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1
Waters, Lea. "A Review of School-Based Positive Psychology Interventions." Australian Educational and Developmental Psychologist 28, no. 2 (December 1, 2011): 75–90. http://dx.doi.org/10.1375/aedp.28.2.75.
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The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.
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Hendon, Claude. "Workforce Development Programs in Florida: Varied Purposes and Varied Performance." Practicing Anthropology 22, no. 1 (January 1, 2000): 14–19. http://dx.doi.org/10.17730/praa.22.1.t518g50888w78lp6.
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In preparation for welfare reform, the Florida Legislature's Office of Program Policy Analysis & Government Accountability reviewed its workforce development programs. The review identified the eight largest programs, including four primarily federally funded programs: (1) Job Training Partnership Title IIA (JTPA IIA) program for economically disadvantaged adults, (2) the Job Training Partnership Title III (JTPA III) program for displaced workers, (3) Project Independence, the state's old welfare to work program, and (4) Vocational Rehabilitation, the employment training program for persons with disabilities. The review also examined the vocational education programs provided by local school districts to adults through vocational-technical schools and community colleges.
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Sharma, Bhaugeerutty Vinod. "Educators Performance Management in Secondary Schools in Mauritius." International Journal of Human Resource Studies 6, no. 4 (December 20, 2016): 129. http://dx.doi.org/10.5296/ijhrs.v6i4.10476.
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In line with the recommendations of the Task Force on Performance Management, the Pay Research Bureau (PRB) report 2008 recommended, inter alia, that all Ministries/Departments should evaluate and review periodically their performance in relation to established targets. The Education Commission of 2008recommended that all schools should put in place school-based management (SBM) by the year 2010. The SBM should comprise a number of key elements, of which the development of formal procedures and resources for educator’s appraisal and development. Schools have been advised, and in fact they all pledged, to establish an educator performance system by the end of 2010.
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Davis, Keith, Deborah Rogers, and Martin Harrigan. "A review of state policies on principal professional development." education policy analysis archives 28 (February 10, 2020): 24. http://dx.doi.org/10.14507/epaa.28.4421.
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Although principal professional development (PPD) has been proven to improve school performance at various levels, professional development (PD) for teachers receives more time, resources, and attention at both district and state level. When PPD is provided it often does not meet research-based recommendations. The literature was reviewed and five criteria areas with multiple indicators for effective PPD outlined; these were subsequently revised and validated by experts in the field. The PPD certification policies of each U.S. state that made this information publicly accessible was examined through Department of Education websites, with clarification by phone when necessary. This study revealed that only one state met all indicators, and that most states did not have comprehensive, research-based PPD policies. Given the significant effect school leadership has on student achievement and school improvement, further research on PPD implementation should be prioritized.
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Hassan, Lubna. "Myths and Realities of Long-run Development: A Look at Deeper Determinants." Pakistan Development Review 46, no. 1 (March 1, 2007): 19–44. http://dx.doi.org/10.30541/v46i1pp.19-44.
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It has long been realised that factor accumulation and technological development are only proximate causes of economic development, and the focus has now shifted to investigating the ‘deeper determinants’ of economic growth. Two such forces are highlighted in the literature: institutions and geography. However, it remains controversial as to which of these two is the more important. The “institutions school” assigns primal importance to institutions, whereas the “geography school” considers geographical factors as the primary determinant of the economic performance of countries. This paper reviews the debate surrounding these “deeper determinants” of economic performance. It reviews the work of these two schools of thought and their interpretation of the long-run development. The paper then examines the evidence provided by the respective schools in favour of their hypotheses. It concludes in favour of the Institutions hypothesis as the Geography school does not provide a consistent story of long-run development.
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Moreira, Rafaela S., Lívia C. Magalhães, and Claudia R. L. Alves. "Effect of preterm birth on motor development, behavior, and school performance of school-age children: a systematic review." Jornal de Pediatria (Versão em Português) 90, no. 2 (March 2014): 119–34. http://dx.doi.org/10.1016/j.jpedp.2013.05.009.
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Moreira, Rafaela S., Lívia C. Magalhães, and Claudia R. L. Alves. "Effect of preterm birth on motor development, behavior, and school performance of school‐age children: a systematic review." Jornal de Pediatria 90, no. 2 (March 2014): 119–34. http://dx.doi.org/10.1016/j.jped.2013.05.010.
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Ensour, Waed. "Human resource development in Arab writing." Problems and Perspectives in Management 16, no. 4 (December 24, 2018): 408–16. http://dx.doi.org/10.21511/ppm.16(4).2018.34.
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This study is a systematic review of the existing Arab literature on human resource development (HRD). A review of Arab HRD’s theoretical and empirical articles during the period 1964–2016 in peer-reviewed journals was conducted. Content analysis was utilized to examine how HRD is conceptualized, what purposes are attached to HRD and what activities HRD encompasses in Arab literature.It was found that the basic construct of HRD is employee development, targeted toward “individuals” and encompassing training, education and learning. Arab HRD has a strong performance orientation, and tends to emphasize utilitarian outlooks, as the role of HRD is perceived to be “instrumental” and “outcome focused”. HRD in Arab literature falls under the traditional functionalist school within the managerialist perspective and is essentially based on the principles of human capital theory. The issues of social justice, power, diversity and equity are rare in Arab HRD literature. Although the Arab view of HRD has been influenced by the American school, it is still in an early stage of growth, lacks a clear disposition and is still confined within the stance of traditional training.
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Mwamwenda, Tuntufye S. "Predicting African Children's Performance at School from Their Acquisition of Piagetian Concepts." Perceptual and Motor Skills 74, no. 1 (February 1992): 60–62. http://dx.doi.org/10.2466/pms.1992.74.1.60.
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While the development of cognition among African children has been studied, in this short review in only six studies was the relation between cognitive development and performance by subjects of school age assessed. Evidence shows that the attainment of certain cognitive concepts is associated weakly with successful performance in school ( rs < .36).
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Karunakaran, Sivasanghari, and Renuga Verayiah. "Framework for Green School Model Development in Malaysia." International Journal of Engineering & Technology 7, no. 4.35 (November 30, 2018): 442. http://dx.doi.org/10.14419/ijet.v7i4.35.22859.
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In parallel to global modernization especially in developing country like Malaysia, the urging for energy consumption conservation unwaveringly increases. The initiative of implementing the green building concept and practices is being developed to promote the sustainable development of global society at many levels. Green school model is among the initiatives being explored in this paper. In Malaysia, currently there is no significant studies or guidelines have been developed for green school model development. Thus, the aim of this paper is to review and analyze the requirement for green school model establishment which ultimately will act as a guideline for the implementation of green school model in Malaysia. To achieve this, study on general rules adopted to assess the green school model development by various countries is ventured. In particular, the focus is based on the energy efficiency, water efficiency, thermal comfort, indoor air quality, lighting efficiency, visual health, acoustics, and space utilization. The challenges for the development of green school model in Malaysia is also highlighted. Detailed review on the recent Malaysia’s policies and energy development plan is presented. The outcome of this study is a framework for green school model development in Malaysia addressing one of the prime key subject which is the lighting efficiency and its impact towards students’ performance.
