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Maleňáková, Šárka. "Komparace vybavenosti žáků 9. tříd klíčovými kompetencemi k učení a řešení problémů." Studia sportiva 6, no. 1 (July 9, 2012): 123–32. http://dx.doi.org/10.5817/sts2012-1-14.
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The article deals with the question whether the new reform of education will bring a better and more effective learning process for pupils involved in the development of life skills (key competencies) which are critical these days. Th e author compares the results of the education process in the fi eld of key competencies included in two education programmes at elementary schools following in close succession - the „Elementary School Programme“ and „General Education Programme for Basic Education” and/or “Th e School Education Programme”. Th e research was conducted in the year 2009 when the last 9th grade pupils were instructed according to the Primary School Programme while 14 pilot schools throughout the Czech Republic implemented and tested the fourth year of teaching according to their own education programmes. For the comparison of the above mentioned education programmes an empirical method of non-standardized questionnaire was selected. Th e non-standardized questionnaire was based on a research and scientifi c Key Competencies Questionnaire supplied by the SCIO organization. Testing the diff erences between the programmes in particular items was carried out using the Pearson’s chi-square test of contingency tables. Results showed insignifi cant diff erences in the respective questionnaire items, therefore, education programmes must pass through a long evaluation and assessment process to meet expected targets. Th e fi nal section of the article is focused on the assessment of problems with introducing the General Education Programme for Basic Education to school syllables. Th e author presents recommendations for teachers at elementary schools and for academic staff preparing future teachers at universities.
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Qian, Ling, Ian M. Newman, Lok-Wa Yuen, Weijing Du, and Duane F. Shell. "Effects of a comprehensive nutrition education programme to change grade 4 primary-school students’ eating behaviours in China." Public Health Nutrition 22, no. 5 (January 8, 2019): 903–11. http://dx.doi.org/10.1017/s1368980018003713.
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AbstractObjectiveAs part of a national initiative to reduce child obesity, a comprehensive school-based nutrition education intervention to change eating behaviours among grade 4 primary-school students was developed, implemented and evaluated.DesignThe intervention was developed by school staff, with technical assistance from outside health education specialists. The programme included school facility upgrades, school teacher/staff training, curriculum changes and activities for parents. Student scores on nine key eating behaviours were assessed prior to and after the programme. The quality of programme implementation in the schools was monitored by technical assistance teams.SettingShandong Province (high household income) and Qinghai Province (low household income), China. Three programme schools and three control schools in each province.ParticipantsStudents in grade 4 (age 8–9 years).ResultsThere were significant positive changes in self-reported eating behaviour scores from pre- to post-assessment in programme schools. At post-test students in programme schools had significantly higher scores than students in control schools after controlling for other variables. The programme was more effective in the high-income province. Observations by the technical assistance teams suggested the programme was implemented more completely in Shandong. The teams noted the challenges for implementing and evaluating programmes like these.ConclusionsThis intervention increased healthy eating behaviours among 4th graders in both provinces and had more effect in the more affluent province. Results suggest that a scaled-up initiative using existing school and public health resources could change eating practices in a large population over time. The intervention also provided lessons for implementing and evaluating similar nutrition programmes.
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Azhar, Athirah, and Azlinda Azman. "School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 7–20. http://dx.doi.org/10.22492/ije.9.1.01.
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This study explores the impacts of the Corporate Social Responsibility educational programme from the schools’ perspectives towards their pupils and school. A qualitative approach was chosen from a case study of these programmes conducted in Malaysia. The method used for data collection was semi-structured interviews. Purposive sampling was adopted to collect data from headmasters/mistresses from 10 primary schools and was analysed using narrative analysis. Findings shows that these programmes have impacted pupils through educational exposure, a holistic approach, academic improvement, feeling motivated, encouraging creativity and assisting in pupils’ future career development. One of the impacts that were related to the educational programmes was the teaching and learning knowledge that was gained by the teachers. Other than that, the educational programmes also eased the financial burden of the school as well as providing benefits to the surrounding community. Schools suggested that the programmes should be improved by creating better and more programme type content, being more academically focused, allocating more funding, being conducted over a longer period for sustainability, and conducting the programme more regularly. Corporate Social Responsibility educational programmes in future are suggested to be academic related which should include an English language programme, information technology, 21st century learning, a green programme, basic skills (read, write, count), a motivational programme, and a study visit. In conclusion, CSR educational programmes initiatives must be sustainable because it had great impact on pupils, teachers, schools, and the community surrounding the school.
