with socioeconomic index below median. Conclusions: The findings do not suggest that sociodemographic differences in swimming ability have decreased in the first birth cohort exposed to the community-level intervention in Malmö. Striking differences in self-reported swimming ability were noted when the children reached the fourth grade both pre- and post-intervention with marked lower abilities in socially disadvantaged groups. Monitoring of swimming abilities should continue for the present, and similar interventions aimed at reducing inequalities among children. Efforts to increase water comfort at preschool age ought to be considered.

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Ying, Yau Sook, and Ahmad Fauzi Mohd Ayub. "The Impact of Flipped Classroom Instructional Model in Teaching English as a Second Language (ESL) Among Lower Secondary Pupils." International Journal of Education 14, no. 4 (December 12, 2022): 15. http://dx.doi.org/10.5296/ije.v14i4.20559.

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English is a global language that most people use all around the world. English is the second language vastly used as a communication tool in daily life in Malaysia. It is also a compulsory subject to learn at schools from primary school to secondary school. However, many second language learners may have higher possibilities of facing various challenges in learning English as a Second Language (ESL) in Malaysia. Hence, the purpose of this study was to compare the flipped classroom and traditional classroom teaching approaches in secondary school pupils’ overall English language performance in these particulars: Grammar, Reading, and Writing, as well as to evaluate the perceptions of flipped learning experience among lower secondary pupils in learning ESL. The study was conducted quantitatively with a quasi-experimental method set in pre and post-tests design and consisted of 50 pupils separated equally into control and experimental groups. Seven weeks of lessons were conducted for both control and experimental groups. One-way analysis of covariance (ANCOVA) was used to adjust the pre-test scores of experimental group and study whether there are any significant differences on the effectiveness by implementing flipped classroom approach in experimental group despite the covariate (pre-test score) exists.After the post-test was conducted in the experimental group, the pupils were given a set of questionnaires containing 14 items to respond to and gauge their perceptions of flipped classroom learning experience based on motivation, effectiveness, engagement, and satisfaction. Findings reveal that the pupils in the experimental group achieved higher scores than the control group on their post-test scores in learning Grammar, Reading, and Writing by implementing a flipped classroom teaching approach. Also, the questionnaire's evidence indicated that most of the pupils had favorable perceptions of flipped classroom learning experience in the experimental group. This study indicates that flipped classroom teaching approaches positively enhanced pupils’ academic performance and learning experience.

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Doyle, June, and Eli Ristevski. "Less germs, less mucus, less snot: teachers' and health workers' perceptions of the benefits and barriers of ear health programs in lower primary school classes." Australian Journal of Primary Health 16, no. 4 (2010): 352. http://dx.doi.org/10.1071/py10024.

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This study explored health and education professionals’ perceptions of the health benefits and barriers of different ear health programs used in lower primary school classes in two district education areas in the Goldfields South East Health Region, Western Australia. Health and education staff providing services to children in kindergarten to year three primary school classes were sent a questionnaire about ear health programs provided in their school. Sixty-one questionnaires were returned from 43 teachers, 14 community health nurses, three Aboriginal health workers and one teacher’s assistant. Some schools implemented all the ear health programs examined at all year levels while others implemented only one of the programs. Teachers, community health nurses and Aboriginal health workers identified that all ear health programs were beneficial to students. Reported physical health benefits included reduced ear infections, early detection of ear infections and improved hearing. Behavioural benefits included improved concentration, alertness and attention in the classroom. Barriers to implementing the programs were obtaining consent from parents/carers, student transience and attendance, time to implement and conduct the programs and human and physical resources. Evaluation methods used varied from no evaluation for the Breathe Blow Cough and tissue spearing programs to limited data collection for audiometry, otoscopy and ear toilet programs. Respondents perceived that ear health programs were effective in improving health and behavioural outcomes for children. A formal pre-post evaluation to provide objective data to confirm this is needed to inform policy around this important health issue.

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Gao, Tao, Junfeng Zhao, Kai Dou, Yujie Wang, Xiaoming Li, and Sayward E. Harrison. "Impact of cognitive flexibility on rapid reading skills training outcomes for primary school students in China." School Psychology International 39, no. 3 (June 2018): 273–90. http://dx.doi.org/10.1177/0143034318773787.

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This study used a quasi-experimental design to investigate the impact of Rapid Reading Skills Training (RRST) on some reading outcomes for primary school students in central China and also examined the influence of cognitive flexibility on intervention outcomes. A sample of 108 students (mean age = 11.75 years) were recruited. Students' cognitive flexibility was measured with the Wisconsin Card Sorting Task. Cluster randomization was used to assign students at the whole class level to either an experimental or control condition. A 12-session RRST intervention was completed with the experimental class ( N = 54). Silent reading speed and passage comprehension were measured before and after training for all students. Independent samples t-tests and two-factor repeated measures ANOVA revealed that students in the experimental class displayed higher scores for reading speed and effective reading rate post-intervention than those in the control class. Students who had scored higher on cognitive flexibility showed significantly larger increases post-intervention than those scored lower. Results provide preliminary support for using RRST to increase rapid silent reading speed among Chinese primary school students, though replication and more rigorous experimental designs are needed. Cognitive flexibility may enhance gains associated with this type of intervention. Implications for school psychologists are discussed.

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Aasheim, Merete, Sturla Fossum, Charlotte Reedtz, Bjørn Helge Handegård, and Monica Martinussen. "Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate." SAGE Open 10, no. 2 (April 2020): 215824402092742. http://dx.doi.org/10.1177/2158244020927422.

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In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.

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Jamshed, Aneeza, and Syed Amir Gillani. "Level of Awareness of Hepatitis ‘C’ Among Primary Grade: A School Health Intervention." Annals of King Edward Medical University 23, no. 4 (March 2, 2018): 445–51. http://dx.doi.org/10.21649/akemu.v23i4.2220.

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There is a lack of awareness about hepatitis C due to poverty, involvement of quacks and less penetration of mass media. To develop the awareness of hepatitis C among primary grade students. A total of 150 students of primary grade among 300, of Government sector Middle School Lahore were selected throughmultistage cluster sampling. A quasi-experimental study was conducted in the time period of 6 months from April 2014 to Sep 2014. Data analysis was done with SPSS 20. After describing the important variables, average percentages were used to find out the difference between pre and post awareness performances andt score and p value was calculated. All the students (150) were boys, 98% belonged to a lower middle class family with the age of 9-12 years. During pre-testing evaluation, students were never given the knowledge about hepatitis C, its source of transmission (contaminated syringes) and its secondary prevention. Only3% knew that it can be prevented. About 61% thought that it is a disease of adults. Only 21.1% students thought it can be cured. In post awareness assessment after 3 sessions of interactive learning, 92% students understood the prevention of hepatitis C disease, its transmission (syringes 88.7%, blood transfusion 91%),signs (effects on liver 92.9%), symptoms (88%), prevention in high prevalent areas (sterilized syringes and screened blood transfusion 86.5%) and management (88.7%). This study showed that it may be an important school health based intervention to educate students about the transmission, prevention and management of hepatitis C, which may help in declining the disease burden. Hepatitis C, Unsterilized syringes, Hepatitis C Awareness, Prevention of Hepatitis C.

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Chodkowska, Maria, and Zdzisław Kazanowski. "Gotowość do akceptacji rówieśników z niepełnosprawnością intelektualną we wspólnej przestrzeni edukacyjnej." Kwartalnik Pedagogiczny 64, no. 3 (253) (October 25, 2019): 56–74. http://dx.doi.org/10.5604/01.3001.0013.5530.

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The article presents the results of the analysis of the readiness of peers without disabilities to accept peers with intellectual disabilities in a common learning space. A total of 401 students, attending post-secondary schools, participated in the study. The Integration Readiness Scale was used to collect the research results. It was found that the level of readiness of youths from post-primary schools to function in a shared learning space with peers with reduced intellectual performance can be considered as satisfactory. At the same time, there was a significant variation in the results obtained which depended on the demographic characteristics selected, previous contacts with a person with disabilities at school, and the type of interaction distance to which the consent applied. Unfortunately, as the potential distance decreased so did the readiness to integrate learning with peers experiencing a reduced intellectual performance. In addition, a clearly greater readiness for both direct and indirect interactions (at further distances) was characteristic of girls when compared to boys. Furthermore, it has also turned out that students who had direct contact with peers with intellectual disabilities in their school education are characterised by a lower readiness to integrate, when compared to youths who did not have such contacts. The research results justify the need to better prepare students without disabilities to work together with such peers in the school environment.