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Mohd Ibrahim, Nuraihan, Mariana Mohamed Osman, and Syahriah Bachok. "Children’s’ Travel to School and Parents’ Criteria in the School Selection: Gombak District." Asian Journal of Quality of Life 3, no. 9 (January 6, 2018): 47. http://dx.doi.org/10.21834/ajqol.v3i9.76.
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School is a nucleus of the society. School development should be planned based on the sustainable concept. The purpose of this paper is to determining parents’ criteria in selecting the suitable public school for their children. There are various factors underlying in determining the school selection which are location, distance, school facilities, academic school’s performance, extra-curricular and school environment. The findings showed that academic school’s performance is the most important criteria of parents in selecting school for enrolling children. Hopefully, the paper will benefit the local authority, parents as well as children in term of public school development in the community.Keywords: school; school development; parents; criteriaeISSN 2398-4279 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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Ilomo, Onesto, and Petro Mapunda Anyingisye. "An Assessment of the Effectiveness of Open Performance Review and Appraisal System (OPRAS) to Secondary School Teachers in Arusha City, Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 1 (June 22, 2020): 112–19. http://dx.doi.org/10.46606/eajess2020v01i01.00112.
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This study aimed to assess the effectiveness of management and supervision process of Open Performance Review and Appraisal System (OPRAS). The researchers adopted survey design to study 10 out of 26 public secondary schools in Arusha City, Tanzania. Self-administered questionnaires were distributed to 214 sampled teachers of which 197 (92.1%) returned the questionnaire and 17 (7.9%) questionnaires were not returned. The collected data were analyzed using descriptive statistics through mean scores. The study revealed that secondary school teachers perceived that the management and supervision process of OPRAS was not effective. The study also revealed that the heads of secondary schools didn’t coach, mentor and counsel their teachers about OPRAS. Teachers didn’t sign annual performance agreements and account for their performance; the teachers didn’t receive copies (feedback) of their performance development of mid-year and annual reviews and didn’t comment on their performance appraisal report. Furthermore, the discussions on the attainment of teachers’ annual overall performance between teachers and their supervisors were not being witnessed by observers. The researchers recommended that Local Government Authorities and Policy makers in educational sector need to train supervisors on OPRAS so that they may acquire the basic knowledge, skills and competence required for its effective implementation. Heads of secondary schools should coach, mentor and counsel their teachers about OPRAS. Also during appraisal and review process, both supervisors and teachers should be involved and supervisors should provide feedback to their subordinates. Moreover, Government authorities need to be committed to the OPRAS as a tool of measuring teacher’s performance.
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Hayes, Ben, and Josie Bainton. "The impact of reduced sleep on school related outcomes for typically developing children aged 11–19: A systematic review." School Psychology International 41, no. 6 (September 30, 2020): 569–94. http://dx.doi.org/10.1177/0143034320961130.
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This systematic literature review examines the relationship between restricted and reduced sleep and school performance, learning and cognitive functioning in typically developing adolescents. Correlational and experimental data were evaluated from 17 studies which included participants ranging from 11 to 19 years in studies from seven countries around the world. The review found that there is evidence that restricted and reduced sleep is negatively associated with school performance and cognitive outcomes, although the findings were mixed. Implications for psychologists working with schools are discussed. More research and evaluation is needed to establish how these factors relate to each other conclusively.
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Van Geldern, Lu, Joseph M. Ferrara, James D. Parry, and Harvey Rude. "Local Validation of Mandate Consultant: An Expert System for Assuring Compliance in the IEP Process." Journal of Special Education Technology 11, no. 3 (December 1991): 113–20. http://dx.doi.org/10.1177/016264349101100301.
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When schools fail to comply with state and federal regulations regarding IEP development, students, faculty and programs are at risk. Many schools currently conduct internal file reviews to identify and correct compliance problems. Unfortunately, special education file review is a time consuming task which is usually done by an experienced special educator or school psychologist. Expert system computer programs are designed to allow personnel with relatively low skill levels to complete a task which usually requires a good deal of training and experience. Mandate Consultant is an expert system designed to assist in special education file review. This study uses an easily replicable model to compare the file review performance of a secretary using Mandate Consultant with that of a special education expert. The secretary produced reports which were five times more accurate and over twenty times less expensive than the reports generated by the expert. Expert systems may provide a practical tool for reducing costs associated with assuring legal compliance.
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Gonzalez, Jacqueline, and Alan Hayes. "Psychosocial aspects of the development of gifted underachievers: Review and implications." Queensland Journal of Guidance and Counselling 2 (November 1988): 29–42. http://dx.doi.org/10.1017/s1030316200000066.
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Gifted underachievers are children who display a discrepancy between high achievement and actual performance. Focusing on gifted children with a long-standing pattern of underachievement not explicable in terms of learning disability, this paper adopts a developmental perspective to the problem of gifted underachievement. Literature is reviewed on the affective development of gifted underachievers and the environmental factors which may foster or diminish success in school. It is argued that cognitive and affective variables do not operate independently and should not be considered in isolation from the environmental context of development. Further, gifted underachievers are situation-specif icand highly variable. Finally, implications for intervention are discussed in light of the need to view children's development not as a dichotomy of cognitive and affective change but holistically, as a complex interaction of child and environment.
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Ngwakwe, Collins C. "A review of causes of school dropouts in BRICS countries: A South African case." Corporate Ownership and Control 12, no. 1 (2014): 911–14. http://dx.doi.org/10.22495/cocv12i1c9p13.
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This paper presents a review of causes of school dropout in BRICS countries – Brazil, Russia, India, China and South Africa. This review is apposite considering that previous literatures have not closely dwelt on such a comparative stance, but given that this group of countries have some economic interest in common, that also translates to social development, it is thus pertinent to review similarities in their school dropout factors. Insight from the literature indicates that school dropout in BRICS countries is an amalgam of closely related factors that culminate to learners dropping out of school. These factors include inter alia, poverty, disability, family configuration, orphan-hood, teenage pregnancy, drug abuse, lack of effective teaching method, poor academic performance, and child labour. The paper goes beyond the review and evaluates the relationship between school dropout, government education expenditure and poverty in South Africa. The result indicates that a combination of poverty and low government expenditure on education may aggravate school dropout. This thus suggests that government education expenditure should be formulated to effectively accommodate the rural poor communities
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Ahn, Yong Han, Young Oh Choi, Bae Won Koh, and Annie R. Pearce. "DESIGNING SUSTAINABLE LEARNING ENVIRONMENTS: LOWERING ENERGY CONSUMPTION IN A K-12 FACILITY." Journal of Green Building 6, no. 4 (November 2011): 112–37. http://dx.doi.org/10.3992/jgb.6.4.112.
