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1
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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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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Krušinská, Martina. "Elementary Art School of Folk Dance and Music in the Context of Regional Culture-Oriented Schools in Slovakia." Central European Journal of Educational Research 3, no. 1 (April 30, 2021): 16–26. http://dx.doi.org/10.37441/cejer/2021/3/1/9346.
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In the study, we present the basic goals, content, strategies and organisational forms of education of the Elementary Art School of Folk Dance and Music in Ružomberok. The basic information about the school is supplemented with the ideas of its founder and the school principal, as well as the photo documentation of this school environment. We analyse this school model in the broader context of elementary regional culture-oriented schools, which began to develop in Slovakia after 1989. In connection with the school reform in 2008, the educational content of such schools was transformed and defined in the State Education Programme in the subject of Regional Education and cross-cutting topic Regional Education and Folk Culture. In addition to other alternative and innovative educational programmes in Slovakia, the regional culture-oriented school represents a domestic model of education, which is based on the historical and cultural peculiarities of individual regions of Slovakia. Despite the uniform name, each school with this orientation can have a unique character expressed in its school curriculum.
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Dietrich, Timo, Sharyn Rundle-Thiele, Lisa Schuster, and Jason P. Connor. "A systematic literature review of alcohol education programmes in middle and high school settings (2000-2014)." Health Education 116, no. 1 (January 4, 2016): 50–68. http://dx.doi.org/10.1108/he-03-2014-0042.
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Purpose – Social marketing benchmark criteria were used to understand the extent to which single-substance alcohol education programmes targeting adolescents in middle and high school settings sought to change behaviour, utilised theory, included audience research and applied the market segmentation process. The paper aims to discuss these issues. Design/methodology/approach – A systematic literature review retrieved a total of 1,495 identified articles; 565 duplicates were removed. The remaining 930 articles were then screened. Articles detailing formative research or programmes targeting multiple substances, parents, families and/or communities, as well as elementary schools and universities were excluded. A total of 31 articles, encompassing 16 qualifying programmes, were selected for detailed evaluation. Findings – The majority of alcohol education programmes were developed on the basis of theory and achieved short- and medium-term behavioural effects. Importantly, most programmes were universal and did not apply the full market segmentation process. Limited audience research in the form of student involvement in programme design was identified. Research limitations/implications – This systematic literature review focused on single-substance alcohol education programmes targeted at middle and high school student populations, retrieving studies back to the year 2000. Originality/value – The results of this systematic literature review indicate that application of the social marketing benchmark criteria of market segmentation and audience research may represent an avenue for further extending alcohol education programme effectiveness in middle and high school settings.
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Bramantoro, Taufan, Cornelia Melinda Adi Santoso, Ninuk Hariyani, Dini Setyowati, Amalia Ayu Zulfiana, Nor Azlida Mohd Nor, Attila Nagy, Dyah Nawang Palupi Pratamawari, and Wahyuning Ratih Irmalia. "Effectiveness of the school-based oral health promotion programmes from preschool to high school: A systematic review." PLOS ONE 16, no. 8 (August 11, 2021): e0256007. http://dx.doi.org/10.1371/journal.pone.0256007.
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Background Schools offer an opportunity for oral health promotion in children and adolescents. The purpose of this study was to conduct a systematic review of the influence of school-based oral health promotion programmes on oral health knowledge (OHK), behaviours (OHB), attitude (OHA), status (OHS), and quality of life (OHRQoL) of children and adolescents. Methods A systematic search on the PubMed and Embase databases was conducted to identify eligible studies. The last search was done on April 24th, 2020. The quality of the included studies was evaluated using the Joanna Briggs Institute (JBI) Critical Appraisal tools. Results Of the 997 articles identified, 31 articles were included in this review. Seven studies targeted students in preschools, seventeen in elementary schools, and seven in high schools. Most of these studies revealed positive outcomes. Some studies showed that the school-based oral health promotion programmes showed better OHK, OHB, OHS, and OHRQoL. Conclusion Positive results were obtained through oral health promotion programmes in schools, especially those involving children, teachers, and parents.
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Kopkin, Nolan, Mirinda L. Martin, and Danielle Hollar. "Improvements in standardised test scores from a multi-component nutrition and healthy living intervention in a US elementary-school setting." Health Education Journal 77, no. 5 (December 4, 2017): 527–41. http://dx.doi.org/10.1177/0017896917741510.
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Objective: The Healthier Options for Public Schoolchildren (HOPS) intervention aimed simultaneously to change school policies regarding the nutritional content of school-provided meals, nutrition and healthy lifestyle curricula, and other school-based wellness activities. Researchers examined how HOPS affected students’ academic achievement, attendance and behaviour. Design: Longitudinal study of 23,335 elementary-school students aged 4–16 years enlisted in kindergarten to grade 8 in the 2005–2006 school year and followed through until the 2008–2009 school year. Setting: HOPS was implemented in 11 Buffalo (New York) public elementary schools at the start of 2007–2008 school year and concluded in January 2009; 34 other district elementary schools were chosen for comparison. Method: Administrative records were obtained containing student demographics, mathematics and English test scores, and attendance and disciplinary records. A difference-in-differences approach was used to measure the HOPS intervention’s effect on mathematics and English test scores and the proportion of days present or not suspended. Significance was tested at 1% and 5% levels. Results: Analysis comparing students in intervention and comparison schools revealed an increase in standardised mathematics test scores among all students ( p < .05), with particularly strong impacts on girls ( p < .01), African American and Hispanic students ( p < .01) and economically advantaged students ( p < .01). HOPS had an adverse impact on attendance and disciplinary referrals ( p < .01), although the effects were small. Conclusion: When considering the implementation of a school-based wellness programme, administrators should consider its academic benefits. Research into the effectiveness of programmes such as HOPS at improving cognitive and non-cognitive outcomes of school-aged children is particularly relevant given recent US Department of Agriculture rollback of whole grain, sodium and milk requirements.
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Singh, Dr Nahar. "STUDY OF THE INSTITUTIONAL ENVIRONMENT: A CASE OF ACADEMIC ACHIEVEMENT AT ELEMENTARY LEVEL IN THE SCHOOLS OF NCT OF DELHI." International Journal of Advanced Research 9, no. 07 (July 31, 2021): 183–88. http://dx.doi.org/10.21474/ijar01/13115.
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Over the past two decade since the beginning of the Sarva Shiksha Abhiyan (SSA) programme in india, there has been a significant increase in the number of schools and in the enrolment of children in Government schools, most notably a large proportion of children from amongst Scheduled Castes, Scheduled Tribes, Muslims and Girls have joined the schooling system. Most of these children are also first-generation learners. In this regard SCERT Delhi conducted an achievement survey for classes II, V and VIII and gathered the information about the academic environment pertaining to school, teachers and students. This study reflected the background of the students such as locality, parents education, community and the same was followed of the teachers and schools. Majority of the sampled schools (71%) were managed by Municipal Corporation. More than 80% schools were located in urban areas and about half of the schools were Co-Educational, while 22% and 28% schools were Boys and Girls schools respectively. About 96% of schools responded that they have the provision to monitor classroom teaching regularly and 92% of the schools were monitored by the Head of the school. Fathers of 2% students and 0.6% mothers were in the academic field. In the surveyed schools, 28% were male and 72% were female teachers. Majority of teachers (54%) had attended in-service training programmes. In more than ninety percent of the sampled schools Maps, Charts, Globe, Mathematics kit and Library were available. About 90% and 98% of the schools annual medical check-up facility and first aid facilities were available Nearly 70% students reported that their homework was checked regularly. This document has helped education planners as a reference research document to improve the education administration and planning systems in the state.