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Ramaiya, Megan K., Caitlin L. McLean, Manjila Pokharel, Kiran Thapa, M. Andi Schmidt, Martha Berg, Jane M. Simoni, Deepa Rao, and Brandon A. Kohrt. "Feasibility and Acceptability of a School-Based Emotion Regulation Prevention Intervention (READY-Nepal) for Secondary School Students in Post-Earthquake Nepal." International Journal of Environmental Research and Public Health 19, no. 21 (November 4, 2022): 14497. http://dx.doi.org/10.3390/ijerph192114497.

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Background: Child and adolescent mental health problems are major contributors to the global burden of disease in low- and middle-income country (LMIC) settings. To advance the evidence base for adolescent mental health interventions in LMICs, we evaluated the feasibility and acceptability of a school-based emotion regulation prevention intervention (READY-Nepal) for adolescents who had a recent exposure to a humanitarian disaster. Methods: A mixed-method, non-randomized controlled trial was conducted with Nepali secondary school students in one heavily affected post-earthquake district. Students (N = 102; aged 13 to 17 years) were enrolled in the intervention (n = 42) and waitlist control (n = 60) conditions. Feasibility and acceptability were examined via attendance, and by qualitative interviews with a subset of students (n = 15), teachers (n = 2), and caregivers (n = 3). Preliminary efficacy was examined on primary outcome (emotion regulation) and secondary outcomes (anxiety symptoms, posttraumatic stress symptoms, functional impairment, resilience, coping skills), which were measured at baseline and post-intervention (four weeks). Results: Delivering the intervention was feasible and acceptable, as demonstrated by low dropout (8%) and high program attendance (6.7 of 8 sessions). Qualitative data suggested high uptake of anger regulation skills, but lower uptake of mindfulness skills. Despite this, there were no significant differences by condition on primary or secondary outcomes at four-week follow-up. Students provided suggestions for improvement of the program. Conclusion: Further research on longitudinal outcome measurement, use of alternatives to retrospective self-report data, and rigorous development of culturally grounded models of emotion regulation is necessary to explore the utility of school-based emotion regulation interventions in Nepal and other LMICs.

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Devries, Karen, Manuela Balliet, Kerrie Thornhill, Louise Knight, Fanny Procureur, Yah Ariane Bernadette N’Djoré, Dedou Gruzshca Ferrand N’Guessan, et al. "Can the ‘Learn in peace, educate without violence’ intervention in Cote d’Ivoire reduce teacher violence? Development of a theory of change and formative evaluation results." BMJ Open 11, no. 11 (November 2021): e044645. http://dx.doi.org/10.1136/bmjopen-2020-044645.

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ObjectivesTo gather evidence on whether a brief intervention (Apprendre en paix et éduquer sans violence, developed by the Ivorian Ministry of Education and Graines de Paix) to promote peace in primary schools by reducing teacher violence perpetration and improving pedagogical techniques was acceptable to teachers and affected change in intermediate outcomes.DesignMixed-methods formative research.SettingPrimary schools in Tonkpi region, Cote d’Ivoire.Participants160 teachers participating in the peace training, surveyed three times during implementation; qualitative in-depth interviews with 19 teachers and teacher-counsellors.InterventionsLearn in peace, educate without violence–a brief intervention with primary school teachers designed to promote peace in primary schools.OutcomesFor survey data, we generated composite measures of intermediate outcomes (teachers’ awareness of consequences of violence, self-efficacy in applying positive classroom management methods, acceptance of physical discipline practices in school) and used random intercept linear mixed-effects models to compare responses over time. Qualitative research included open-ended questions about acceptability and perceived need for such an intervention. A framework analysis was undertaken.ResultsFour-months post-training (vs pretraining), teachers had higher self-efficacy in applying positive classroom management methods (pre-mean=26.1; post-mean=27.5; p<0.001) and borderline lower acceptance of physical discipline practices (premean=4.2; postmean=3.6; p=0.10). We found no change in teacher awareness of the consequences of violence. Qualitatively, teachers found the intervention acceptable and understandable, perceiving it as useful because it provided methods for non-violent discipline. Teachers had mixed views about whether the techniques improved classroom dynamics.ConclusionsData suggest that the intervention is acceptable and leads to change in intermediate outcomes for teachers. Further evaluation in a randomised controlled trial is warranted.

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Sigurðardóttir, Anna Kristín, Torfi Hjartarson, and Aðalsteinn Snorrason. "Pedagogical Walks through Open and Sheltered Spaces: A Post-Occupancy Evaluation of an Innovative Learning Environment." Buildings 11, no. 11 (October 25, 2021): 503. http://dx.doi.org/10.3390/buildings11110503.

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This paper describes a post-occupancy evaluation of a school building in Iceland that combines open and confined spaces, designed for manifold pedagogical approaches and multiple uses. The school was built for students at the primary and lower secondary school levels and serves a neighborhood still under construction in a coastal town about 40 km from Iceland’s capital area. The building will be an essential part of a larger complex, constituting the heart of its neighborhood, including a compulsory school tied into a preschool, a public library, sports facilities, and a site for local events. Our aim was to map how plans for this innovative learning environment have succeeded, as viewed by practitioners and students. Several research interviews with leaders of the building project and a method called pedagogical walk-throughs were used to collect data. Four focus groups of teachers, teaching assistants, and students were asked to review selected sections of the building. The results serve to show the strengths and weaknesses of the design, as perceived by participants, as well as commend the methodology applied. They provide insights and considerations of value for anyone involved in the design and application of educational spaces.

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McGhee Hassrick, Elizabeth, Wendy Shih, Heather J. Nuske, Sarah F. Vejnoska, Samantha Hochheimer, Deborah E. Linares, Jonas Ventimiglia, et al. "Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism." Social Sciences 10, no. 7 (June 28, 2021): 247. http://dx.doi.org/10.3390/socsci10070247.

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Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially buffer a child with autism from the adverse effects caused by care disruptions. Qualities of social relationships, including trust and collaborative problem solving, can be measured using social network analysis. This study investigates if two different types of TAC relationships, defined as (1) the level of trust among team members and (2) the degree of collaborative problem solving among team members, are associated with perceived successful transitions for children with autism from lower income families. Findings suggested that TAC trust is significantly associated with the outcome of transition success for children with autism immediately post-transition.

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Upton, Dominic, Penney Upton, and Charlotte Taylor. "Increasing children's lunchtime consumption of fruit and vegetables: an evaluation of the Food Dudes programme." Public Health Nutrition 16, no. 6 (October 16, 2012): 1066–72. http://dx.doi.org/10.1017/s1368980012004612.

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AbstractObjectivesAlthough previous research has shown that the Food Dudes programme increases children's fruit and vegetable consumption at school, there has been limited evaluation of the extent to which changes are maintained in the long term. Furthermore, despite knowledge that the nutritional content of home-supplied meals is lower than that of school-supplied meals, little consideration has been given to the programme's impact on meals provided from home. The present study therefore assessed the long-term effectiveness of the Food Dudes programme for both school- and home-supplied lunches.DesignTwo cohorts of children participated, one receiving the Food Dudes intervention and a matched control group who did not receive any intervention. Consumption of fruit and vegetables was assessed pre-intervention, then at 3 and 12 months post-intervention. Consumption was measured across five consecutive days in each school using weighed intake (school-provided meals) and digital photography (home-provided meals).SettingFifteen primary schools, six intervention (n 1282) and seven control schools (n 1151).SubjectsParticipants were children aged 4–11 years.ResultsA significant increase in the consumption of fruit and vegetables was found at 3 months for children in the intervention schools, but only for those eating school-supplied lunches. However, increases were not maintained at 12 months.ConclusionsThe Food Dudes programme has a limited effect in producing even short-term changes in children's fruit and vegetable consumption at lunchtime. Further development work is required to ensure the short- and long-term effectiveness of interventions promoting fruit and vegetable consumption in children such as the Food Dudes programme.

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Croxford, Linda, Teresa Tinklin, Barbara Frame, and Alan Ducklin. "Gender and Pupil Performance: Where do the Problems Lie?" Scottish Educational Review 35, no. 2 (March 27, 2003): 135–47. http://dx.doi.org/10.1163/27730840-03502005.

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Over the last 30 years policies to promote equal opportunities in education focused on overcoming the disadvantages experienced by females. More recently there has been concern about lower levels of attainment by males in national examinations. The article suggests that policies aimed at recent male underachievement in secondary schooling are too simplistic. It presents statistical evidence to show a gender gap in attainment since 1975; gender differences from pre-school onwards; relatively greater progress by males than females in post-compulsory schooling; wide social class differences in attainment; preponderance of boys referred to learning and behavioural support; continuing differences in subject choice which reflect gender differences in careers. This article is based on research commissioned by the Scottish Executive. The research was carried out over one year, in 2000, and was based on a review of the relevant research literature and policy documents, statistical analysis of official data and case studies of six secondary schools in different parts of Scotland, together with their associated primary schools. Overall, 76 members of staff were interviewed in the case study schools, of whom 14 were in primary schools. Further findings from the research are detailed in Tinklin, et al., 2001.