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The construction industry is embracing sustainable building practices that boost the “triple bottom line”, namely the building's ecological, social, and financial performance. Since more than 55 million US students spend a significant part of their day in K-12 schools, it is vital that these facilities should provide healthy, comfortable, and productive learning environments. Here we present an in-depth literature review of how educational facilities affect student school performance, comfort, and health, and we examine the role of sustainable design and construction strategies in influencing the physical learning environment in schools. Significant barriers to implementing sustainable strategies are examined, particularly the first cost premium of a sustainable building. A systematic decision strategy is described that incorporates sustainable design strategies, lowering energy consumption and improving indoor environments. A case study describes the process of incorporating sustainable strategies in a K-12 education facility in North Carolina to lower annual energy consumption and greenhouse gas emissions. Ways to reduce the first cost premium and minimize operating costs over the facility's life while providing healthy and comfortable learning environments for students and teachers are discussed. The case study school also functions as an experimental learning tool for teaching sustainability to K-12 students, having the potential to improve their attitudes and behavior with respect to sustainability.
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Manca, Sara, Veronica Cerina, Valentina Tobia, Simona Sacchi, and Ferdinando Fornara. "The Effect of School Design on Users’ Responses: A Systematic Review (2008–2017)." Sustainability 12, no. 8 (April 23, 2020): 3453. http://dx.doi.org/10.3390/su12083453.
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This systematic review focused on the effect of the educational environment design on students’ and teachers’ performance, satisfaction, and wellbeing. Starting from a bulk of 1307 articles, a set of N = 68 empirical papers was selected and organized on the basis of four different content clusters, i.e., architectural building design and aesthetic features, indoor environmental features, classroom design, and school green spaces/outdoor spaces. From the analysis of research findings, the key role of pleasant, warm, and flexible learning environments emerged, for promoting both wellbeing and performance of users. More specifically, the presence of charming colors and pictures, ergonomic furniture, and adequate acoustic, thermal comfort, ventilation, and natural lighting have emerged as important features that school designers should care for. Furthermore, an integration of both indoor and outdoor learning situations showed to be effective for improving students’ learning and wellbeing.
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Basañes, Runato A., and Junelene May C. Dagol. "Work Engagement of Public Elementary School Teachers and Organizational Support." 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (December 9, 2020): 149. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(149).
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The study aimed to determine the relationship between work engagement and organizational support of 167 randomly selected public elementary school teachers in the District of San Jose, Schools Division of Antique, Philippines. Data were gathered using the Individual Performance Commitment and Review Form of the Department of Education and the Eisenberger's Perceived Organizational Support Scale. Data were analyzed with frequency, percentage, mean and standard deviation for descriptive statistics while t-test for independent samples, One-way ANOVA and Pearson's r for inferential statistics. The findings showed that as an entire group, the level of work engagement of teachers was very satisfactory in all of the four work engagement aspects (teaching-learning process, students' outcomes, community involvement, and professional growth and development). There was a significant difference in the level of work engagement in the aspect of community involvement when grouped according to teaching load and in the aspect of professional growth and development when grouped according to sex. No significant difference was observed among the following groups: teaching position and marital status, the level of organizational support in terms of teaching load, teaching position, sex, and marital status, work engagement and organizational support of teachers. Keywords: community involvement, Organizational Support Public Elementary School Teachers, professional growth and development, teaching-learning process, students' outcomes, Work Engagement
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Connolly, Michael, and Chris James. "Reflections on Developments in School Governance: International Perspectives on School Governing under Pressure." Educational Management Administration & Leadership 39, no. 4 (June 28, 2011): 501–9. http://dx.doi.org/10.1177/1741143211406560.
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Debates about governance, across the public sector, including education, continue to generate a substantial literature. The intention of this article is to engage with these debates by reviewing the articles in this special edition. In this review article, we first consider the wider context of the articles by revisiting some of the central debates in the governance literature. We then consider some of the themes that emerge from the articles, which are: the significance of improving school performance and pupil attainment; the dynamic nature of governance and the problematic nature of managing change in school governance; difference and variety; the contested territory of school governing and the conflicting roles and responsibilities; the complexity of school governing especially the complexity wrought by diversity of provision; the complex and demanding capabilities required for, and participation in, governing; micro—macro issues; and joint modes of institutional governance.
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Zierer, Klaus. "Effects of Pandemic-Related School Closures on Pupils’ Performance and Learning in Selected Countries: A Rapid Review." Education Sciences 11, no. 6 (May 22, 2021): 252. http://dx.doi.org/10.3390/educsci11060252.
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The coronavirus pandemic has led to drastic measures around the world, which have also affected the education system. Schools were closed in the spring of 2020 in almost every country in the world, and many children and young people are still involved in distance learning to this day. What effect these measures have on children’s and young people’s learning performance is important in view of the time pressure under which educational policy decisions have to be taken. The rapid review presented in this paper delivers evidence on the effects of school closures to contain the coronavirus pandemic in the spring of 2020 on children’s and young people’s learning performance in five countries (USA, Belgium, the Netherlands, Switzerland and Germany).
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Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.
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Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
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St. Laurent, Christine W., Sarah Burkart, Chloe Andre, and Rebecca M. C. Spencer. "Physical Activity, Fitness, School Readiness, and Cognition in Early Childhood: A Systematic Review." Journal of Physical Activity and Health 18, no. 8 (August 1, 2021): 1004–13. http://dx.doi.org/10.1123/jpah.2020-0844.
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Background: Early childhood is an important age for brain and cognitive development. Given the support of physical activity and fitness on cognition and academic performance in older children, more research has emerged recently focusing on younger children. In this systematic review, the authors review the relations between physical activity/fitness and academic-related (ie, school readiness and cognitive) outcomes in early childhood. Methods: A search was conducted from PubMed, PsycINFO, Web of Science, ERIC databases, and reference lists for articles that had participants aged less than 6 years were written in English, and were in peer-reviewed journals. Articles were excluded if the design was a case study or case series report. The Grading Recommendations Assessment, Development and Evaluation framework was followed to assess the quality of evidence by study design. Results: Sixty-eight articles reporting on 72 studies (29 observational and 43 experimental) were included. The majority of study effects were mixed, and the quality of evidence varied from very low to low. Conclusions: A clear consensus about the role of physical activity and fitness on academic-related outcomes in early childhood is still lacking given the high heterogeneity in methodological approaches and overall effects. Additional high-quality studies are needed to determine what specific dosages of physical activity are impactful at this age.
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Dowling, Brittany, Michael P. McNally, Ajit M. W. Chaudhari, and James A. Oñate. "A Review of Workload-Monitoring Considerations for Baseball Pitchers." Journal of Athletic Training 55, no. 9 (September 1, 2020): 911–17. http://dx.doi.org/10.4085/1062-6050-0511-19.
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Because of the unique demands of a pitch, baseball players have the greatest percentage of injuries resulting in surgery among high school athletes, with a majority of these injuries affecting the shoulder and elbow due to overuse from throwing. These injuries are believed to occur because of repeated microtrauma to soft tissues caused by the repetitive mechanical strain of throwing. Researchers and practitioners have suggested that baseball pitchers' workloads are a significant risk factor for injury in adolescent players, resulting in lost time and slowing of performance development. The purpose of our review was to investigate the current research relative to monitoring workload in baseball throwers and discuss techniques for managing and regulating cumulative stress on the arm, with a focus on preventing injury and optimizing performance in adolescent baseball pitchers.