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Nisha K P, Nisha K. P. "School-Based Education Programme for Substance-Abuse Prevention." Paripex - Indian Journal Of Research 3, no. 4 (January 15, 2012): 84–86. http://dx.doi.org/10.15373/22501991/apr2014/28.
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Elfrink, Teuntje R., Jochem M. Goldberg, Karlein M. G. Schreurs, Ernst T. Bohlmeijer, and Aleisha M. Clarke. "Positive educative programme." Health Education 117, no. 2 (February 6, 2017): 215–30. http://dx.doi.org/10.1108/he-09-2016-0039.
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Purpose The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children’s positive emotions and strengths. Design/methodology/approach A process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants’ experiences with key components and the programme impact of PEP. Findings The findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children’s self-reported well-being and problem behaviour, teachers’ awareness of children’s strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP. Research limitations/implications This study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with “business as usual” is needed. Originality/value School frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.
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Chen, Shushu, and Ian Henry. "Schools’ engagement with the Get Set London 2012 Olympic education programme: Empirical insights from schools in a non-hosting region." European Physical Education Review 25, no. 1 (July 21, 2017): 254–72. http://dx.doi.org/10.1177/1356336x17721437.
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During the Olympiad, an Olympic host country is required to organise and deliver an education programme to schools nationwide. Schools’ experiences of engagement with such programmes are often reported on by the government rather than being rigorously examined by academics. Moreover, there is little scientific understanding of how individual schools facilitate the programmes and why different schools engage with the same programme in different ways and to varying degrees, and generate different levels of impact. Looking at the London 2012 Olympic education programme called Get Set, this original qualitative research was undertaken to explore local schools’ experiences of involvement with the programme in a non-hosting region, Leicestershire. The paper advocates the use of programme-theory-driven evaluations (in particular a realist evaluation approach) to assess programme implementation. The results provide explanations of how and why case study schools engage more effectively or less effectively with the programme. The results identify the missing links in the programme theory, highlighting the significance of contextual factors at individual school levels, and arguing for the adoption of tailored strategies for effective programme implementation.
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Bjarnadóttir, Valgerður S., Elisabet Öhrn, and Monica Johansson. "Pedagogic practices in a deregulated upper secondary school: Students’ attempts to influence their teaching." European Educational Research Journal 18, no. 6 (September 4, 2019): 724–42. http://dx.doi.org/10.1177/1474904119872654.
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This article explores strategies, targets, and responses to young people’s attempts to influence pedagogic practices, and the variations between different programmes in a deregulated upper secondary school system. Using Basil Bernstein’s code theory, the study draws on ethnographic data from two of the most popular academic programmes in one upper secondary school in Iceland, the natural science programme and the social science programme. Students tried to a greater extent to influence the ‘how’ of their everyday education rather than the ‘what’. That is, neither of the student groups tried to influence the content of their lessons or courses. There was a strong framing of the selection of knowledge but variations in the framing of pacing and teaching methods, which presented students with various options as to what they tried to influence. The findings imply that mathematics within the natural science programme was a gatekeeper to students’ further studies as it was strongly framed and classified, and students’ attempts to slow down the pacing were unsuccessful. The students in the social science programme targeted monotonous teaching methods, without success. Some of the students responded to the failed attempts by interrupting classes and reducing lesson time for the whole group. The findings indicate that the deregulation of the upper secondary school curriculum needs to be considered, as it leads to stronger classification between schools, subjects, and programmes.
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Simoni, Mary. "Project Lovelace: unprecedented opportunities for music education." Organised Sound 8, no. 1 (April 2003): 57–60. http://dx.doi.org/10.1017/s1355771803001067.
