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Journal articles on the topic 'School-Based education program'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Zyromski, Brett, Carey Dimmitt, Melissa Mariani, and Catherine Griffith. "Evidence-Based School Counseling." Professional School Counseling 22, no. 1 (January 2018): 2156759X1880184. http://dx.doi.org/10.1177/2156759x18801847.

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Although school counselors and school counselor educators have an ethical responsibility to use and to teach evidence-based practices (EBPs), recent research has illustrated a lack of EBP in counselor education scholarship. In school counselor education programs, training related to EBP may be absent due to a lack of understanding or instructor training. This article provides a model using three pedagogical approaches for integrating EBP into school counselor education programs. We review the three approaches—stand-alone courses, full program integration, and program–school–community integration—in depth and use a case study to illustrate the application of the three approaches. Implications for school counseling practice and research conclude the article.

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O’Connor, John. "School Based Home Developmental Physical Education Program." Adapted Physical Activity Quarterly 16, no. 1 (January 1999): 96–97. http://dx.doi.org/10.1123/apaq.16.1.96.

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3

Rappaport, Lewis A. "A School-Based Quality Improvement Program." NASSP Bulletin 77, no. 554 (September 1993): 16–20. http://dx.doi.org/10.1177/019263659307755404.

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Kelley, Carolyn. "The Kentucky School-Based Performance Award Program: School-Level Effects." Educational Policy 12, no. 3 (May 1998): 305–24. http://dx.doi.org/10.1177/0895904898012003005.

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5

Roswita, Wan. "Adiwiyata-program-based school management model can create environment-oriented school." Journal of Management Development 39, no. 2 (March 5, 2020): 181–95. http://dx.doi.org/10.1108/jmd-01-2019-0005.

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PurposeTo analyze and find a model design of Adiwiyata environment-based management for schools built on wetlands.Design/methodology/approachThe research approach used is qualitative descriptive research, which provides complex details about a phenomenon or situation that has not been expressed through direct observation. The research was conducted at State Senior High School in Dumai city, which has participated in Adiwiyata program. Objects in the study are school communities including educators, education personnel, learners, cleaning personnel, and canteen management. Sampling was done randomly (simple random sampling). Students sample taken were from X, XI, and XII grades for both schools. Number of the population in SMA Negeri 2 (Public Senior High School 2) were 1,006 people. SMA Negeri Binaan Khusus (Binaan Khusus Public Senior High School) were 594 people. The number of samples eligible in the study was 30–500 people. Data collection techniques were conducted by using observation, interview, questionnaire, and documentation performed in both schools. Data analysis used qualitative and quantitative descriptive analysis with a simple statistical approach in the form percentage.FindingsPublic Senior High School 2 and Binaan Khusus Public Senior High School have school plans on activities related to environment-oriented education school management. Planning is outlined in school programs and school development planning programs by fulfilling infrastructure facilities supporting school activities with environmental insight. Programs are made by both schools, some are carried out in accordance with the plan. Nevertheless, some of the programs are not yet realized. For example, Public Senior High School 2 planning in building a greenhouse. Binaan Khusus Public Senior High School's fishpond plan was abandoned.Originality/valueThe originality of this research appears in the novelty of the use of built models that involve all school communities to be able to change and instill caring behavior and attitudes toward the environment in order to realize Adiwiyata-program-based environment-oriented education school management. But, there is no Adiwiyata program implementation model; therefore, the model in this study does not include the components of Environment–Based Curriculum Implementation

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Weiss, Samantha, Jeanette Harder, Christiana Bratiotis, and Emily Nguyen. "Youth Perceptions of a School-Based Mentoring Program." Education and Urban Society 51, no. 3 (August 3, 2017): 423–37. http://dx.doi.org/10.1177/0013124517722830.

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Academic mentoring programs promote high school completion for at-risk youth. The purpose of this study was to hear the voice of youth in order to inform program services and develop best practices for meeting their academic needs. Using a grounded theory approach, we conducted 14 focus groups to examine high school students’ perceptions and experiences in the Avenue Scholars Foundation program. This study supported previous findings: students’ comments reflected on the importance of the relationships built in the program, the knowledge they gained, and their experiences regarding higher education and careers. The students shared that these experiences were increasingly meaningful because of the relationship built with their Talent Advisor and classmates. These relationships instilled hope for the future, created a pathway to college and career, and confirmed a belief that the students could accomplish their goals.

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Swank, Jacqueline M., and Lawrence Tyson. "School Counseling Site Supervisor Training: A Web-Based Approach." Professional School Counseling 16, no. 1 (October 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600105.