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Et. al., Abdulrahman Nasser Alshahrany,. "Motor Skills Performance of Children with Hearing Impairment using Different Modules and Physical Education Setting." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 473–87. http://dx.doi.org/10.17762/turcomat.v12i4.529.
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Over recent decades, the common understanding of hearing impairment has improved. People are more concerned with hearing impairment and have come to a consensus that care and positivity must be addressed. Therefore, recent trends in children with hearing disabilities inclusion have started in regular schools. The holistic training program provides opportunities for everyday people to learn about their abilities and special skills. The teacher needs to take care of the locomotive and object control skills of the child through the development of necessarymotor skills to meet life requirements, such as walking, running, throwing, etc. The current study explores the ability of primary school children with hearing loss to incorporate an exergame to improve fundamental motor skills within an inclusive physical education classroom in Saudi Arabia. The study used a Qualitative Method and carried out a content analysis together with a Systematic Literature Review to understand the research carried out in this field. A detailed analysis was carried out of secondary data from articles indexed in Scopus and the websites of the scientific databases and other related documents in the field of study. This study would expand the research awareness related to the success of vital engine skills in elementary school children with hearing impairment through the use of an exergame in comprehensive physical education.
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MacLean, David A., and Henry L. Janzen. "A Framework for Keeping Students in School." Canadian Journal of School Psychology 10, no. 1 (December 1994): 54–61. http://dx.doi.org/10.1177/082957359401000107.
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Keeping students in school is a major concern today for educators, parents, and politicians. It is not a new problem. Although much has been written about why students drop out, few preventive measures have been successful. A review of selected studies and our own study in Edmonton of early school leavers suggested that preventive measures that are most effective must consider four factors: (a) community-school relationships, (b) restructuring of the school program, (c) changing the school climate, and (d) changes in procedures for evaluating student performance. Specific interventions relevant to the four-factor model are presented and discussed.
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Cruz-González, Cristina, Carmen Lucena Rodríguez, and Jesús Domingo Segovia. "A systematic review of principals’ leadership identity from 1993 to 2019." Educational Management Administration & Leadership 49, no. 1 (January 23, 2020): 31–53. http://dx.doi.org/10.1177/1741143219896053.
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There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and professional practice. A literature search on Web of Science (WOS), SCOPUS and Education Resources Information Center (ERIC) yielded a total of 38 articles published in international journals. Thematic analysis was conducted using the Nvivo software package. Emerging topics include: leadership identity of school principals as the key to educational success; influence of politics and context on the construction of principals’ professional identity; race- and gender-based barriers to the development of leadership identity; and the influence of experience, training and transition on the construction of a professional leadership identity.
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Cross, Alexandra M., Marc F. Joanisse, and Lisa M. D. Archibald. "Mathematical Abilities in Children With Developmental Language Disorder." Language, Speech, and Hearing Services in Schools 50, no. 1 (January 28, 2019): 150–63. http://dx.doi.org/10.1044/2018_lshss-18-0041.
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Purpose This review article provides a scoping review of the literature on mathematical abilities in developmental language disorder (DLD). Children with DLD typically struggle with learning in school; however, the mechanism by which DLD impacts academic success is unclear. Mathematics involves demands in the multiple domains and therefore holds potential for examining the relationship between language and academic performance on tasks mediated by verbal and nonverbal demands. Method A scoping review was performed via computerized database searching to examine literature on mathematics and DLD. The 21 review articles meeting inclusion criteria compared children with typical development or DLD on various tasks measuring numerical cognition. Results Children with DLD consistently performed below peers with typical development on number transcoding, counting, arithmetic, and story problem tasks. However, performance was similar to peers with typical development on most number line, magnitude comparison, and conceptual mathematics tasks. Conclusions The findings suggest a relationship between DLD and mathematics was characterized by more detrimental performance on tasks with higher verbal demands. Results are discussed with respect to typical academic curricula and demonstrate a need for early identification and intervention in DLD to optimize academic outcomes.
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Soltaninejad, Mohammadreza, Amin Babaei-Pouya, Mohsen Poursadeqiyan, and Maryam Feiz Arefi. "Ergonomics factors influencing school education during the COVID-19 pandemic: A literature review." Work 68, no. 1 (January 29, 2021): 69–75. http://dx.doi.org/10.3233/wor-203355.
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BACKGROUND: The school is one of the most critical social, educational, and training institutions and the main pillar of education in society. Education and, consequently, educational environments have the highest effect on the mentality, development, growth, welfare, concentration, performance, and learning efficiency of students. OBJECTIVES: The present study aimed to examine the effects of environmental ergonomics on the learning and cognition of pre-school students during the COVID-19 pandemic. METHODS: The study was carried out as a review article using some keywords, namely “children”, “learning”, “pre-school”, “COVID-19”, “ergonomics”, and “environmental factors”. Scopus, PubMed, Science Direct and Web of Science were searched to find related articles. RESULTS: Factors like color, form, and layout of classrooms, lighting and ventilation, interior decoration, and educational equipment are effective in creating interest and motivation for students to learn. CONCLUSIONS: A review of these articles showed that the presence of ergonomics in educational spaces for children increases the quality of learning and reduces stress and anxiety, and by observing health protocols, a healthy and safe environment can be provided for students.
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Allen, Katie, Steve Higgins, and John Adams. "The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review." Educational Psychology Review 31, no. 3 (February 8, 2019): 509–31. http://dx.doi.org/10.1007/s10648-019-09470-8.
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Nash, James K., and Mark W. Fraser. "After-School Care for Children: A Resilience-Based Approach." Families in Society: The Journal of Contemporary Social Services 79, no. 4 (August 1998): 370–83. http://dx.doi.org/10.1606/1044-3894.699.
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This paper utilizes a resilience perspective and a review of research to identify societal, community, family, and individual factors related to the after-school period that place many children at increased risk for poor developmental and behavioral outcomes. We define and discuss the importance of four key dimensions of children's after-school experiences: safety, developmental appropriateness, cultural relevance, and stability. We recommend that families and practitioners collaborate and include children in the decision making to create after-school care that is individualized. Whenever possible, after-school settings should include opportunities for both enhancing academic achievement and having fun. While emphasizing that all children need appropriate after-school environments, we discuss the importance of assessment and of plan development and monitoring when working with youths at risk for aggressive behavior, impaired relationships with peers and adults, and poor performance in school.
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Chu Cam, Tho, and Hue Hoang Kim. "Autonomous public high school model with adaptation of education innovation in Vietnam." Journal of Science Educational Science 65, no. 7 (July 2020): 48–56. http://dx.doi.org/10.18173/2354-1075.2020-0076.
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Innovative policy in high school management of Vietnam is focused on giving more autonomy in decision making of task performance for education quality improvement. International literature reviews have shown that decentralizing on school curriculum development and delivering, finance allocation and human resource management is one of performance enhancing policies in education. This effort proposes an autonomous public high chool model in the context of 2019 Education Law enforcement and fulfillment of 2018 general education program.
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Amantova, Ingrida, and Agita Abele. "DUAL CAREER MODEL FOR LATVIA’S ENVIRONMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 20, 2020): 28. http://dx.doi.org/10.17770/sie2020vol6.5074.