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Project Lovelace is a school-based programme for students aged twelve to eighteen years interested in learning about making music by using technology. The programme is designed to encourage equal and equitable participation by male and female students through instruction in technology-enhanced music performance, improvisation, composition, analysis and notation. Project Lovelace is named in honour of the contributions of the female mathematician Ada Augusta, Countess of Lovelace, who in 1842 predicted that computers could be used for musical composition (Roads 1996).The goals of Project Lovelace are to develop collaborative-based methods for gender-balanced school music technology programmes, amass a gender-balanced repertoire suitable for school music technology programmes, nurture creativity and analytical skills in music technology, and conduct a longitudinal study that documents the changing attitudes and perceived competencies of participating students and teachers.The motivation to initiate Project Lovelace was the timely convergence of two vexing issues perennially facing music technology programmes in higher education, specifically at the University of Michigan: the proportionally small number of female applicants to university music technology programmes and the need to continually upgrade or replace laboratory equipment. Why not allocate second-generation university laboratory equipment to the schools with the intent of building school-based music technology curricula that lead to a gender-balanced university applicant pool?
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Kelder, Steve, Deanna M. Hoelscher, Cristina S. Barroso, Joey L. Walker, Peter Cribb, and Shaohua Hu. "The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity." Public Health Nutrition 8, no. 2 (April 2005): 133–40. http://dx.doi.org/10.1079/phn2004678.
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AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.
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Aguila Sánchez, Julio C., Karla Y. Covarrubias Cuéllar, and Marina Vázquez Guerrero. "Échale Neurona and contextual barriers to sex and sexuality education in Mexico." Health Education Journal 80, no. 7 (May 28, 2021): 872–80. http://dx.doi.org/10.1177/00178969211017158.
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Background: Developing sex and sexuality education programmes for adolescents has proved challenging in many parts of the world, especially in contexts where the importance of these programmes is not valued. In such settings, educating about sex and sexuality may also require dealing with detractors who are active in spreading misinformation. Objective: This article identifies contextual barriers encountered by those involved in developing the Échale Neurona programme in Mexico. Team members associated with the programme have been teaching about sex and sexuality in public secondary and high schools since 2016. Methods and design: Grounded theory approach using semi-structured interviews. Interviews took place with 10 participants including health promotion experts and programme officials. The main focus of the interviews was on the contextual limitations encountered when implementing sex and sexuality education workshops. Results: Findings reveal at least three types of barriers hindering the comprehensive sex and sexuality education developed by the programme: institutional, cultural and socio-educational barriers. Conclusion: Contextual barriers associated with family and school environments posed a significant challenge to implementation. Such barriers may facilitate or hinder sex and sexuality education programmes affecting the way young people develop their sex lives and live their sexuality.
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Myende, Phumlani Erasmus, Thamsanqa Thulani Bhengu, and Isiah Sizwe Kunene. "School financial management development programme for Eswatini principals: Lessons, challenges and implications." South African Journal of Education 40, no. 4 (November 30, 2020): 1–11. http://dx.doi.org/10.15700/saje.v40n4a2041.
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Efficient and equitable use of financial resources has been one of the education policy objectives to achieve quality in education. Subsequently, the achievement of efficient and equitable use of financial resources in schools depends on the principals’ understanding of their role in managing financial resources. However, evidence spanning developing countries suggests the existence of principals’ various inadequacies and inefficiencies in this regard. To respond to this, the Kingdom of Eswatini’s Ministry of Education and Training has developed a training programme to build financial management capacity of school principals. Through qualitative, semi-structured interviews with 4 principals, we explored how principals in that country who had undergone professional development (PD) in financial resource management experienced different aspects of the training they had received. Principals’ experiences suggest the existence of various limitations of the programme. From these experiences, we draw lessons about the effectiveness and challenges of the programme and illuminate implications for how PD programmes can be offered to build principals’ capacities in school financial management.
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Karakiozis, Konstantinos, and Evangelos C. Papakitsos. "Attitudes of Teachers Who Implement School Mediation Programmes." International Educational Research 1, no. 2 (June 28, 2018): p16. http://dx.doi.org/10.30560/ier.v1n2p16.