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Rooney, Rosanna, Clare Roberts, Robert Kane, Lisbeth Pike, Amber Winsor, Julia White, and Annette Brown. "The Prevention of Depression in 8- to 9-Year-Old Children: A Pilot Study." Australian Journal of Guidance and Counselling 16, no. 1 (July 1, 2006): 76–90. http://dx.doi.org/10.1375/ajgc.16.1.76.

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AbstractThe outcomes of a new universal program aimed at preventing depressive symptoms and disorders in 8- to 9-year-old children are presented. The Positive Thinking Program is a mental health promotion program based on cognitive and behavioural strategies. It is designed to meet the developmental needs of children in the middle primary school Years 4 and 5. Four state primary schools were randomly assigned to receive the program implemented by psychologists or to a control condition involving their regular Health Education curriculum. Seventy-two children participated in the intervention condition and 48 children in the control condition. Children completed measures of depressive and anxiety symptomatology, depressive disorders, and attribution style. The intervention was associated with reductions in depressive symptoms and more positive attributions at post-intervention. Compared to the control group, there was a lower prevalence of depressive disorders at posttest and fewer intervention group children developed a depressive disorder at a 9-month follow-up.

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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Evaluation of an Anxiety-prevention and Positive-coping Program (FRIENDS) for Children and Adolescents of Non-English-speaking Background." Behaviour Change 18, no. 2 (June 1, 2001): 78–91. http://dx.doi.org/10.1375/bech.18.2.78.

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AbstractThis study aimed to (a) appraise the efficacy of a well validated Anglo-Australian anxiety-prevention and stress-resiliency program (FRIENDS) for use with culturally diverse migrant groups residing in Australia, (b) examine the social validity of FRIENDS, and (c) obtain information from both participants and facilitators regarding how the program can best be modified for specific use with non-English-speaking background (NESB) clients. To test the efficacy of the intervention, pre- and post-intervention evaluation of internalising symptoms and coping ability were compared with waiting-list control groups (matched according to ethnic group, gender, and school level). One hundred and six primary and ninety-eight high school students differentiated by cultural origin (former-Yugoslavian, Chinese, and mixed-ethnic) and school level (primary and high school), completed standardised measures of internalising symptoms and were allocated to either an intervention (n = 121) or a waiting-list (n = 83) condition. Both groups were readministered the assessment package for comparison following a 10-week treatment or waiting period. Consistent with a recent pilot study, pre/post-assessment indicated that participants in the intervention condition exhibited lower anxiety and a more positive future outlook than waiting-list participants. Participating students reported to be highly satisfied with the intervention. Despite the overall success of FRIENDS, the program may be enhanced by culturally sensitive supplements so that the program is more applicable for use with NESB participants. Suggestions for treatment program modifications of FRIENDS are discussed.

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Alsammarry, Yupayao, Chaiyuth Sirisuthi, and Surat Duangcharthom. "Development of Educational Management System in Small Primary School." International Education Studies 9, no. 12 (November 28, 2016): 244. http://dx.doi.org/10.5539/ies.v9n12p244.

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The purposes of the research were: 1) to study the factors of Educational Management System in Small Primary School; 2) to investigate current situations problems and guidelines of developing educational management in small primary school, 3) to develop Educational Management System in Small Primary School and 4) to examine the results of usage Educational Management System in Small Primary School. The research was comprised of four phases: Phase1 studying the factors of educational system in small primary school; Phase 2 Investigating current situations problems and guidelines of developing Educational Management System in Small Primary School; Phase 3 Developing educational system in small primary school and Phase 4 Examining the results of usage educational system in small primary school. The instruments used for data collection in this study were a note- taking form, a questionnaire, an interview and an observation form. The statistics used for data analysis were mean, percentage, standard deviation and content analysis.The results of the research found that:1) The factors of educational system in small primary school comprised of 4 main aspects: (1) Input including with eight sub-factors; (2) Process including with two sub-factors; (3) Output including with two sub-factors; (4) Feedback including with one sub-factor.2) The results of studying current situations and problems revealed that:There are 10,877 small primaries.The problems revealed that administrators lacked of supervision and did not followed up development of student’s quality, teachers did not clear about student-centered learning, parents and community lacked of cooperation in development of student’s quality and students’ quality were lower than benchmark.The guidelines to develop found that both administrators and teachers needed to develop teachers in student-centered learning, curriculum in learning of teachers, media and technology, learning sources for learner’s learning and to ask for parents’ cooperation in development of student’s quality.3) Educational Management System consisted of 4 main aspects, 13 sub-factors including with 42 indicators4) Evaluating system factors by experts, the results revealed that there were the highest in every factor in 80%. The findings of evaluation system and manual of Educational Management System found that it was higher than 80%.5) The examining of usage Educational Management System revealed that pre- treatment of usage educational management system was in the ‘least’ level. However, post- treatment of usage educational management system was in the ‘most’ level.

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Shah, Muhammad, Muhammad Iftikhar, Yousaf Jan, Shehzad Akbar Khan, and Shimee Shahzadi. "Frequency of Anastomosis Leak in Primary Repair in Ileal Perforation." Journal of Gandhara Medical and Dental Science 9, no. 3 (July 1, 2022): 39–43. http://dx.doi.org/10.37762/jgmds.9-3.301.

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OBJECTIVES: To determine the frequency of anastomotic leak in primary closure patients presenting with enteric perforation. METHODOLOGY: Through a Descriptive case series Study Design, 253 patients with the perforated ilium and subjected to primary closure were included and followed up post-operatively to determine the anastomosis leak. RESULTS: The mean age of our sample was 42.2 years with a standard deviation of 8.6 years. Out of 253 patients, 70.8% were males, and 29.2% females were. The mean BMI of the study sample was 24.6 + 2.2kg/m2. 61.3% of patients belonged to urban settings, 41.1% were from lower socioeconomic class, and 36.4% had a middle school level education. On follow up, the anastomotic leak was recorded in 18.2% of patients. CONCLUSION: Ileal perforation subjected to primary defect closure is the most performed surgery for treatment, with a significant number of patients developing the anastomosis leak. The frequency of anastomosis leaks is high, and other treatment strategies must be researched to reduce the burden of these complications.

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Timsina, Tatwa P. "Quality Assurance of Academic Organisations – A Comparative Study of ISO 9001, ISO 21001 and QAA (UGC Nepal)." Journal of Advanced Academic Research 9, no. 1 (March 29, 2022): 34–56. http://dx.doi.org/10.3126/jaar.v9i1.44049.

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With the establishment of the first school in 1853, the era of modern education began in Nepal. Though it was aimed only for the members of the ruling families and their courtiers, it attracted the interest of the ordinary people as well. After about 100 years later, schooling for the general people began in 1951 after the over throw of autocratic regime. Even after these seven decades of educational history, the quality of education system in Nepal is still poor. After the introduction of the private education system, the gap between poor and rich in terms of education has widened. Like in many countries, School Education in Nepal comprises Primary Level, Middle School/Lower Secondary Level (SLC), High School/ Secondary Level and +2/ Higher Secondary Level. Bachelor's/Undergraduate Level, Master's Level/Graduate/Degree Level, Post Graduate, MPhil Level and PhD Doctoral Level are the part of Higher Education system.

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Wyatt, Katrina, Jenny Lloyd, Siobhan Creanor, Colin Green, Sarah G. Dean, Melvyn Hillsdon, Charles Abraham, et al. "Cluster randomised controlled trial and economic and process evaluation to determine the effectiveness and cost-effectiveness of a novel intervention [Healthy Lifestyles Programme (HeLP)] to prevent obesity in school children." Public Health Research 6, no. 1 (January 2018): 1–204. http://dx.doi.org/10.3310/phr06010.