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Combining the systems of high-performance sport and the general education on the high school level is a research object in sports science since the 1980s (Teubert, 2009). While a large number of scientists have studied the dual overload of athletes/students in school and high-performance sport, only a few have focused on the coordination or collaboration of these two structures - school and high-performance sport (Teubert, 2009). Therefore, in this study will be research the Murjani Sports Gymasium (MSG) as the only specialized sports education institution in Latvia which provides high school education and simultaneously the realisation of high-performance sports career. Furthermore, the aim of this study is to develop a dual career model for Latvia’s socio-economic environment. Additional to the literature research and review of national and European regulations, an online survey was carried out. MSG teachers and coaches were invited to complete voluntary an online survey, a questionnaire related to theoretical issues. Overall, 32 persons completed the questionnaire. MSG teachers and coaches were asked to evaluate the dual career system in MSG and to give suggestions for development which has significant meaning in dual career system improvement and development in the Latvian sports industry. The data were analysed with the statistical analysis by using IBM SPSS 21.0 software: a) quantitative descriptive statistics; b) correlation analysis. Furthermore, the induction or cognition method as qualitative research method were used to draw conclusions and establish a dual career model for Latvia's socio-economic environment.
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Kafel, Tomasz, and Bernard Ziębicki. "Dynamics of the evolution of the strategic management concept: From the planning school to the neostrategic approach." Journal of Entrepreneurship, Management and Innovation 17, no. 2 (2021): 7–28. http://dx.doi.org/10.7341/20211721.
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Purpose: Strategic management has been developing in business theory and practice for over 50 years. Presently, it constitutes the main area of research interest in management science. The contemporary conditions of business operations create new challenges for strategic management, such as the use of dynamic capabilities in strategy building, relational strategies, networking of organizations, technology development and automation of processes, and global strategies. These challenges are often referred to as neostrategic management. The purpose of this publication is to present the findings of research concerning new strategic management concepts and challenges. Methodology: The main research method of this article was a narrative literature review. On the basis of the research, the development of the concepts as well as contemporary trends and challenges of strategic management were characterized. There is also a synthesis of the problems and research results presented in the articles in this special issue of JEMI. Findings: Various schools and approaches to strategy formulation have been created. They indicate different factors that allow for success in strategic management such as: setting long-term goals, selection of programs and their execution plans (planning school); connection of the enterprise with the environment (evolutionary school); focusing attention on competitive advantage and achieved performance (position-based school); focus on one’s own resources and competences (resource school); use of opportunities and creating innovation (simple rules school); selection of the best option and orientation in business management (real options school); or eclectic perspectives, integrating the listed approaches. The strategic management concept has two dimensions. The first dimension is related to the emergence of subsequent, new strategic management concepts, which often hark back to the previous schools and approaches. The second dimension of development applies to operationalization and adjustment of the previous concepts to the changing conditions. Implications for theory and practice: The paper characterizes the research results presented in the articles included in this JEMI issue. They deal with various problems and challenges in the field of strategic management, such as the relationship between market dynamics, market orientation and performance of enterprises; the innovativeness of companies as a contemporary strategic orientation of companies; the strategy implementation and the management of the organization change; problems of strategic management of the development of the city. Originality and value: The problems presented in the study relate to challenges and new concepts in strategic management. They enrich the existing knowledge on the development of strategic management, and also create inspiration for further research in this area.
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Basañes, Runato A., and Junelene May C. Dagol. "Work Engagement of Public Elementary School Teachers and Organizational Support." GATR Journal of Management and Marketing Review 6, no. 1 (March 7, 2021): 01–15. http://dx.doi.org/10.35609/jmmr.2021.6.1(1).
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Objective - The primary purpose of this research work is to determine the relationship between work engagement of public elementary school (PES) teachers and organizational support in the District of San Jose, Schools Division of Antique, Philippines. Methodology/Technique - Descriptive-correlational design was employed in undertaking this study. A total sample of 167 was purposively selected among the PES teachers in San Jose District, Schools Division of Antique for the survey. The researchers adapted the accomplished Individual Performance Commitment and Review Form of teachers and Eisenberger's (1986) perceived Organizational Support Scale for the study. Findings – The results show that PES teachers' level of work engagement was very satisfactory in all of 4 work engagement aspects - teaching-learning process, student outcomes, community involvement, and professional growth and development. The results also indicated that the PES teachers have a high organizational support level when the different variables were considered in this study - teaching load, teaching position, sex, and marital status. Moreover, looking into the PES teachers' work engagement, a significant difference was noted in community involvement when grouped according to teaching load; and professional growth and development when grouped according to sex. However, no significant difference was noted in all aspects when grouped according to a teaching position and marital status. A significant difference was also pointed out in organizational support in terms of teaching load, teaching position, sex, and marital status. Finally, there was no significant relationship between work engagement and organizational support of PES teachers. Novelty - The study suggests that the Department of Education subjects its personnel to continuing education, training, seminars, and values formation activities to help teachers become more effective in delivering their daily obligations, engage in their work for skills development, and make them feel they are given much attention by the organization where they belong. Type of Paper: Empirical. JEL Classification: A23, I20, I25. Keywords: Community Involvement; Organizational Support; Professional Growth and Development; Student Outcomes; Teaching-learning Process; Work Engagement Reference to this paper should be made as follows: Basañes, R.A; Dagol, J.M.C. (2021). Work Engagement of Public Elementary School Teachers and Organizational Support, Journal of Management and Marketing Review, 6(1) 01 – 15. https://doi.org/10.35609/jmmr.2021.6.1(1)
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Suter, Larry R., and János Gordon Győri. "The contribution of research on out-of-school-time on educational theories and practice: A review of European research between 1999 and 2019." Hungarian Educational Research Journal 11, no. 3 (September 6, 2021): 311–35. http://dx.doi.org/10.1556/063.2021.00002.
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AbstractThis paper summarizes the trends in research about student experiences in out-of-school time (OST) in countries of Europe. The analysis is based on a review of the content of research papers published between 1999 and 2019 in about 36 European countries. OST is recognized as an important aspect of students’ educational experiences that deserves increased research attention. A significant portion of students in all countries participate in OST activities either to improve their school performance or to engage in social activities. Under conditions where parents and students believe that the formal school system is weak, the OST educational experiences may be considered to be necessary to make a significant or necessary contribution to a student’s success compared with formal school itself. Because OST activities are undertaken in a free market their form and structure vary because of differences in the countries’ historical development, condition of public education, and the social, economic, cultural, and political factors that influence the educational systems. The analysis presents examples of how in some European countries conceptual models of OST have been expanded, adapted OST practices for regular school systems, and evaluated the outcomes. This review of the definitions of OST, of evaluations of its impact, and of the evidence for its effect on equality of educational opportunity throughout 36 European countries concludes that the studies provide contradictory messages. Greater consistency in conceptual development could be increased over time as researchers across countries review each other’s strategies and share methods and results.
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Nolan, Kathleen, William Schmidt, and James Lane. "OHMSETT 2000: FISCAL YEAR IN REVIEW." International Oil Spill Conference Proceedings 2001, no. 2 (March 1, 2001): 1015–19. http://dx.doi.org/10.7901/2169-3358-2001-2-1015.
