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Journal articles on the topic 'Removing child from school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Letelier S, Leonardo, and Hector Ormeño C. "Education and fiscal decentralization. The case of municipal education in Chile." Environment and Planning C: Politics and Space 36, no. 8 (2018): 1499–521. http://dx.doi.org/10.1177/2399654418761888.

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Chile implemented a radical reform in favor of decentralization at the beginning of the 1980s, with municipalities taking over the administration of public school education. The government that came to power in 2014 is committed to revert this reform, removing public schools from municipal control. Using panel data gathered between 2005 and 2013, this study shows that municipalities with greater autonomy performed better when administrating schools. Two major conclusions may be drawn. First, selective decentralization in favor of more autonomous municipalities is a better public policy approach relative to an all across the board solution. Second, since this autonomy is very unevenly distributed across municipal governments, a renewed and more effective fiscal equalization system should be established in Chile.

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MacDonald, Nancy, та Judy MacDonald. "Reﬂections of a Mi’kmaq social worker on a quarter of a century work in First Nations child welfare". First Peoples Child & Family Review 3, № 1 (2020): 34–45. http://dx.doi.org/10.7202/1069525ar.

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First Nations people would argue that the ‘Sixties Scoop’ of removing their children from their homes and culture never ended. First Nations children entering ‘care’ of child welfare agencies has increased signiﬁcantly since the 1960s and 1970s. Storying the journey of a Mi’kmaq social worker working with a First Nations child, aspects of the child welfare system will be theoretically and historically located and critiqued from a social justice perspective. Schools of Social Work will be challenged to provide an education inclusive of decolonization, understanding the historical limitations of the child welfare system and its impact upon First Nations peoples.

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Galehouse, Pamela J. "A Child Self-Report Exemplar: Adapting Administration Procedures of the Self-Perception Profile for Children to Reduce Measurement Error." Journal of Nursing Measurement 22, no. 1 (2014): 46–58. http://dx.doi.org/10.1891/1061-3749.22.1.46.

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Background and Purpose: Child self-reports can provide unique information to researchers. When the 2-step structured format of a frequently used self-concept measure resulted in unusable data during a pilot of inner-city school children, the framework of attention and executive control was used to analyze the task and adapt administration format. Methods: A card system was substituted for the paper format and Cronbach’s alphas calculated on data obtained from 233 3rd–6th graders. Results: Complete data; alphas ranged from .58 (social competence) to .75 (behavioral conduct). Conclusions: The use of cards to facilitate choices effectively reduced error by removing one option from view prior to completing second step. Two competence subscales (social and athletic) had alphas less than .70 suggesting further exploration with this population.

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Bandurska, Ewa, Michał Brzeziński, Paulina Metelska, and Marzena Zarzeczna-Baran. "Cost-Effectiveness of an Obesity Management Program for 6- to 15-Year-Old Children in Poland: Data from Over Three Thousand Participants." Obesity Facts 13, no. 5 (2020): 487–98. http://dx.doi.org/10.1159/000509130.

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<b><i>Background:</i></b> Obesity and overweight, including childhood obesity and overweight, pose a public health challenge worldwide. According to the available research findings, long-term interventions focusing on dietary behavior, physical activity, and psychological support are the most effective in reducing obesity in children aged 6–18 years. There are limited studies showing the financial effectiveness of such interventions. <b><i>Objective:</i></b> The objective of the present study was to evaluate cost-effectiveness of the 6-10-14 for Health weight management program using pharmacoeconomic indicators, i.e., cost-effectiveness analysis using the incremental cost-effectiveness ratio. <b><i>Methods:</i></b> We used anthropometric data of 3,081 children included in a 1-year-long intervention with a full financial cost assessment. <b><i>Results:</i></b> The cost of removing a child from the overweight group (BMI &#x3e;85th percentile) was PLN 27,758 (EUR 6,463), and the cost of removing a child from the obese group (BMI &#x3e;95th percentile) was slightly lower, i.e., PLN 23,601 (EUR 5,495). Given the obesity-related medical costs calculated in the life-long perspective, these results can be considered encouraging. At the same time, when comparing the total costs per participant with the costs of other interventions, it can be noted that they are similar to the costs of school programs containing more than 1 type of intervention. <b><i>Conclusions:</i></b> The 6-10-14 for Health program can be considered cost-effective. As a result of committing financial resources in the approximate amount of EUR 1,790 per child, around half of the children participating in the program have improved their weight indicators.

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Dickey, Eleanor. "An Immersion Class In Ancient Education." Journal of Classics Teaching 16, no. 31 (2015): 38–40. http://dx.doi.org/10.1017/s2058631015000069.

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In November 2014 the Reading University Classics Department held an unusual event as part of the national ‘Being Human’ humanities festival. We re-created an ancient schoolroom and invited more than a hundred local school-age students to experience antiquity at first hand (specifically, Greek-speaking Egypt in the fourth century AD, as that is the time and place for which we have the most information). Before entering the schoolroom participants donned a complete Roman school costume, removing watches, glasses, and any other visibly modern accoutrements, and learned how to play the part which they would assume once inside. Students learned how to act like an ancient child (a relatively simple process), while the classroom slaves (headed by a distinguished Oxford papyrologist) and the teachers (a superb team of three lecturers and seven undergraduate and MA students from Reading) underwent a longer training to enable them to teach in the ancient fashion.

