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van Dongen, Bonnie, Tara Finn, Vibeke Hansen, Annemarie Wagemakers, David Lubans, and Kerry Dally. "The ATLAS school-based health promotion programme." European Physical Education Review 24, no. 3 (March 10, 2017): 330–48. http://dx.doi.org/10.1177/1356336x17695834.
Повний текст джерелаАнотація:
Adolescent boys living in disadvantaged communities are considered a vulnerable group at risk for developing obesity and associated health problems, such as cardiovascular disease, hypertension and type-2 diabetes. While short-term health promotion programmes often produce effective results during the implementation of the intervention, according to self-determination theory (SDT), changes in autonomous motivation are required if programmes are to have sustained effects on health behaviours. This article describes the ATLAS (Active Teen Leaders Avoiding Screen-time) programme, based on SDT, which was developed to engage adolescent boys from low socio-economic backgrounds in physical activity, reduce their consumption of sugar-sweetened beverages and limit recreational screen-time. The article reports a post-hoc analysis of the perceptions and experiences of a representative group of ATLAS participants to investigate whether the boys’ general impressions of the programme reflected the need-supportive teaching strategies on which the programme was based. The results of this analysis suggested that students’ comments about increased feelings of autonomy, competence and relatedness were often linked to corresponding need-supportive teacher behaviours. The findings suggest that embedding health promotion programmes in a need-supportive context can help to foster the motivation and self-regulation that is required to maintain newly adopted healthier behaviours.
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Chan, Kara, Judy Yuen-Man Siu, and Albert Lee. "A school-based programme promoting healthy eating." Health Education Journal 79, no. 3 (October 5, 2019): 277–89. http://dx.doi.org/10.1177/0017896919880575.
Повний текст джерелаАнотація:
Objective: Many school-based health education programmes adopt a one-way, top-down communication approach that students tend to consider boring and ineffective. In contrast, this study tested a pilot school-based health education programme designed to engage students through the creation and production of health-related advertising. Design: Participatory action research. Setting: A secondary school located in the most deprived district in Hong Kong. Method: A 10-month health education programme was implemented which included health talks and a parent–child cooking workshop. The highlight of the programme was a contest to design a healthy eating public service announcement with professional production of the winning advertisement. A convenience sample of 67 secondary school students participated. Self-administered food diaries and focus group interviews were administered before and after the programme for evaluation. Results: Among all the health education activities conducted during the programme, the participating students found the advertisement design contest the most interesting. They appreciated the opportunity to see their creative ideas consolidated in a professional manner. Dietary patterns reported in food diaries did not show any significant change, but the post-programme focus group interviews reported a remarkable increase in healthy eating knowledge. There were some self-reported changes in dietary behaviours. Conclusion: In the digital age, engaging students in content creation is a possible way to interest them in adopting healthy eating behaviours.
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Nisha K P, Nisha K. P. "School-Based Education Programme for Substance-Abuse Prevention." Paripex - Indian Journal Of Research 3, no. 4 (January 15, 2012): 84–86. http://dx.doi.org/10.15373/22501991/apr2014/28.
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Wubbels, Th, H. A. Créton, and H. P. Hooymayers. "A School‐based Teacher Induction Programme." European Journal of Teacher Education 10, no. 1 (January 1987): 81–94. http://dx.doi.org/10.1080/0261976870100110.
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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.
Повний текст джерелаАнотація:
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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Williamson, Victoria, Michael Larkin, Tessa Reardon, Samantha Pearcey, Roberta Button, Iheoma Green, Claire Hill, et al. "School-based screening for childhood anxiety problems and intervention delivery: a codesign approach." BMJ Open 12, no. 6 (June 2022): e058089. http://dx.doi.org/10.1136/bmjopen-2021-058089.
Повний текст джерелаАнотація:
ObjectivesA very small proportion of children with anxiety problems receive evidence-based treatment. Barriers to access include difficulties with problem identification, concerns about stigma and a lack of clarity about how to access specialist services and their limited availability. A school-based programme that integrates screening to identify those children who are most likely to be experiencing anxiety problems with the offer of intervention has the potential to overcome many of these barriers. This article is a process-based account of how we used codesign to develop a primary school-based screening and intervention programme for child anxiety problems.DesignCodesign.SettingUK primary schools.ParticipantsData were collected from year 4 children (aged 8–9 years), parents, school staff and mental health practitioners.ResultsWe report how the developed programme was experienced and perceived by a range of users, including parents, children, school staff and mental health practitioners, as well as how the programme was adapted following user feedback.ConclusionsWe reflect on the mitigation techniques we employed, the lessons learnt from the codesign process and give recommendations that may inform the development and implementation of future school-based screening and intervention programmes.
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Madden, Wendy, Suzy Green, and Anthony M. Grant. "A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope." International Coaching Psychology Review 6, no. 1 (March 2011): 71–83. http://dx.doi.org/10.53841/bpsicpr.2011.6.1.71.
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Objective:This pilot study examines the impact of an evidence-based strengths coaching programme on male primary school students’ levels of engagement and hope.Design:In a within-subject design study, 38 Year Five male students (mean age 10.7 years) participated in a strengths-based coaching programme as part of their Personal Development/Health programme at an independent, private primary school in Sydney, Australia.Method:Participants were randomly allocated to groups of four or five with each group receiving eight coaching sessions over two school terms. The Youth Values in Action survey was used to highlight participant’s character strengths, and the participants were coached in identifying personally meaningful goals, and in being persistent in their goal-striving, as well as finding novel ways to use their signature strengths. They also completed a ‘Letter from the future’ that involved writing about themselves at their best.Results:The strengths-based coaching pilot programme was associated with significant increases in the students’ self-reported levels of engagement and hope.Conclusions:Strengths-based coaching programmes may be considered as potential mental health prevention and promotion intervention in a primary school setting to increase students’ wellbeing and may also form an important part of an overall Positive Education Programme.
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Ramdzan, Siti Nurkamilla, Ee Ming Khoo, Su May Liew, Steve Cunningham, and Hilary Pinnock. "Stakeholders’ views of supporting asthma management in schools with a school-based asthma programme for primary school children: a qualitative study in Malaysia." BMJ Open 12, no. 2 (February 2022): e052058. http://dx.doi.org/10.1136/bmjopen-2021-052058.