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BackgroundApproximately one-third of children in England leave primary school overweight or obese. There is little evidence of effective obesity prevention programmes for children in this age group.ObjectiveTo determine the effectiveness and cost-effectiveness of a school-based healthy lifestyles programme in preventing obesity in children aged 9–10 years.DesignA cluster randomised controlled trial with an economic and process evaluation.SettingThirty-two primary schools in south-west England.ParticipantsChildren in Year 5 (aged 9–10 years) at recruitment and in Year 7 (aged 11–12 years) at 24 months’ post-baseline follow-up.InterventionThe Healthy Lifestyles Programme (HeLP) ran during the spring and summer terms of Year 5 into the autumn term of Year 6 and included four phases: (1) building a receptive environment, (2) a drama-based healthy lifestyles week, (3) one-to-one goal setting and (4) reinforcement activities.Main outcome measuresThe primary outcome measure was body mass index (BMI) standard deviation score (SDS) at 24 months post baseline measures (12 months post intervention). The secondary outcomes comprised waist circumference SDS, percentage body fat SDS, proportion of children overweight and obese at 18 and 24 months, accelerometer-assessed physical activity and food intake at 18 months, and cost-effectiveness.ResultsWe recruited 32 schools and 1324 children. We had a rate of 94% follow-up for the primary outcome. No difference in BMI SDS was found at 24 months [mean difference –0.02, 95% confidence interval (CI) –0.09 to 0.05] or at 18 months (mean difference –0.02, 95% CI –0.08 to 0.05) between children in the intervention schools and children in the control schools. No difference was found between the intervention and control groups in waist circumference SDS, percentage body fat SDS or physical activity levels. Self-reported dietary behaviours showed that, at 18 months, children in the intervention schools consumed fewer energy-dense snacks and had fewer negative food markers than children in the control schools. The intervention effect on negative food markers was fully mediated by ‘knowledge’ and three composite variables: ‘confidence and motivation’, ‘family approval/behaviours and child attitudes’ and ‘behaviours and strategies’. The intervention effect on energy-dense snacks was partially mediated by ‘knowledge’ and the same composite variables apart from ‘behaviours and strategies’. The cost of implementing the intervention was approximately £210 per child. The intervention was not cost-effective compared with control. The programme was delivered with high fidelity, and it engaged children, schools and families across the socioeconomic spectrum.LimitationsThe rate of response to the parent questionnaire in the process evaluation was low. Although the schools in the HeLP study included a range of levels of socioeconomic deprivation, class sizes and rural and urban settings, the number of children for whom English was an additional language was considerably lower than the national average.ConclusionsHeLP is not effective or cost-effective in preventing overweight or obesity in children aged 9–10 years.Future workOur very high levels of follow-up and fidelity of intervention delivery lead us to conclude that it is unlikely that school-based programmes targeting a single age group can ever be sufficiently intense to affect weight status. New approaches are needed that affect the school, the family and the wider environment to prevent childhood obesity.Trial registrationCurrent Controlled Trials ISRCTN15811706.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. 6, No. 1. See the NIHR Journals Library website for further project information.

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Dzibric, Dzevad, Alen Kapidzic, Melika Muratovic, Tarik Ljubovic, Jasmin Bilalic, and Sanjin Hodzic. "DIFFERENTIATION IN MORPHOLOGICAL CHARACTERISTICS AND MOTOR SKILLS OF YOUNGER SCHOOL-AGE STUDENTS." Sport Scientific And Practical Aspects: International Scientific Journal of Kinesiology 18, no. 2 (2021): 21–25. http://dx.doi.org/10.51558/1840-4561.2021.18.2.21.

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Growth and development are indicators of good health, as well as a mirror of quality nutrition and quality of life. By monitoring growth and development, the relationship between motor abilities and morphological characteristics is recognized. The period of younger school age is characterized by strong growth and development of all anthropological dimensions, especially morphological and motor ones, which differ significantly in children, concerning adults. This transversal research aimed to determine the differences in morphological characteristics and motor abilities between lower primary school students. The research was conducted on a sample of 1233 girls, I - IV grades of primary schools from the area of the City of Tuzla. The sample of variables consisted of a set of 10 tests to assess certain anthropological dimensions (5 morphological and 5 motors), appropriate to the age of the study population. Univariate analysis of variance with multiple comparisons was used to determine the differences in the studied spaces between students of different grades, with the applied post hock Bonferroni test. The obtained results showed that there are statistically significant differences in all applied variables (morphological and motor). between treated groups at the level of significance (p≤0.05). The results of the research draw attention to the importance of early stimulation of morphological-motor development and a healthy lifestyle in female students, which are characterized by regular physical activity and a healthy diet. Optimal levels of motor skills, well-developed fundamental motor skills and a healthy body structure are of great importance for health, quality of life-related to health and overall well-being of younger school-age students.

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Cordasco, Frank A., Sheena R. Black, Meghan Price, Colleen Wixted, Michael Heller, Lori Ann Asaro, Joseph Nguyen, and Daniel W. Green. "RETURN TO SPORT AND REOPERATION RATES IN PATIENTS UNDER THE AGE OF 20 FOLLOWING PRIMARY ANTERIOR CRUCIATE LIGAMENT RECONSTRUCTION: RISK PROFILE COMPARING THREE PATIENT GROUPS PREDICATED UPON SKELETAL AGE." Orthopaedic Journal of Sports Medicine 7, no. 3_suppl (March 1, 2019): 2325967119S0010. http://dx.doi.org/10.1177/2325967119s00103.

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Background: With sports specialization and level of competition on the rise, anterior cruciate ligament reconstruction (ACLR) in skeletally immature athletes has increased significantly in recent years. Reports have demonstrated that the revision ACLR rate is higher and return to sport (RTS) rate is lower in this high-risk population. The purpose of this study is to evaluate two year clinical outcomes of three groups of primary ACLR in pediatric and adolescent athletes under the age of 20 based on skeletal age, school grade distribution, and ACLR technique with a focus on RTS and incidence of second surgery. Methods: This is a prospective evaluation of 324 athletes under 20 years of age following ACLR with minimum 2-year follow-up. The surgical technique was selected predicated upon skeletal age which includes the all-epiphyseal (AE) technique with hamstring autograft in the youngest cohort in lower and middle school (Group 1), the partial transphyseal (PTP) and complete transphyseal (CT) with hamstring autograft performed for athletes in the middle cohort (Group 2), and bone tendon bone autograft (BTB) in the skeletally mature high school athletes (Group 3). Preoperative demographics, sport, mechanism of injury, intraoperative findings, RTS, and second surgery data were collected. Athletes were followed for a minimum of 24 months with serial clinic visits. Results: The mean chronological age of the entire cohort was 15 years (range 8 to 19 years) with 55% males. The mean post-operative duration of follow-up was 3.25 years (range 2-7 years). The three cohorts included 49 patients (15%) in Group 1 (mean age: 12y), 66 (20%) in Group 2 (mean age: 14.3y), and 209 (65%) in Group 3 (mean age: 16.2y). Group 2 athletes had a significantly higher revision ACLR rate (20%) compared to Groups 1 (6%) and 3 (6%) (Table 1). When separated based on gender, there was a significantly higher rate of revision ACLR for males between groups. Post-hoc analysis revealed a significantly higher rate of revision ACLR for the males in Group 2 (24%) compared to Groups 1 (8%) and Group 3 (5%). Group 2 athletes also had significantly lower RTS rates (85%) compared to Groups 1 (100%) and 3 (94%). Multi-variate logistic regression analyses demonstrated that Group 2 athletes were more than 4 times more likely to have a revision ACLR compared to Group 3 (OR: 4.21, 95% CI: 1.09 – 16.3, p=0.037). With regard to gender, females were nearly three times more likely to have a contralateral ACLR compared to males (OR: 2.80, 95% CI: 1.11 – 7.06, p=0.029). Conclusions/Significance: The rate of revision ACLR was significantly higher and the RTS rates significantly lower in Group 2 compared to Groups 1 and 3. This age-related risk profile may be used to counsel athletes and parents preoperatively regarding the expectations of surgery with respect to revision ACLR and RTS rates. This study is unique in that it describes a particularly high-risk group of skeletally immature athletes within what is already considered to be a high-risk population of athletes less than 20 years of age. We believe this is the first report to identify a skeletally immature cohort of athletes bridging middle school and high school with higher revision ACLR and lower RTS rates compared to a younger cohort of skeletally immature lower and middle school athletes and an older group of skeletally mature high school and college adolescents. This study also reports relatively low rates of revision ACLR and high rates of RTS in the youngest cohort of skeletally immature athletes. [Table: see text]

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Oladapo, Margaret M., and William R. Brieger. "Reproductive Knowledge, Attitudes and Behaviour of Secondary School Students in Akure, Nigeria." International Quarterly of Community Health Education 16, no. 4 (January 1997): 341–58. http://dx.doi.org/10.2190/l85j-x8cj-jlw3-cg6u.