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Slusser, Wendelin M., William G. Cumberland, Ben L. Browdy, Donna M. Winham, and Charlotte G. Neumann. "Overweight in urban, low-income, African American and Hispanic children attending Los Angeles elementary schools: research stimulating action." Public Health Nutrition 8, no. 2 (April 2005): 141–48. http://dx.doi.org/10.1079/phn2004675.
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AbstractObjectiveThis study was undertaken to establish the prevalence and severity of nutritional problems among low-income children of elementary school age in the Los Angeles Unified School District (LAUSD) in order to collect baseline data to inform policy-makers.Design and methodsA cross-sectional survey of children in 14 elementary schools was conducted from January to June, 1998. Nine hundred and nineteen children were measured and interviewed. The planning, design and data analysis were carried out in collaboration with key LAUSD policy-makers.ResultsMore than 35% of the sample was classified as being at risk for overweight or overweight according to body mass index.ConclusionThere is a high prevalence of children who are at risk for overweight or who are overweight in Los Angeles. This finding has triggered the development of multiple school-based intervention programmes.
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Slusser, Wendelin, Michael Prelip, Janni Kinsler, Jennifer Toller Erausquin, Chan Thai, and Charlotte Neumann. "Challenges to parent nutrition education: a qualitative study of parents of urban children attending low-income schools." Public Health Nutrition 14, no. 10 (April 11, 2011): 1833–41. http://dx.doi.org/10.1017/s1368980011000620.
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AbstractObjectiveThe present study was undertaken to learn more about parents’ (i) knowledge regarding healthy foods, factors associated with food purchasing and preparation, and current nutrition education resources, (ii) barriers to and promoters for establishing healthy eating habits for children and families, and (iii) interest in participating in nutrition interventions.DesignFocus group interviews were conducted with parents of low-income children from the Los Angeles Unified School District (LAUSD).SettingLAUSD Title 1 elementary schools where 50 % or more of students are eligible for free/reduced-price meals.SubjectsSixty-four parents (93 % female; 84 % Hispanic/Latino) of elementary-school students.ResultsThe most common barriers to eating healthy foods were cost, difficulty in getting children to eat healthier foods and easy access to fast food. Parents had a basic knowledge about what foods are healthy and received most of their nutrition education through the media. Parents expressed a desire for nutrition classes and almost all of them said they would attend a nutrition programme at their child's school. Topic areas of interest included what to purchase, how to cook healthier foods, how to encourage their children to eat healthier and how to read food labels. Parents also requested classes that engage the whole family, especially fathers.ConclusionsParents in our study were interested in participating in nutrition education programmes. The information from these focus groups was used to design a parent nutrition education programme especially designed to respond to the needs of the LAUSD parents, the majority of whom are low-income and Hispanic/Latino.
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Bontrager Yoder, Andrea B., Leah L. Foecke, and Dale A. Schoeller. "Factors affecting fruit and vegetable school lunch waste in Wisconsin elementary schools participating in Farm to School programmes." Public Health Nutrition 18, no. 15 (March 2, 2015): 2855–63. http://dx.doi.org/10.1017/s1368980015000385.
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AbstractObjectiveTo examine characteristics potentially associated with school lunch fruit and vegetable waste, both overall and pre/post implementation of the Healthy, Hunger-Free Kids Act.DesignMulti-year (2010–2013) cross-sectional study using pre- and post-meal digital photographs of students’ school lunch trays to estimate fruit and vegetable availability and consumption. Fruit and vegetable items were categorized for factors suspected to impact waste: prior farm to school years, placement (main menu, salad bar), procurement (local, conventional), preparation (cooked, raw) and meal component (entrée, side, topping). Analyses to assess within-category differences in waste volume were performed using a Tobit model.SettingWisconsin elementary schools participating in farm to school programmes, USA.SubjectsChildren in third to fifth grade.ResultsMany within-factor differences were detected overall and/or across time. Cooked fruits were wasted less than raw, while cooked vegetables were wasted more than raw. Where identified, locally sourced items were wasted more than conventionally sourced (+0·1 cups, P<0·0001) and salad bar items more than main menu items (+0·01 cups, P<0·0001). Increasing prior farm to school years decreased waste (−0·02 cups, P<0·0001). Items previously tried were wasted at the same volume whether reported as liked or not. New school lunch meal pattern requirement implementation did not uniformly impact fruit and vegetable waste across all categories and there was no change in waste for seven of fifteen assessed categories.ConclusionsMany factors impact elementary students’ school lunch waste. These factors may be helpful for school food-service authorities to consider when planning school menus.
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Putriani, Ida, and Ervika Dewi Wahyuni. "Gaining Students’ Literacy through Local Wisdom of Blitar: Implementing of Gerakan Literasi Sekolah (GLS)." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 2 (December 30, 2019): 265–84. http://dx.doi.org/10.25217/ji.v4i2.611.
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This study aimed to explore the implementation of literacy activities in elementary school using children's literature through local wisdom of Blitar. Case study methods were applied in this research. The participants of this research were students from grades I until grade VI at Elementary School Sukorejo 1 Blitar. Collecting data used observation, interview, and documentation. The results showed that the implementation of literacy in elementary schools was carried out as a habituation procedure to read in literacy programmes. Planning literacy program was the most important part in the consistency of literacy implementation. The implementation literacy of children's literature on the local area of Blitar begins with the preparation of the program by the teacher, the implementation of activities with two methods, namely self-reading and reading aloud, and the evaluation literacy program conducted every two months.
Keywords: Students’ Literacy, Gerakan Literasi Sekolah (GLS), Literary Local Wisdom
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Trávníček, Marek, Petr Vlček, Jaroslav Vrbas, and Jiří Nykodým. "Pilotní ověření testové baterie pohybových dovedností MOBAK jako součást kurikula sportovních her ve školní tělesné výchově." Studia sportiva 10, no. 2 (December 12, 2016): 164–76. http://dx.doi.org/10.5817/sts2016-2-18.
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Current elementary school education is based on the Framework education programmes for elementary education. Each educational area contains the characteristics of the educational area, the objectives of the educational area and its educational content. To evaluate the competencies and achieved goals also in physical education we need to create assessment tools which are applicable in the physical education classes and besides others regard also the sport games educational content of the elementary school curricula. The goal of the presented paper is to introduce an international network based on the MOBAK testing battery research. The battery presents one of the options how to test physical skills in elementary school physical education. In the paper we present some results of the pilot examination of the chosen elementary schools in the South-Moravian district of the Czech Republic. Based on the preliminary measurements (n357) we can conclude that our results are similar to the other network countries. We were also able to observe positive attitude toward using the MOBAK 1 testing battery by the participating teachers. As we find important to verify the battery on larger number of respondents we are working on the intensifying the international cooperation.
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Elliott, David, Kathleen Nagel, and Arthur Woodward. "Scientific illiteracy in elementary school science textbook programmes." Journal of Curriculum Studies 19, no. 1 (January 1987): 73–76. http://dx.doi.org/10.1080/0022027870190108.