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Earley, Penelope, and S. David Brazer. "Exploring State Policy Regarding Teachers Removing License Endorsements: Short Term and Long Term Policy Implications. Vol. 13 No. 47." education policy analysis archives 13 (November 30, 2005): 47. http://dx.doi.org/10.14507/epaa.v13n47.2005.

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This study explores and begins baseline documentation of state policies governing teachers' voluntary removal of endorsement areas from their licenses. Through a survey of state licensure officers we find that most states allow teachers to remove endorsements, though the specifics of how this can be done vary from state to state. The No Child Left Behind Act and the Individuals With Disabilities Education Act may help motivate teachers to remove endorsements. By defining teacher qualifications and setting expectations that all students will achieve adequate yearly progress on state examinations, these two pieces of legislation place additional pressure on teachers of general population and at-risk students. Thus, federal policy contributes to a dilemma playing out at the state level: Policies enacted to improve classroom instruction may increase pressure on qualified teachers that potentially drives some of them away from special needs classrooms that most require high quality service. As demands on them mount, teachers may look for ways to relieve some stress points. Removing a license endorsement becomes one such tool to avoid teaching in classrooms of students with learning challenges. If significant numbers of teachers remove license endorsements, labor market dislocations may follow. Additional study is needed in the future to further document how states do or do not regulate endorsement removal, the extent to which teachers are aware of and have utilized this option, and how school, district, and state administrators and decision makers respond to license endorsement removal.

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Bolten, Catherine. "The agricultural impasse: creating "normal" post-war development in Northern Sierra Leone." Journal of Political Ecology 16, no. 1 (2009): 70. http://dx.doi.org/10.2458/v16i1.21692.

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This article analyzes the notion of "normal" post-war development in Makeni, northern Sierra Leone in light of the fact that local people, the national government, and NGOs appear to be at an impasse concerning agricultural practices. I argue that fundamentally different perspectives on what construes desirable post-war development are causing this deadlock. The government adopted the Convention on the Rights of the Child (CRC) to make the country more attractive donors (and more resistant to donor fatigue), thus making primary education compulsory and removing important child labor from farms. NGOs, believing that the government's adoption of the CRC meant that Sierra Leoneans agreed with universal education, design and fund agricultural programs from which child labor is excluded. Local people are torn between wanting their children—whom they dutifully send to school—to have a better future outside of agriculture, and needing their assistance to ensure operating farms in the present. These children, once they either finish or drop out of school, rarely return to the villages. Lacking any other means to recruit labor, farmers argue passionately that they need mechanization in order to ensure future food security, and are usually rebuffed by NGOs who call them lazy. Local people yearn for a life where they can have educated children and productive farms, and resist efforts by their government and aid organizations to "develop" their children without replacing their labor. This labor has been diminishing since diamond mining and education created alternatives to farming beginning in the 1930s. Where the international community assumes that the labor-poor, low-level subsistence farming that existed before the war is the norm that should be recreated in the aftermath, local people resist these initiatives that will only recreate the end-state of years of agricultural deterioration. Their idea of a "normal" world is one where large farms can provide farmers with the cash and surpluses they need to live in dignity.Keywords: agriculture, education, child labor, mechanization, NGOs, Sierra Leone, Africa

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Akhtar, Zia. "Native Family Law, Indian Child Welfare Act and Tribal Sovereignty." First Peoples Child & Family Review 7, no. 2 (2020): 130–47. http://dx.doi.org/10.7202/1068846ar.

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There has been historical abuse of Native American children in the U.S. which began in the late 19th century in what is known as the residential school movement. It led to their forced integration on pain of removing and eradicating traces of their Indian heritage. The lack of protection for Indigenous children in being transferred from the reservations to non- Indian foster parents caused the U.S. Congress to use their legislative power and enact the Indian Child Welfare Act of 1978 [ICWA]. This has intervened in a process that is aimed at keeping Native American children within the tribe of their parents over the last 35 years. The result of the ICWA is that it has led to the greater supervision by tribal courts over children but it has caused a conflict to arise with the state courts due to jurisdictional reasons that allows guardianship and supervision to non-Indian parents. The Arizona Court of Appeals has recently ruled in Navajo Nation v. Arizona Department of Economic Security (2012) CA-JV 11-0123 that an Indian child can stay with his non-Native foster parents despite the protests of the tribe that it was infringing the provisions of the statute. This article is intended for the practitioner and policy makers and brings to the fore the issues of the preservation of children on reservation lands, and the need for a greater care consideration in the determination if they should be transferred to foster parents outside the tribe’s jurisdiction. It also conducts a comparison with Canada where First Nations children have also suffered abuse and where there is an ongoing debate about the course of action to prevent the appropriation of children from the reserves to live with the non-Native foster parents.

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Avram, Olimpia Florentina, Mihaela Luminița Sandu, and Ana-Maria Mocanu. "Stimulating strategies of self-regulated learning for high-school students with learning difficulties." Technium Social Sciences Journal 19 (May 8, 2021): 684–707. http://dx.doi.org/10.47577/tssj.v19i1.3392.