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Adolescents are subject to many life changes as their secondary sexual characteristics emerge. Contrary to parents' and society's wishes, these young people are more sexually active then previous generations and thus at greater risk of unwanted pregnancies, sexually transmitted diseases, and related problems. Adolescents enrolled in school have the potential opportunity to learn ways to prevent these reproductive and sexual health problems, but there is concern whether schools are living up to this challenge. Therefore, this study was designed to learn whether adolescents in secondary school in the Ondo State capital of Akure have reproductive health education and are practicing healthy sexual behaviors. The study was based on a sample of six of the twenty-eight secondary schools in Akure that fell under the jurisdiction of the Ondo State Post-Primary Schools' Management Board. Focus was placed on pupils in the final years of both Junior Secondary School (JSS 3) and Senior Secondary School (SSS 3). Overall, 30 percent of the young people reported having sexual intercourse: 21 percent of females and 38 percent of males. Also 39 percent in SSS 3 reported having had sex compared to 21 percent in JSS 3. Forty percent of students in coeducational school compared to 19 percent in boy's school and 8 percent in girl's school had sex. Respondents averaged only 11 points on a 33-point scale of reproductive health knowledge. Students in the senior classes and those in single sex schools scored higher. The mass media was stated to be the major source of reproductive health knowledge; only one-third reported that they had actually talked with someone about their reproductive health concerns. Attitudes toward pre-marital sex were more favorable among male students, pupils in mixed sex schools and those whose parents had lower levels of education. These findings suggest not only that the schools must take a more active role in providing reproductive health education, but that this should be done in the junior secondary years before most pupils become sexually active.

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Wu, Yi-Chen, Wan-Chen Lin, Pei-Chin Huang, Hsiang-Ting Lee, and Hsiao-Hui Chiu. "Investigation on Behavioral Change in Hospitalized School-Age Young Patients and Influencing Factors." International Journal of Studies in Nursing 7, no. 4 (December 13, 2022): 1. http://dx.doi.org/10.20849/ijsn.v7i4.1302.

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Background: Hospitalization has been a source of anxiety for young school-age patients. In addition to taking care of young patients’ physical problems, the primary caregivers will also encounter young patients’ emotional reactions. Understanding the anxiety status in young patients and primary caregivers to provide relevant measures is an important issue.Aim: To investigate the hospitalization anxiety levels in school-age children aged 6 to 12 years and primary caregivers, as well as their influencing factors.Subject and Methods: Cross-sectional research with a questionnaire survey was used as the methodology for the study. The enrollment period was between December 1, 2021, and August 31, 2022. For hospitalized young patients aged 6 to 12 years in the orthopedic ward of a medical center, after the consent was acquired at admission for 24 hours, the primary caregiver was assigned to complete the questionnaire.Result: The Post-Hospitalization Behavior Questionnaire (PHBQ) was used to investigate 39 young patients. The overall mean behavior scores was 51.5 ± 15.7 points, there were statistically significant differences for sex in general anxiety behavior scores, separation anxiety behavior scores, sleep anxiety behavior scores, apathy/withdrawal behavior scores, and total behavior scores, with higher post-hospitalization behavior scores in male young patients compared to that in females. In the Trait Anxiety Inventory for a family member, the mean score was 39 ± 12.6 points, with mild anxiety at 50%, moderate anxiety at 38.9%, and severe anxiety at 11.1%. Primary caregivers’ level of anxiety reached statistical significance in economic status, with an increased level of anxiety for those who were in lower economic positions (p=0.01).Conclusion: The PHBQ for young patients can be used as an assessment for their levels of anxiety, the levels of negative behaviors in boys are higher than that in girls. There were 50% of primary caregivers experienced moderate to severe anxiety, and the sources of anxiety were correlated with the economic status of the family.Recommendations:(1) Hospital anxiety in children is often overlooked and can be found by observing behavior. The PHBQ is an easy-to-use assessment tool and is recommended for routine use in hospitalized children to assess behavioral changes after pediatric surgery/hospitalization to help parents and medical staff evaluate children's anxiety.(2) Hospitals can construct amusement equipment, and toys or arrange game activities to reduce the anxiety of hospitalization of school-age children.

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Vassiloudis, Ioannis, and Vassiliki Costarelli. "Excess body weight and abdominal obesity in relation to selected psychosocial characteristics in primary school children." Nutrition & Food Science 50, no. 4 (October 11, 2019): 739–50. http://dx.doi.org/10.1108/nfs-06-2019-0184.

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Purpose The purpose of this paper is to investigate excess body weight and abdominal obesity in relation to selected psychosocial characteristics such as self-perception, self-esteem and anxiety, in primary school children. Design/methodology/approach A school-based cross-sectional study was conducted with a total of 528 students 10-12 years of age, randomly selected, from the area of Athens, Greece. The Greek versions of the self-perception profile for children (SPPC) and the state-trait anxiety inventory for children (STAI-C) questionnaires have been used to determine the children’s self-perception/self-esteem and the status of anxiety, respectively. Standard anthropometric measurements were also taken. Pearson correlation coefficient was used to test for possible linear correlations between data variables. One-way ANOVA and independent t-test were used to determine statistically significant differences between the means of children’s body mass index (BMI) – abdominal obesity groups. For multiple comparisons, Bonferroni post-tests were run. Findings Overweight and obese children and children with abdominal obesity had lower scores in all of the domains of SPPC self-perception, the SPPC global self-esteem and the STAI-C anxiety levels in comparison to normal weight children. BMI and abdominal obesity correlated negatively with each one of the five domains of the SPPC self-perception (p < 0.001) and the SPPC global self-esteem (p < 0.001) and positively with the STAI-C anxiety levels (p < 0.005). One-way ANOVA and independent t-test revealed statistically significant differences between the means of children’s BMI and abdominal obesity groups in all the domains of SPPC self-perception (p < 0.001), the SPPC global self-esteem (p < 0.001) and the STAI-C anxiety levels (p < 0.005). There were no gender differences in the psychometric characteristics assessed in this study. Originality/value Primary school children with excess body weight and abdominal obesity have increased anxiety levels and they score lower in key psychosocial characteristics, in comparison to normal weight children.

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Zafiropoulou, Basiliki, and Maria Darra. "Contribution of the E-Portfolio to the Improvement of Students’ Performance: Results from a Pilot Survey in the Second Grade of Primary School in Greece." International Education Studies 12, no. 7 (June 29, 2019): 119. http://dx.doi.org/10.5539/ies.v12n7p119.

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The purpose of this paper is to investigate the contribution of the electronic portfolio (e-portfolio) to improving students’ performance and the sustainability of their knowledge. The method used is the experiment with an experimental and a control group, and a pair of pre and post measurements. The survey was carried out during the first trimester of the 2016-2017 school year and its duration was 30 teaching hours. The sample consisted of 40 pupils of the second grade of primary school in the city of Rhodes. The findings of the survey show that the students of the experimental group who used the e-portfolio scored higher in all assessments and managed to maintain the knowledge they achieved by scoring higher results in the second assessment of the material fifteen days later, compared to the students in the control group who used the traditional printed portfolio and scored lower in their performance ratings.

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Mahdavi, Mohammad Ebrahim, Maryam Rezaeian, Homa Zarrinkoob, Mohsen Rezaeian, and Alireza Akbarzadeh. "Effect of a Dichotic Interaural Time Difference Program on Dichotic Listening Deficit of Children with Learning Difficulty." Journal of the American Academy of Audiology 32, no. 05 (May 2021): 295–302. http://dx.doi.org/10.1055/s-0041-1728753.

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Abstract Background Dichotic listening deficit (DLD) is a common sign in children showing learning problem and is identified during auditory processing assessment. A dichotic listening training program was developed in which the weak ear lags behind the strong ear in time and has certain practices for switching attention between the ears and auditory memory. Purpose The aim of the present study was to evaluate the effectiveness of this treatment program on dichotic performance of primary school children showing DLD. Research Design A pre/post clinical trial without control study. Study Sample Twenty-five primary school children, aged 7 to 12 years (mean = 9.3 years), showing DLD. Data Collection and Analysis Several primary schools referred the children with learning difficulty to us. We defined learning difficulty as a score of 2 and lower on a five-point scale in at least two primary school courses in the current semester. The children with DLD participated in listening practices three times a week for 10 weeks, each session lasting for 30 minutes. The practices started with one pair of dichotic digits and ended in practice with sentences. The weak ear lag varied from 100 to 1,000 milliseconds. In the last stage of the practices, the precued and postcued directed response aimed at strengthening auditory memory and switching attention between the ears. The results obtained by the tests of dichotic digits, competing words, and competing sentences before and after the intervention were compared using paired t-test. Hedges's g was calculated as the effect size. Results Comparison of the results of pretraining and those of posttraining revealed that the average dominant ear (DE) and nondominant ear (NDE) scores in dichotic listening tests improved significantly with medium-to-large effect sizes. It was also found that the mean change in the NDE score of the children was significantly greater than that of the DE score for all the tests. Conclusions Dichotic interaural time difference training that employed dichotic lag phenomenon followed by directed response practices significantly improved the DE and the NDE scores of the schoolchildren with DLD.

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Jankowicz-Szymanska, Agnieszka, Edyta Mikolajczyk, and Katarzyna Wodka. "Correlations Among Foot Arching, Ankle Dorsiflexion Range of Motion, and Obesity Level in Primary School Children." Journal of the American Podiatric Medical Association 107, no. 2 (March 1, 2017): 130–36. http://dx.doi.org/10.7547/15-150.