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Johnston, Bryan, Ahmad El-Arabi, Krista Tuomela, and David Nelson. "The Food Doctors: A pilot study to connect urban children and medical students using nutrition education." Health Education Journal 78, no. 4 (December 10, 2018): 441–50. http://dx.doi.org/10.1177/0017896918816735.
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Background: Children in the USA face increasing nutrition-related health risks, including obesity rates of 16.9% – a figure that has more than tripled over the past four decades. Nutrition education is beneficial to improve children’s health through obesity prevention and the promotion of healthy habits, and the elementary school years are a key time to implement health education interventions. Objective: To develop a medical student created and operated nutrition education intervention for urban underserved elementary school students. Design: The Food Doctors (TFD) programme is a hands-on, interactive, in-class nutrition education pilot initiative for elementary school students and adheres to the established tenets of effective in-class nutrition education whenever possible: (1) interactive hands-on curriculum, (2) use of culturally relevant topics and (3) the inclusion of effective evaluation techniques. Setting: Urban elementary school classrooms in Milwaukee, Wisconsin, USA. Method: A literature review and feedback from partner schools’ needs informed curriculum development. Institutional review board approval was sought and study materials prepared. The pilot programme was carried out at partner schools during class time. Results: A total of 83 students participated in the pilot study: 46 third-grade students and 37 fourth graders. Evaluation focused on assessing student baseline knowledge and exploring post-programme nutrition knowledge gains. Conclusion: TFD pilot programme demonstrated gaps in baseline nutrition knowledge among elementary school students and showed improved post-programme ability to correctly answer basic nutrition knowledge questions.
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Black, Jennifer L., Cayley E. Velazquez, Naseam Ahmadi, Gwen E. Chapman, Sarah Carten, Joshua Edward, Stephanie Shulhan, Teya Stephens, and Alejandro Rojas. "Sustainability and public health nutrition at school: assessing the integration of healthy and environmentally sustainable food initiatives in Vancouver schools." Public Health Nutrition 18, no. 13 (March 16, 2015): 2379–91. http://dx.doi.org/10.1017/s1368980015000531.
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AbstractObjectiveTo describe the development and application of the School Food Environment Assessment Tools and a novel scoring system to assess the integration of healthy and environmentally sustainable food initiatives in elementary and secondary schools.DesignThe cross-sectional study included direct observations of physical food environments and interviews with key school personnel regarding food-related programmes and policies. A five-point scoring system was then developed to assess actions across six domains: (i) food gardens; (ii) composting systems; (iii) food preparation activities; (iv) food-related teaching and learning activities; and availability of (v) healthy food; and (vi) environmentally sustainable food.SettingVancouver, Canada.SubjectsA purposive sample of public schools (n33) from all six sectors of the Vancouver Board of Education.ResultsSchools scored highest in the areas of food garden and compost system development and use. Regular integration of food-related teaching and learning activities and hands-on food preparation experiences were also commonly reported. Most schools demonstrated rudimentary efforts to make healthy and environmentally sustainable food choices available, but in general scored lowest on these two domains. Moreover, no schools reported widespread initiatives fully supporting availability or integration of healthy or environmentally sustainable foods across campus.ConclusionsMore work is needed in all areas to fully integrate programmes and policies that support healthy, environmentally sustainable food systems in Vancouver schools. The assessment tools and proposed indicators offer a practical approach for researchers, policy makers and school stakeholders to assess school food system environments, identify priority areas for intervention and track relevant changes over time.
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Tester, June M., Irene H. Yen, Lauren C. Pallis, and Barbara A. Laraia. "Healthy food availability and participation in WIC (Special Supplemental Nutrition Program for Women, Infants, and Children) in food stores around lower- and higher-income elementary schools." Public Health Nutrition 14, no. 6 (December 21, 2010): 960–64. http://dx.doi.org/10.1017/s1368980010003411.
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AbstractObjectiveThe nutritional intake of schoolchildren is affected not only by what is consumed at school but also by what is available in food outlets near schools. The present study surveys the range of food outlets around schools and examines how the availability of healthy food in the food stores encountered varies by income status of the school and by store participation in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) food assistance programme.DesignNetwork buffer zones were created to reflect a quarter-mile (400 m) walk from elementary schools with lower- and higher-income student populations in Oakland, CA, USA. All food outlets within these zones were categorised by type, and audits were conducted within food stores using a checklist to assess for the presence or absence of twenty-eight healthy items (in five domains).SettingMid-sized city in the USA.SubjectsFood outlets near public elementary schools.ResultsThere were considerably more food outlets around lower-income schools. Food stores near higher-income schools had higher scores in two of the five domains (healthy beverages/low-fat dairy and healthy snacks). However, there were more food stores near lower-income schools that accepted WIC vouchers. Stratification showed that WIC stores scored higher than non-WIC stores on four of the five domains.ConclusionsAlthough higher-income students have more access to healthy food in the environment surrounding their school, this disparity appears to be mitigated by stores that accept WIC and offer more healthy snacking options. Federal programmes such as this may be particularly valuable for children in lower-income areas.
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Kaur, Sarabjit. "Innovative Programmes for Gender Equality in Indian School Education." Issues and Ideas in Education 8, no. 2 (October 22, 2020): 57–66. http://dx.doi.org/10.15415/iie.2020.82006.
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Background: National Education Policy 2020 aims to eliminate existing disparities in access to education for children from any gender or any under-represented group. After independence, India makes considerable strides in reducing gender gaps in education, but even today the goal of gender parity in school enrolments remains elusive. India provides Universal Elementary Education to all and this commitment has been articulated through Constitution, National Education Policies and other Innovative Programmes. All these initiatives put a strong emphasis on the education of girls and some of the programmes have been started particularly to eliminate gender gaps in school education. Purpose: This paper is an attempt to review the Innovative Programmes started by the Government of India to redress the gender gaps in school education and also to analyze the impact of these programmes on female literacy rates and enrolment rates of girls in elementary education. Before analyzing the innovative programmes and their impact on educational statistics, the paper briefly assesses the status of education in the Constitution of India and also studies the national policy perspective regarding universal elementary education of girls in the country in order to provide a sound background to this study. Methods: The method of document analysis for the review of policy documents and innovative programmes has been utilized and trend analysis method has been applied to study the educational statistics from the year 1950 to 2015. Results: The female literacy rates and enrolment of girls in total enrolments for the classes VI-VIII have registered an increase after the implementation of these programmes. Conclusions: It has been observed that these community-based programmes of the country have received a lot of international recognition for their contribution towards reducing gender gaps in elementary education. So, the experiences of these Innovative Programmes can prove quite beneficial for other countries struggling with gender gaps in school education.
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Nurlaili, Nurlaili, Warman Warman, and Raolah Raolah. "Improvement of principals’ supervision competence through accompaniment in principal working groups." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1704–20. http://dx.doi.org/10.18844/cjes.v16i4.6033.
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A principal’s supervision competency affects the improvement in the teaching and learning process; therefore, it needs to be improved. This study aimed to describe the principal working group (PWG) activities and the principal’s supervision competencies after being assisted by school supervisor in the PWG at Sangkuang Island, East Kutai Regency. This research used a qualitative method and was conducted at state elementary schools. Data collection used interview, observation and documentation techniques. The data were analysed using Miles and Huberman’s model. The results showed that the PWG activities were effective and the principals could exchange ideas and solutions to solve school problems. The school supervisor’s assistance in the PWG activities increased the principal’s supervision competencies. The principals were able to plan supervision programmes properly, conduct standard supervision and implement follow-up supervision according to the needs. This study implies that a school supervisor’s assistance is important to improve the principal’s supervision competence and this can be adopted at other area.