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In the actual contemporary society there are more and more children with disabilities, and the most frequently requested are the Special Educational Needs (SEN), associated with other disabilities that are unnoticed until advanced ages and this because some parents refuse to realise the situation in which their child is. The prevalence of learning disabilities has increased significantly. This is one of the reasons for choosing this topic which is still relevant, the applicability is increasing both in the social system and in the education subsystem. The main objective of this paper is to highlight the learning difficulties that students face in high school. On the other hand, another objective is to illustrate the stimulating strategies for self-regulated learning and assessment. In some cases, age-specific difficulties arise during this period due to the dynamic nature of the school climate. From a pedagogical point of view, the emphasis should be on cognitive development, on the skills needed for the social integration of all students, regardless of origin, nationality and development level. Learning involves overcoming barriers, removing obstacles during individual or collective learning (Popa, D., 2013). Almost forgotten for a long time, the pedagogy of children with learning difficulties has seen a significant increase, especially during the recent years. While looking for ways to a successful learning, it should be considered the use of some methods and planning to reduce learning difficulties for students. Considering that school education (school learning) is a dominant exercise through play, especially during childhood, we must also consider the possibility of frequent learning difficulties, especially regarding children.

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Veljanovska, Vera, Menka Trepalkovska, and Blagoj Dimitrov. "DOMINANT VALUES IN THE ORGANIZATION." Knowledge International Journal 26, no. 6 (2019): 1869–74. http://dx.doi.org/10.35120/kij26061869v.

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Throughout the organization, the work and development of an educational institution or organization tends to establish a recognizable positive culture and working environment. This culture can often be inherited (but with a tendency to sustain it) from its original founders, which are aimed at maintaining and upgrading the positive effects, and removing the negative sides. It will be easy to maintain and upgrade the recognizable positive culture and working environment if we have a good organizational culture in the school or organization. Organizational culture is the result of the knowledge, skills and abilities of the manager to design the organization, and not less valuable is the desire of all members to contribute in the organization, to work and team-co-operate with each other.Organizational culture is a system of built common values, norms, attitudes, beliefs, a way of thinking and behavior that are common to all members in an educational institution or organization. Organizational culture gives a clear picture of the built and established interpersonal relationships in the school or organization. For this reason, we want to further improve and raise the mutual cooperation between pupils, students and teachers, with parents and institutions in the local self-government. Improving the school culture and the working climate will be achieved through constant care and involvement of the employees, students, parents and institutions in the school life of the local self-government.As a teacher of Macedonian language and literature, through my many years of experience and cooperation with other schools and institutions, and participating in a large number of events, I have knowledge of the role of the teaching subject Macedonian Language and Literature in the formation and construction of the child person as a good speaker, presenter, interlocutor, in enriching the dictionary fund, fostering and expressing the Macedonian literary language, developing love for the book, film, Macedonian culture, creativity, cultural heritage, building of moral, ethical and aesthetic values, norms and attitudes.

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Wulandari, Dela. "PELAKSANAAN PROGRAM PARENTING DI RUMAH ANAK SHOLEH (RAS) PURUS PADANG." Jurnal Ilmiah Pesona PAUD 6, no. 2 (2020): 103. http://dx.doi.org/10.24036/9297.

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Dela Wulandari1, Rakimahwati2, Syahrul Ismet3PG-PAUD FIP UNPEmail: delawulandari360@yahoo.com Abstrak Penelitian dilatarbelakangi ketertarikan peneliti pada permasalahan orangtua yang belum memahami pengasuhan yang benar dan sekolah yang belum melibatkan orangtua dalam pendidikan anak. Terutama di daerah Purus Padang disebabkan kesulitan ekonomi dan lingkungan negatif sehingga mempengaruhi pengasuhan orangtua terhadap anak. Rumah Anak Sholeh (RAS) menawarkan pendidikan untuk perubahan orangtua yaitu dengan menyelenggarakan program parenting atau sekolah orangtua (SOT). Penelitian bertujuan untuk menggambarkan Pelaksanaan Program Parenting di Rumah Anak Sholeh Purus Padang. Penelitian ini termasuk penelitian deskriptif dengan pendekatan kualitatif dengan menggunakan teknik analisis data model Milles dan Huberman. Berdasarkan deskripsi dan analisis data disimpulkan bentuk-bentuk program parenting Rumah Anak Sholeh yaitu: 1) ilmu parenting, 2) tahsin dan 3) keterampilan. Materi-materi parenting yang diberikan yaitu: 1) pola asuh orangtua, 2) tahap perkembangan anak, 3) tugas ayah dan bunda, 4) perlunya kasih sayang, 5) menghilangkan kata-kata “jangan” dan “tidak”, 6) perbaikan komunikasi, 7) kekerasan terhadap anak, 8) peran dan fungsi ibu, serta keterampilan. Dampak program parenting terhadap cara pengasuhan orangtua yaitu: 1) sopan memperlakukan anak, 2) menasehati anak dengan lemah lembut, dan 3) emosi lebih terkontrol ketika menghadapi anak.Kata Kunci: program parenting;pelaksanaan; Rumah Anak Sholeh (RAS)AbstractThe background of this study is the curiosity of researcher about parents who do not understand parenting program to their children and about the school which does not involved parents in educating the children. This problem occur especially in the region of Purus Padang which is caused by the difficulty of economy and also the negative surroundings in that region. Rumah Anak Sholeh (RAS) offers an education to the parents in mothering their children by using Parenting Program or Sekolah Orangtua (SOT). This study is aimed to describe the implementation of Parenting Program in Rumah Anak Sholeh Purus Padang. This study is a descriptive study which uses qualitative approach by using analysis technique from Milles and Huberman. From the description and the data analysis, it can be concluded that there are several types of Parenting Program in Rumah Anak Sholeh, they are: 1) parenting knowledge, 2) tahsin and 3) skill. The parenting materials which is given are: 1) educating pattern of parents, 2) development phase of the child, 3) the duty of father and mother, 4) the importance of love, 5) removing the words “do not” and “no”, 6) communication repairing, 7) child abuse, 8) the function of mother, and skill. The impact of Parenting Program toward the mothering way are: 1) treating the child respectfully, 2) advising the child friendly, and 3) emotional control in facing the child..Key words: parenting program; implementation; Rumah Anak Sholeh (RAS)