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Background: This study sought to assess the prevalence of flat feet in primary school children and to find correlations among arch height, ankle dorsiflexion range of motion (ROM), and obesity level. Methods: The 400 children aged 10 to 12 years who took part in the study had their body height, weight, and fat percentage measured. Based on these measurements, body mass index was calculated and weight status was categorized for all of the participants. The height of the longitudinal arch of the foot was measured on a computerized podoscope and given in Clarke's angles. Dorsiflexion ROM was assessed with the child in the nonweightbearing sitting position with the knees 90° flexed. The arithmetic mean and standard deviation were implemented to analyze the data. Intergroup differences were assessed by Mann-Whitney U, Kruskal-Wallis, and post hoc Tukey tests. Significance was accepted at P = .05. Results: Flat feet were found in 36% of participants; limited ROM was found in both feet in 25% of participants and in one foot in 12%. No significant differences in dorsiflexion ROM in children with high-arched, normal, and flat feet were revealed. Excessive body weight was disclosed in 21% of participants. Overweight and obese children had significantly lower foot arches and notably smaller ankle dorsiflexion ROM than those with normal weight. Conclusions: Ankle dorsiflexion ROM is similar in children with high-arched, normal, and flat feet. However, limited dorsiflexion ROM is more often found in children with excessive weight.

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Ochwo, Pius. "Explaining the Urban Schools’ Advantage in Literacy in English Performance: Do schools’ Locations Make a Difference?" East African Journal of Education Studies 5, no. 2 (June 20, 2022): 212–16. http://dx.doi.org/10.37284/eajes.5.2.717.

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The study was to investigate the association between rural and urban pupils’ academic performance in literacy in English. The researcher collected data on the Primary Leaving Examination, the entranced exam to secondary school level in Uganda. The subject selected for analysis was Literacy in English. There were twelve schools in the Wakiso district that were used for the study. A fixed- effect model with a single covariate (ANCOVA) was used to analyse the data. The design is Ex-post facto. The results show that the proportion of learners rated proficient in Literacy in English (M = 4.16, SE = .13) in urban location was significantly (p = .01) higher than the learners in rural location (M = 5.12, SE = .07). It should be noted that, in Uganda, the lower the mean score, the better the performance whereas the higher the mean score the weaker the performance (i.e., 9 is the lowest score whereas 1 is the highest score).

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Reznik, Vladislava. "The Linguistics of the Lower Depths." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 39 (June 17, 2014): 7–22. http://dx.doi.org/10.26034/la.cdclsl.2014.721.

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William Labov’s 1960s research into urban dialects of New York's black ghetto was an important factor in ensuring a more democratic and inclusive approach to education in American schools. It did not only give rise to modern sociolinguistics but was also instrumental for policy makers and educational psychologists who admitted the language of the streets into American primary education curriculum. It has been argued, however, that similar research into social and, specifically, urbandialects was successfully carried out by Soviet linguists in the 1920s and early 30s, with direct relevance to literacy campaign and the development of universal schooling. Sometimes referred to as sociolinguistics avant la lettre, Soviet investigations into argot, professional, social dialects and jargons were conducted in a post-revolutionary atmosphere of upward social mobility and social inclusion. For the first time in the history of Russian linguistics, the official scholarship embraced a variety of substandard variants of the Russian language and gave a voice to the country’s underprivileged classes. This article looks at the examples of sociolinguistic research by Soviet scholars, with particular reference to the educational policies and a broader programme of social legitimisation.

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Müller, Ivan, Christian Schindler, Larissa Adams, Katharina Endes, Stefanie Gall, Markus Gerber, Nan Htun, et al. "Effect of a Multidimensional Physical Activity Intervention on Body Mass Index, Skinfolds and Fitness in South African Children: Results from a Cluster-Randomised Controlled Trial." International Journal of Environmental Research and Public Health 16, no. 2 (January 15, 2019): 232. http://dx.doi.org/10.3390/ijerph16020232.

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Obesity-related conditions impose a considerable and growing burden on low- and middle-income countries, including South Africa. We aimed to assess the effect of twice a 10-week multidimensional, school-based physical activity intervention on children’s health in Port Elizabeth, South Africa. A cluster-randomised controlled trial was implemented from February 2015 to May 2016 in grade 4 classes in eight disadvantaged primary schools. Interventions consisted of physical education lessons, moving-to-music classes, in-class activity breaks and school infrastructure enhancement to promote physical activity. Primary outcomes included cardiorespiratory fitness, body mass index (BMI) and skinfold thickness. Explanatory variables were socioeconomic status, self-reported physical activity, stunting, anaemia and parasite infections. Complete data were available from 746 children. A significantly lower increase in the mean BMI Z-score (estimate of difference in mean change: −0.17; 95% confidence interval (CI): −0.24 to −0.09; p < 0.001) and reduced increase in the mean skinfold thickness (difference in mean change: −1.06; 95% CI: −1.83 to −0.29; p = 0.007) was observed in intervention schools. No significant group difference occurred in the mean change of cardiorespiratory fitness (p > 0.05). These findings show that a multidimensional, school-based physical activity intervention can reduce the increase in specific cardiovascular risk factors. However, a longer and more intensive intervention might be necessary to improve cardiorespiratory fitness.

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Indrasari, Anissa, Dian Novita, and Fika Megawati. "Big Book: Attractive Media for Teaching Vocabulary to Lower Class of Young Learners." JEES (Journal of English Educators Society) 3, no. 2 (October 16, 2018): 141. http://dx.doi.org/10.21070/jees.v3i2.1572.

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Introducing English to young learners is challenging job. In order to make the students focus, something interesting should be brought inside the classroom. One of the media that can potentially entertain students as well as transfer the language concept is big book. The aim of this study is to find out whether there is significant effect in students’ vocabulary achievement in the first grade at primary school before and after being taught by using big book. In this case, the researcher used quantitative method with quasi experimental design. The subject of this research consisted of 35 students in each group. The main activities conducted in the learning process were try-out, pre-test, treatment and post-test. In analyzing, the researcher used ttest to calculate the data and to test the hypothesis. The result of this research revealed that the use of big book gives significant effect to students’ vocabulary achievement. Further, the result of vocabulary recognition task or VRT in I-B as experimental class showed more satisfying point. This implies that teachers for young learners have to be active and creative to present attractive media so that the learners can be motivated in learning the target language, especially in the context of EFL.

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Davis, Melinda M., Margaret Spurlock, Katrina Ramsey, Jamie Smith, Beth Ann Beamer, Susan Aromaa, and Paul B. McGinnis. "Milk Options Observation (MOO): A Mixed-Methods Study of Chocolate Milk Removal on Beverage Consumption and Student/Staff Behaviors in a Rural Elementary School." Journal of School Nursing 33, no. 4 (April 13, 2017): 285–98. http://dx.doi.org/10.1177/1059840517703744.

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Providing flavored milk in school lunches is controversial, with conflicting evidence on its impact on nutritional intake versus added sugar consumption and excess weight gain. Nonindustry-sponsored studies using individual-level analyses are needed. Therefore, we conducted this mixed-methods study of flavored milk removal at a rural primary school between May and June 2012. We measured beverage selection/consumption pre- and post-chocolate milk removal and collected observation field notes. We used linear and logistic mixed models to assess beverage waste and identified themes in staff and student reactions. Our analysis of data from 315 unique students and 1,820 beverages choices indicated that average added sugar intake decreased by 2.8 g postremoval, while average reductions in calcium and protein consumption were negligible (12.2 mg and 0.3 g, respectively). Five thematic findings emerged, including concerns expressed by adult staff about student rebellion following removal, which did not come to fruition. Removing flavored milk from school-provided lunches may lower students’ daily added sugar consumption without considerably decreasing calcium and protein intake and may promote healthy weight.

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Gammon, Catherine, Katie Morton, Andrew Atkin, Kirsten Corder, Andy Daly-Smith, Thomas Quarmby, Marc Suhrcke, David Turner, and Esther van Sluijs. "Introducing physically active lessons in UK secondary schools: feasibility study and pilot cluster-randomised controlled trial." BMJ Open 9, no. 5 (May 2019): e025080. http://dx.doi.org/10.1136/bmjopen-2018-025080.