Keywords: Elementary school, principal, supervision competence.
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Just, David, and Joseph Price. "Default options, incentives and food choices: evidence from elementary-school children." Public Health Nutrition 16, no. 12 (May 28, 2013): 2281–88. http://dx.doi.org/10.1017/s1368980013001468.
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AbstractObjectiveTo examine whether requiring children to place fruits and vegetables on their lunch trays increases consumption of these items.DesignObservational study that exploited naturally occurring variation between two school districts and a pre–post observational study at schools that changed their lunch policy mid-year.SettingFifteen elementary schools from two school districts, one requiring students to place a fruit or vegetable on their tray and one that does not. In addition, three schools that implemented a default option part way through the school year.SubjectsStudents at eighteen elementary schools (41 374 child-day observations) across the two experiments.ResultsRequiring that fruits and vegetables be placed on each child's tray increased the fraction of children who ate a serving of fruits or vegetables by 8 percentage points (P < 0·01) but led to an extra 0·7 servings being thrown away per lunch served (P < 0·01). The default option approach cost $US 1·72 to get one additional child to eat one serving of fruits and vegetables for 1 d. However, when default options were combined with a small rewards programme the efficacy of both interventions increased.ConclusionsA default option, as a stand-alone programme, had only a limited impact on fruit and vegetable consumption but was much less cost-effective than other approaches. Schools requiring children to take fruits and vegetables with their lunch might consider adopting additional interventions to ensure that the additional items served do not end up being thrown away.
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To, Quyen G., Lee Wharton, Danielle Gallegos, Michalis Stylianou, Dung V. Do, Kien G. To, Hanh TM Tran, and Stewart G. Trost. "School-based physical education: Physical activity and implementation barriers in Vietnamese elementary schools." European Physical Education Review 26, no. 2 (October 9, 2019): 587–606. http://dx.doi.org/10.1177/1356336x19878746.
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Information about the Vietnamese physical education (PE) programme is limited due to a lack of relevant studies. Using the Health Optimising Physical Education as a conceptual framework, this study examined students’ physical activity (PA) levels in the fifth-grade PE programme in Vietnam and barriers to programme implementation. Eight schools (28 PE classes) were randomly selected for assessing students’ PA levels, lesson context, and PA promotion during PE lessons using the System for Observing Fitness Instruction Time. In-depth interviews were also conducted with school administrators, PE instructors, and classroom teachers using semi-structured guides to examine barriers influencing the implementation of the current PE programme. Results showed students spent 33% of PE time in moderate–vigorous physical activity (MVPA), which is less than the international recommendation of 50%. The amount of MVPA varied by school type, instructor gender and qualification. Programme implementation was negatively affected by the current structure that limits autonomy, a proclivity for a “one size fits all” approach to teaching PE, and limited motivation for PE instructors to improve their teaching. The low perceived value of PE, lack of support and professional development for existing PE instructors, and an over-emphasis on sports training due to available financial incentives were also identified as important barriers that affected programme implementation. Addressing these barriers could help improve the quality of the Vietnamese PE programme.
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Soriano-Ayala, Encarnación, and Verónica C. Cala. "A transcultural health education programme led by immigrant adolescents in Southern Spain." Health Promotion International 34, no. 5 (July 27, 2018): 970–80. http://dx.doi.org/10.1093/heapro/day057.
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Summary Immigration to western countries is a relevant phenomenon that has been linked to health inequalities. One form of inequality is ethnocentrism in health programmes. Therefore, social innovations and a new transcultural approach have been developed to culturally adapt health education interventions. This study aimed to evaluate the effects of a double transcultural health intervention, the Leader Adolescents in Transcultural Health Education (LATES) Project, which is led by high school immigrant adolescents over elementary students of multicultural contexts in southeastern Spain. This double quasi-experimental study had experimental and control groups composed of secondary students (12 health cultural brokers with 36 controls) and elementary students (26 participant students and 26 controls). The LATES Project was delivered to two high schools and two elementary schools in Almeria (Spain). A mixed evaluation method was used. Six attitudinal scales were used pre- and post-intervention to collect the data. The quantitative evaluation was completed using qualitative techniques through in-depth interviews and focal groups. Four sociocultural gradients were identified pre-intervention: a positive rural gradient, a negative gender gradient except in traditional ‘female’ dimensions, a negative age gradient and a dual migrant gradient that combined the health migrant effect in some behaviours and westernization in others. Specifically, the Moroccan population demonstrated better attitudes towards eating and physical activity behaviours. After the intervention, the experimental groups showed more improvement than the controls. However, the attitudinal scale increment is modest compared with the knowledge and motivation improvements. This intervention, which used a transcultural approach, has benefited young Spaniards to a greater extent than immigrants, probably due to the worse initial health conditions of the Spanish.
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Konečný, Ondřej, Alena Podhorná, Tereza Hlaváčková, and Petr Novák. "Attracting Pupils and Students to Natural Sciences: Challenges in Higher Education on the Example of Science Learning Centre Bioskop Masaryk University (Brno, the Czech Republic)." Journal of Education Culture and Society 7, no. 2 (September 10, 2016): 408–23. http://dx.doi.org/10.15503/jecs20162.408.423.
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Many universities in the Czech Republic lack students´ interest in the studies of natural science. That is why all the universities have to come up with an idea how to popularize these scientific fields to attract potential university applicants. One of the ways of achieving that is to create educational centres, which are able, thanks to these programmes, to approach students of primary and secondary schools and show them the natural sciences. The presented example of one particular educational centre (Bioskop Masaryk University, Brno, the Czech Republic) evaluates the success rate of their activities while using written questionnaire survey among the visitors of the programmes (students of primary and secondary schools as well as their pedagogues). The results have shown that thanks to these activities the centre created quality conditions for popularization of natural sciences. The results have also proven the centre´s ability to present natural sciences in an attractive and entertaining way to students of elementary and secondary schools. These students expressed their interest in the study of natural sciences and they would like to visit the centre again.
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Nithikathkul, C., N. Akarachantachote, S. Wannapinyosheep, W. Pumdonming, M. Brodsky, and Y. Sukthana. "Impact of health educational programmes on the prevalence of enterobiasis in schoolchildren in Thailand." Journal of Helminthology 79, no. 1 (March 2005): 61–65. http://dx.doi.org/10.1079/joh2004272.
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AbstractEnterobiasis is a worldwide prevalent disease particularly in low income areas. The budget needed for the prevention, treatment and eradication of the disease has thus far frustrated the limited budgets of global public health systems. A study was undertaken to determine if education in addition to medical treatment of enterobiasis could make a difference to the rates of infection. A total of 777 children (399 male and 378 female) from 11 elementary schools in five districts of Samut Prakan Province, Thailand were examined between December 2000 and March 2002. In five of the 11 schools studied, medical treatments were applied, followed by a programme of educating the children in the prevention of infection. Children in the remaining six schools received medical treatment only. The study showed a decrease in infections among children who received supplementary education. This decrease was significant in comparison to the decrease shown among children who received medical treatment only. The study therefore showed that educating high risk individuals played a key role in the prevention of enterobiasis.