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ABSTRACT During fiscal year 2000, a series of, boom, skimmer, pump, and dispersant tests were performed at OHMSETT, the national oil spill response test facility. Spill response technology development and training sessions were also conducted. These projects were conducted by government organizations, including the U.S. Coast Guard (USCG) Research and Development Center and the U.S. Navy Naval Facilities Engineering Service Center (USN ?FESC); research organizations such as Environment Canada, S.L. Ross Environmental Research, and the University of New Hampshire (UNH); and other private companies. The USCG and the National Spill Control School of Texas A&M University-Corpus Christi continued training sessions on the handling of oil spill response equipment. The USCG Research and Development (R&D) Center sponsored a test on viscous oil pumping systems, and another test for the development of fast-water oil spill containment and cleanup equipment. The NFESC conducted an evaluation of four high-speed skimmers that involved testing in waves with light fuel oils. Private companies utilized the tank and its simulated beach system to test their new containment boom designs and multi-skimmer units for oil retention and recovery capabilities. UNH returned to gather performance data on a new rapid current oil barrier design. Each of these projects has been significant in advancing oil spill response technology.
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Bernardino, Marjorie Cristina da Cruz, and Barbara Lucchesi Ramacciotti. "WELFARE STATE: AN ANALYSIS ON THE EDUCATION DEVELOPMENT INDICES ON BRAZILIAN EDUCATIONAL SYSTEM." International Journal of Innovation Education and Research 7, no. 3 (March 31, 2019): 141–61. http://dx.doi.org/10.31686/ijier.vol7.iss3.1361.
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This text proposes to present briefly topics related to the state and social protection theme and their impact on the quality of education. They aim to scrutinize the historical order and evolution of the state of social protection and its emergence, as well as its importance not only in Brazil but also in the world within the field of public policies. The discussions about the quality of education in Brazil raise questions about teacher training, financing, physical structure of the building, pedagogical practice, socioeconomic profile of the student and school management - elements considered determinants of the quality of education in a school unit. Within the framework of the discussions are the external evaluations as a way of qualifying the schools and the education systems in the country. The application of tests that assess the academic performance of students from public and private schools in Brazil became a constant from the 1990s, after the State reform and with a new political agenda for the educational area, in view of the reconfiguration of the economy and the valuation of criteria such as efficiency, effectiveness, productivity and competences for Brazilian education. The guiding problem of work is pubic and social policies as an instrument of the Welfare State. It is based on the hypothesis of the need for public policies at the federal, state and municipal levels that relate to the quality of education and to what is the citizen's right or need in its basic aspects. It is a study described in documentary review and literature. It is hoped to contribute between the relationship of the state of social protection and education and reaffirm its importance for the social and political development of citizens and citizenship.
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Zoellner, Anja, Chris Whatman, Paul Read, and Kelly Sheerin. "The association between sport specialisation and movement competency in youth: a systematic review." International Journal of Sports Science & Coaching 16, no. 4 (March 3, 2021): 1045–59. http://dx.doi.org/10.1177/1747954121998456.
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Negative long-term outcomes have been reported following sport specialisation including increased injury risk. The underlying mechanisms remain unclear; however, fewer exposures to broad ranging movement patterns and reductions in movement competency have been suggested. This review synthesised the evidence to examine if an association is present between sport specialisation and movement competency. A systematic electronic database search was conducted using combinations of the key words early speciali?ation, sport speciali?ation, early sport speciali?ation, single sport, high school, youth, adolescen*, movement competenc*, movement ability, movement control, movement pattern, physical performance, coordination, fitness, motor skill, motor development, movement performance, neuromuscular control, balance, asymmetr*. Thirteen articles met the inclusion criteria and were included. Four studies reported no significant differences in movement competency based on specialisation status, while seven showed some measures of movement competency differed but not others. The remaining two studies concluded that adult athletes who participated in two or more sports during high school exhibited better movement competence than those who specialised in a single sport. Multisport athletes commonly displayed improved jump mechanics and performance compared to those competing in a single sport (6/9 studies). Consistent differences in movement competence based on level of sport specialisation were not shown; however, sport specialisation may result in poorer jump mechanics/performance than playing multiple sports. Further research is needed across a greater range of sports, and consistent definitions of both movement competence and the level of sport specialisation are required to improve our ability to compare and contrast different studies.
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Sadia Asif, Imran Afzal, and Rahat Bashir. "An Analysis of Medium of Instruction Policies in the Education System of Pakistan with Specific Reference to English Medium Education." sjesr 3, no. 2 (July 11, 2020): 370–82. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(370-382).
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A critical examination of the trends, issues, and challenges in policy and practice of English language education in Pakistan is the main concern of this paper. This is done first by describing the practice of teaching English in varied instructional situations. Second, the paper historically reviews the language education policies since Pakistan’s independence in 1947. Third, the consequences of using English as the medium of instruction are discussed. A longitudinal large scale study is done to highlight the fact that English as medium of instruction at primary school level can distort the teaching and learning activities for students and teachers in rural areas of Pakistan and student drop-out rate can even get higher in those areas. The data was collected from the interviews of twenty teachers working in government and semi government schools at primary level. Based on the information obtained from the target participants, teaching at the same level but in different schools, the author argues that mother tongue education at the primary level is the most appropriate method to enhance the educational performance of students and a positive approach to bilingual education must be taken to resolve the challenges associated with the medium of instruction policies in the education system of Pakistan. Moreover, the data also shows that adopting English as a medium of instruction in Public schools may lead to low motivation level among students and it can hinder the development of English as a second language among learners. Furthermore, a difference in home language and school language may also hamper development and concepts formation in students at school level. Therefore, it is recommended that before implementing any language as medium of instruction at school level, one must review the history of Pakistani education system and must keep in mind the linguistic differences of the society and unavailability of resources is also a major hindrance in implementation of any language policy. The results of this study confirm that the pedagogical effectiveness could only be achieved through the mother tongue and provides clear evidence for the usage of native languages as a medium of education in schools.
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Cordier, Reinie, Renée Speyer, Natasha Mahoney, Anne Arnesen, Liv Heidi Mjelve, and Geir Nyborg. "Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis." PLOS ONE 16, no. 7 (July 9, 2021): e0254117. http://dx.doi.org/10.1371/journal.pone.0254117.