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A need exists for training school counseling site supervisors in providing clinical supervision to school counseling practicum and internship students. This article outlines a Web-based training program containing six modules to assist counselor education programs in educating school counseling site supervisors. The authors also address the implications for school counselor training, supervision, practice, and research.

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Stasz, Cathleen, and Dominic J. Brewer. "Work-Based Learning: Student Perspectives on Quality and Links to School." Educational Evaluation and Policy Analysis 20, no. 1 (March 1998): 31–46. http://dx.doi.org/10.3102/01623737020001031.

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Programs that incorporate work-based learning (WBL) experiences in connection with school activities are proliferating, yet we know very little about their quality as learning experiences for young people or the costs associated with participating in them. This article examines two programs operating in the same school district, where students receive course credit for participating in WBL. One program provides unpaid internships each year of high school; the other provides paid work experience for one semester. We contrast the kinds of learning opportunities each offers to students, as measured by a student survey and a case study of program operations. We focus on two issues: the quality of students’ work experiences in these programs and the relationship between program participation and school learning, including effects on school work and social experiences. We find that students perceive the quality of their work experiences to be very similar across the programs despite differences in the type of work involved and in several structural features of the programs. We find that both programs have weaknesses in establishing connections between school and work and that the number of hours students work negatively affects some aspects of school performance, such as having time to do homework and the desire to stay in school. Our findings raise questions about the value added of WBL, given costs associated with the program design and delivery and, in some cases, with participation.

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Schwager, Susan M. "Ongoing Program Development: Teachers as Collaborators." Journal of Teaching in Physical Education 5, no. 4 (July 1986): 272–79. http://dx.doi.org/10.1123/jtpe.5.4.272.

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Competency-based education was used as a program development tool in a project featuring collaborative efforts among teachers, school administrators, and teacher educators to improve existing programs. The project focused on a systematic approach to upgrading the elementary physical education programs in the participating teachers’ school, and was sponsored by the Physical Education Program Development Center. The Center is a field-based organization, its purpose being to facilitate ongoing program and staff development in affiliated school districts. The study was to document and describe what happened and to assess the impact of the project on existing school programs. A variety of quantitative and qualitative data collection techniques were used. The results showed that 17 competency-based program segments were designed and implemented by the eight participating teachers. Some gains in student performance were noted. The teachers’ reactions to the use of competency-based education were generally favorable.

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Smith, Cindy Ann, and Melissa A. Stormont. "Building an Effective School-Based Mentoring Program." Intervention in School and Clinic 47, no. 1 (May 17, 2011): 14–21. http://dx.doi.org/10.1177/1053451211406544.

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Midford, Richard, Geoffrey Munro, Nyanda McBride, Pamela Snow, and Ursula Ladzinski. "Principles That Underpin Effective School-Based Drug Education." Journal of Drug Education 32, no. 4 (December 2002): 363–86. http://dx.doi.org/10.2190/t66j-ydbx-j256-j8t9.

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This study identifies the conceptual underpinnings of effective school-based drug education practice in light of contemporary research evidence and the practical experience of a broad range of drug education stakeholders. The research involved a review of the literature, a national survey of 210 Australian teachers and others involved in drug education, and structured interviews with 22 key Australian drug education policy stakeholders. The findings from this research have been distilled and presented as a list of 16 principles that underpin effective drug education. In broad terms, drug education should be evidence-based, developmentally appropriate, sequential, and contextual. Programs should be initiated before drug use commences. Strategies should be linked to goals and should incorporate harm minimization. Teaching should be interactive and use peer leaders. The role of the classroom teacher is central. Certain program content is important, as is social and resistance skills training. Community values, the social context of use, and the nature of drug harm have to be addressed. Coverage needs to be adequate and supported by follow-up. It is envisaged that these principles will provide all those involved in the drug education field with a set of up-to-date, research-based guidelines against which to reference decisions on program design, selection, implementation, and evaluation.

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Mickel, Catherine F., Kathleen K. Shanovich, Michael D. Evans, and Daniel J. Jackson. "Evaluation of a School-Based Asthma Education Protocol." Journal of School Nursing 33, no. 3 (July 22, 2016): 189–97. http://dx.doi.org/10.1177/1059840516659912.