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Slusser, Wendelin M., William G. Cumberland, Ben L. Browdy, Linda Lange, and Charlotte Neumann. "A school salad bar increases frequency of fruit and vegetable consumption among children living in low-income households." Public Health Nutrition 10, no. 12 (December 2007): 1490–96. http://dx.doi.org/10.1017/s1368980007000444.
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AbstractObjectiveTo measure change in fruit and vegetable (F&V) consumption among elementary-school children after the introduction of a salad bar programme as a lunch menu option in the US Department of Agriculture’s (USDA) reimbursable lunch programme in Los Angeles Unified School District (LAUSD).DesignA cross-sectional sample of children was interviewed before and after a salad bar intervention (1998 and 2000, respectively) utilising a 24-hour food recall questionnaire. Frequencies of F&V consumption were calculated.SettingThe evaluation took place in three LAUSD elementary schools participating in the salad bar programme and the USDA reimbursable lunch programme.SubjectsThree hundred and thirty-seven children in 2nd–5th grade (7–11 years old).ResultsAfter the salad bar was introduced, there was a significant increase in frequency (2.97 to 4.09,P< 0.001) of F&V consumed among the children studied. The increase in frequency of F&V consumed was almost all due to an increase during lunch (84%). Mean energy, cholesterol, saturated fat and total fat intakes were significantly lower in the children after the salad bar was introduced in the schools compared with the intakes in the children before the salad bar was introduced.ConclusionA salad bar as a lunch menu option in the USDA reimbursable lunch programme can significantly increase the frequency of F&V consumption by elementary-school children living in low-income households.
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Verstraete, Stefanie JM, Greet M. Cardon, Dirk LR De Clercq, and Ilse MM De Bourdeaudhuij. "A comprehensive physical activity promotion programme at elementary school: the effects on physical activity, physical fitness and psychosocial correlates of physical activity." Public Health Nutrition 10, no. 5 (May 2007): 477–84. http://dx.doi.org/10.1017/s1368980007223900.
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AbstractObjectiveTo evaluate the effects of a comprehensive physical activity (PA) promotion programme in elementary schools on children's total PA levels, leisure-time PA, physical fitness and psychosocial correlates of PA.DesignA pre-test–post-test design over two school years.Setting and subjectsSixteen elementary schools (764 children, mean age: 11.2 ± 0.7 years) were randomly assigned to the intervention condition (n = 8) and the control condition (n = 8). The intervention included a health-related physical education programme, an extracurricular PA promotion programme and classroom-based PA education lessons. In the total sample, leisure-time PA, psychosocial correlates of PA and physical fitness were measured using a PA questionnaire and the Eurofit test battery. In a sub-sample, total PA levels were measured using an accelerometer.ResultsAccording to accelerometer data, children's moderate PA and moderate-to-vigorous PA (MVPA) levels decreased less in the intervention schools than in the control schools (P < 0.01). The average time spent on MVPA decreased by 9 min per day in the intervention schools compared with 33 min per day in the control schools. Children in the intervention schools reported significantly more moderate PA in leisure time than the controls (P < 0.05). No overall improvement of physical fitness and no effects on the psychosocial correlates of PA were found.ConclusionsThe comprehensive PA promotion programme was successful in preventing a decline in children's total activity levels. Furthermore, the intervention increased children's PA engagement in leisure time. Therefore, implementation needs to be encouraged.
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Rehman, Nadia, Wenlan Zhan, Muhammad Saifullah Khalid, Mussarat Iqbal, and Amir Mahmood. "Assessing the knowledge and attitude of elementary school students towards environmental issues in Rawalpindi." Present Environment and Sustainable Development 15, no. 1 (June 30, 2021): 5–21. http://dx.doi.org/10.15551/pesd2021151001.
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Educational institutions need to increase their efforts in the modern era of Education for Sustainable Development (ESD) to educate their students for a sustainable future. Teachers and curriculum is the key ingredient to educate children and teenagers to be leaders of tomorrow in protecting the environment. This quantitative study was conducted to examine elementary school students' knowledge and attitudes towards environmental issues in Rawalpindi. The environment is directly and indirectly affected by humanity. The environment is getting polluted day by day due to which it becomes difficult to live in such a massive environment. To achieve this, there is a need to develop knowledge and attitudes in each individual. For this purpose, the population of the study consisted of all the public and private schools of the Rawalpindi. A hundred students of the ten schools, five public and five private schools of Rawalpindi, were taken as a sample for data collection. To check the attitudes of students' the questionnaire-based Relevance of Science Education (ROSE) Project was used to measure a student's attitudes and to measure the knowledge of students' self-made knowledge assessment test was used to collect the data from 7thgrade students'. The study examined the knowledge and attitude of elementary school students in public and private schools. The study also checked and compared students' knowledge and attitudes in public and private schools of Rawalpindi. Data was analyzed on SPSS software; Cross tabulation and chi-square were used to check students' knowledge. The Independent t-test was used to measure the attitudes of students. The results indicated no significant difference between government and private school students' knowledge and attitudes. Private school students' had slightly more knowledge than public school students but this difference was not significant. The public and private school students had a positive attitude towards environmental issues. Students owned environmental problems and were highly motivated to solve these problems. They were agreed to take action for the betterment of the future. As a result, sustainable development from elementary school to university necessitates a paradigm shift in our educational systems. Indeed, a sustainable way of life is impossible to achieve without a proper education system that teaches our youth how to integrate sustainability principles into their daily lives and work. Significant progress has been made in integrating environmental values into current curricula, developing new approaches and producing educational content for effective EE implementation in both programmes, since it was a government initiative to integrate environmental concepts into established curricula, devise different approaches and prepare training materials for ef Teacher teaching is therefore important in both Pakistani education systems to improve vital thinking skills and to react positively to the world about potential Pakistanis.
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Lorenz, Kent A., Michalis Stylianou, Shannon Moore, and Pamela Hodges Kulinna. "Does fitness make the grade? The relationship between elementary students’ physical fitness and academic grades." Health Education Journal 76, no. 3 (October 23, 2016): 302–12. http://dx.doi.org/10.1177/0017896916672898.
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Background and Objective: Increased emphasis on academic outcomes has reduced the amount of time spent in physical education and other school physical activity opportunities in many schools in the USA. However, physical fitness is a positive predictor of academic performance on standardised tests, and students who perform better on fitness measures may earn higher grades. The purpose of this study was to evaluate the relationship between physical fitness and teacher-assigned grades in fourth-grade students and examine whether the relationship is moderated by body composition, gender or ethnic background. Design: Cross-sectional design. Students’ fitness levels were assessed mid-way through the spring semester, and their third-quarter grades were obtained from the schools. Participants and setting: Fourth-grade students ( N = 80; 38 female students; 65 non-Hispanic or Latino) from two elementary schools in the south-western USA. Method: Students completed physical fitness measures using standard procedures from the FITNESSGRAM protocol, and standardised teacher-assigned grades in reading, writing, mathematics, social studies and science were compiled. Linear regression and multivariate analysis of variance (MANOVA) were performed to examine the relationship between physical fitness measures and average grades, and examine whether differences in fitness and grades existed between gender, ethnic background and body mass index (BMI) percentile rank. Results: Aerobic fitness, as measured by the number of 20-m Progressive Aerobic Cardiovascular Endurance Run (PACER) laps completed, had a significant influence on reading, writing, mathematics and science grades. There were no significant interactions between aerobic fitness and ethnic background, gender or BMI percentile rank, meaning that aerobic fitness was the largest specific influence on average teacher-assigned grades. Conclusion: Positive associations exist between physical fitness and academic performance, suggesting activities that help children improve their physical fitness ought to be a central component of physical education and broader school physical activity programmes.