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Darling-Hammond, Linda, and Gary Sykes. "Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge." education policy analysis archives 11 (September 17, 2003): 33. http://dx.doi.org/10.14507/epaa.v11n33.2003.

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Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.

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Pollock, Allyson M., and Graham Kirkwood. "Removing contact from school rugby will not turn children into couch potatoes." British Journal of Sports Medicine 50, no. 16 (2016): 963–64. http://dx.doi.org/10.1136/bjsports-2016-096220.

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Schwartz, Marlene B., Sarah A. Novak, and Susan S. Fiore. "The Impact of Removing Snacks of Low Nutritional Value From Middle Schools." Health Education & Behavior 36, no. 6 (2009): 999–1011. http://dx.doi.org/10.1177/1090198108329998.

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Removing low nutrition snacks from schools is controversial. Although the objective is to decrease the consumption of these foods at school, some critics argue that children will compensate by eating more of these foods at home. Others worry that school-based obesity prevention programs will increase student preoccupation with weight. The present study examines these concerns. Three middle schools replaced snacks and beverages that did not meet nutrition guidelines, whereas three comparison schools made no systematic changes. Students were surveyed about dietary intake and weight concerns before and after implementation of the intervention. Findings indicate that removing low nutrition items from schools decreased students’ consumption with no compensatory increase at home. Furthermore, there were no differences in students’ reported weight concerns. These results support the value of strengthening school nutrition standards to improve student nutrition and provide evidence dispelling concerns that such efforts will have unintended negative consequences.

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Abramov, Roman. "Removing Soviet: features of education of business people from the “teenagers of perestroika”." Inter 11, no. 18 (2019): 80–103. http://dx.doi.org/10.19181/inter.2019.18.5.

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The period of the 1990s is relatively poorly studied and is in a situation of media and ideological stereotypes. This article is devoted to return the discourse of the “nineties” in the analytical channel. It is devoted to the analysis of biographical trajectories and the worldview of “teenagers of perestroika”, those who were 14–16 years old during the period of historical change in 1989–1991 with an emphasis on the transition to individualistic thinking and a focus on personal and business success. All participants in the qualitative research were graduates of the Penza school of young managers. This school was engaged in teaching knowledge and ideologies of a market economy, marketing and business of Soviet schoolchildren of the early 1990s. The article discusses the history of the Penza school of young managers, analyzes its curriculum and the concept of working with students in conjunction with the task of educating “business people” for the new Russia and the ideology of “carnegieism”. Special attention is paid to the reception by students of the school of young managers of Dale Carnegie’s ideas and the ideology of “carnegieism”, who were in the center of the training programs not only of this, but of other schools of young managers of the early 1990s. The article has a reﬂection on the worldview evolution of students of the school of young managers under the inﬂuence of Carnegie’s works. Special attention is paid to reﬂections on the place of the “teenagers of perestroika” in modern Russia, taking into account the research of this group, in which it is called the “lost generation” or the “failed generation”. The article is based on empirical research materials — the study of thematic sources and interviews with students of the school of young managers in the early 1990s.

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Bradford, Geoffrey E., and Robert A. Burnstine. "A Technique for Removing Thorns From the Cornea." Journal of Pediatric Ophthalmology & Strabismus 29, no. 5 (1992): 319. http://dx.doi.org/10.3928/0191-3913-19920901-14.

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Scolnik, D. "A 'new' manoeuvre for removing foreign bodies from the nose." Archives of Disease in Childhood 63, no. 2 (1988): 226. http://dx.doi.org/10.1136/adc.63.2.226.

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Khanam, Rasheda. "Child labour and school attendance: evidence from Bangladesh." International Journal of Social Economics 35, no. 1/2 (2008): 77–98. http://dx.doi.org/10.1108/03068290810843855.

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Jensen, Peter, and Helena Skyt Nielsen. "Child labour or school attendance? Evidence from Zambia." Journal of Population Economics 10, no. 4 (1997): 407–24. http://dx.doi.org/10.1007/s001480050051.

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Fost, Norman. "Removing Organs from Anencephalic Infants: Ethical and Legal Considerations." Clinics in Perinatology 16, no. 2 (1989): 331–37. http://dx.doi.org/10.1016/s0095-5108(18)30635-3.

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Wagle, Bhawana, and Yogesh Regmi. "Anesthetic challenge in removing foreign body mimicking cancer in bronchus from a child." Nepalese Journal of Cancer 1, no. 1 (2017): 71–74. http://dx.doi.org/10.3126/njc.v1i1.25638.