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In school, shyness is associated with psychosocial difficulties and has negative impacts on children’s academic performance and wellbeing. Even though there are different strategies and interventions to help children deal with shyness, there is currently no comprehensive systematic review of available interventions. This systematic review and meta-analysis aim to identify interventions for shy children and to evaluate the effectiveness in reducing psychosocial difficulties and other impacts. The methodology and reporting were guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and checklist. A total of 4,864 studies were identified and 25 of these met the inclusion criteria. These studies employed interventions that were directed at school-aged children between six and twelve years of age and described both pre- and post-intervention measurement in target populations of at least five children. Most studies included an intervention undertaken in a school setting. The meta-analysis revealed interventions showing a large effect in reducing negative consequences of shyness, which is consistent with extant literature regarding shyness in school, suggesting school-age as an ideal developmental stage to target shyness. None of the interventions were delivered in a classroom setting, limiting the ability to make comparisons between in-class interventions and those delivered outside the classroom, but highlighting the effectiveness of interventions outside the classroom. The interventions were often conducted in group sessions, based at the school, and involved activities such as play, modelling and reinforcement and clinical methods such as social skills training, psychoeducation, and exposure. Traditionally, such methods have been confined to a clinic setting. The results of the current study show that, when such methods are used in a school-based setting and involve peers, the results can be effective in reducing negative effects of shyness. This is consistent with recommendations that interventions be age-appropriate, consider social development and utilise wide, school-based programs that address all students.
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Klokar, Nataliia. "MANAGEMENT COMPETENCES OF A SCHOOL PRINCIPAL: MODERN TRENDS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 28–31. http://dx.doi.org/10.17721/2415-3699.2018.7.07.
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The article deals with the problem of development of management competences of school principals. The author makes a review of world education trends, pays attention to the new approaches of modern competences such as critical thinking, analysis, and problem solving which have been regarded as key indicators for success. Taking into account the theoretical & methodological foundations of the problem which was researched by many Ukrainian & foreign scientists, the author underlines the importance of solving some social & economic problems in order to make modernization of secondary school education system. Very important is to use new approaches of 21st Century Pedagogy: teach how to ‘learn to learn’, promote teamwork, exploit technology to support learning, foster students’ creativity & others. Special attention is paid to World Bank Report 2018 where the analysis of the world education situation is given & to main approaches to competences of a modern person which are described by Association for Talent Development. All these materials are used for scientific research & experimental work on the problem of development of management competences of school principals which are done by the University of Education Management. Analyzing the results of experimental work, the author underlines the fact that all school leaders which took part in the research are ready to learn & to develop their management competences. In the process of the development of such competences a very important thing is to use modern principals: transparency, integration, rights & freedoms, innovation, activity, dynamic & mobility. Critical thinking, knowledge management, performance improvement, instructional design, learning technologies, managing learning programs, coaching, integrated talent management, managing learning programs should be developed in the process of professional activity of school principals.
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SHU, Yang, Xiaowen GUO, Ying GAO, and Yi YANG. "Development and application of prescription review rules of rational drug use software in Xinhua Hospital Affiliated to School of Medicine，Shanghai Jiao Tong University." Pharmaceutical Care and Research 20, no. 5 (October 31, 2020): 336–40. http://dx.doi.org/10.5428/pcar20200504.
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Objective： To introduce the development method of prescription review rules of rational drug use software in Xinhua Hospital Affiliated to School of Medicine，Shanghai Jiao Tong University.Methods： Before the launch of rational drug use software，pharmacists reviewed the prescriptions from each clinical department from August 2017 to October 2017 by software.Through comparison of the differences between software review and manual review，the prescription review rules were developed and modified.With the comprehensive application of rational drug use software from April 2018，the Pharmacy Department established the maintenance procedures for routine prescription review rules and assessment method for the performance of prescription review pharmacists，so that continuous improvement of prescription review rules could be ensured from the aspects of procedures and systems.Results： The rate of prescription rationality of the hospital increased from about 77% before the application of the rational drug use software to about 97% after its application.In addition，the application of the rational drug use software in the outpatient and inpatient promoted the compliance of off-label drug use behavior in the hospital.Conclusion： Proper placement and continuous optimization of the prescription review rules could help pharmacists to review prescriptions accurately and improve the level of rational medication in the hospital.
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SHU, Yang, Xiaowen GUO, Ying GAO, and Yi YANG. "Development and application of prescription review rules of rational drug use software in Xinhua Hospital Affiliated to School of Medicine，Shanghai Jiao Tong University." Pharmaceutical Care and Research 20, no. 5 (October 31, 2020): 336–40. http://dx.doi.org/10.5428/pcar20200504.
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Objective： To introduce the development method of prescription review rules of rational drug use software in Xinhua Hospital Affiliated to School of Medicine，Shanghai Jiao Tong University.Methods： Before the launch of rational drug use software，pharmacists reviewed the prescriptions from each clinical department from August 2017 to October 2017 by software.Through comparison of the differences between software review and manual review，the prescription review rules were developed and modified.With the comprehensive application of rational drug use software from April 2018，the Pharmacy Department established the maintenance procedures for routine prescription review rules and assessment method for the performance of prescription review pharmacists，so that continuous improvement of prescription review rules could be ensured from the aspects of procedures and systems.Results： The rate of prescription rationality of the hospital increased from about 77% before the application of the rational drug use software to about 97% after its application.In addition，the application of the rational drug use software in the outpatient and inpatient promoted the compliance of off-label drug use behavior in the hospital.Conclusion： Proper placement and continuous optimization of the prescription review rules could help pharmacists to review prescriptions accurately and improve the level of rational medication in the hospital.
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Nyabero, Charles. "Influence of Participation in Athletics on Students’ Academic Performance in Uasin Gishu County." IRA International Journal of Education and Multidisciplinary Studies 9, no. 2 (December 8, 2017): 20. http://dx.doi.org/10.21013/jems.v9.n2.p1.
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The study investigated the influence of learners’ participation in athletic activitieson academic performance of students in secondary school Uasin Gishu County. The study was grounded on Astin’s theory of involvement, whichasserts that students learn more when they are involved in both academic and social aspects of the collegiate experience. The study employed both quantitative and qualitative research process with a target population being students and teachers of Uasin Gishu County. Sample of 378 was calculated with aid Krecie & Morgan sample table and sample was arrived at through stratified sampling on secondary schools and simple random sampling on selected secondary schools whose students were picked without bias. Tools for data collection included questionnaire, in-depth interview and review of literature. The tools were calibrated on validity and reliability through expert check and Chronbach’s Alpha Coefficient, which was 0.76, which was fair enough for utility of the questionnaires.The achieved data was analyzed based on confidence level of 95%and person correlation coefficient and using descriptive statisticsthat included frequencies, standard deviation and mean. The analysis was carried out with help of SPSS program. The finding indicated that participation in athletic activities has potential to positively influence students’ academic performance (R=0.632; p<0.05). Athletics participationstimulates fine and gross motor growth, learner concentration and cognitive development. The finding suggests that schools need to create a conducive environment for participation in athletics and encourage the students to participate in order to enhance their performance.
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Yeng, Prosper Kandabongee, Ashenafi Zebene Woldaregay, Terje Solvoll, and Gunnar Hartvigsen. "Cluster Detection Mechanisms for Syndromic Surveillance Systems: Systematic Review and Framework Development." JMIR Public Health and Surveillance 6, no. 2 (May 26, 2020): e11512. http://dx.doi.org/10.2196/11512.