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Borgers, Marja. "Taalbeleid in het Primair Onderwijs in Amsterdam." Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 71–79. http://dx.doi.org/10.1075/ttwia.86.08bor.
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In 2003 the local authorities in Amsterdam initiated a language policy in cooperation with the city's elementary schools. During eight years a large number of activities have been undertaken to help schools with their task to educate children from very different language backgrounds as well as they can and to find solutions for the problems they face. This article summarizes these activities in the light of changing views on language policy. Although it is still difficult to get an insight into the actual effects of all the efforts on the pupils, trends of changes are becoming clear. Now it is time to consolidate these trends and to move on to incorporate evidence-based programmes and new knowledge into the schools and to educate the teachers to perform their complex tasks as well as possible.
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Motlagh, Mohammad E., Roya Kelishadi, Mohammad A. Amirkhani, Hasan Ziaoddini, Marziyeh Dashti, Tahereh Aminaee, Gelayol Ardalan, Parisa Mirmoghtadaee, Sousan Keshavarz, and Parinaz Poursafa. "Double burden of nutritional disorders in young Iranian children: findings of a nationwide screening survey." Public Health Nutrition 14, no. 4 (September 15, 2010): 605–10. http://dx.doi.org/10.1017/s1368980010002399.
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AbstractObjectiveTo assess the national prevalence of short stature, underweight, overweight and obesity in 6-year-old Iranian children before school entry.DesignCross-sectional nationwide survey.SettingMandatory national screening programme before entrance to elementary school in 2008 in Iran.SubjectsAll Iranian children entering public and private elementary schools.ResultsThe study population comprised 862 433 children (48·4 % girls, 77·2 % urban resident). Overall, 6·5 % of children had short stature, 19·1 % were underweight, 12·8 % were overweight and 3·4 % were obese. There was no significant difference in terms of gender, but considerably larger differences were documented among various provinces.ConclusionsThe double burden of nutritional disorders among young children warrants a multi-faceted national policy with evidence-based local programmes. Such planning needs a comprehensive surveillance system and centralized data registry for children’s growth.
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Valaitis, Renata F., Rhona M. Hanning, and Isabela S. Herrmann. "Programme coordinators’ perceptions of strengths, weaknesses, opportunities and threats associated with school nutrition programmes." Public Health Nutrition 17, no. 6 (June 17, 2013): 1245–54. http://dx.doi.org/10.1017/s136898001300150x.
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AbstractObjectiveAs part of a larger evaluation of school nutrition programmes (SNP), the present study examined programme coordinators’ perceptions of strengths, weaknesses, opportunities and threats (SWOT) regarding their SNP and public health professionals’ support.DesignQualitative interviews were conducted with twenty-two of eighty-one programme coordinators who had completed a programme evaluation survey. Interviews followed a SWOT framework to evaluate programmes and assessed coordinators’ perceptions regarding current and future partnerships with public health professionals.SettingThe study was conducted in a large, urban region within Ontario.SubjectsThe twenty-two coordinators who participated represented a cross-section of elementary, secondary, Public and Catholic schools.ResultsSNP varied enormously in foods/services offered, how they offered them and perceived needs. Major strengths included universality, the ability to reach needy students and the provision of social opportunities. Major weaknesses included challenges in forming funding partnerships, lack of volunteers, scheduling and timing issues, and coordinator workload. Common threats to effective SNP delivery included lack of sustainable funding, complexity in tracking programme use and food distribution, unreliable help from school staff, and conflicts with school administration. Opportunities for increased public health professionals’ assistance included menu planning, nutrition education, expansion of programme food offerings, and help identifying community partners and sustainable funding.ConclusionsThe present research identified opportunities for improving SNP and strategies for building on strengths. Since programmes were so diverse, tailored strategies are needed. Public health professionals can play a major role through supporting menu planning, food safety training, access to healthy foods, curriculum planning and by building community partnerships.
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Leadbeater, Bonnie J., Emilie Gladstone, Rachel S. Yeung Thompson, Paweena Sukhawathanakul, and Tracy Desjardins. "Getting started: assimilatory processes of uptake of mental health promotion and primary prevention programmes in elementary schools." Advances in School Mental Health Promotion 5, no. 4 (October 2012): 258–76. http://dx.doi.org/10.1080/1754730x.2012.736790.
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Dar, Iqbal, and Sangeeta Gupta. "EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.
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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.
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Deepak, Dey Kumar. "Socio-demographic Characteristics of School Dropouts in Mahbubnagar District of Telangana State, India." Artha - Journal of Social Sciences 15, no. 2 (April 1, 2016): 88. http://dx.doi.org/10.12724/ajss.37.6.
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Free and compulsory education to all children up to the age of fourteen years is the commitment of the Constitution of India. The governments of India and state governments have initiated a number of programmes to achieve the goal of universalization of elementary education. Among them Sarva Shiksha Abhiyan (SSA) is the recent addition. According to the handbook of education statistics (2013-14), 38.2 per cent of children in the state who had enrolled in Class I did not reach Class X and were thus, deprived of basic education. To improve retention in government schools, understanding the socio-demographic characteristics of the parents of school dropout children would be advantageous. For the purposes of the study, a field survey was conducted in 18 villages of six rural Mandals of Mahbubnagar district with a sample of 401 respondents. Study finding revealed that both boys and girls in the age group of six to 18 years were equally vulnerable to dropouts. About 90 per cent of the school dropout children were from the government schools and three in five children in the age group of 15 to 18 years were dropped out from the school
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Mulawarni, Mulawarni. "Error Analysis on Han Character Stroke Writing (汉字 Hànzì) of Mandarin Language Teachers (Participants on Training for Senior High Schools/Vocational Schools/ Islamic High Schools Chinese Language Teachers on Critical Literacy and HOTS)." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (July 29, 2019): 155–65. http://dx.doi.org/10.21009/bahtera.182.05.
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ABSTRACT
Mandarin language has been one of the subjects in 2013 Curriculum as one of the foreign languages taught in schools starting from elementary to universities. Due to high interest in Chinese language in opening career opportunities to people who can master the language, there is also an increase of interest on not only the language but also on how to teach the language. Teachers in this context the teachers of Mandarin language at least master the basic of teaching Mandarin language in the five elements. On this matter, there are errors in the writing of Han Characters that occurs during the learning process on learners and teachers. The errors cover the strokes misalignment on written texts of describing oneself. This study analyzes the common mistakes of Chinese stroke writing on Teachers of Chinese language teachers in Indonesia on training programmes.
Key Words: Han Characters; Error Analysis in writing; writing misalignment; Chinese stroke writing and Mandarin Language Teachers.
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Vibulphol, Jutarat, Jyrki Loima, Sornnate Areesophonpichet, and Chanita Rukspollmuang. "Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland." Journal of Education and Learning 4, no. 4 (November 9, 2015): 149. http://dx.doi.org/10.5539/jel.v4n4p149.
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<p>This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21<sup>st</sup> century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach.</p><p>The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants.</p><p>The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers’ professional development tools, those will need further studies.</p>
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Mbon, Usen F., Festus O. Arop, Ekpenyong E. Ekanem, Victor O. Ebuara, and Emanghe E. Emanghe. "School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools." Journal of Social Sciences Research, no. 73 (July 31, 2021): 116–25. http://dx.doi.org/10.32861/jssr.73.116.125.