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School mediation (or peer mediation) is an effective practice for resolving student-centered conflicts in the school context. According to the results of this qualitative research conducted at Secondary Education Schools of Western Attica (Greece), an area with particular social characteristics, school mediation programmes are a dynamic process and can contribute to: teamwork, communication and activation of students, changing attitudes and behaviors as well as inclusion of students with behavioral problems. These results are achieved despite the heterogeneity of the education programme followed and the heterogeneity of the population attending them. Under no circumstances, however, the implementation of a school mediation programme can be considered a panacea. On the contrary, it is proposed to be accompanied by other actions that will promote a different management spirit of the school and will improve the school climate.
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Friel, Sharon, Cecily Kelleher, Paula Campbell, and Geraldine Nolan. "Evaluation of the Nutrition Education at Primary School (NEAPS) programme." Public Health Nutrition 2, no. 4 (April 1999): 549–55. http://dx.doi.org/10.1017/s1368980099000737.
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AbstractObjective:To assess the impact and suitability of a pilot dietary educational programme for primary school pupils. The Nutrition Education at Primary School (NEAPS) programme aimed to build awareness of the benefits of healthy eating, induce positive behaviour change and increase the children's knowledge.Design:A comparative quasi-experimental study with follow-up after 3 months.Setting:Eight primary schools in the Eastern and North Western Health Boards and three control schools in the same board regions.Subjects:Data were used from 821 Irish school children aged 8–10 years old.Methods:The education programme comprised 20 sessions over 10 weeks including circular worksheets, homework assignments and an aerobic exercise regime. At baseline and after 3 months pupils completed food diaries and a validated food pairing questionnaire on food behaviour, knowledge and preferences.Results:Significant differences were found in the intervention children's behaviour and preference levels after the NEAPS programme (P < 0.01 in both sections). Knowledge levels were very high at baseline and though some individual items improved, average change overall was not significant. Rural children appeared to benefit more in behaviour and preferences from the programme (P < 0.01). The NEAPS programme appeared to be less effective in pupils in disadvantaged areas (P < 0.01 for each of the sections: behaviour, preference and knowledge). One hundred and eighty-seven children completed food diaries. The intervention children's consumption of fruit and vegetables increased, and they consumed less salty snacks after the programme. Rural children were confirmed to have healthier diets at baseline.Conclusions:Following the NEAPS pilot programme positive changes were seen in the school children's eating behaviour and preferences for healthier foodstuffs. This suggests successful development of a culturally sensitive nutrition education programme for school children aged 8–10 years.
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Chan, Kara, Judy Yuen-Man Siu, and Albert Lee. "A school-based programme promoting healthy eating." Health Education Journal 79, no. 3 (October 5, 2019): 277–89. http://dx.doi.org/10.1177/0017896919880575.
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Objective: Many school-based health education programmes adopt a one-way, top-down communication approach that students tend to consider boring and ineffective. In contrast, this study tested a pilot school-based health education programme designed to engage students through the creation and production of health-related advertising. Design: Participatory action research. Setting: A secondary school located in the most deprived district in Hong Kong. Method: A 10-month health education programme was implemented which included health talks and a parent–child cooking workshop. The highlight of the programme was a contest to design a healthy eating public service announcement with professional production of the winning advertisement. A convenience sample of 67 secondary school students participated. Self-administered food diaries and focus group interviews were administered before and after the programme for evaluation. Results: Among all the health education activities conducted during the programme, the participating students found the advertisement design contest the most interesting. They appreciated the opportunity to see their creative ideas consolidated in a professional manner. Dietary patterns reported in food diaries did not show any significant change, but the post-programme focus group interviews reported a remarkable increase in healthy eating knowledge. There were some self-reported changes in dietary behaviours. Conclusion: In the digital age, engaging students in content creation is a possible way to interest them in adopting healthy eating behaviours.
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Burbidge, Tamsin, and Rebecca Hamer. "Academic Honesty in the International Baccalaureate Diploma Programme." Journal of International Students 10, no. 2 (May 15, 2020): 265–85. http://dx.doi.org/10.32674/jis.v10i2.667.