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School-based asthma education offers an opportunity to reach low-income children at risk for poor asthma control. Iggy and the Inhalers (Iggy) is an asthma education program that was implemented in a Midwest metropolitan school district. The purpose of this evaluation was to conduct a comprehensive program evaluation. Objectives included increasing children’s asthma-related knowledge and families’ awareness of asthma management, while cultivating collaboration between school nurses and asthma providers. A total of 173 students participated in Iggy education, with 147 completing both initial and 1-month posttests. Thirty-one parents and seven school nurses provided qualitative feedback. Iggy was well received by children, parents, and school nurses. Asthma knowledge increased significantly ( p < .001) between pretest and posttest, and this increase was retained at 1-month follow-up. This program evaluation suggests that our program had a significant, sustained impact on students’ asthma knowledge. It also supports the value of collaboration between asthma providers and school nurses.

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Perfect, Michelle M. "Evidence for a School-Based Sleep Health Education Program?" Journal of Clinical Sleep Medicine 10, no. 07 (July 15, 2014): 793–94. http://dx.doi.org/10.5664/jcsm.3876.

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Penick, John E., and Robert E. Yager. "A Model School-Based Program for Science Education Majors." Action in Teacher Education 10, no. 4 (December 1988): 19–22. http://dx.doi.org/10.1080/01626620.1988.10519416.

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Donnermeyer, Joseph F. "Parents' Perceptions of a School-Based Prevention Education Program." Journal of Drug Education 30, no. 3 (September 2000): 325–42. http://dx.doi.org/10.2190/4cjq-g3g2-jdxa-3kvk.

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Lazwardi, Dedi. "IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT." AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM 8, no. 1 (October 16, 2018): 32. http://dx.doi.org/10.24042/alidarah.v8i1.3077.

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Education has an important role in influencing the advancement of a nation'scivilization. A nation that has good education tends to be an advanced nation in civilization, science and technology, social economy, as well asculture. One of the educational problems is the need for adjustment and improvement of educational program material so that it can flexibly movealong with the demands of the workforce and the changing demands of people's lives. The implementation of School-Based Management (SBM) isessentially the granting of greater autonomy to schools with the ultimate goalof improving the quality of the results of the implementation of education sothat it can produce actual achievements through a well established managerial process. School-based management is the granting of broadautonomy at the level of the education unit in order to be able to manageresources and sources of funds and allocate according to the level of need. The aim of school-based management is to improve the efficiency ofeducation quality by independence and flexibility in managing existing resources. Components in school-based management include management ofcurriculum and teaching programs, management of teaching staff,management of students, financial management and financing, managementof educational facilities and infrastructure, public relations management and special service management. Supporting factors for the success of the firstschool-based management, the demands of a considerable democratic life from the people in the reform era. Second, the application of Law No. 22 of1999 concerning Regional Government which emphasizes the autonomy of government at the district / city level. Third, there is a school committee thatfunctions to help implement the Social Safety Net (JPS) program in many schools. Fourth, there is a desire by the government to increase communityparticipation in education by increasing the duties, functions and roles of the Education Provider Assistance Agency (BP3). Factors that become obstaclesin running school-based management come from students, educators, infrastructure and community participation.

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V, Nyirigira, and Mulyungi M.P. "Enhancement of Primary and Secondary School Education Through School-Based Mentorship Program." International Journal of Scientific and Research Publications (IJSRP) 10, no. 3 (March 12, 2020): p9948. http://dx.doi.org/10.29322/ijsrp.10.03.2020.p9948.

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Medin, Eva, and Göran Jutengren. "Children’s Perspectives on a School-Based Social and Emotional Learning Program." Children & Schools 42, no. 2 (April 2020): 121–30. http://dx.doi.org/10.1093/cs/cdaa007.

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Abstract Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their problematic behavior. Although students experienced the program content as predictable, consistent, and structured, there was great variation in their attitudes toward the program: Both strong negative and positive attitudes were revealed. The students also expressed discomfort with the personal nature of the discussions promoted by the program and uncertainty about its place in the school setting. These findings can inform SEL program implementation.

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Verdonschot, Angeliek, Emely de Vet, Jolien van Rossum, Anouk Mesch, Clare E. Collins, Tamara Bucher, and Annemien Haveman-Nies. "Education or Provision? A Comparison of Two School-Based Fruit and Vegetable Nutrition Education Programs in the Netherlands." Nutrients 12, no. 11 (October 26, 2020): 3280. http://dx.doi.org/10.3390/nu12113280.