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ObjectiveThe WHO Global School Health Initiative aimed to improve child and community health through health promotion programmes in schools, though most focus on preventing communicable disease. Despite WHO recommendations, no asthma programme is included in the Malaysian national school health service guideline. Therefore, we aimed to explore the views of school staff, healthcare professionals and policy-makers about the challenges of managing asthma in schools and the potential of a school asthma programme for primary school children.DesignA focus group and individual interview qualitative study using purposive sampling of participants to obtain diverse views. Data collection was guided by piloted semistructured topic guides. The focus groups and interviews were audiorecorded, transcribed verbatim and analysed using inductive thematic analysis. We completed data collection once data saturation was reached.SettingStakeholders in education and health sectors in Malaysia.ParticipantsFifty-two participants (40 school staff, 9 healthcare professionals and 3 policy-makers) contributed to nine focus groups and eleven individual interviews.ResultsSchool staff had limited awareness of asthma and what to do in emergencies. There was no guidance on asthma management in government schools, and teachers were unclear about their role in school children’s health. These uncertainties led to delays in the treatment of asthma symptoms/attacks, and suggestions that an asthma education programme and a school plan would improve asthma care. Perceived challenges in conducting school health programmes included a busy school schedule and poor parental participation. A tailored asthma programme in partnerships with schools could facilitate the programme’s adoption and implementation.ConclusionsIdentifying and addressing issues and challenges specific to the school and wider community could facilitate the delivery of a school asthma programme in line with the WHO School Health Initiative. Clarity over national policy on the roles and responsibilities of school staff could support implementation and guide appropriate and prompt response to asthma emergencies in schools.
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Bērziņa, Ženija. "School-Based Mentoring for Professional Development of Inclusive School Teachers." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.
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School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.
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Margevica-Grinberga, Ieva, and Indra Odiņa. "Mentoring for school-based teacher education." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2389–401. http://dx.doi.org/10.18844/cjes.v16i5.6348.
Повний текст джерелаАнотація:
Due to the shortage of teachers at schools, the Ministry of Education and Science in Latvia has devoted special attention to fast track of teachers to teaching starting new teacher education project to attract capable and motivated professionals from various fields to the work of a teacher. This also raised the necessity for the development of programme and training competent teachers to act as mentors in school-based teacher education programme. The study aimed to explore and evaluate mentor education in the context of work-based (school-based) initial teacher education. The research sample consisted of 55 participants of mentor professional development programme and 2 mentor trainers. The data analysis of participants’ questionnaires, reflections, mentor trainers’ self-evaluations and feedback on participants’ assignments led to the guidelines for building partnership between schools and universities to promote a common understanding of school-based teacher education. Keywords: mentor education; school-based teacher education; student teacher; university-school partnership
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Vieira, Margarida, and Graça S. Carvalho. "Costs and benefits of a school-based health intervention in Portugal." Health Promotion International 34, no. 6 (October 18, 2018): 1141–48. http://dx.doi.org/10.1093/heapro/day085.
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Abstract School-based programmes for preventing childhood obesity have been shown to be effective in improving eating habits and nutritional status, but few intervention programmes with a controlled design have included an economic evaluation. In this study, we conducted a cost-consequence analysis to evaluate the costs and the health benefits of the ‘Planning Health in School’ programme (PHS-pro) implemented in the Northern region of Portugal to 449 children of 10–14 years old. Previous study has showed that after PHS-pro, several anthropometric measures significantly improved in the intervention group (height, waist circumference and waist-height ratio) compared with the control group, followed by significant improvements on soft drinks, fruit and vegetables daily consumptions. Costs were estimated according the two phases of the programme: designing and preparation of schools, and school setting implementation, and included all the direct costs on human and material resources. PHS-pro total costs were estimated as 7915.53€/year with an intervention cost of 36.14€/year/child attending the programme. This is much lower than the direct costs for treating an obese adult in Portugal, which was calculated as 3849.15€/year. A scale-up costing projection for implementing the PHS-pro to a larger young population was estimated to be even lower: 18.18€/year/child. This cost-consequence analysis provided evidence that the PHS-pro was economically feasible especially if compared with the medical costs for treating adult obesity. The PHS-pro can be a beneficial investment and may give a promising contribution to addressing overweight over childhood and adolescence, which are developmental stages that determine adulthood chronic diseases.
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Kang, EunKyo, and Young Ho Yun. "Influence of participation in multiple school-based health promotion programmes on students’ health." Health Education Journal 79, no. 4 (December 11, 2019): 484–97. http://dx.doi.org/10.1177/0017896919890048.
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Objective: The objective of this study was to investigate the impact of experiencing diverse, multi-dimensional health promotion programmes in school on students’ self-reported health status. Design: Cross-sectional design. Methods: We surveyed 2,568 students from 15 middle schools and 15 high schools in Korea between August 2014 and January 2015. Self-reported information related to health status, attendance at physical, social, mental or spiritual health promotion programmes, and socio-demographics was collected and analysed. Results: Male students, students aged 15 and below, and students living in rural areas were more satisfied with their health status. Regardless of programme type, the number of health promotion programmes attended correlated positively with better overall health status ( p < .001–.032). Attending physical health promotion programmes was significantly associated with physical, mental, spiritual and overall health (adjusted odds ratio [aOR] = 1.28–1.40). Attending mental health programmes was significantly related to all aspects of health status (aOR = 1.49–2.17), and participating in social health programmes was significantly related to all aspects of health status except physical and social health (aOR = 1.36–1.67). Participation in spiritual health programmes was related to spiritual and overall health (aOR = 1.33, 1.58). In hierarchical regression analyses, health promotion programme attendance was independently associated with subjective health status after controlling for differences between schools. Conclusion: Participation in health promotion programmes was found to be related not only to the targeted health status but also to other aspects of subjective health.
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Qian, Ling, Ian M. Newman, Lok-Wa Yuen, Weijing Du, and Duane F. Shell. "Effects of a comprehensive nutrition education programme to change grade 4 primary-school students’ eating behaviours in China." Public Health Nutrition 22, no. 5 (January 8, 2019): 903–11. http://dx.doi.org/10.1017/s1368980018003713.
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AbstractObjectiveAs part of a national initiative to reduce child obesity, a comprehensive school-based nutrition education intervention to change eating behaviours among grade 4 primary-school students was developed, implemented and evaluated.DesignThe intervention was developed by school staff, with technical assistance from outside health education specialists. The programme included school facility upgrades, school teacher/staff training, curriculum changes and activities for parents. Student scores on nine key eating behaviours were assessed prior to and after the programme. The quality of programme implementation in the schools was monitored by technical assistance teams.SettingShandong Province (high household income) and Qinghai Province (low household income), China. Three programme schools and three control schools in each province.ParticipantsStudents in grade 4 (age 8–9 years).ResultsThere were significant positive changes in self-reported eating behaviour scores from pre- to post-assessment in programme schools. At post-test students in programme schools had significantly higher scores than students in control schools after controlling for other variables. The programme was more effective in the high-income province. Observations by the technical assistance teams suggested the programme was implemented more completely in Shandong. The teams noted the challenges for implementing and evaluating programmes like these.ConclusionsThis intervention increased healthy eating behaviours among 4th graders in both provinces and had more effect in the more affluent province. Results suggest that a scaled-up initiative using existing school and public health resources could change eating practices in a large population over time. The intervention also provided lessons for implementing and evaluating similar nutrition programmes.