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We describe a case of 12 years old boy who had recurrent pneumonia for 1 year, under investigation for bronchogenic malignancy. He was found to have foreign body in his bronchus, that was successfully removed with a 11 mm gastroscope.

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Kopas-Vukasinovic, Emina. "Child’s creativity in transition from pre-school to school." Zbornik Instituta za pedagoska istrazivanja 37, no. 2 (2005): 82–98. http://dx.doi.org/10.2298/zipi0502082k.

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This longitudinal research started from the conclusion reached by different authors. According to them the time when a child leaves a pre-school institution to start primary school is marked by stagnation of and decrease in child?s creativity, seen as a personality potential. The aim of the research was to establish creativity levels shown by children in both pre-school institution and primary school, and then to conclude if difference between pre-school and school teachers` attitudes influence the development of a child?s creativity. Data was collected from a judgment scale given to pre-school and school teachers and arts creativity task given to children. It was concluded that the level of children?s creativity started to drop after they started primary school. Different understanding of the idea of creativity between pre-school and primary school teachers could be a possible reason leading to the phenomenon of decreasing creative expression in children starting primary school. On the basis of previous theoretical assumptions and the research results it is possible to define measures to be taken in view of teacher training, both at pre-school and primary school level. It is also important to check the validity of suggested measures in future research.

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Muennich Cowell, Julia, Andrew C. Montgomery, and Marie Talashek. "Cardiovascular risk stability: From grade school to high school." Journal of Pediatric Health Care 6, no. 6 (1992): 349–54. http://dx.doi.org/10.1016/0891-5245(92)90040-b.

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Huinker, DeAnn, Sarah B. Bush,, and Karen J. Graham. "Catalyzing Change in School Mathematics: Creating the Opportunities Our Students Deserve." Mathematics Teacher: Learning and Teaching PK-12 113, no. 10 (2020): 780–90. http://dx.doi.org/10.5951/mtlt.2020.0053.

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This synthesis of the key messages and recommendations from the NCTM Catalyzing Change series suggests ways to initiate needed conversations within schools and districts on removing inequitable structures and broadening the purposes of learning mathematics.

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Hanks, A., D. Just, and B. Wansink. "A Source of Contention or Nutrition: An Assessment of Removing Flavored Milk from School Lunchrooms." Journal of Nutrition Education and Behavior 44, no. 4 (2012): S21. http://dx.doi.org/10.1016/j.jneb.2012.03.033.

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Foster, Karen, Ray Bollman, and Hannah Main. "HOW IMPORTANT IS A SCHOOL? EXAMINING THE IMPACT OF REMOTENESS FROM A SCHOOL ON CANADIAN COMMUNITIES’ ATTRACTION AND RETENTION OF SCHOOL-AGE CHILDREN." International Journal of Child, Youth and Family Studies 12, no. 2 (2021): 12–34. http://dx.doi.org/10.18357/ijcyfs122202120231.

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Many Canadian communities, especially rural communities, are concerned about youth outmigration as a cause of population decline, which is associated with fewer services and amenities. Proponents of keeping underattended schools open argue that removing a school from the community means that fewer families will want to live there, and that more families will consider leaving. Others view school closures as a rational response to population decline. Still other perspectives complicate the correlation between schools and population, noting phenomena such as children “learning to leave” and “place attachment” that modulate the temptation to move away. This paper offers an empirical test of discursive connections between school closures and mobilities by studying the population change of school-age children in Canadian census subdivisions indexed by distance to the nearest school. Based on this method, we conclude that there is a positive correlation between the school-age population in a community and proximity to a school in that community. Although our data do not answer the question of whether school closures cause population decline, or such a decline causes school closures, or both, we provide a quantitative foundation on which to ask it.

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Kokkalia, Georgia, Athanasios S. Drigas, Alexandra Economou, and Petros Roussos. "School Readiness From Kindergarten to Primary School." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (2019): 4. http://dx.doi.org/10.3991/ijet.v14i11.10090.

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The current paper review gives a brief and representative description of the role that school readiness from kindergarten education to primary education plays in every child’s academic life. Therefore many researchers note that school readiness tools play a notable role for the kindergarten teachers, the family and of course for the child in order to achieve a successful school life. Thus, the research team of this paper gives the presentation of some school readiness tools that are used by kindergarten teachers and specialist’s worldwide scoping to underlie strengths and weaknesses of preschoolers. Additionally, it is thought worthwhile to say that the readiness tools that are presented are used with the traditional way while some of them with the support of new technology. Lastly, the theoretical base of the significant role that school readiness plays from kindergarten to first grade and its crucial role for the child’s academic development is discussed shortly.

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Boehm, Rebecca, Margaret Read, Kathryn E. Henderson, and Marlene B. Schwartz. "Removing competitive foods v. nudging and marketing school meals: a pilot study in high-school cafeterias." Public Health Nutrition 23, no. 2 (2019): 366–73. http://dx.doi.org/10.1017/s136898001900329x.