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A healthy diet is important for optimal child growth and development. School-based opportunities to encourage children to achieve healthy eating behaviors should be explored. Nutrition education programs can provide school children with classroom-based nutrition education and access to fruits and vegetables (FV). However, the effectiveness of specific program components implemented separately has not yet been comprehensively evaluated. The current study examined effectiveness of individual components of two programs targeting primary school children (n = 1460, n = 37 schools) aged 7–12 years. Nutrition knowledge and FV consumption were measured using a student questionnaire, and presence of school food policies was measured in the teachers’ questionnaire. A quasi-experimental design with three arms compared: (1) schools that implemented both programs: FV provision + education (n = 15), (2) schools that implemented the FV provision program only (n = 12), (3) schools that did not implement either program (n = 10). Outcomes were assessed pre-intervention (T0), during the intervention (T1), and 6 months post-intervention (T2). Results indicated a significant increase in nutrition knowledge for children attending schools that had participated in both programs, compared to control schools (p < 0.01), but no significant increase in FV intake. In schools without food policies, FV provision alone contributed to an increase in child FV intake (p < 0.05).

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Daulay, Wardiyah, Sri Eka Wahyuni, and Mahnum Lailan Nasution. "Development of School-based Mental Health Program." Open Access Macedonian Journal of Medical Sciences 9, T3 (June 6, 2021): 120–23. http://dx.doi.org/10.3889/oamjms.2021.6355.

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BACKGROUND: Mental health services for school-aged children can help prevent the emergence of more severe problems. AIM: This study aims to create a mental health program for school-aged children. METHODS: An action design was used, and the implementation procedure consisted of four stages, namely reconnaissance, planning, acting, and reflecting. Furthermore, the respondents were 12 teachers, and the samples for the program were 73 students. In the reconnaissance stage, data were recorded and documented in transcript form. RESULT: At the planning stage, the instrument of mental health status, workbooks, and modules were developed. Meanwhile, in the acting stage, psychosocial intervention was conducted, and in the reflecting stage, the child mental health status before and after were measured using a dependent t-test. Furthermore, Focus Group Discussion activity in the Development of School-based Mental Health Program has 6 themes. The analysis results showed significant changes, meaning that there was a change in mental health status in school-aged children (p = 0,000; alpha 0.05). This showed that there was a significant influence of the program implementation on mental health status. CONCLUSION: The programs include identification, assessment, intervention, and mental health facilitation in school-aged children. Therefore, it is recommended for health service and education office to synergize in developing the program to improve achievement.

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Siphamandla Ryan Mathaba, Richard, and Nirmala Dorasamy. "School-based evaluation to improve learner performance." Environmental Economics 7, no. 1 (March 24, 2016): 60–66. http://dx.doi.org/10.21511/ee.07(1).2016.08.

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The article focuses on the periods of program and school evaluation in particular. The article traces school evaluation through various periods. These periods are: Age of originality (1444-1700), Age of reform (Prior 1900), Efficiency and testing (1900-1930), Tylerian period (1930-1945), Age of innocence (1946-1957), Age of development (1958-1972), Age of professionalism (1973-1983) and Age of expansion and integration (1984-2000). From these ages, the article is able to identify as to how Whole-school Evaluation in South Africa has been able to draw important lessons towards ensuring quality assurance in education

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Stark, Kevin D., Cathy S. Brookman, and Randy Frazier. "A comprehensive school-based treatment program for depressed children." School Psychology Quarterly 5, no. 2 (1990): 111–40. http://dx.doi.org/10.1037/h0090609.

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Davies, Susan C. "SCHOOL-BASED TRAUMATIC BRAIN INJURY AND CONCUSSION MANAGEMENT PROGRAM." Psychology in the Schools 53, no. 6 (May 25, 2016): 567–82. http://dx.doi.org/10.1002/pits.21927.

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Armstrong, Todd A., and Vincent Webb. "The School-Based Violence Prevention Planning Program." Journal of School Violence 5, no. 4 (December 13, 2006): 79–97. http://dx.doi.org/10.1300/j202v05n04_07.

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Choi, Ran, Hyeon Woo Yim, Sun-Jin Jo, Myeong Hee Bang, Yu Na Ji, and Won Chul Lee. "Effects of school-based depression awareness education program for adolescent." Korean Journal of Health Education and Promotion 32, no. 1 (March 31, 2015): 57–65. http://dx.doi.org/10.14367/kjhep.2015.32.1.57.

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Swartz, Karen L., Elizabeth A. Kastelic, Sally G. Hess, Todd S. Cox, Lizza C. Gonzales, Sallie P. Mink, and J. Raymond DePaulo. "The Effectiveness of a School-Based Adolescent Depression Education Program." Health Education & Behavior 37, no. 1 (July 25, 2007): 11–22. http://dx.doi.org/10.1177/1090198107303313.