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Much of the existing research on academic integrity surveys students. This study compares survey responses of students, teachers, and school administrators from schools in 76 countries worldwide. The surveys addressed their knowledge, understanding, and attitudes toward academic honesty, how it is taught at their school, as well as school experiences. Results indicate that students mostly learn about academic integrity in the classroom. Most schools have a process to ensure students know about academic honesty, but half of schools indicate there is no similar process for teachers. State schools rely significantly more on student and teacher initiative to refresh or check their knowledge, such as accessing handbooks, and less on offering targeted student or teacher academic integrity training, than private schools.
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Rodney, Carmen. "Willesden High School Mentoring Programme." Mentoring 1, no. 2 (September 1993): 3–8. http://dx.doi.org/10.1080/0968465930010201.
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Harvey, Brian, James Stuart, and Tony Swan. "Evaluation of a Drama-in-Education Programme to Increase AIDS Awareness in South African High Schools: A Randomized Community Intervention Trial." International Journal of STD & AIDS 11, no. 2 (February 2000): 105–11. http://dx.doi.org/10.1177/095646240001100207.
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A community intervention trial was undertaken in KwaZulu Natal, South Africa to evaluate the effectiveness of a high school drama-in-education programme. Seven pairs of secondary schools were randomized to receive either written information about HIV/AIDS or the drama programme. Questionnaire surveys of knowledge, attitude and behaviour were compared before and 6 months after the interventions. One thousand and eighty students participated in the first survey and 699 in the second. Improvements in knowledge ( P=0.0002) and attitudes ( P<0.00001) about HIV/AIDS were demonstrated in pupils at schools receiving the drama programme when compared to pupils receiving written information alone. These changes were independent of age, gender, school or previous sexual experience. In schools receiving the drama programme, sexually active pupils reported an increase in condom use ( P<0.01). It is important to provide resources to sustain such programmes and to obtain stronger evidence of effect on behaviour by measuring changes in HIV incidence.
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Ng, Ashley Yoon-Mooi. "School leadership preparation in Malaysia." Educational Management Administration & Leadership 45, no. 6 (October 13, 2016): 1002–19. http://dx.doi.org/10.1177/1741143216662922.
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This paper examines the preparation of school principals in Malaysia, and the aspiration of the Malaysian Education Blueprint 2013–2025 to ensure high-performing school leaders in every school. It reports on the principal preparatory programme, the National Professional Qualification for Educational Leaders, which is mandatory to those who aspire to be school principals. Documentary analysis was undertaken on materials used for leadership training programmes by the National Institute of Educational Management and Leadership or Institut Aminuddin Baki (IAB), which is the country’s main leadership training and development centre, equivalent to the National College for Teaching and Leadership in England. Eight primary and secondary schools, chosen by stratified purposive sampling, were selected for the study. Interviews were conducted with principals and assistant principals of the eight schools, to establish how they were selected and prepared for their leadership roles. Interviews with Ministry of Education and IAB officials offered a provider perspective while an interview with an education minister clarified the policy and political contexts of the study. The findings of the study draw attention to the need to refine the selection criteria, with a focus on higher entry standards to ensure excellent leadership in schools, an emphasis on instructional leadership to improve student learning in schools, the conflict between central direction and the importance of situational leadership, and the political imperative for programme outcomes.
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Eisenstein, Carin, Victoria Zamperoni, Neil Humphrey, Jessica Deighton, Miranda Wolpert, Camilla Rosan, Helen Bohan, Antonis A. Kousoulis, Marianne Promberger, and Julian Edbrooke-Childs. "Evaluating the Peer Education Project in secondary schools." Journal of Public Mental Health 18, no. 1 (March 18, 2019): 58–65. http://dx.doi.org/10.1108/jpmh-07-2018-0048.
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Purpose The purpose of this paper is to determine the efficacy of the Peer Education Project (PEP), a school-based, peer-led intervention designed to support secondary school students to develop the skills and knowledge they need to safeguard their mental health and that of their peers. Design/methodology/approach Six schools from across England and the Channel Islands took part in an evaluation of the PEP across the 2016/2017 academic year. In total, 45 trained peer educators from the sixth form and 455 Year 7 students completed pre- and post-questionnaires assessing their emotional and behavioural difficulties, perceived school climate, and knowledge, skills and confidence related to mental health. Findings Results indicate that participation in the PEP is associated with significant improvement in key skills among both peer educators and student trainees, and in understanding of key terms and readiness to support others among trainees. Most students would recommend participation in the programme to other students. Originality/value While peer education has been found to be effective in some areas of health promotion, research on the effectiveness of peer-led mental health education programmes in schools is limited. This study contributes evidence around the efficacy of a new peer education programme that can be implemented in secondary schools.