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AbstractObjective:To compare federally reimbursable school meals served when competitive foods are removed and when marketing and nudging strategies are used in school cafeterias operating the National School Lunch Program (NSLP). The second objective was to determine how marketing and nudging strategies influence competitive food sales.Design:In the Healthy Choices School, all competitive foods were removed; the Healthy Nudging School retained competitive foods and promoted the school meal programme using marketing and nudging strategies; a third school made no changes. Cafeteria register data were collected from the beginning of the 2013–2014 school year through the four-week intervention. Outcome measures included daily entrées served; share of entrées served with vegetables, fruit and milk; and total competitive food sales. Difference-in-difference models were used to examine outcome measure changes.Setting:Three high schools in a diverse, Northeast US urban district with universally free meals.Participants:High-school students participating in the NSLP.Results:During the intervention weeks, the average number of entrées served daily was significantly higher in the Healthy Choices School (82·1 (se 33·9)) and the Healthy Nudging School (107·4 (se 28·2)) compared with the control school. The only significant change in meal component selection was a 6 % (se 0·02) higher rate of vegetable servings in the Healthy Choices School compared with the control school. Healthy Nudging School competitive food sales did not change.Conclusions:Both strategies – removing competitive foods and marketing and nudging – may increase school meal participation. There was no evidence that promoting school meals decreased competitive food sales.

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Dewilde, S., and B. Janssen. "PR4 The IMPACT of Removing Immediate Death from TTO on CHILD Health State Valuation." Value in Health 23 (December 2020): S689. http://dx.doi.org/10.1016/j.jval.2020.08.1735.

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Demeyer, Karel, Eva Lievens, and Jos Dumortier. "Blocking and Removing Illegal Child Sexual Content: Analysis from a Technical and Legal Perspective." Policy & Internet 4, no. 3-4 (2012): 1–23. http://dx.doi.org/10.1002/poi3.8.

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Lillard, Angeline S., and Megan J. Heise. "An Intervention Study: Removing Supplemented Materials from Montessori Classrooms Associated with Better Child Outcomes." Journal of Montessori Research 2, no. 1 (2016): 16. http://dx.doi.org/10.17161/jomr.v2i1.5678.

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Montessori classrooms vary a good deal in implementation, and one way in which implementation differs is the provision of materials. Specifically, some classrooms use only Montessori materials, whereas others supplement the Montessori materials with commercially available materials like puzzles and games. A prior study suggested this might be a reason for observed differences across studies and classrooms (Author, 2012) but an intervention study is the best test. The present study presents such an intervention with 52 children in 3 Montessori classrooms with Supplementary materials. All children were given 6 pretests, and non-Montessori materials were removed from 2 of the classrooms. Four months later, children were retested to see how much they changed across that period. Children in the classrooms from which the non-Montessori materials were removed advanced significantly more in early reading and executive function, and to some degree advanced more in early math. There were no differences across the classroom types in amount of change on the tests of vocabulary, social knowledge, or social skills.

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Sen, Pradhnya, Ashok Date, Elesh Jain, and Amit Mohan. "Angiostrongylus—a technique for removing a rare parasite from the cornea of a child." Journal of American Association for Pediatric Ophthalmology and Strabismus 23, no. 2 (2019): 119–20. http://dx.doi.org/10.1016/j.jaapos.2018.11.005.

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Kondylis, Florence, and Marco Manacorda. "School Proximity and Child Labor: Evidence from Rural Tanzania." Journal of Human Resources 47, no. 1 (2012): 32–63. http://dx.doi.org/10.1353/jhr.2012.0004.

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Tezer, Hasan, Mustafa Erkoçoğlu, Ateş Kara, et al. "Household poisoning cases from mercury brought from school." European Journal of Pediatrics 170, no. 3 (2010): 397–400. http://dx.doi.org/10.1007/s00431-010-1317-1.

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Weinstein, Nicole. "Hit or miss?" Nursery World 2019, no. 12 (2019): 20–21. http://dx.doi.org/10.12968/nuwa.2019.12.20.

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Glazerman, Steven, and Dallas Dotter. "Market Signals: Evidence on the Determinants and Consequences of School Choice From a Citywide Lottery." Educational Evaluation and Policy Analysis 39, no. 4 (2017): 593–619. http://dx.doi.org/10.3102/0162373717702964.

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We estimate school-choice preferences revealed by the rank-ordered lists submitted by more than 22,000 applicants to a citywide lottery for more than 200 traditional and charter public schools in Washington, D.C. The results confirm previously reported findings that commuting distance, school demographics, and academic indicators play important roles in school choice and that there is considerable heterogeneity of preferences. Higher and lower income choosers respond to academic quality measures, but respond to different indicators of quality. Simulations suggest segregation by race and income would be reduced and enrollment in high-performing schools increased if policymakers were to relax school capacity constraints in individual campuses. The simulations also suggest that removing the lowest performing schools as choice options could further reduce segregation and increase enrollment in high-performing schools.

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Dæhlen, Marianne. "Transition from school-based training in VET." Education + Training 59, no. 1 (2017): 47–60. http://dx.doi.org/10.1108/et-10-2015-0096.

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Purpose This paper assesses the drop-out rate among disadvantaged students within vocational education and training. The purpose of this paper is to examine the probability of dropping out after school-based training for child welfare clients – a particularly disadvantaged group of youth. Child welfare clients’ drop-out rate is compared with students from a representative sample of their peers. Design/methodology/approach Average marginal effects were calculated from multinomial logistic regression models. Data were from public registries (n=10,535). Findings The results show that differences in observed characteristics cannot explain differences in drop-out rates between child welfare clients and the majority peers. It is argued that this drop-out rate is likely a result of employers favoring apprenticeship applicants who are similar to them or that child welfare clients lack networks, which previous research has identified as crucial in finding an apprenticeship. Practical implications The results suggest a need for action targeting disadvantaged youths in the transition that follows school-based training. Originality/value The paper adds to the very scarce literature on transition from school-based learning to apprenticeships.