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Thakor, Hitendra G., and Pradeep Kumar. "Impact assessment of school-based sex education program amongst adolescents." Indian Journal of Pediatrics 67, no. 8 (August 2000): 551–58. http://dx.doi.org/10.1007/bf02758475.

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Ellis, Alysa G., Lisa D. Henry, Lisa A. Meadows, Beth L. Roehm, Christina S. Mahl, and Deborah G. Loman. "Effect of a school-based asthma clinic on asthma outcomes." Allergy and Asthma Proceedings 40, no. 3 (May 1, 2019): 154–61. http://dx.doi.org/10.2500/aap.2019.40.4218.

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Background: The St. Louis Children's Hospital Healthy Kids Express Asthma (HKEA) program was developed to improve asthma control in children who attend schools with the highest asthma prevalence in the metropolitan area. The HKEA program differs from other programs because unscheduled visits occur at school without parents present. Objective: To assess the effectiveness of the HKEA program via a retrospective quality assurance study. Methods: A chart review was performed to evaluate the change in health-care utilization, absenteeism, staff and student education, inhaler technique checks, and parent satisfaction surveys before and after participation in the program. The Wilcoxon signed rank test, two-way analysis of variance, and descriptive statistics were used to analyze the data. Results: The HKEA program recruited 1076 participants ages 5‐15 years during 3 school years, from 2008 to 2011. The participants showed a reduction in emergency department visits (36.9% to 14.2%) and hospitalizations (7.1% to 5.0%) from the year before beginning the program to the third year of the program. Absenteeism was significantly improved, from 59.1% to 27.1%. Staff and student knowledge of asthma improved significantly after completing asthma education programs. More than 90% of participants completed three technique checks of their inhaler and spacer technique and showed significant improvement in their tech check (an inhaler/aero chamber technique check) scores. Parent satisfaction with the HKEA program was rated excellent or very good by 96.9% of the parents. Conclusion: The HKEA program is a novel school-based asthma clinic that is well accepted by parents, and results in less health-care utilization and school absences as well as improved asthma knowledge in participants and the school staff.

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Khalifa, Nahlaa Abdelwahab. "Practicability of Implementing a Pilot School Based Obesity Prevention Program." International Journal of Applied Research on Public Health Management 5, no. 2 (July 2020): 27–39. http://dx.doi.org/10.4018/ijarphm.2020070103.

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Unhealthy diet and lifestyle behaviours are known to increase the risk of obesity and comorbidities. This article piloted the practicability of a school-based prevention program to control weight among schoolgirls. An eight-week comprehensive program was conducted on 66 adolescent females. Food habits and lifestyle survey was completed. Student health, nutrition, and physical activity knowledge was assessed. Physical education was applied. Subjective assessment of food/beverages at the school's canteen occurred and a sample of a healthy canteen was provided. Results showed students' unhealthy patterns in food habits and lifestyle. Significant changes were noticed in their overall positive responses to pre-and post-questions (P-value=001). Nearly 70% of food/beverage items were categorised as less healthy. School-based obesity prevention programs could support students in improving their eating patterns and weight status. The program could be replicated to improve students' lives in other locations. Benefits could include health and education ministries.

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Hayati, Fitri Nur, Suyatno Suyatno, and Edhy Susatya. "Strengthening of Religious Character Education Based on School Culture in the Indonesian Secondary School." European Educational Researcher 3, no. 3 (October 15, 2020): 87–100. http://dx.doi.org/10.31757/euer.331.

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This research aims to answer how the implementation of religious character education building based on school culture and conducted a successful program at SMAN 5 Yogyakarta (Yogyakarta 5 Public High School). This study is highly important to conduct since the religious character is an essential value in the learning process in Indonesia. The research subjects consisted of school principals, teachers, and students. Determination of the subjects carried out by purposive sampling. Data collection used interview, observation, and documentation. An interactively inductive data analysis technique performed data analysis with data reduction stages, data displays, and conclusion drawing. The results of the study showed that: 1) the implementation of religious character education building based on school culture was carried out through character building based on religious values, school climate based on religious values, extracurricular activities based on religious values, as well as building relationships between schools and the societies. 2) The impact of the strengthening program of character education produces two themes as follows: the growth of students’ religious awareness and the growth of tolerance among religious communities. The findings of this study indicated the importance of the school’s cultural base in implementing holistic religious character education programs in schools. This finding also strengthens the previous research findings, which had mentioned that the religious character is an essential character for students in a secondary school in Indonesia, and also strengthen that Indonesia’s society, in general, is religious people.

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Cunningham, E. G., C. M. Brandon, and E. Frydenberg. "Building resilience in early adolescence through a universal school-based preventive program." Australian Journal of Guidance and Counselling 9, no. 2 (November 1999): 15–24. http://dx.doi.org/10.1017/s1037291100003915.