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Yusoff, Mohd Azmi Mat, Jamil Ahmad, Azlin Norhaini Mansor, Rahayu Johari, Kamisah Othman, and Norlizah Che Hassan. "Evaluation of School Based Assessment Teacher Training Programme." Creative Education 07, no. 04 (2016): 627–38. http://dx.doi.org/10.4236/ce.2016.74065.
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Whitehead, Anna, and Linda Daniell. "Teacher experiences of a school-based mindfulness programme." set: Research Information for Teachers, no. 2 (October 14, 2016): 12–19. http://dx.doi.org/10.18296/set.0041.
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Stallard, Paul, and Rhiannon Buck. "Preventing depression and promoting resilience: feasibility study of a school-based cognitive-behavioural intervention." British Journal of Psychiatry 202, s54 (January 2013): s18—s23. http://dx.doi.org/10.1192/bjp.bp.112.119172.
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BackgroundThe limited reach and effectiveness of psychological treatments for adolescent depression have fuelled interest in alternative approaches designed to promote resilience. Schools offer a convenient location for the widespread delivery of depression prevention programmes, although little research has evaluated the feasibility of delivering interventions in this setting.AimsTo investigate the feasibility of delivering and evaluating a universal school-based depression prevention programme for children aged 12-16 years.MethodA three-arm pilot study was conducted in one UK secondary SChOOl (n = 834).ResultsInterventions had good reach (96%), with high rates of consent (89%) and reasonable retention (78%). The majority of intervention sessions were delivered as intended, with 85% of students attending seven or more sessions. The programme was acceptable to students and teachers, with the specific content of the active intervention being rated differently from the control programmes.ConclusionsDelivering and undertaking methodologically robust evaluations of universal school-based depression programmes is feasible.
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Abdul Halim, Nur Atikah, Lei Hum Wee, Nur Zakiah Mohd Saat, Swinderjit Jag Jit Singh, Siau Ching Sin, and Chan Caryn Mei Hsien. "Application of the Logic Model to the School-Based Fit and Smart Adolescent Smoking Cessation Programme." Malaysian Journal of Medical Sciences 29, no. 5 (October 28, 2022): 133–45. http://dx.doi.org/10.21315/mjms2022.29.5.14.
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Background: School-based smoking cessation intervention programmes are challenging to implement and evaluate. This study aimed to explain the process of developing the Fit and Smart Adolescent Smoking Cessation Programme (FSSCP). Logic model is a visual tool that helps programme planners to create an activity action plan that suits the target group to achieve programme objectives and goals. Methods: This two-arm cluster-randomised controlled trial was implemented between January 2018 and November 2018. Six schools were selected using stratified random sampling, whereby students were purposively selected and invited. The criteria of inclusion to the programme were secondary school students (aged 13 years old–17 years old) who smoked conventional cigarettes (CC) and electronic cigarettes (EC). Results: A total of 422 students from six schools participated in this study. Three schools were designated as intervention (n = 250) and the other three as control schools (n = 172). Formative evaluation of participants in the FSSCP using the logic model showed that participants were satisfied with the overall programme (91.5%), were motivated to stop smoking (90.4%) and were prevented from relapse (89.2%). The quit rate at a 3-month follow-up was 41.8%. Conclusion: The logic model supported the development of the programme, with details on the processes, dissemination activities, identification of barriers, evaluation criteria and outcomes provided.
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Ruttledge, Richard, Eileen Devitt, Gabrielle Greene, Mary Mullany, Elizabeth Charles, Joanne Frehill, and Maura Moriarty. "A randomised controlled trial of theFRIENDS for Lifeemotional resilience programme delivered by teachers in Irish primary schools." Educational and Child Psychology 33, no. 2 (June 2016): 69–89. http://dx.doi.org/10.53841/bpsecp.2016.33.2.69.
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The FRIENDS for Life programme is a cognitive behavioural based programme designed to reduce childhood anxiety and promote emotional resilience. Teachers are in a unique position to monitor children who are at risk and to intervene early with preventive social and emotional learning programmes. This study was designed to replicate very positive international evaluations of the FRIENDS for Life programme for anxiety reduction and extend the evidence base by investigating effects on strengths based qualities such as self-concept, coping and school connectedness. Further, for the first time in an Irish context primary school teachers were the lead facilitators of the programme, with 709 children aged 9 to 13 years in a representative sample of 27 primary schools from across Ireland. Schools were allocated to an intervention group or a wait-listed control group. Teachers were trained and supported to deliver the programme by educational psychologists. Quantitative and qualitative data including measures of anxiety, self-concept, coping, school connectedness and social validity indicated that the FRIENDS for Life programme was very positively received by children, parents and teachers. The programme was implemented successfully by teachers and resulted in positive outcomes for students including improved emotional wellbeing, greater coping skills and an enhanced sense of connectedness with school.
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Kelder, Steve, Deanna M. Hoelscher, Cristina S. Barroso, Joey L. Walker, Peter Cribb, and Shaohua Hu. "The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity." Public Health Nutrition 8, no. 2 (April 2005): 133–40. http://dx.doi.org/10.1079/phn2004678.
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AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.
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Sánchez-SanSegundo, Miriam, Rosario Ferrer-Cascales, Natalia Albaladejo-Blazquez, Raquel Alarcó-Rosales, Nicola Bowes, and Nicolás Ruiz-Robledillo. "Effectiveness of the Reasoning and Rehabilitation V2 Programme for Improving Personal and Social Skills in Spanish Adolescent Students." International Journal of Environmental Research and Public Health 17, no. 9 (April 27, 2020): 3040. http://dx.doi.org/10.3390/ijerph17093040.
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Significant progress has been made in developing intervention programmes for adolescents at high risk of delinquency, school failure and emotional problems. The most effective programmes incorporate behavioural and skills training aimed at changing attitudes and promoting psychosocial and emotional skills in adolescents. This study examined the effectiveness of a school-based intervention programme based on the Reasoning and Rehabilitation V2 (R&R2). R&R2 is a cognitive behavioural programme developed using psychological theories about the aetiology of delinquency, as well as the cognitive, behavioural and socioemotional deficits in high-risk youth populations. A sample of 142 students (aged 13–17 years old) who were attending alternative education provision in Spain were randomly assigned to two experimental conditions (68 experimental group, 74 control group). The results showed that the R&R2 improved participants’ self-esteem, social skills, empathy and rational problem-solving with a medium–large effect size (η2 = 0.08 to 0.26). The effects of the programme were significant after controlling for age and the pre-test scores in baseline. These findings confirm the effectiveness of the Reasoning and Rehabilitation V2 programme in Spanish adolescent students and offer additional evidence regarding the implementation of the R&R2 programme in both alternative educational and mainstream school settings.