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Zimmer, Ron, Gary T. Henry, and Adam Kho. "The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones." Educational Evaluation and Policy Analysis 39, no. 4 (2017): 670–96. http://dx.doi.org/10.3102/0162373717705729.

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In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement School District (ASD), which directly managed them; (b) placed schools under the ASD, which arranged for management by a charter management organization; and (c) placed schools under the management of a district Innovation Zone (iZone) with additional resources and autonomy. We examine the effects of each strategy and find that iZone schools, which were separately managed by three districts, substantially improved student achievement. In schools under the auspices of the ASD, student achievement did not improve or worsen. This suggests that it is possible to improve schools without removing them from the governance of a school district.

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MORIMOTO, TSUYOSHI, RYOHTA HOSOYA, HIROSHI MATSUFUJI, MASAHIRO TACHI, JOHTARO YOKOYAMA, and KOZO NISHIMURA. "Difficulty in removing a percutaneous central venous catheter inserted from a peripheral vein." Pediatrics International 35, no. 4 (1993): 352–53. http://dx.doi.org/10.1111/j.1442-200x.1993.tb03069.x.

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Bjørgen, Anne Mette, and Ola Erstad. "The connected child: tracing digital literacy from school to leisure." Pedagogies: An International Journal 10, no. 2 (2014): 113–27. http://dx.doi.org/10.1080/1554480x.2014.977290.

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White, Laura Santangelo. "Conducting School-based Research: Lessons Learned From an After-school Intervention Study." Journal of Pediatric Health Care 26, no. 1 (2012): 75–79. http://dx.doi.org/10.1016/j.pedhc.2011.05.001.

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Barton, K., T. E. Dielman, and R. B. Cattell. "Prediction of Objective Child Motivation Test Scores from Parents' Reports of Child-Rearing Practices." Psychological Reports 59, no. 2 (1986): 343–52. http://dx.doi.org/10.2466/pr0.1986.59.2.343.

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The mothers and fathers of 310 junior high school children completed a child-rearing questionnaire and the children completed the School Motivation Analysis Test. The mothers' and fathers' data were factor analyzed separately and factor scores computed and employed as predictor variables in separate sets of multiple regression analyses employing the childrens' school motivation scores as criteria. Of the 40 possible full model R2s 29 were significant. The pattern of variable interrelationships is discussed, with some of the most consistent results being a significant positive relationship of the children's integrated and unintegrated assertiveness scores with the fathers' late authoritative discipline and the mothers' high family-adjustment scores. Among numerous other relationships discussed were significant positive relationships of fathers' low use of discipline and mothers' low physical punishment vs high use of reason with the childrens' integrated self-sentiment and superego.

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Price, Heather E. "Does No Child Left Behind Really Capture School Quality? Evidence From an Urban School District." Educational Policy 24, no. 5 (2010): 779–814. http://dx.doi.org/10.1177/0895904810376564.

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Stojkovska, Lidija, and Gordana Pano. "THE ROLE OF PATRONAGE NURSE IN EDUCATION, CARE AND TREATMENT OF WOMAN AFTER GIVING BIRTH." Knowledge International Journal 28, no. 2 (2018): 637–42. http://dx.doi.org/10.35120/kij2802637s.

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Not long ago, mothers for the care of their newborns were prepared to listen to the advice of experienced women from their immediate surroundings. But today, modern society offers many opportunities such as parenting schools, baby programs, radio and TV shows and magazines. But regardless of the degree of preparation for the first days with the baby, for each mother, the most important is the visit and the help it receives from the patronage nurse. The patronage service is an important segment of the primary health care, that is, they have all health care homes in the Republic of Macedonia.The work of the patronage nurse with mothers and babies takes place in such a way that on average it covers about 5,000 to 6,000 inhabitants. When the patronage nurse receives official information that a mother with a newborn baby has appeared in her region, she goes on that day on her first visit. The first visit usually lasts about two hours, and during that time, the patronage sister first examines the mother and the possible side effects after delivery, which includes a breast examination, an examination of the uterus cavity and a review of the episiotomy, examines the psychological state of mother and the possible occurrence of mental illness, gives advice to the mother in terms of hygiene and personal nutrition. The second step is the mother's explanation of how the baby is bathing (the nurse baths the baby for the first time in the home), how to handle the navel, how to change the newborn baby, dress, etc.The next day, if the mother is ready to bathe her baby, she does so, but under the supervision of the patronage nurse, which helps her. It happens that the mother for this act (the bathing of the baby) gets freedom in doing it even the third, fourth day. But the patronage sister is here to patiently explain and encourage her mother, and this is part of her work. The patronage sister strives to train the mother of everything she needs to do about the baby, but also for herself.While the patronage nurse visits the family, she monitors the relationship between the mother and the baby and their health, but also the relationships in the whole family, showing what is important and gradually removing the perceived irregularities. For this, the standards of "Good Practice" are especially important, which the nurses have in their guides, and on the basis of which they record the program of work in each family.The responsibility of the patronage nurse for the mother and her newborn child does not end after the fifth visit, or the greater number of visits to which she goes to one family. Standards oblige two more visits during the year, although research shows that such visits are more frequent. Often, mutual trust and friendship are established between the family and the patronage nurse, and so often the other members of the family, not just the mother and the baby, count on her help.