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The development of effective coping resources, including positive thinking and an increased sense of self-efficacy, is related to enhancing resilience and healthy development in young people. A universal school-based prevention program that adapted techniques cognitive therapists use for depressed children, and directly based on the work of Seligman (1995), was implemented over a six-week period to whole-class groups by classroom teachers within their regular school curricula. Learning was facilitated through the use of stories, cartoons, hypothetical examples, practice and role-plays. Fifty-eight Year 5 and 6 students from four schools in regional and rural Victoria completed pre- and post-program questionnaires on self-efficacy, coping and attributional style. Following program participation, children reported significant improvements in optimistic thinking and self-efficacy, as well as a reduction in the use of the non-productive coping strategies of worry, wishful thinking, not coping, and reliance on friends. These promising results provide evidence for the feasibility of implementing a low-cost, non-intrusive program that addresses the emotional well-being of all young people in school settings. The longer-term success and viability of any universal preventive programs may ultimately depend upon the extent to which such programs can be integrated into the mainstream curriculum practices of schools.

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Susilawati, Endang. "Halal Tourism Based School Program Development in SMP 2 Selong East Lombok." Sumatra Journal of Disaster, Geography and Geography Education 1, no. 2 (December 19, 2017): 280. http://dx.doi.org/10.24036/sjdgge.v1i2.70.

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This study aims to obtain information and discuss about the development of school programs in SMP Negeri 2 Selong-based tourism in East Lombok. Research method used by researcher is research with qualitative approach. In this study as for the subject to be studied in this study are students and also educators at SMP 2 Selong Lombok Timur. Data analysis method used in this research is Analitycal Hierarchy Process (AHP). Analitycal Hierarchy Process is one of the methods used in solving problems that contain many criteria. Results and discussion of SMPN 2 Selong school program development based on halal tourism in East Lombok in the first development program on the implementation of Life Skills education that describes entrepreneurship and creative economy using AHP method. The first criterion of the development of handicraft programs from used materials that are marketed in tourist areas shows that this first criterion has the highest value compared with other criteria. The development of the second program is the development of education programs based on local and global excellence has five criteria where the development of Islamic-themed arts performance program implemented in the area of the highest criteria tourism object.

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Hong, So Young, and Sang Won Lee. "Development and Application of Elementary School Environmental Education Program Based on Coding Education." Korean Association of Practical Arts Education 34, no. 1 (March 31, 2021): 19–42. http://dx.doi.org/10.24062/kpae.2021.34.1.19.

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Schmalzried, Hans D., Barbara Gunning, and Todd Platzer. "Creating a School-Based Eye Care Program." Journal of School Health 85, no. 5 (April 5, 2015): 341–45. http://dx.doi.org/10.1111/josh.12250.

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Cook, Thomas D., Robert F. Murphy, and H. David Hunt. "Comer's School Development Program in Chicago: A Theory-Based Evaluation." American Educational Research Journal 37, no. 2 (January 2000): 535–97. http://dx.doi.org/10.3102/00028312037002535.

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Winkelstein, Marilyn L., Ruth Quartey, Luu Pham, LaPricia Lewis-Boyer, Cassia Lewis, Kimberly Hill, and Arlene Butz. "Asthma Education for Rural School Nurses: Resources, Barriers, and Outcomes." Journal of School Nursing 22, no. 3 (June 2006): 170–77. http://dx.doi.org/10.1177/10598405060220030801.

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This paper describes a school-based asthma education program for rural elementary school nurses. The program was designed to teach school nurses in 7 rural counties in Maryland how to implement and to reinforce asthma management behaviors in children with asthma and their caregivers. Rural nurses who participated in this program increased their mean asthma knowledge scores more than nurses who did not take the program. The program also increased self-efficacy among intervention school nurses, but the difference in self-efficacy between intervention and control nurses was not statistically significant at follow-up. No effects on documentation or communication behaviors were noted. Only 25% of the nurses reported an interest in implementing future asthma educational programs for children with asthma. This study indicates the importance of understanding the unique characteristics of rural school nurses, the resources they need, and the barriers and challenges they face in their practice.

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Fleshman, C., A. Wolfson, C. H. Ripple, K. Bonuck, L. Hale, I. Donskoy, R. Robbins, E. McGlinchey, G. Jean-Louis, and J. Owens. "1181 Community-based Organizations Seek Sleep Health Education." Sleep 43, Supplement_1 (April 2020): A451. http://dx.doi.org/10.1093/sleep/zsaa056.1175.