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HOPTOVÁ, LUCIÁNA. "ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 429–43. http://dx.doi.org/10.15503/jecs2020.2.429.443.
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Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools.
Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history.
Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.
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Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.
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Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.
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SUKARDJI, K. "EVALUASI BELAJAR PENDIDIKAN DASAR 9 TAHUN MELALUI MADRASAH DI KABUPATEN PANDEGLANG." ALQALAM 18, no. 90-91 (December 31, 2001): 1. http://dx.doi.org/10.32678/alqalam.v18i90-91.1462.
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In the Framework to raise the progress of the nation life entirely, the goverment has carried out the nine years - Basic Education Compulsory Programme (Wajar Dikdas) through general school and Islamic school In this programme through the Islamic school among others have been done in model school of Islamic elementery school (MIN) in village of part, Mandalawangi, Pandeglang and the Islamic secondary private scool "Cidangiang" Kota Pandeglang., Pandeglang.The Nine Years - Basic Education Compulsory Programme through Islamic School has been applied on the Islamic School (MI and MTs) by providing service of education to all basic education school age from any economic sosial backgrounds, both living in the countryside and the town around the two schools evironments. Both children coming from the poor and the rich family Have equal chance to obtain service of education from two schools.To support the operational of programme among parents, school and group of society/foster parents (GNOTA) and government have colleted fund to run the education at the school, including the school payment for students by the cooperation in colleting the fund wich have been done by many parts for costing the programme so that in can run smoothly and succesfully.Key words: Evaluation, Compulsory Education, Madrasah, Pandeglang.
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Dovemark, Marianne, and Inger Erixon Arreman. "The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education." Education, Citizenship and Social Justice 12, no. 1 (January 9, 2017): 49–62. http://dx.doi.org/10.1177/1746197916683466.
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Sweden has, like most countries, transformed its educational system with the aim of increasing the economic productivity of its citizens. Nowadays, it has one of the world’s most market-oriented school systems, including few hindrances for new free-school actors. Swedish students have thus become commodities in a competitive school market. The aim of the article is to study students’ exchange value in relation to choice of different schools and study paths with a special focus on the introductory programmes within the Swedish upper secondary school. Traditionally, Swedish upper secondary schools offered vocational and academic programmes, channelling young people into skilled jobs or higher education. Introductory programmes are recent innovations, aimed at the 13% of young people who do not qualify for vocational or academic programmes. This group includes those who have failed to complete compulsory school for a variety of reasons, including those who are recent arrivals in the country. Through observations, formal and informal interviews as well as reading of national and local documents and marketing material, we conclude that introductory programme students do not seem to be sufficiently ‘profitable’ to warrant investment by free schools. Public schools are obliged to help this group of students attain additional qualifications, investing heavily in their education so that they may become part of the mainstream school market.
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Dietrich, Timo, Sharyn Rundle-Thiele, Lisa Schuster, and Jason P. Connor. "A systematic literature review of alcohol education programmes in middle and high school settings (2000-2014)." Health Education 116, no. 1 (January 4, 2016): 50–68. http://dx.doi.org/10.1108/he-03-2014-0042.
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Purpose – Social marketing benchmark criteria were used to understand the extent to which single-substance alcohol education programmes targeting adolescents in middle and high school settings sought to change behaviour, utilised theory, included audience research and applied the market segmentation process. The paper aims to discuss these issues. Design/methodology/approach – A systematic literature review retrieved a total of 1,495 identified articles; 565 duplicates were removed. The remaining 930 articles were then screened. Articles detailing formative research or programmes targeting multiple substances, parents, families and/or communities, as well as elementary schools and universities were excluded. A total of 31 articles, encompassing 16 qualifying programmes, were selected for detailed evaluation. Findings – The majority of alcohol education programmes were developed on the basis of theory and achieved short- and medium-term behavioural effects. Importantly, most programmes were universal and did not apply the full market segmentation process. Limited audience research in the form of student involvement in programme design was identified. Research limitations/implications – This systematic literature review focused on single-substance alcohol education programmes targeted at middle and high school student populations, retrieving studies back to the year 2000. Originality/value – The results of this systematic literature review indicate that application of the social marketing benchmark criteria of market segmentation and audience research may represent an avenue for further extending alcohol education programme effectiveness in middle and high school settings.