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Maleňáková, Šárka. "Komparace vybavenosti žáků 9. tříd klíčovými kompetencemi k učení a řešení problémů." Studia sportiva 6, no. 1 (July 9, 2012): 123–32. http://dx.doi.org/10.5817/sts2012-1-14.
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The article deals with the question whether the new reform of education will bring a better and more effective learning process for pupils involved in the development of life skills (key competencies) which are critical these days. Th e author compares the results of the education process in the fi eld of key competencies included in two education programmes at elementary schools following in close succession - the „Elementary School Programme“ and „General Education Programme for Basic Education” and/or “Th e School Education Programme”. Th e research was conducted in the year 2009 when the last 9th grade pupils were instructed according to the Primary School Programme while 14 pilot schools throughout the Czech Republic implemented and tested the fourth year of teaching according to their own education programmes. For the comparison of the above mentioned education programmes an empirical method of non-standardized questionnaire was selected. Th e non-standardized questionnaire was based on a research and scientifi c Key Competencies Questionnaire supplied by the SCIO organization. Testing the diff erences between the programmes in particular items was carried out using the Pearson’s chi-square test of contingency tables. Results showed insignifi cant diff erences in the respective questionnaire items, therefore, education programmes must pass through a long evaluation and assessment process to meet expected targets. Th e fi nal section of the article is focused on the assessment of problems with introducing the General Education Programme for Basic Education to school syllables. Th e author presents recommendations for teachers at elementary schools and for academic staff preparing future teachers at universities.
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Rigg, Khary K., and Kimberly M. Menendez. "Drug prevention programmes in schools: Selecting programme providers." Health Education Journal 77, no. 5 (March 23, 2018): 586–97. http://dx.doi.org/10.1177/0017896918763454.
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Schools are an important venue for implementing drug prevention programmes. School-based programmes have been shown to be an efficacious and cost-effective method of reducing substance use disorders among youth. There exists lack of consensus, however, regarding who makes the most effective programme providers. Drug prevention programmes are led by a wide variety of people, including classroom teachers, mental health professionals and the police. Few studies specifically examine the relative effectiveness of different facilitators and existing results are mixed. This has made it difficult to determine empirically which group makes the most effective programme providers. The purpose of this paper, therefore, is to present information that can be used by school officials, educators and policymakers to inform choices regarding who should implement drug prevention programmes in schools. The paper will include a brief introduction to universal classroom-based drug prevention in the USA and an overview of the role of facilitator. A discussion of the practical implications and relative (dis)advantages of using persons from three commonly used provider types (classroom teachers, mental health professionals and the police) is also provided. The paper concludes with a brief summary of programme provider issues in an international context. The information presented in this paper provides important insights for schools as they attempt to select the most appropriate programme providers for their specific communities.
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Slee, Vikki, and John F. Allan. "Purposeful Outdoor Learning Empowers Children to Deal with School Transitions." Sports 7, no. 6 (May 31, 2019): 134. http://dx.doi.org/10.3390/sports7060134.
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UK schoolchildren are vulnerable to transitional stress between primary and secondary school, which may impact negatively upon their psychological health and academic achievement. This is experienced most acutely by children from ethnic minorities and lower socio-economic status (SES) households. Outdoor Adventure (OA) residential programmes are purported to develop behavioural adaptations which enable positive educational transitions of children. Personal, social and academic skills (self-reliance, getting along with others, curriculum alignment) may be best acquired through bespoke nature-based residential OA programmes. A mixed methods study evaluated the efficacy of a bespoke OA programme for developing school children’s psychological well-being and self-determination during their transition into secondary school. Participants were representantives of ethnic minorities and lower SES groups. A bespoke OA residential programme achieved the strongest scale of change in children’s psychological well-being (F (30,69) = 1.97 < 0.05) and self-determination (effect size 0.25) compared to a generic OA residential and a non-OA school-based induction programme. Qualitative testimonies illuminated personal experiences and processes underpinning the perceived changes in the self-determination domains of Autonomy (the capacity to self-direct learning), Competence (the ability to complete tasks) and Relatedness (developing connections with others). Providing early opportunities for children to take control for their own learning through nature-based tailored OA programming improves their psychological well-being and adaptability to combat transitional stress.
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Vyas, N., K. Raja, and S. Gupta. "Impact of school based physical education programme on children attending special school." Physiotherapy 101 (May 2015): e1593. http://dx.doi.org/10.1016/j.physio.2015.03.1601.
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Euvrard, George. "School Guidance — What Do the Pupils Want?" South African Journal of Psychology 22, no. 4 (December 1992): 215–19. http://dx.doi.org/10.1177/008124639202200405.
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It is an accepted truism that guidance should be based upon the needs of those who are to receive it. School guidance programmes, therefore, must be designed so as to address the needs of the pupils concerned. In order for this to be done, a clear picture must be gained of the actual needs of these pupils. In particular, if the programme is to be experienced as being relevant by the pupils, it must take into account what these pupils themselves say they would like to learn through the guidance programme. However, little useful research has been done in this area in South Africa, so that although the legislation and official manuals suggest that the pupils' needs and wishes be taken into account, the actual programmes and syllabuses presented are not based upon any such research. Nor is there any indication of how a school should go about conducting such necessary investigations. There is a glaring void in the development of our guidance programmes which must be filled. This paper is an attempt to address this problem.
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Santina, Tania, Dominique Beaulieu, Camille Gagné, and Laurence Guillaumie. "Using the intervention mapping protocol to promote school-based physical activity among children: A demonstration of the step-by-step process." Health Education Journal 79, no. 5 (December 18, 2019): 529–42. http://dx.doi.org/10.1177/0017896919894031.
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Objective: This study describes the step-by-step development of the I Mo ve30+ programme and outlines lessons derived from the authors’ experience using an intervention mapping protocol (IMP)-based programme design. The programme was designed to increase the moderate to vigorous physical activity (PA) level at school among Lebanese children, aged 10–12 years. Design: Participatory cross-sectional design including group and individual interviews. Setting: Sidon district of Lebanon. Method: The programme was co-designed with a planning committee and included a local leader in school health, school staff including nurses and members of the target population (schoolchildren). The programme was developed using the six steps of the IMP: elaborating a logic model of the problem, formulating programme objectives, choosing the theoretical methods (i.e. the theory-based techniques used to influence a change objective) and practical applications (i.e. the applied strategies based on those theoretical methods), designing the programme, planning programme implementation, and planning the evaluation. Participants’ involvement in the programme’s activities was entirely voluntary. Results: Implemented by teachers and school nurses, this 14-week school-based programme was designed to provide an additional 30 minutes of school-based PA per day through structural environmental change, educational activities, a PA-monitoring system and PA events at school and in the classroom as well as during recess. Conclusion: IMP enabled the rigorous and systematic development of the programme to improve children’s PA level. The programme description and the lessons learned can facilitate the replication and the scaling up of the programme in other settings.