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Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.
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Muh Burhanudin Harahap, Maria Veronika Roesminingsih, and Mudjito. "Implementation and Impact of Human Resources Development in Improving the Performance of Teachers in Schools (Multi Case Studies)." IJORER : International Journal of Recent Educational Research 2, no. 1 (January 31, 2021): 29–41. http://dx.doi.org/10.46245/ijorer.v2i1.69.
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This research aims to analyze the implementation and impact of human resource development in improving the performance of students. This research used a qualitative approach with the type of multi-case study research at the Elementary School Muhammadiyah of 1 Jember and the Elementary School Al Baitul Amien of 1 Jember. Data collection was carried out by observation, interviews, and documentation in both schools. The data analysis process was carried out by condensing data, presenting data, drawing conclusions, and verification. Based on the research conducted, it was concluded that the implementation of human resources in Elementary School Muhammadiyah of 1 Jember and Elementary School Al Baitul Amien of 1 Jember, namely 1) The school has fully professional development of educators in the form of training programs and always strives to improve the quality of education through skills improvement programs. 2) The school activity program is always maximized, through habituation in improving the quality of learning through activities, teaching, during the learning process and up to the implementation of quality training so that it is optimal. 3) Programmed school activities program in a clear concept in planning the skills development of educators. 4) Regulations concerning the development of written and straightforward teaching staff and maximized for the program of enhancing the skills of educators which are compiled through the formulation and determination of collective teacher teamwork. Then the impact of the development of human resources in improving the performance of students has a good overall impact on every program implementation of the two schools.
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Massey, William V., Megan B. Stellino, Megan Holliday, Travis Godbersen, Rachel Rodia, Greta Kucher, and Megan Wilkison. "The impact of a multi-component physical activity programme in low-income elementary schools." Health Education Journal 76, no. 5 (April 11, 2017): 517–30. http://dx.doi.org/10.1177/0017896917700681.
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Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students ( n = 21) and focus groups with fourth- and fifth-grade students ( n = 75). Results: Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students’ classroom behaviour. Conclusion: Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behaviour during recess and in the classroom.
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Loucaides, Constantinos A., Russell Jago, and Maria Theophanous. "Social, attitudinal and behavioural correlates of fruit and vegetable consumption among Cypriot adolescents." Public Health Nutrition 14, no. 12 (May 16, 2011): 2139–47. http://dx.doi.org/10.1017/s1368980011000784.
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AbstractObjectiveTo examine the prevalence and correlates of fruit and vegetable (FV) consumption in Cypriot adolescents.DesignA cross-sectional study.SettingThe Republic of Cyprus.SubjectsA total of 1966 adolescents with a mean age of 14·7 (sd2·2) years from nine elementary (n448), six middle (n657), five high (n475) and five technical/vocational schools (n386) in Cyprus. Participants completed a questionnaire assessing FV consumption using a two-item screening measure and a number of social, attitudinal and behavioural correlates of FV consumption.ResultsOverall, 19·3 % of adolescents reported consuming five or more portions of FV daily, with elementary and middle school students more likely to meet recommendations (23·8 % and 24·4 %, respectively) compared with high and technical/vocational school students (14·0 % and 12·5 %, respectively). Consuming five or more portions of FV was associated with preference for FV (OR = 2·2), family eating patterns (OR = 1·5), friends’ FV consumption (OR = 1·2) and school support for FV consumption (OR = 0·8). Consuming at least one portion of fruit daily was significantly associated with preference for FV (OR = 2·0) and family eating patterns (OR = 1·7). Consuming at least one portion of vegetables daily was associated with preference for FV (OR = 4·2) and eating while watching television (OR = 0·8).ConclusionsTargeting individual and family-based components may enhance the effectiveness of intervention programmes to promote FV consumption.
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Doyle, Susan, Sarah E. Francis, and Rhonda Joy. "Treatment Integrity and Social Validity of the FRIENDS for Life Programme in a Northeastern Canadian School System." Behaviour Change 37, no. 2 (April 16, 2020): 74–92. http://dx.doi.org/10.1017/bec.2020.4.
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AbstractThe FRIENDS for Life (FFL) programme, a school-based anxiety prevention programme, targets anxiety reduction and resiliency development in elementary school-aged children (Barrett, Sonderegger & Xenos, 2003). In the context of equivocal effectiveness findings regarding FFL in Canadian schools, the present study assessed pre–post changes in anxiety, self-esteem, and prosocial behaviour in a school system in Northeastern Canada. To yield further insight to the potential sources of equivocal FFL effectiveness findings, we also evaluated FFL treatment integrity (TI) and social validity (SV). Few studies have assessed FFL TI at the level of identifying which programme sessions, or within-session content, have or have not been adhered to (Higgins & O'Sullivan S, 2015). Similarly, few studies have provided detailed programme SV data or perceived programme benefits by children and parents. TI and SV can provide programme data beyond anxiety reduction, which is key in prevention programming research, as pre–post changes are challenging to detect in ‘healthy’ samples (Durlak & Wells, 1997). Treatment outcome, TI, and SV data were collected from classrooms across 10 elementary schools administering FFL. The sample included 210 child and 108 parent participants; post-testing occurred 1 week following FFL programme completion. Findings indicated significant decreases from pre- to post-test in child-reported anxiety and self-esteem but no changes in prosocial behaviours. Findings suggest that low TI ratings may have impacted anxiety, self-esteem, and prosocial behaviour results, and that child-reported SV may be more related to programme outcomes than parent-reported SV. Implications for FFL programme developers and future FFL evaluation studies are discussed.
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Abotsi, Anselm. "Expectations of School Feeding Programme: Impact on School Enrolment, Attendance and Academic Performance in Elementary Ghanaian Schools." British Journal of Education, Society & Behavioural Science 3, no. 1 (January 10, 2013): 76–92. http://dx.doi.org/10.9734/bjesbs/2013/2652.
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Ghattas, Hala, Jowel Choufani, Zeina Jamaluddine, Amelia Reese Masterson, and Nadine R. Sahyoun. "Linking women-led community kitchens to school food programmes: lessons learned from the Healthy Kitchens, Healthy Children intervention in Palestinian refugees in Lebanon." Public Health Nutrition 23, no. 5 (November 22, 2019): 914–23. http://dx.doi.org/10.1017/s1368980019003161.
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AbstractObjective:Decades of marginalization have led Palestinian refugees living in Lebanon to experience multigenerational poverty and food insecurity. The Healthy Kitchens, Healthy Children programme implemented and examined the impact of a two-pronged intervention that employed women through community kitchens to deliver a subsidized healthy daily school snack to elementary-school children in Palestinian refugee camps in Lebanon. We describe the rationale, study design, theorized impact pathways, and discuss lessons learned.Design:The programme was quasi-experimental. We conducted formative and process evaluation of both components of the intervention to elucidate the pathways to programme impact.Setting:Palestinian refugee camps in Lebanon.Participants:Thirty-three women participated in the kitchens and provided subsidized snacks to 714 children.Results:Snacks were healthy, traditional Palestinian recipes designed by women and a nutritionist. Participation fluctuated but eventually increased after modifying the meals to ensure acceptability by children. The main challenges to sustainability related to the need for subsidization of the meals and the lack of school policies around the regulation of sales of school food, which together led to fluctuations in programme participation.Conclusions:The study provides lessons learned on the potential of this model to improve the human capital of two generations of protracted refugees. The availability of schools as a constant market for these social enterprises offers an opportunity for sustainable livelihood generation and food security gains. Challenges to sustainability remain and could be addressed through social (subsidies to support the programme) and structural (policies to restrict unhealthy food sales) measures.