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Johansson, Monica. "Social inequalities in the allocation of learning support in a Swedish upper secondary school." Education, Citizenship and Social Justice 12, no. 1 (January 10, 2017): 63–74. http://dx.doi.org/10.1177/1746197916683467.
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The upper secondary school is in Sweden practically mandatory even though attendance is voluntary and today almost all students in Sweden continue their studies at upper secondary school. But not all of them leave this school with a complete certificate of schooling as a result of experiencing a range of difficulties which may be due to cognitive, physical, sensory or social factors. This article uses ethnographic data from a case study to explore how one municipal upper secondary school allocates additional support to students with different social characteristics. The study focussed on students in the following three upper secondary schools programme all in the same school: (1) Individual, (2) Health and Social Care, and (3) Technology. The results show that existing social inequalities are reinforced through everyday activities and interactions. The prevalence and type of additional support that the students are offered is one of the factors reinforcing existing social differentiation, and is closely linked to the type of programme they are studying. Successful support services appear to be focused on Swedish male pupils from higher socio-economic backgrounds on the Technology Programme. Students from lower social backgrounds enrolled in either the Individual or Health and Social Care Programmes receive much less appropriate support. The social justice implications of these priorities for resource allocation are discussed.
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VİCTORİA, Katsigianni, and Kaila MARİA. "REFUGEE EDUCATION IN GREECE: A CASE STUDY IN PRIMARY SCHOOL." IJAEDU- International E-Journal of Advances in Education 5, no. 15 (December 30, 2019): 352–60. http://dx.doi.org/10.18768/ijaedu.593883.
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The large number of children amongst refugees who have arrived in Greece since 2014, a wave that peaked in 2015, created the need of educating them as a first step of integration and normalcy to the child life. Refugee education had already been recognized as a priority in Europe, so Greece had to react, as soon as possible, to educate the large number of children who arrived in Greek territory with or without their parents. To facilitate their access to Greek schools, the educational programme “Reception Centres for Refugee Education”, known as DYEP, was established in selected by the Ministry of Education Primary and Secondary Schools during the school years 2016-17 and 2018-19. The right to education for refugees and the access to the educational system of the country was supported by the International Organization for Migration and the local government as well. This research paper aims at focusing on a case study of a Primary school in Piraeus area in Attica, Greece, and the difficulties that emerged from the initial oppositional reaction illustrating how they affected the collaborative potential and the school climate as a whole. Finally, it is presented how this problematic situation was overcome and how the initial reactions changed. Teachers, pupils and parents were summoned to accept a new school reality under time pressure. Special attention is also paid to how teachers became aware of and got involved in the programme and how the local community were prepared to accept and support such an ambitious plan. The educational system was hardly prepared for the challenging reality of refugees and their introduction to education and society in general. It seemed that sometimes social resistance prevented the acceptance and solidarity within the school community. In some cases, the lack of preparatory programmes caused distrust and denial; as a result, much more time was needed to deal with the difficulties. The multicultural school environments, eventually, comprise a reality with their positive dynamic to open societies. Keywords Refugee education, case study, Greek schools
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Bērziņa, Ženija. "School-Based Mentoring for Professional Development of Inclusive School Teachers." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.
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School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.
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Verdonschot, Angeliek, Emely de Vet, Natalie van Seeters, Jolieke Warmer, Clare E. Collins, Tamara Bucher, and Annemien Haveman-Nies. "Caregivers’ Role in the Effectiveness of Two Dutch School-Based Nutrition Education Programmes for Children Aged 7–12 Years Old." Nutrients 13, no. 1 (January 1, 2021): 140. http://dx.doi.org/10.3390/nu13010140.