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Stallard, Paul, Elena Skryabina, Gordon Taylor, Rob Anderson, Obioha C. Ukoumunne, Harry Daniels, Rhiannon Phillips, and Neil Simpson. "A cluster randomised controlled trial comparing the effectiveness and cost-effectiveness of a school-based cognitive–behavioural therapy programme (FRIENDS) in the reduction of anxiety and improvement in mood in children aged 9/10 years." Public Health Research 3, no. 14 (November 2015): 1–88. http://dx.doi.org/10.3310/phr03140.
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BackgroundAnxiety in children is common, impairs everyday functioning and increases the risk of severe mental health disorders in adulthood, yet few children with anxiety are identified and referred for treatment.ObjectiveTo investigate the clinical effectiveness and cost-effectiveness of a universal school-based preventative programme (FRIENDS) in reducing symptoms of anxiety and low mood.DesignCluster randomised controlled trial. Schools (n = 41) were randomly assigned after recruitment on a 1 : 1 : 1 basis to health-led FRIENDS, school-led FRIENDS and usual school provision.SettingPrimary schools in three local education authorities in the south-west of England.ParticipantsChildren (n = 1362) aged 9–10 years attending school and participating in personal, social and health education (PSHE).InterventionsThe FRIENDS programme is a cognitive–behavioural therapy programme that develops skills to counter the cognitive, emotional and behavioural aspects of anxiety. The FRIENDS programme was led by either a trained member of the school or a health leader external to the school and was delivered over 9 consecutive weeks. The comparison group received usual school PSHE lessons. Interventions were delivered in the academic year September 2011–July 2012.Main outcome measuresClinical effectiveness assessed by child report of symptoms of anxiety (Revised Child Anxiety and Depression Scale, RCADS); cost-effectiveness based on RCADS and quality-adjusted life-years (Child Health Utility 9 Dimensions, CHU-9D) between baseline and 6 months; process evaluation, evaluation of reach and attrition and qualitative feedback from children, school staff and parents.ResultsAt 12 months there was a difference in the adjusted mean RCADS scores for health-led FRIENDS compared with school-led FRIENDS [–3.91, 95% confidence interval (CI) –6.48 to –1.35] and for health-led FRIENDS compared with usual school provision (–2.66, 95% CI –5.22 to –0.09). At 24 months we were able to assess only 43.6% of our cohort. There were few differences in baseline characteristics between completers and non-completers. Child-reported anxiety in all three groups had reduced by 24 months and there were no longer any group effects. There were no between-group effects for any parent- or child-completed secondary outcomes at 12 or 24 months. The cost of the FRIENDS programme was £52–56 per child. We found no evidence that the FRIENDS programme was cost-effective over a 6-month period; however, our subgroup for the economic analysis differed significantly from our main trial cohort.ConclusionsAlthough greater reductions in anxiety were noted at 12 months when the FRIENDS programme was delivered by health leaders, these additional benefits were not maintained at 24 months. Children’s anxiety levels improved irrespective of the intervention that they received. Our economic evaluation and 24-month assessment had significant shortcomings. However, the universal delivery of specific anxiety prevention programmes will result in additional costs that may be beyond the finances available to most schools. Future work should identify the active ingredients and potential moderators of universal anxiety programmes to determine whether programme length can be reduced, short-term effectiveness maintained and cost-effectiveness improved. At present, our results find limited evidence to support the universal provision of specific anxiety prevention programmes in UK primary schools.Trial registrationCurrent Controlled Trials ISRCTN23563048.FundingThe National Institute for Health Research Public Health Research programme.
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Clarkson, Suzy, Joanna M. Charles, Christopher W. N. Saville, Gretchen J. Bjornstad, and Judy Hutchings. "Introducing KiVa school-based antibullying programme to the UK: A preliminary examination of effectiveness and programme cost." School Psychology International 40, no. 4 (April 20, 2019): 347–65. http://dx.doi.org/10.1177/0143034319841099.
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Bullying is an internationally recognized problem and school-based bullying is particularly pervasive. KiVa is a robustly evidenced school-based antibullying programme developed and evaluated at Turku University, Finland, and subsequently disseminated across Finland. Following a positive UK trial of Unit 2 (for 10- to 12-year-olds), further UK dissemination has taken place. This study presents (a) pupil self-reported levels of victimization and bullying prior to, and after, one year of KiVa implementation (Units 1 and 2) with 7- to 11-year-olds from 41 schools, and (b) programme training and delivery costs. Data from 41 primary schools were analysed using a linear mixed model effects analysis. Results revealed statistically significant reductions in victimization and bullying after one year of programme implementation. Ongoing costs were small, at £2.84 per Key Stage 2 pupil per annum. These promising results highlight the need for further more rigorous evaluation of KiVa in the UK, including the exploration of factors associated with effective implementation, and the importance for educators and policy makers of evaluating both impact and costs when implementing programmes to prevent and reduce bullying.
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Vadrucci, Serena, Federica D. Vigna-Taglianti, Peer van der Kreeft, Maro Vassara, Maria Scatigna, Fabrizio Faggiano, Gregor Burkhart, et al. "The theoretical model of the school-based prevention programme Unplugged." Global Health Promotion 23, no. 4 (July 9, 2016): 49–58. http://dx.doi.org/10.1177/1757975915579800.
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Unplugged is a school-based prevention programme designed and tested in the EU-Dap trial. The programme consists of 12 units delivered by class teachers to adolescents 12–14 years old. It is a strongly interactive programme including a training of personal and social skills with a specific focus on normative beliefs. The aim of this work is to define the theoretical model of the program, the contribution of the theories to the units, and the targeted mediators. The programme integrates several theories: Social Learning, Social Norms, Health Belief, theory of Reasoned Action-Attitude, and Problem Behaviour theory. Every theory contributes to the development of the units’ contents, with specific weights. Knowledge, risk perception, attitudes towards drugs, normative beliefs, critical and creative thinking, relationship skills, communication skills, assertiveness, refusal skills, ability to manage emotions and to cope with stress, empathy, problem solving and decision making skills are the targeted mediators of the program.
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Cale, Lorraine, Jo Harris, and Oliver Hooper. "Get(ting) to the Start Line – the evaluation of an innovative intervention to address adolescents’ school-related stress and anxiety." European Physical Education Review 26, no. 3 (August 2020): 642–63. http://dx.doi.org/10.1177/1356336x20902487.