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ObjectivesAssess feasibility, acceptability and costs of delivering a physically active lessons (PAL) training programme to secondary school teachers and explore preliminary effectiveness for reducing pupils’ sedentary time.Design and settingSecondary schools in East England; one school participated in a pre-post feasibility study, two in a pilot cluster-randomised controlled trial. In the pilot trial, blinding to group assignment was not possible.ParticipantsAcross studies, 321 randomly selected students (51% male; mean age: 12.9 years), 78 teachers (35% male) and 2 assistant head teachers enrolled; 296 (92%) students, 69 (88%) teachers and 2 assistant head teachers completed the studies.InterventionPAL training was delivered to teachers over two after-school sessions. Teachers were made aware of how to integrate movement into lessons; strategies included students collecting data from the environment for class activities and completing activities posted on classroom walls, instead of sitting at desks.Primary and secondary outcomesQuantitative and qualitative data were collected to assess feasibility and acceptability of PAL training and delivery. Outcomes were assessed at baseline and ~8 weeks post-training; measures included accelerometer-assessed activity, self-reported well-being and observations of time-on-task. Process evaluation was conducted at follow-up.ResultsIn the feasibility study, teachers reported good acceptability of PAL training and mixed experiences of delivering PAL. In the pilot study, teachers’ acceptability of training was lower and teachers identified aspects of the training in need of review, including the outdoor PAL training and learning challenge of PAL strategies. In both studies, students and assistant head teachers reported good acceptability of the intervention. Preliminary effectiveness for reducing students’ sedentary time was not demonstrated in either study.ConclusionsNo evidence of preliminary effectiveness on the primary outcome and mixed reports of teachers’ acceptability of PAL training suggest the need to review the training. The results do not support continuation of research with the current intervention.Trial registration numberISRCTN38409550.

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Wall, Caitlin, Terezie Tolar-Peterson, Nicole Reeder, Marina Roberts, Abby Reynolds, and Gina Rico Mendez. "The Impact of School Meal Programs on Educational Outcomes in African Schoolchildren: A Systematic Review." International Journal of Environmental Research and Public Health 19, no. 6 (March 19, 2022): 3666. http://dx.doi.org/10.3390/ijerph19063666.

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Malnutrition and hunger can lower a child’s ability to learn effectively. Many countries in Africa experience high rates of childhood undernutrition, and school feeding programs are a common tool used to address this challenge. A systematic review was conducted to evaluate the effect of school-provided meals on educational outcomes in preschool and primary school children. Specific outcomes of interest in this review included test scores, attendance, and enrollment rates. PubMed and Scopus were used for an electronic search of relevant studies. Studies included in this review were randomized and non-randomized controlled trials, prospective cohort studies, controlled before-after studies, and pre/post-test design studies published in the past 10 years in English in sub-Sahara Africa. Findings from the nine studies included in this review suggest a positive correlation between school feeding programs and educational outcomes. Although mealtime may reduce classroom time, the benefits of providing a meal outweigh the potential loss of learning time because hungry children may not learn as effectively. In conclusion, it is recommended that school meal programs be implemented and expanded. To improve general wellbeing and learning capabilities of children, school meals should be employed starting at a young age. More research on school feeding programs is needed concerning the preschool age group (2–5 years), as there is a limited amount of information in this area.

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Verdonschot, Angeliek, Emely de Vet, Natalie van Seeters, Jolieke Warmer, Clare E. Collins, Tamara Bucher, and Annemien Haveman-Nies. "Caregivers’ Role in the Effectiveness of Two Dutch School-Based Nutrition Education Programmes for Children Aged 7–12 Years Old." Nutrients 13, no. 1 (January 1, 2021): 140. http://dx.doi.org/10.3390/nu13010140.

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Childhood eating behaviours can track into adulthood. Therefore, programmes that support early healthy eating, including school-based nutrition education programmes, are important. Although school-based programmes may be beneficial in improving nutrition knowledge, impact on actual fruit and vegetable (FV) intake is generally limited as FV intake is also influenced by the home environment. The current study includes secondary analyses of data from an evaluation study on Dutch nutrition education and examined the role of caregivers’ health promotion behaviours (HPB) in influencing healthy eating behaviours in primary school children (n = 1460, aged 7–12 years) and whether caregivers’ HPB contribute to programme effectiveness. Children’s nutrition knowledge, FV intake and caregivers’ HPB (FV/sugar-sweetened beverages/sweets provision to take to school, cooking together and talking about healthy food at home) were measured by child-reported questionnaires at baseline, during, and 6 months post-programme. Results indicated that caregivers’ HPB was positively associated with children’s healthy eating behaviours and that programme effectiveness was highest in those in the lower HPB subcategory. In conclusion, children with less encouragement to eat healthily at home potentially benefit more from school-based nutrition education programmes than children receiving more encouragement. This highlights the important role of the home environment in supporting healthy eating behaviour in children.

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Gagić, Zvezdan Z., Sonja J. Skuban, Branka N. Radulović, Maja M. Stojanović, and Olivera Gajić. "THE IMPLEMENTATION OF MIND MAPS IN TEACHING PHYSICS: EDUCATIONAL EFFICIENCY AND STUDENTS’ INVOLVEMENT." Journal of Baltic Science Education 18, no. 1 (February 12, 2019): 117–31. http://dx.doi.org/10.33225/jbse/19.18.117.

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Primary school students generally lack motivation for learning physics, which they perceive as a difficult subject. In order to overcome this problem, it is necessary to apply appropriate teaching approach. The aim of this research was to assess the educational efficiency of mind maps in physics and students’ involvement when this approach is used. A pre-test – post-test control group design was used. The sample of this research consisted of 113 seventh-grade students divided into an experimental and a control group. The students in the experimental group were taught physics using mind maps and the students in the control group were taught using conventional teaching approach. The data were collected by using two physics knowledge tests and perceived mental effort scale. The data were analyzed using ANOVA, t-test and chi-square test. The obtained results showed that the educational efficiency of teaching with the use of mind maps was greater than the efficiency of conventional teaching approach. Besides that, the students’ involvement in the experimental group was higher than the one in the control group. The implementation of mind maps in teaching physics in primary schools can increase students’ motivation for learning physics and lower their mental effort.

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Csida, Stefanie, and Claudia Mewald. "PrimarWebQuest in foreign language education." International Journal for Lesson and Learning Studies 5, no. 1 (January 4, 2016): 45–59. http://dx.doi.org/10.1108/ijlls-09-2015-0029.

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Purpose – The purpose of this paper is to demonstrate the teacher and pupil learning progress through the first implementation of a computer-based method called PrimarWebQuest in a primary school classroom. The study aimed at identifying cognitive and metacognitive skills that are needed to work successfully with the platform. To do so, this lesson study (LS) investigated the pupils’ strategy acquisition and analysed their autonomy and knowledge growth making use of observation, collaborative reflection, questionnaires, content analysis and triangulation. Additionally, the teacher’s development of methodological skills in the use of the strategy was investigated. Design/methodology/approach – A LS was carried out in an urban primary school in Lower Austria over a period of four weeks. Based on an experiment carried out during two project days, the learning and the pupils’ strategy use as regards their autonomy and self-direction were observed and their knowledge growth was analysed making use of pre-and post-tests. Moreover, questionnaires and post-lesson interviews were implemented to verify insights gained from observation and post-lesson discussions in the teacher research group, which consisted of the main investigating teacher, the two class teachers and an external expert. Findings – The study suggests that the pupils’ learning outcomes and self-direction improved through teaching with PrimarWebQuests and also after implementing the refined lesson plan. The results demonstrate the value of learning through new media and emphasise the importance of giving precise instructions as well as the need for careful guidance through the teacher in autonomous learning scenarios including new media. Originality/value – The findings of the study provide a deeper understanding of and guidelines for planning and implementing computer-based lessons with PrimarWebQuests, which may be useful for teachers and curriculum designers.

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Marievych, Nataliia, Bohdan Nesterovych, Tamara Turchyn, Tetiana Kryvosheya, Olha Shyshova, and Viktoriia Nadon. "Management of the Play Activity of Primary Schoolchildren. A Critical Look at Ukrainian Trends from the Point of View of International Experience." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1Sup1 (March 24, 2022): 328–48. http://dx.doi.org/10.18662/rrem/14.1sup1/554.

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The article discusses the opposite views of the role of the teacher in the management of the play activity of primary schoolchildren in the Ukrainian context. A review of modern international educational trends for the development of a framework model of play and musical and play training of schoolchildren is carried out, taking into account modern educational and social conditions, destructive and accumulated relevant views of domestic methodologists are highlighted. It has been proven that the modern style of group management is characterized not so much by the leader's leadership and team qualities as by his involvement in the general dynamics of the group. In the case of managing the musical and play activities of lower schools, this requires a fundamental reorientation of the teacher. Moreover, separate management will not be effective within the classroom, including if it falls out of the general weigh with the pupil outside of school. We recognize that within the framework of the theoretical model for the effectiveness of the management of musical and play activities, the future teacher must adhere to the appropriate stages, develop an organizational and methodological matrix of the game, take into account the pedagogical conditions for the use of musical games in educational work with younger students. The international significance of the article lies in the possibility of using international experience, which is adapted to the changing conditions of post-totalitarian countries, which requires testing authoritarian approaches to the management of education in primary schools.