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Kambayashi, Isao. "Development of educational programs through comprehensive learning aimed at improving the health and physical fitness of elementary school students." Impact 2021, no. 2 (February 26, 2021): 50–52. http://dx.doi.org/10.21820/23987073.2021.2.50.
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Technological advances and innovations have inadvertently promoted a more sedentary lifestyle. Lifestyles of this kind tend to involve a lack of good quality sleep and poor nutrition. This is a particularly worrisome trend in children and it is important to encourage an active lifestyle and good nutrition among this generation and instill them with positive habits. Indeed, research has found that more and more Japanese children are waking with a low basal body temperature, which can be associated with poor physical fitness. Professor Isao Kambayashi, Hokkaido University of Education (HUE), Japan, and Koji Sugo, Sapporo Elementary School, Japan, which is affiliated with HUE, are looking into the extent of the issue and what can be done to improve it, with a focus on better education. At present, little time is dedicated to the health education of elementary school children, which is not helping the situation. As such, Kambayashi and Sugo are surveying students in order to establish a better understanding of the situation and they will implement an educational programme designed to improve the health and fitness of elementary school children. The idea is that implementing the educational programme will improve the fitness levels of children as well as improving their nutrition, resulting in improved lifestyles overall. Ultimately, this should have a widespread positive impact, curbing rising sedentary lifestyles and increasing levels of obesity, with the potential for similar programmes to be introduced throughout Japan and, indeed, the world.
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Aarsæther, Finn. "Learning environment and social inclusion for newly arrived migrant children placed in separate programmes in elementary schools in Norway." Cogent Education 8, no. 1 (January 1, 2021): 1932227. http://dx.doi.org/10.1080/2331186x.2021.1932227.
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Manios, Yannis, and Anthony Kafatos. "Health and Nutrition Education in Elementary Schools: Changes in health knowledge, nutrient intakes and physical activity over a six year period." Public Health Nutrition 2, no. 3a (March 1999): 445–48. http://dx.doi.org/10.1017/s1368980099000610.
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AbstractObjective:To examine the effects of a health and nutrition intervention, implemented in primary schools of Crete, on health knowledge, nutrient intakes and physical activity of the intervention population.Methods:The intervention group consisted of 24 schools while the control group consisted of 16 schools. The overall duration of the intervention was six years, while the topics of the intervention primarily focused on children' dietary habits, physical activity and fitness.Results:After the completion of the intervention period, the changes observed in health knowledge, nutrient intakes and physical activity were in favour of the intervention group pupils.Conclusion:The encouraging findings of the study indicate the potential of the programme in health promotion and disease prevention without involving substantial new school resources and time.
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Balazova, Maria, Dana Blahutova, and Terezia Valaskova. "Prevention of invasive species in the context of lower secondary education." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 2 (August 20, 2019): 40–47. http://dx.doi.org/10.18844/prosoc.v6i2.4281.
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Biological invasions are recognised as a potentially major threat to biodiversity and may have considerable economic and social effects. Public, including pupils, attitudes may have large implications for invasive species management in terms of prevention, early warning and eradication success, but significant is the relations between the lay public’s visions of nature, their knowledge about non-native species and their perceptions of invasive species management. The more direct experience people have with the impact of invasive species, the more likely they will be able to understand the potential benefits of management programmes. The aim of our work was to prepare educational materials about invasive organisms for elementary schools. Some of them were subsequently applied directly in practice as part of an excursion in a schoolyard in west Slovakia, where up to six species of invasive plants were identified in the close proximity to the school.
Keywords: Biological invasions, prevention, education, excursion.
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Fintor, Gábor. "Correlations of sport levels and popularity of sport programmes among elementary school students." Recreation 4, no. 2 (2014): 11–16. http://dx.doi.org/10.21486/recreation.2014.4.2.1.
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Price, Sabra, and George E. Hein. "More than a field trip: science programmes for elementary school groups at museums." International Journal of Science Education 13, no. 5 (November 1991): 505–19. http://dx.doi.org/10.1080/0950069910130502.
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Widyangsih, Octaviany. "PENERAPAN PEMBELAJARAN ONLINE (DALAM JARINGAN) DI SEKOLAH DASAR." Trapsila: Jurnal Pendidikan Dasar 2, no. 02 (December 30, 2020): 50. http://dx.doi.org/10.30742/tpd.v2i2.1106.
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Abstract: Pandemic Covid-19 made government implemented the regulation of education that learning process only conduct by distance education, thus one of the method in this programme was by online learning. The objective of this research was to digging information about the online learning process by elementary teachers. Using the descriptive qualitative method with subjects of 37 teachers in Bogor City. Data was collected by survey with 2 type of questions (open and closed questions). The results shows, that before pandemic Covid-19 the implementation of online learning in elementary schools were very low, but after pandemic the readiness of teachers regarding the goverment regulation is well accomodated even though teachers still have shortcoming with the authenticity of learning outcomes from assignments. Furthermore, teachers still cannot fully conduct evaluation by online assessment particularly to evaluate the affective and social aspects. Keywords: elementary school, instructional, online, implementation
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He, Meizi, Charlene Beynon, Michelle Sangster Bouck, Renée St Onge, Susan Stewart, Linda Khoshaba, Betty A. Horbul, and Bill Chircoski. "Impact evaluation of the Northern Fruit and Vegetable Pilot Programme – a cluster-randomised controlled trial." Public Health Nutrition 12, no. 11 (May 28, 2009): 2199–208. http://dx.doi.org/10.1017/s1368980009005801.
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AbstractObjectiveThe purpose of this impact evaluation was to measure the influence of a government of Ontario, Canada health promotion initiative, the Northern Fruit and Vegetable Pilot Programme (NFVPP), on elementary school-aged children’s psychosocial variables regarding fruit and vegetables, and fruit and vegetable consumption patterns.DesignA cluster-randomised controlled trial design was used. The NFVPP consisted of three intervention arms: (i) Intervention I: Free Fruit and Vegetable Snack (FFVS) + Enhanced Nutrition Education; (ii) Intervention II: FFVS-alone; and (iii) Control group. Using the Pro-Children Questionnaire, the primary outcome measure was children’s fruit and vegetable consumption, and the secondary outcome measures included differences in children’s awareness, knowledge, self-efficacy, preference, intention and willingness to increase fruit and vegetable consumption.Setting/SubjectsTwenty-six elementary schools in a defined area of Northern Ontario were eligible to participate in the impact evaluation. A final sample size of 1277 students in grades five to eight was achieved.ResultsIntervention I students consumed more fruit and vegetables at school than their Control counterparts by 0·49 serving/d (P < 0·05). Similarly, Intervention II students consumed more fruit and vegetables at school than Control students by 0·42 serving/d, although this difference was not statistically significant. Among students in both intervention groups, preferences for certain fruit and vegetables shifted from ‘never tried it’ towards ‘like it’.ConclusionsThe NFVPP resulted in positive changes in elementary school-aged children’s fruit and vegetable consumption at school, and favourable preference changes for certain fruit and vegetables.