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There are growing concerns over young people’s mental health, the academic pressures they face, and the association between school-related stress and health. Given this, alongside the known benefits of physical activity for psychological health, the need for school-based interventions with a physical activity focus seems justified. This paper reports on findings from the evaluation of a pilot of ‘Get to the Start Line’, an innovative school-based programme designed to address adolescents’ school-related stress and anxiety. The research adopted a mixed-methods approach and a pre- and post- design. Six schools from the East Midlands, UK, and selected year 11 pupils (aged 15–16) identified as experiencing examination-related stress and anxiety, participated in the programme. The programme was coordinated by a school champion (a staff member), delivered by an athlete mentor, and comprised six workshops. Data were collected from school champions and athlete mentors via an online survey following each workshop, and via semi-structured focus groups and interviews with pupils and school champions, respectively, pre-, mid- and post-intervention. Schools also provided relevant pupil data. The findings revealed the programme to be positively received by most pupils and to result in positive outcomes such as reported reductions in examination-related stress and anxiety for some, and fewer pupil well-being referrals. However, various challenges and limitations of the programme were identified, and recommendations were made for its future development. Therefore, whilst some of the findings were encouraging, further research into the implementation and impact of this and other such programmes is needed.
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Warschburger, Petra, Susanne Helfert, and Eva Maria Krentz. "POPS: a school-based prevention programme for eating disorders." Journal of Public Health 19, no. 4 (May 19, 2011): 367–76. http://dx.doi.org/10.1007/s10389-011-0425-3.
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Williams, R., EJ Rogo, JR Gurenlian, and KM Portillo. "An evaluation of a school-based dental sealant programme." International Journal of Dental Hygiene 16, no. 2 (August 24, 2017): e65-e72. http://dx.doi.org/10.1111/idh.12303.
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Briguglio, Marie, and Adrian Debattista. "Mapping the outcomes of a school-based cultural programme." City, Culture and Society 11 (December 2017): 39–49. http://dx.doi.org/10.1016/j.ccs.2017.09.001.
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Mueller, D. "A school based programme reduced dating violence in adolescents." Evidence-Based Nursing 1, no. 4 (October 1, 1998): 115. http://dx.doi.org/10.1136/ebn.1.4.115.
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Pérez Solís, D., J. J. Díaz Martín, F. Álvarez Caro, I. Suárez Tomás, E. Suárez Menéndez, and I. Riaño Galán. "Effectiveness of a school-based programme to prevent obesity." Anales de Pediatría (English Edition) 83, no. 1 (July 2015): 19–25. http://dx.doi.org/10.1016/j.anpede.2015.06.002.
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Wang, Dongxu, Donald Stewart, and Chun Chang. "A holistic school-based nutrition program fails to improve teachers’ nutrition-related knowledge, attitudes and behaviour in rural China." Health Education 116, no. 5 (August 1, 2016): 467–75. http://dx.doi.org/10.1108/he-05-2015-0018.
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Purpose – The purpose of this paper is to examine the effectiveness of a holistic school-based nutrition programme using the health-promoting school (HPS) approach, on teachers’ knowledge, attitudes and behaviour in relation to nutrition in rural China. Design/methodology/approach – A cluster-randomised intervention trial design was employed. Two middle schools were randomly selected and assigned to either the intervention school using the HPS framework (HPS School), or to the Control School, in Miyun County, Beijing. From each school 20 teachers were randomly selected to complete the survey. Nutrition-related knowledge, attitudes and behaviour were measured at pre- and post-intervention surveys with the same instrument. The nutrition intervention last for six months. Findings – The holistic school-based nutrition programme using the HPS framework had no statistical impact on improving teacher’s knowledge, attitudes and behaviour in relation to nutrition (p > 0.05). Practical implications – Future holistic school-based nutrition programmes targeting adolescents should also design and implement longer and more intensive interventions for teachers focusing on how to equip them with the awareness and ability to disseminate their knowledge, positive attitudes and role model behaviours to students, rather than on how to teach them basic knowledge and skills. Originality/value – Although teachers play a critical role in the HPS framework, there is very limited published research investigating the change in teachers’ nutrition-related knowledge, attitudes and behaviour as a result of a nutrition promotion programme.
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Hernandez-Lucas, Pablo, Juan Lopez-Barreiro, Jose Luis Garcia-Soidan, and Vicente Romo-Perez. "Prevention of Low Back Pain in Adults with a Back School-Based Intervention." Journal of Clinical Medicine 10, no. 22 (November 18, 2021): 5367. http://dx.doi.org/10.3390/jcm10225367.
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Background: Low back pain is highly prevalent and has a major socio-economic impact worldwide. Among the rehabilitation options is the Back School, which consists of programmes that include exercise and educational interventions to treat and prevent back pain. The effects of this type of programme are usually evaluated in patients with low back pain. The aim of this study was to evaluate the effects on low back functionality and the prevention of medical visits due to low back pain during one year of follow-up in a healthy adult population. Methods: A quasi-experimental study was conducted with 56 healthy participants who were divided into an experimental group (n = 30), who underwent the programme consisting of a total of 16 sessions, and a control group (n = 26), who did not undergo the intervention. All participants were administered the Partial Curl-up Test, Biering Sorense Test, Modified Schöber Test, and Toe Touch Test, and they completed the Short Form 36 Health Survey before and after the intervention. In addition, a telephone call was made to ask whether they attended a doctor for low back pain in the following year post-intervention. Results: In the experimental group, statistically significant improvements were observed in trunk muscle strength, spinal flexion joint range of motion, and hamstring flexibility, and they had fewer visits to the doctor for low back pain in the following year. Conclusions: The theoretical–practical programme based on the Back School seems to have beneficial effects on low back functionality by increasing its strength and flexibility in an adult population. In addition, this programme reduced the number of medical visits due to low back pain during the following year after the intervention.
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Sarnat-Ciastko, Adrianna. "“School Tutoring –pedagogy of dialogue programme” as a recommended preventive programme. Assumptions and use in the light of educational transactional analysis." Edukacyjna Analiza Transakcyjna 10 (2021): 15–32. http://dx.doi.org/10.16926/eat.2021.10.01.
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In the middle of 2020, in the Polish system of recommending preventive programmes and promotion of mental health, a new publication “School tutoring – pedagogy of dialogue programme” was released. The programme was positively assessed by independent reviewers and obtained the second out of three recommendation levels – good practice. In this way, the offer of educational institutions support and preventive-educational activities executed by them was enlarged. The aim of this article is to present the assumptions of “School tutoring – pedagogy of dialogue programme”, taking into account the presence and significance of the system of recommending preventive measures itself. The article shall also contain a description of the procedure evaluating the quality of the aforesaid programme. The evaluation was based, among others, on the concept of educational transactional analysis.