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Vaughan, Christopher G., Andrée-Anne Ledoux, Maegan D. Sady, Ken Tang, Keith Owen Yeates, Gurinder Sangha, Martin H. Osmond, et al. "Association Between Early Return to School Following Acute Concussion and Symptom Burden at 2 Weeks Postinjury." JAMA Network Open 6, no. 1 (January 20, 2023): e2251839. http://dx.doi.org/10.1001/jamanetworkopen.2022.51839.

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ImportanceDetermining how the timing of return to school is related to later symptom burden is important for early postinjury management recommendations.ObjectiveTo examine the typical time to return to school after a concussion and evaluate whether an earlier return to school is associated with symptom burden 14 days postinjury.Design, Setting, and ParticipantsPlanned secondary analysis of a prospective, multicenter observational cohort study from August 2013 to September 2014. Participants aged 5 to 18 years with an acute (&lt;48 hours) concussion were recruited from 9 Canadian pediatric emergency departments in the Pediatric Emergency Research Canada Network.ExposureThe independent variable was the number of days of school missed. Missing fewer than 3 days after concussion was defined as an early return to school.Main Outcomes and MeasuresThe primary outcome was symptom burden at 14 days, measured with the Post-Concussion Symptom Inventory (PCSI). Symptom burden was defined as symptoms status at 14 days minus preinjury symptoms. Propensity score analyses applying inverse probability of treatment weighting were performed to estimate the relationship between the timing of return to school and symptom burden.ResultsThis cohort study examined data for 1630 children (mean age [SD] 11.8 [3.4]; 624 [38%] female). Of these children, 875 (53.7%) were classified as having an early return to school. The mean (SD) number of days missed increased across age groups (5-7 years, 2.61 [5.2]; 8-12 years, 3.26 [4.9]; 13-18 years, 4.71 [6.1]). An early return to school was associated with a lower symptom burden 14 days postinjury in the 8 to 12-year and 13 to 18-year age groups, but not in the 5 to 7-year age group. The association between early return and lower symptom burden was stronger in individuals with a higher symptom burden at the time of injury, except those aged 5 to 7 years.Conclusions and RelevanceIn this cohort study of youth aged 5 to 18 years, these results supported the growing belief that prolonged absences from school and other life activities after a concussion may be detrimental to recovery. An early return to school may be associated with a lower symptom burden and, ultimately, faster recovery.

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Kallianta, Maria-Despoina K., Xrysoula E. Katsira, Artemis K. Tsitsika, Dimitrios Vlachakis, George Chrousos, Christina Darviri, and Flora Bacopoulou. "Stress management intervention to enhance adolescent resilience: a randomized controlled trial." EMBnet.journal 26, no. 1 (August 23, 2021): e967. http://dx.doi.org/10.14806/ej.26.1.967.

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The purpose of this study was to examine the effects of an 8-week stress management intervention to enhance resilience and coping techniques and decrease stress in adolescent students. Teenagers, 11 to 17 years old, recruited from two tertiary Adolescent Medicine Centers of the National and Kapodistrian University of Athens, Greece, were randomly assigned into two groups: the stress management group (n=24) and the control group (n=25). Resilience, stress, anxiety, everyday use of social media, school performance and cognitive skills were measured in adolescents of both groups, pre- and post-intervention. Post-intervention, the stress management group had significantly higher resilience scores and school performance self-evaluation scores, lower scores of stress, anxiety and everyday use of social media and better cognitive skills than the control group. Regarding cognitive skills, the stress management group significantly improved the speed of information processing and memory. Adolescents following stress management experienced significantly reduced stress from interacting with teachers/parents, from peer pressure, from school/leisure conflict as well as compulsive behaviours. With respect to resilience, the intervention improved adolescents’ individual skills and resources, relationships with primary caregivers, and environmental factors that facilitated the sense of belonging. Future studies of large adolescent samples are required to evaluate the long-term benefits of stress management techniques on adolescents' health and resilience, as well as the need of continued support to preserve these benefits throughout transition to adulthood.

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Şahin, Mehmet. "THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ PHYSICS ANXIETY AND DEMOGRAPHIC VARIABLES." Journal of Baltic Science Education 13, no. 2 (April 25, 2014): 201–15. http://dx.doi.org/10.33225/jbse/14.13.201.

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The purpose of this study was to investigate the relationship between pre-service teachers’ physics anxiety and gender, grade point average (GPA), major of study, and high school type they graduated. The sample consisted of 849 pre-service teachers of different majors. Data were collected, using the Physics Anxiety Rating Scale (PARS) at the beginning of the semester. Post-semester data were obtained from 175 pre-service teachers who were included in the pre-semester data. Results revealed gender difference in physics anxiety. Females scored higher on the PARS and its factors than males. It was found that students with medium GPA scored lower on the whole anxiety scale than students with low and high GPA. Pre-service primary teachers scored higher on the PARS than all other majors. High school type had an effect on physics anxiety, vocational high school graduates being the highest physics anxious of all. One semester of traditional physics instruction did not seem to have a significant influence on students’ physics anxiety. Implications of the results were discussed for instructional purposes and future studies. Key words: demographic variable, physics, physics anxiety rating scale, science anxiety.

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ALİREİSOĞLU, Ahmet, and Metin ÖZSOY. "INVESTIGATION OF THE EFFECT OF ADAPTATION TRAININGS FOR PARENTS OF PRIMARY SCHOOL STUDENTS ON THE LEVEL OF FAMILY PARTICIPATION AFTER THE PANDEMIC." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 30 (March 15, 2022): 166–82. http://dx.doi.org/10.31567/ssd.577.

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The aim of the study is to examine the effect of the integration training given in educational institutions on the level of parent involvement of parents. 674 parents of students with primary school education in Tuzla district of Istanbul participated in the study. 327 of the parents of the students stated that they participated in the integration training, 347 of them did not. 60 male parents and 614 female parents participated in the research. 200 of the parents of the students have primary school, 124 secondary school, 209 high school, 141 have undergraduate and higher education level. The grade level of the students whose parents are students is determined as 151 1st grade, 204 2nd grade, 192 3rd grade and 127 4th grade students. “Parent Participation Scale” was used as a data collection tool in the research. In the analysis of data; frequency distributions, normality analysis, t test and ANOVA analysis were used. As a result of the research, when the effect of parent gender on the level of parent participation is examined, it is seen that women reach higher meaningful results, primary school graduates have significantly lower scores in terms of education level, and parents who participate in adaptation training have significantly higher scores than parents who do not participate in adaptation training. The findings obtained from the research were discussed and interpreted within the scope of the literature. It is seen that the integration trainings provided contribute to the family participation levels of the parents, that the families benefit from these trainings and are willing to add value to themselves in this sense. Useful results have been obtained in order to increase family participation in the post-pandemic normalization process. The planned and systematic nature of the organized training activities increases the effect of the level of benefit received. For practitioners and researchers; Suggestions such as planning studies in which fathers participate more actively in education, simple, plain and understandable educational content, and conducting similar trainings at all levels can be listed.

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Batham, Yamini, Sunita Koreti, and Ajay Gaur. "Are parents and children aware of child sexual prevention education?" International Journal of Contemporary Pediatrics 6, no. 6 (October 21, 2019): 2277. http://dx.doi.org/10.18203/2349-3291.ijcp20194183.

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Background: India contains largest populations of child victim of sexual abuse. Current study aimed to find out awareness, orientation, execution of parents for child sexual abuse (CSA) prevention education and study the awareness of CSA prevention education among children attending pre-primary and primary school.Method: It was cross-sectional study carried out during 2016-2017 at government and private school of Gwalior. Total 500 parents and 500 children were selected Proforma based assessment was done among parents and diagrammatic (picture) based assessment among children, Children are explained about diagrammatic proforma and give to color area of good touch and bad touch.Results: The study revealed that 34% of parents are unaware of various facts of child sexual abuse (p <0.005). Post graduate parents have more CSA awareness (90.3%) (p<0.001).Total36% parents have shown negative orientation towards child sexual abuse prevention education. CSA prevention awareness more in upper class parents (88.3%) as compared to lower class (43.8%) (p < 0. 001). post graduate parents have more CSA awareness as compared to illiterate and higher secondary. On assessing the knowledge of good touch and bad touch among children. It was found that only 6% of children have good knowledge, 36%children have some knowledge and 58 % no knowledge regarding good touch and bad touch .Conclusion: Majority of parents and kid are unaware of various fact of child sexual abuse. Parents education level has direct correlation, highly qualified mother father has positive attitude toward child sexual abuse prevention education. Lack of knowledge found in lower socioeconomic class.

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Journal articles on the topic 'Lower post primary school'

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