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Abstract Introduction Increasing attention to the importance of sleep among children raises questions about how to implement accessible, effective interventions. Part of answering those questions rests in determining interest in and demand for programming. Pajama Program (PJP), a 501(c)(3), works with nearly 4,000 community-based organizations (CBOs) nationally that work with children exposed to adversity, including: foster care/child welfare; shelters; low-income schools, after-school, and early care and education programs; and social-service providers. Anticipating its launch of sleep health education programs, PJP and its Good Night Advisory Council of sleep experts designed a CBO needs assessment. Methods The survey was distributed electronically to staff at 3,911 CBOs; 1,635 organizations responded (42%). Results Across respondents, 65% work with children birth to 18 in settings that were non-residential (39%), residential (18%), or both (43%); most (91%) worked with participants for over one month. CBOs included child welfare/foster care (20.6% of respondents); transitional housing/shelter (20.5%); social services (15.6%); and early care and education (12.7%). Interest in sleep health education was high across all program types: 80 to 89% of programs within each type wanted information for staff and/or caregivers, specifically handouts (among 93% of programs), articles (88%), videos (85%), and workshops (70%). At least 90% of respondents who provided early care and education, parenting, and crisis services were interested in sleep health education for program staff. These program types also had high interest in sleep health education for caregivers, as did child welfare/foster care, school/after school, and shelters (all at least 90% of respondents). Conclusion The CBOs in this sample recognize sleep is an issue among the children they serve, but most did not have access to information on sleep health. These results establish the need for sleep health education and suggest preferred modalities. The project is a model for partnerships involving researchers, nonprofits, and community-based organizations. Support Funding for this project was provided by Pajama Program, a national 501(c)(3) non-profit.

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Cheung, Ruby S. H., Anna N. N. Hui, and Alan C. K. Cheung. "Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity." ECNU Review of Education 3, no. 4 (November 25, 2020): 632–58. http://dx.doi.org/10.1177/2096531120967447.

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Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.

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Gruber, Reut, Gail Somerville, Lana Bergmame, Laura Fontil, and Soukaina Paquin. "School-based sleep education program improves sleep and academic performance of school-age children." Sleep Medicine 21 (May 2016): 93–100. http://dx.doi.org/10.1016/j.sleep.2016.01.012.

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Olson, Christine M., Carol M. Devine, and Edward A. Frongillo. "Dissemination and Use of a School-Based Nutrition Education Program For Secondary School Students." Journal of School Health 63, no. 8 (October 1993): 343–48. http://dx.doi.org/10.1111/j.1746-1561.1993.tb07150.x.

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Cotts, T. B., C. S. Goldberg, L. M. Palma Davis, J. E. DuRussel-Weston, S. M. Aaronson, K. Lin, and K. A. Eagle. "A School-Based Health Education Program Can Improve Cholesterol Values for Middle School Students." Pediatric Cardiology 29, no. 5 (June 17, 2008): 940–45. http://dx.doi.org/10.1007/s00246-008-9246-8.

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ASHWORTH, C., R. DURANT, C. NEWMAN, and G. GAILLARD. "An evaluation of a school-based AIDS/HIV education program for high school students." Journal of Adolescent Health 13, no. 7 (November 1992): 582–88. http://dx.doi.org/10.1016/1054-139x(92)90372-i.

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Seymore, Carolyn, Robart H. DuRant, Cheryl Newman, and Gregory L. Gaillard. "An evaluation of a school-based AIDS/HIV education program for high school students." Journal of Adolescent Health 12, no. 2 (March 1991): 168. http://dx.doi.org/10.1016/0197-0070(91)90490-d.

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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.

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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.

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Torres, B., R. F. Harris, D. Lockwood, J. Johnson, R. Mirabal, D. T. Wells, M. Pacheco, et al. "A hospital/school science fair mentoring program for middle school students." Advances in Physiology Education 273, no. 6 (December 1997): S47. http://dx.doi.org/10.1152/advances.1997.273.6.s47.

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The Massachusetts General Hospital (MGH) and the James P. Timilty Middle School established a partnership to enhance science education, promote faculty development, and improve the health status and academic performance of all Timilty students. This article describes one of the Partnership's Science Connection programs, the Science Fair Mentoring Program, designed to enhance middle school science education, inform urban early adolescents about professions in the health field, inspire them to pursue postsecondary study in the health sciences, and prepare them for rigorous academic work in high school. In this program, hospital-based clinical and research staff mentor young adolescent students. The authors describe the planning, implementation, and evaluation of the Science Fair Mentoring Program as an innovative learning experience.