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Elfrink, Teuntje R., Jochem M. Goldberg, Karlein M. G. Schreurs, Ernst T. Bohlmeijer, and Aleisha M. Clarke. "Positive educative programme." Health Education 117, no. 2 (February 6, 2017): 215–30. http://dx.doi.org/10.1108/he-09-2016-0039.
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Purpose The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children’s positive emotions and strengths. Design/methodology/approach A process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants’ experiences with key components and the programme impact of PEP. Findings The findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children’s self-reported well-being and problem behaviour, teachers’ awareness of children’s strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP. Research limitations/implications This study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with “business as usual” is needed. Originality/value School frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.
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WORSLEY, ANTHONY, WAYNE COONAN, and ANDREA WORSLEY. "The First Body Owner's Programme: An integrated school-based physical and nutrition education programme." Health Promotion International 2, no. 1 (1987): 39–50. http://dx.doi.org/10.1093/heapro/2.1.39.
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Kiss, Tamas. "SCHOOL-BASED TEACHER LEARNING: A REFLECTIVE APPROACH." Journal of Nusantara Studies (JONUS) 1, no. 2 (December 31, 2016): 50. http://dx.doi.org/10.24200/jonus.vol1iss2pp50-62.
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Professional development is an important issue for every teacher. The recent trends in education favour teacher-centred, participant initiated and managed, school-based teacher development programmes, for example action research, lesson study, communities of practice, etc. Although there is no doubt that such initiatives offer ample learning opportunities for practitioners, it is important that higher level school or institutional development strategies be also considered, besides teachers’ individual learning agendas. This paper argues that it is possible to merge the needs of both individual practitioners and schools through a reflective, school-based developmental programme which is organised and supported by the school administration for the benefit of all involved. Being conceptual, the paper outlines a model for such a professional development course and discusses the principles it should be based on, its knowledge base, including possible content areas, skills, and learning processes. This paper may initiate professional discussion and further our knowledge of teacher development. Keywords: Developmental strategies, individual practitioner, school administration, teacher-centred, teacher professional developmentCite as: Kiss, T. (2016). School-based teacher learning: A reflective approach. Journal of Nusantara Studies, 1(2), 50-62.
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Lasater, Molly E., Jennifer Flemming, Christine Bourey, Ashley Nemiro, and Sarah R. Meyer. "School-based MHPSS interventions in humanitarian contexts: a realist review." BMJ Open 12, no. 4 (April 2022): e054856. http://dx.doi.org/10.1136/bmjopen-2021-054856.
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ObjectiveThe aim of this review is to elucidate the characteristics of school-based mental health and psychosocial support (MHPSS) interventions in humanitarian contexts and the hypothesised mechanisms by which they influence well-being or learning outcomes.MethodsWe conducted a realist review and searched PubMed, Embase, Global Health, CINAHL, PsychInfo, PILOTS and grey literature through January 2022. Eligible studies included children age 6–12 years, were conducted in humanitarian contexts in low-income or middle-income countries, and focused on universal MPHSS prevention in an educational setting, using any study design. Data were extracted and analysed using narrative synthesis and realist analysis techniques to create ‘context–mechanism–outcome’ configurations that were iteratively developed to modify, refine and substantiate programme theories.ResultsTwenty-seven articles, representing 19 studies, were included in the review. We analysed data from 26 articles. Eleven evidenced-informed programme theories were developed at the levels of the child (n=4), teacher (n=3), caregiver (n=2), school environment (n=1) and school managers/administrators (n=1). At the child level, mechanisms related to strengthening coping skills, emotion regulation, interpersonal relationships led to improved psychosocial well-being or learning outcomes. At the teacher level, coping skills and the provision of support to students were linked to psychosocial well-being and learning outcomes. At the caregiver level, strengthening interpersonal bonds trigger improved psychosocial well-being, and at the school environment level, fostering feelings of security was linked to psychosocial well-being and learning outcomes. We did not find any evidence supporting the programme theory at the school managers/administrators level. We found limited evidence of positive impacts of the included interventions to support these programme theories.ConclusionsThese programme theories are a promising start towards ensuring school-based MHPSS interventions in humanitarian contexts better address the well-being and learning needs of children. Future research is needed to support these programme theories and enhance the evidence base.
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Li, Jiameng, Cuiling Ma, Qi Lu, and Therese Hesketh. "A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention Study." Healthcare 10, no. 11 (November 21, 2022): 2332. http://dx.doi.org/10.3390/healthcare10112332.
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Introduction: Many universal school-based social and emotional learning (SEL) programmes in the U.S. and Europe have been found to improve social skills and reduce emotional distress and behaviour problems. The aim of this study is to determine whether an adapted version of the SEL can reduce social, emotional, and behavioural difficulties in children in mainland China, using a pre-post intervention design. Methods: The study was conducted in a primary school in an economically-disadvantaged rural area in Henan province in central China. The intervention consisted of 16 weekly 90-minunte classroom sessions involving all 190 children in the school. Social and emotional problems were assessed pre- and post- intervention using the Chinese version of the Strengths and Difficulties Questionnaire (SDQ). The results suggest that: (1) the programme can reduce children’s peer relationship problems, and that the reduction was sustainable at the two post-intervention assessments; (2) the intervention effects on emotional symptoms or total difficulties in the overall population are very few, but children identified as high risk in the initial assessment benefited from the programme. Conclusions: This is the first published report on the effectiveness of a school-based SEL programme in mainland China. Although the improvement are limited, the programme does benefit some children.
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Puslednik, Louise, and Patrick C. Brennan. "An Australian-based authentic science research programme transforms the 21st century learning of rural high school students." Australian Journal of Education 64, no. 2 (April 23, 2020): 98–112. http://dx.doi.org/10.1177/0004944120919890.
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Authentic student-led inquiry and exposure to scientific research impact students’ science career choices. Given Australian students decline in STEM skills, knowledge of whether such programmes impact student learning is critical. This research examined the short-term impact of an authentic, hands-on research mentor programme on rural student’s science skills. Nine Year 10 students participated in a science academic research programme leading to scientific publications and students collecting of first-hand data from international experiments on a major world-wide health issue. The NSW Department of Education Year 10 VALID assessment scores of this intervention group were compared to a control group. Intervention students had significantly higher overall scores as well as significantly higher scores in 21st century skills. These results were supported by student’s self-assessment of their learning growth. Our study suggests authentic science research mentor programmes are pedagogically advantageous for Year 10 high achieving rural students. Educators’ willingness to embrace these innovative approaches has the potential to produce the next generation of scientists.