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Background The time lag in detecting disease outbreaks remains a threat to global health security. The advancement of technology has made health-related data and other indicator activities easily accessible for syndromic surveillance of various datasets. At the heart of disease surveillance lies the clustering algorithm, which groups data with similar characteristics (spatial, temporal, or both) to uncover significant disease outbreak. Despite these developments, there is a lack of updated reviews of trends and modelling options in cluster detection algorithms. Objective Our purpose was to systematically review practically implemented disease surveillance clustering algorithms relating to temporal, spatial, and spatiotemporal clustering mechanisms for their usage and performance efficacies, and to develop an efficient cluster detection mechanism framework. Methods We conducted a systematic review exploring Google Scholar, ScienceDirect, PubMed, IEEE Xplore, ACM Digital Library, and Scopus. Between January and March 2018, we conducted the literature search for articles published to date in English in peer-reviewed journals. The main eligibility criteria were studies that (1) examined a practically implemented syndromic surveillance system with cluster detection mechanisms, including over-the-counter medication, school and work absenteeism, and disease surveillance relating to the presymptomatic stage; and (2) focused on surveillance of infectious diseases. We identified relevant articles using the title, keywords, and abstracts as a preliminary filter with the inclusion criteria, and then conducted a full-text review of the relevant articles. We then developed a framework for cluster detection mechanisms for various syndromic surveillance systems based on the review. Results The search identified a total of 5936 articles. Removal of duplicates resulted in 5839 articles. After an initial review of the titles, we excluded 4165 articles, with 1674 remaining. Reading of abstracts and keywords eliminated 1549 further records. An in-depth assessment of the remaining 125 articles resulted in a total of 27 articles for inclusion in the review. The result indicated that various clustering and aberration detection algorithms have been empirically implemented or assessed with real data and tested. Based on the findings of the review, we subsequently developed a framework to include data processing, clustering and aberration detection, visualization, and alerts and alarms. Conclusions The review identified various algorithms that have been practically implemented and tested. These results might foster the development of effective and efficient cluster detection mechanisms in empirical syndromic surveillance systems relating to a broad spectrum of space, time, or space-time.
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Ruhl, Kathy L., and Dolores H. Berlinghoff. "Research on Improving Behaviorally Disordered Students' Academic Performance: A Review of the Literature." Behavioral Disorders 17, no. 3 (May 1992): 178–90. http://dx.doi.org/10.1177/019874299201700308.
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Educational researchers have a responsibility to conduct research that addresses current problems and to share their results in a manner that promotes effective implementation by practitioners. Thus, because children and youth identified as meeting criteria for services as behaviorally disordered exhibit academic problems as well as difficulties with social behavior, researchers should be seeking to address needs of practitioners concerned with educating these students. The purpose of this review is to provide both researchers and practitioners concerned with the education of behaviorally disordered students a systematic survey of investigations in the area of academic skill improvement for these students served in public school settings. Commentary on the technical and functional nature of this research and suggestions for future reports are also presented.
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Ozdemir, Nedim. "A bibliometric analysis of research on principal leadership and student achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 55–61. http://dx.doi.org/10.18844/prosoc.v6i7.4512.
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This study aims to explore the bibliometric review of research on principal leadership and student achievement. The study consists of 473 articles indexed in the Web of Science database between 1992 and August 2019. This database provides access to bibliographic data of publications. Data were analysed by using VOSviewer software to create co-authorship, keyword and citation map. Descriptive statistics and social network analysis were used for data analysis. There are 93 items that are mentioned at least four times in 473 articles. These keywords grouped into nine clusters. The most common keywords are achievement, school leadership, principal, school improvement, instructional leadership, teachers and performance. The temporal analysis finds that recent interest revolves around teacher evaluation, teacher professional development, trust and collaboration. Researchers can do a similar study in the field of school leadership and school culture.
Keywords: School principal, academic achievement, bibliometric analysis.
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Sancassiani, Federica, Elisa Pintus, Arne Holte, Peter Paulus, Maria Francesca Moro, Giulia Cossu, Matthias C. Angermeyer, Mauro Giovanni Carta, and Jutta Lindert. "Enhancing the Emotional and Social Skills of the Youth to Promote their Wellbeing and Positive Development: A Systematic Review of Universal School-based Randomized Controlled Trials." Clinical Practice & Epidemiology in Mental Health 11, no. 1 (February 26, 2015): 21–40. http://dx.doi.org/10.2174/1745017901511010021.
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Background:The acquisition of social and emotional skills is associated with positive youth development, character education, healthy lifestyle behaviours, reduction in depression and anxiety, conduct disorders, violence, bullying, conflict, and anger. School-based interventions aimed to enhance these skills go beyond a problem-focused approach to embrace a more positive view of health; they could also improve the youth’s wellbeing.Aim:To describe the main features and to establish the effectiveness of universal school-based RCTs for children and the youth, aimed to promote their psychosocial wellbeing, positive development, healthy lifestyle behaviours and/or academic performance by improving their emotional and social skills.Methods:Systematic review by searching for relevant papers in PubMed/Medline with the following key words: “mental health” OR “wellbeing” OR “health promotion” OR “emotional learning” OR “social learning” OR “emotional and social learning” OR “positive youth development” OR “life skills” OR “life skills training” AND “school”. Interval was set from January 2000 to April 2014.Results:1,984 papers were identified through the search. Out of them 22 RCTs were included. While most interventions were characterized by a whole-school approach and SAFE practices, few studies only used standardized measures to assess outcomes, or had collected follow-up data after ≥ 6 months. The results of all these trials were examined and discussed.Conclusion:Universal school-based RCTs to enhance emotional and social skills showed controversial findings, due to some methodological issues mainly. Nevertheless they show promising outcomes that are relatively far-reaching for children and youth wellbeing and therefore are important in the real world.
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Butzer, Bethany, Denise Bury, Shirley Telles, and Sat Bir S. Khalsa. "Implementing yoga within the school curriculum: a scientific rationale for improving social-emotional learning and positive student outcomes." Journal of Children's Services 11, no. 1 (March 21, 2016): 3–24. http://dx.doi.org/10.1108/jcs-10-2014-0044.
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Purpose – The purpose of this paper is to review and synthesise research evidence and propose a theoretical model suggesting that school-based yoga programs may be an effective way to promote social-emotional learning (SEL) and positive student outcomes. Design/methodology/approach – This paper is a literature review focusing on: the current state of research on school-based yoga interventions; a preliminary theoretical model outlining the potential mechanisms and effects of school-based yoga; similarities, differences and possibilities for integrating school-based SEL, yoga and meditation; practical implications for researching and implementing yoga in schools. Findings – Research suggests that providing yoga within the school curriculum may be an effective way to help students develop self-regulation, mind-body awareness and physical fitness, which may, in turn, foster additional SEL competencies and positive student outcomes such as improved behaviours, mental state, health and performance. Research limitations/implications – Given that research on school-based yoga is in its infancy, most existing studies are preliminary and are of low to moderate methodological quality. It will be important for future research to employ more rigorous study designs. Practical implications – It is possible, pending additional high-quality research, that yoga could become a well-accepted component of school curricula. It will be particularly important for future research to examine possibilities around integrating school-based yoga and meditation with SEL programs at the individual, group and school-wide levels. Originality/value – This paper is the first to describe a theoretical model specifically focused on school-based yoga interventions, as well as a discussion of the similarities and differences between school-based yoga, SEL and meditation.