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Adiyoso, Wignyo, and Hidehiko Kanegae. "Effectiveness of Disaster-Based School Program on Students’ Earthquake-Preparedness." Journal of Disaster Research 8, no. 5 (October 1, 2013): 1009–17. http://dx.doi.org/10.20965/jdr.2013.p1009.

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Given the importance of public disaster education, efforts have been made to integrate disaster risk reduction in the school system. Studies focusing on the effects of school disaster programs on actual preparedness and factors influencing preparedness behaviour, however, have been limited. The present study assesses the effectiveness of disaster risk education (DRR) in schools by comparing students in two junior high schools regarding action taken in earthquake preparedness and major factors of disaster preparedness such as risk knowledge, risk perception, critical awareness and attitude. Data on earthquake preparedness and other variables were collected from two junior high schools in Yogyakarta, Indonesia. Participants were 124 students froma school adopting disaster risk reduction education and 115 students from a school not adopting it. Multivariate Analysis of Variance (MANOVA) revealed that there was a significant difference in investigated variables among students although their level of actual preparedness was quite low. This study provided evidence that having a school adopting disaster risk reduction issues effectively enhanced knowledge, risk perception, critical awareness and attitude but limited in preparedness behaviour. Efforts should be taken by policy makers, teachers, and other stakeholders to develop public education in schools focusing on changes in preparedness behaviour.

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Otta, Gracia. "English day and non-formal education." FLOBAMORA 2, no. 1 (August 31, 2019): 72–78. http://dx.doi.org/10.46888/flobamora.v2i1.4.

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Abstract This program is a combination of The Community Development Partnership Program (CDPP) and research. It is one of the obligations of the writer in carrying out the University of Nusa Cendana's three principles, namely teaching, researching, and serving the community. The point of this program is Sunday School teachers in 22 and 24 service area of the Imanuel Church Oepura in Kupang, who will apply the method in Sunday School teaching every two weeks. This program is implemented per semester. There are three goals to be achieved; first, to run the English Day program that launched by the Governor of NTT, Viktor B. Laiskodat, secondly, to refresh and to give new atmosphere and enthusiasm for Sunday School teachers to maintain English language skills when attending school several years ago, and finally to support global tourism programs in the coming years in East Nusa Tenggara. Based on the analysis of the situation of young language learners in Sunday School, the writer set the method of Total Physical Response (TPR) through Bible-themed songs and games in English to develop the spirit and ability to learn English. This classic method is also still reaping the pros and cons but in its implementation, it still play role to be something interesting and easy for young language learners to get vocabulary and pleasant learning experiences. In general, the material can be well received because of the education background of Sunday School teachers from the High School level, Vocational School, and Sarjana Degree. Based on the application on Sunday School 55 participants, in 6-14 year old group could follow the instructions appropriately. Furthermore, in 3-5 year olds group only followed the movement of songs or games but could not understand the instructions or the aims of the games. The output of this program is to gradually begin with learning the names of Bible characters, places, and books in English, vocabulary and other games and songs to increase English vocabulary in speaking, listening, reading, and writing skills in English that programmed in the curriculum also English Textbooks for Sunday School participants.

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Fathurohman, Fathurohman, and Achadi Budi Santosa. "The Education Decentralilation Policy through Implementation of School-Based Management (SBM)." Jurnal Kependidikan 8, no. 2 (November 27, 2020): 133–41. http://dx.doi.org/10.24090/jk.v8i2.4674.

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The purpose of this study was to reveal the implementation of decentralization policies through the School Based Management (SBM) program. The research method was carried out with a qualitative approach. The data were collected through direct observation and structured interviews with the principal, teachers and employees. The results showed that the implementation of the education decentralization policy was carried out through; (a) determining structural positions (b) managing school finances, (c) structuring teachers and employees, and (d) determining school planning and programs. All stakeholders are able to work in accordance with predetermined main duties and functions and can synergize with one unit to another.

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Ambtman, Rudy, Paul Madak, Denise Koss, and Mark J. Strople. "Evaluation of a Comprehensive Elementary School Curriculum-Based Drug Education Program." Journal of Drug Education 20, no. 3 (September 1990): 199–225. http://dx.doi.org/10.2190/7mxx-k123-1kql-chhc.

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Kirsch, Sallie E. Davis, and Nancy Pullen. "Evaluation of a School-Based Education Program to Promote Bicycle Safety." Health Promotion Practice 4, no. 2 (April 2003): 138–45. http://dx.doi.org/10.1177/1524839902250765.

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