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Radhika, N. M. L., Nayana Gunathilaka, Lahiru Udayanga, Anuradhani Kasturiratne, and Wimaladharma Abeyewickreme. "Level of Awareness of Dengue Disease among School Children in Gampaha District, Sri Lanka, and Effect of School-Based Health Education Programmes on Improving Knowledge and Practices." BioMed Research International 2019 (June 19, 2019): 1–8. http://dx.doi.org/10.1155/2019/3092073.
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Introduction. Limited awareness and nonsystematized health education programmes have contributed adversely to the increase in dengue incidence at schools due to limited attention which has positively contributed to the increase in vector receptivity. The current study was conducted to evaluate the existing level of awareness of dengue infection among a selected group of school children and to assess the effectiveness of dengue awareness programmes to improve the existing knowledge and preventive practices on dengue. Methods. A cohort of 2,194 students (13–15 years old) from 10 schools at Kelaniya educational zone, Gampaha District, Western Province of Sri Lanka, was enrolled for the current study, which was conducted during 2015-2016. A self-administered questionnaire, comprising 20 questions, was used to evaluate the present knowledge of the students on various aspects of dengue. A structured awareness programme (2 hours) was conducted for students, followed by a reassessment. General Linear Model (GLM) and chi-square test of independence were used to investigate the variations in knowledge levels. Results. The majority of students were characterized by “Good” (46.31%, n= 1016) and “Moderate” (42.62%, n= 935) awareness, while only 2.92% (n= 64) of students fell into the “Excellent” (>80%) category prior to the awareness programme. Even though, existing knowledge of students about dengue ranged between “Moderate” and “Good” categories, awareness of “symptoms & patient care” and “control & prevention practices” were limited. After the programme, the awareness level reached the “Excellent” (41.84%, n=918) level indicating a significant increase by 38.92%, according to the chi-square test (p<0.05 at 95% level of confidence). Conclusion. We recommend implementing school-based educational programmes in order to raise the awareness and to translate knowledge into sound practice to control dengue disease epidemics in these areas.
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Tandoh, A., GS Amevinya, P. Addo, and Laar Laar. "Nutrition-sensitive education and social protection policies have implications for food-based dietary guidelines for Ghana." African Journal of Food, Agriculture, Nutrition and Development 22, no. 2 (April 4, 2022): 19386–416. http://dx.doi.org/10.18697/ajfand.107.21770.
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Ghana continues to address persistent malnutrition through political action and programme development. Government-led efforts have included the formulation of multi-sectoral policies and programmes to improve the diet and nutritional status of various at-risk population groups. Globally, an important tool for promoting healthy diets are Food-Based Dietary Guidelines (FDBGs). To achieve and sustain the desired goal of promoting healthy eating habits and lifestyles, FBDGs require, among many factors, supportive national policies and programmes. When coherently incorporated in relevant nutrition-related policies and programmes, FBDGs enhance their impact on shaping and sustaining healthier dietary habits. In this context, it is essential to understand the national policy and programme environment and its potential contribution during the formulation of FBDGs. The present review aimed to identify existing nutrition-related education and social protection policies and programmes in Ghana and their relevance to the development and implementation of FBDGs. Previously conducted scoping reviews, gap analyses, and a benchmarking report of Ghana’s public health nutrition policies were used as information sources to identify relevant policies and programmes. Additionally, websites of relevant government ministries, departments and agencies were searched to retrieve applicable policies or actions that were not included in previous reviews. Nutrition-related education policies that were identified primarily support school health services, whereas social protection policies broadly target social assistance, social welfare, social equity and insurance-based policies and programmes. Specific ways these policies and programmes could support the development and implementation of Ghana’s dietary guidelines include embedding FBDGs in the school nutrition curriculum to motivate healthier food choices by schoolchildren and using FBDGs to plan meals provided as part of the country’s school feeding programme. Regarding social protection, existing instruments such as food transfers, social pensions and conditional cash transfers could be aligned with FBDGs to ensure vulnerable households can access foods and follow recommended guidelines. Although some nutrition actions are incorporated in existing policies and programmes, there are opportunities to improve their nutrition sensitivity. Key words: Ghana, food-based dietary guidelines, nutrition education, social
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Leont’eva, Maria, Tatiana Levchenkova, and Tamara Mikhailova. "Social and educational setting to prepare pre-school children for study through physical education." BIO Web of Conferences 26 (2020): 00077. http://dx.doi.org/10.1051/bioconf/20202600077.
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The challenge of preparing children for study in school has acquired particular significance in the present moment. The pre-school training programmes need to be comprehensive, involving tools and methods aimed at the development of motor, intellectual, psychological and emotional abilities. A physical education programme based primarily on play method and teaching kids to play badminton, is an effective means to get children ready for school studies. An 8-month trial of this programme, implemented as part of physical education for pre-school age children attending kindergarten or a fitness club, demonstrated an improvement in the kids’ psychological and emotional qualities (assessed via Lüscher colour test), as well as physical fitness (assessed via physical fitness tests), and confirmed the kids’ readiness for school studies (through Kern-Irasek test).
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Reynolds, David, Ron Davie, and Derek Phillips. "The Cardiff programme: An effective school improvement project based upon school effectiveness research." International Journal of Educational Research 13, no. 7 (January 1989): 801–14. http://dx.doi.org/10.1016/0883-0355(89)90030-x.
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Simoni, Mary. "Project Lovelace: unprecedented opportunities for music education." Organised Sound 8, no. 1 (April 2003): 57–60. http://dx.doi.org/10.1017/s1355771803001067.
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Project Lovelace is a school-based programme for students aged twelve to eighteen years interested in learning about making music by using technology. The programme is designed to encourage equal and equitable participation by male and female students through instruction in technology-enhanced music performance, improvisation, composition, analysis and notation. Project Lovelace is named in honour of the contributions of the female mathematician Ada Augusta, Countess of Lovelace, who in 1842 predicted that computers could be used for musical composition (Roads 1996).The goals of Project Lovelace are to develop collaborative-based methods for gender-balanced school music technology programmes, amass a gender-balanced repertoire suitable for school music technology programmes, nurture creativity and analytical skills in music technology, and conduct a longitudinal study that documents the changing attitudes and perceived competencies of participating students and teachers.The motivation to initiate Project Lovelace was the timely convergence of two vexing issues perennially facing music technology programmes in higher education, specifically at the University of Michigan: the proportionally small number of female applicants to university music technology programmes and the need to continually upgrade or replace laboratory equipment. Why not allocate second-generation university laboratory equipment to the schools with the intent of building school-based music technology curricula that lead to a gender-balanced university applicant pool?
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Carroll, Annemaree, Stephen Houghton, Kylee Forrest, Molly McCarthy, and Emma Sanders-O’Connor. "Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties." School Psychology International 41, no. 3 (January 22, 2020): 197–217. http://dx.doi.org/10.1177/0143034319898741.
Повний текст джерелаАнотація:
School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.