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Bundy, Donald AP, Lesley J. Drake, and Carmen Burbano. "School food, politics and child health." Public Health Nutrition 16, no. 6 (2012): 1012–19. http://dx.doi.org/10.1017/s1368980012004661.

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AbstractObjectiveAn analysis undertaken jointly in 2009 by the UN World Food Programme, The Partnership for Child Development and the World Bank was published as Rethinking School Feeding to provide guidance on how to develop and implement effective school feeding programmes as a productive safety net and as part of the efforts to achieve Education for All. The present paper reflects on how understanding of school feeding has changed since that analysis.DesignData on school feeding programme outcomes were collected through a literature review. Regression models were used to analyse relationships between school feeding costs (from data that were collected), the per capita costs of primary education and Gross Domestic Product per capita. Data on the transition to national ownership, supply chains and country examples were collected through country case studies.ResultsSchool feeding programmes increase school attendance, cognition and educational achievement, as well as provide a transfer of resources to households with possible benefits to local agricultural production and local market development. Low-income countries exhibit large variations in school feeding costs, with concomitant opportunities for cost containment. Countries are increasingly looking to transition from externally supported projects to national programmes.ConclusionsSchool feeding is now clearly evident as a major social programme in most countries with a global turnover in excess of $US 100 billion. This argues for a continuing focus on the evidence base with a view to helping countries ensure that their programmes are as cost-effective as possible. Clear policy advice has never been more important.

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Nguyen, Thuy Ha, Simon Götz, Katharina Kreffter, Stefanie Lisak-Wahl, Nico Dragano, and Simone Weyers. "Neighbourhood deprivation and obesity among 5656 pre-school children—findings from mandatory school enrollment examinations." European Journal of Pediatrics 180, no. 6 (2021): 1947–54. http://dx.doi.org/10.1007/s00431-021-03988-2.

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AbstractThe risk of child obesity is strongly related to socioeconomic factors such as individual socioeconomic position (SEP) and neighbourhood deprivation. The present study analyses whether the relationship between neighbourhood deprivation and child obesity differs by child’s individual SEP. Data from 5656 children (5–7 years) from the mandatory school enrollment examinations of the pre-school cohorts 2017/2018 in Düsseldorf were analysed. Obesity was determined by the age- and gender-specific body mass index (BMI); neighbourhood deprivation by using the socio-spatial degree of deprivation of the children’s residential addresses; and individual SEP by the level of parental education. Using Poisson regression, we estimated prevalence ratios (PR with 95% confidence interval (CI)) of child obesity by neighbourhood deprivation and parental education. Interactions between neighbourhood deprivation and parental education were tested. The prevalence of child obesity increases with the degree of neighbourhood deprivation. Compared to children living in low deprivation neighbourhoods, the proportion of obese children was twice as high in high deprivation neighbourhoods (PR=2.02; CI=1.46–2.78). Likewise, children from families with medium and low education have twice the risk for obesity compared to children with high parental education (PR=2.05; CI=1.46–2.78). The relationship between neighbourhood deprivation and child obesity was significantly moderated by parental education; it was stronger for higher parental education than for medium and low parental education (p<.001).Conclusion: Our findings suggest that children from deprived neighbourhoods and families with lower education have a higher risk for child obesity. The identification of particularly deprived neighbourhoods with structural interventions in combination with the strengthening of parental health literacy seems reasonable. What is Known:• Studies show that children from disadvantaged neighbourhoods are more frequently obese. What is New:• The relationship between neighbourhood deprivation and child obesity is significantly moderated by parental education. It is stronger for children with higher parental education than for children with medium and low parental education.

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Richardson, Lesley. "Review of Transition from Home to School." Australasian Journal of Early Childhood 22, no. 1 (1997): 18–22. http://dx.doi.org/10.1177/183693919702200105.

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This paper is concerned with the transition of the child from home or preschool to the formal school environment in Australia and New Zealand. The entry age of children into school, procedures for enrolment, and the roles of teachers and parents are highlighted. All but two States in Australia have a reception full-day year in school prior to Year 1, few States have a common starting age, and different States and school systems use a variety of procedures to enrol children. All systems have advantages and disadvantages for the child and the school administration, but the need for a sense of continuity to smooth the transition and the management of stress that stems from the child's changed environment and routines is emphasised.

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Afridi, Farzana. "Child welfare programs and child nutrition: Evidence from a mandated school meal program in India." Journal of Development Economics 92, no. 2 (2010): 152–65. http://dx.doi.org/10.1016/j.jdeveco.2009.02.002.

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Williamson, Ariel A., Jodi A. Mindell, Harriet Hiscock, and Jon Quach. "Child sleep behaviors and sleep problems from infancy to school-age." Sleep Medicine 63 (November 2019): 5–8. http://dx.doi.org/10.1016/j.sleep.2019.05.003.

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김서현, 정익중, and 임혜림. "The pathways from child maltreatment to interpersonal relationships in middle school." Studies on Korean Youth 25, no. 4 (2014): 5–33. http://dx.doi.org/10.14816/sky.2014.25.4.5.

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