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Childhood eating behaviours can track into adulthood. Therefore, programmes that support early healthy eating, including school-based nutrition education programmes, are important. Although school-based programmes may be beneficial in improving nutrition knowledge, impact on actual fruit and vegetable (FV) intake is generally limited as FV intake is also influenced by the home environment. The current study includes secondary analyses of data from an evaluation study on Dutch nutrition education and examined the role of caregivers’ health promotion behaviours (HPB) in influencing healthy eating behaviours in primary school children (n = 1460, aged 7–12 years) and whether caregivers’ HPB contribute to programme effectiveness. Children’s nutrition knowledge, FV intake and caregivers’ HPB (FV/sugar-sweetened beverages/sweets provision to take to school, cooking together and talking about healthy food at home) were measured by child-reported questionnaires at baseline, during, and 6 months post-programme. Results indicated that caregivers’ HPB was positively associated with children’s healthy eating behaviours and that programme effectiveness was highest in those in the lower HPB subcategory. In conclusion, children with less encouragement to eat healthily at home potentially benefit more from school-based nutrition education programmes than children receiving more encouragement. This highlights the important role of the home environment in supporting healthy eating behaviour in children.
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To, Quyen G., Lee Wharton, Danielle Gallegos, Michalis Stylianou, Dung V. Do, Kien G. To, Hanh TM Tran, and Stewart G. Trost. "School-based physical education: Physical activity and implementation barriers in Vietnamese elementary schools." European Physical Education Review 26, no. 2 (October 9, 2019): 587–606. http://dx.doi.org/10.1177/1356336x19878746.
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Information about the Vietnamese physical education (PE) programme is limited due to a lack of relevant studies. Using the Health Optimising Physical Education as a conceptual framework, this study examined students’ physical activity (PA) levels in the fifth-grade PE programme in Vietnam and barriers to programme implementation. Eight schools (28 PE classes) were randomly selected for assessing students’ PA levels, lesson context, and PA promotion during PE lessons using the System for Observing Fitness Instruction Time. In-depth interviews were also conducted with school administrators, PE instructors, and classroom teachers using semi-structured guides to examine barriers influencing the implementation of the current PE programme. Results showed students spent 33% of PE time in moderate–vigorous physical activity (MVPA), which is less than the international recommendation of 50%. The amount of MVPA varied by school type, instructor gender and qualification. Programme implementation was negatively affected by the current structure that limits autonomy, a proclivity for a “one size fits all” approach to teaching PE, and limited motivation for PE instructors to improve their teaching. The low perceived value of PE, lack of support and professional development for existing PE instructors, and an over-emphasis on sports training due to available financial incentives were also identified as important barriers that affected programme implementation. Addressing these barriers could help improve the quality of the Vietnamese PE programme.
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Clarkson, Suzy, Joanna M. Charles, Christopher W. N. Saville, Gretchen J. Bjornstad, and Judy Hutchings. "Introducing KiVa school-based antibullying programme to the UK: A preliminary examination of effectiveness and programme cost." School Psychology International 40, no. 4 (April 20, 2019): 347–65. http://dx.doi.org/10.1177/0143034319841099.
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Bullying is an internationally recognized problem and school-based bullying is particularly pervasive. KiVa is a robustly evidenced school-based antibullying programme developed and evaluated at Turku University, Finland, and subsequently disseminated across Finland. Following a positive UK trial of Unit 2 (for 10- to 12-year-olds), further UK dissemination has taken place. This study presents (a) pupil self-reported levels of victimization and bullying prior to, and after, one year of KiVa implementation (Units 1 and 2) with 7- to 11-year-olds from 41 schools, and (b) programme training and delivery costs. Data from 41 primary schools were analysed using a linear mixed model effects analysis. Results revealed statistically significant reductions in victimization and bullying after one year of programme implementation. Ongoing costs were small, at £2.84 per Key Stage 2 pupil per annum. These promising results highlight the need for further more rigorous evaluation of KiVa in the UK, including the exploration of factors associated with effective implementation, and the importance for educators and policy makers of evaluating both impact and costs when implementing programmes to prevent and reduce bullying.
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Wubbels, Th, H. A. Créton, and H. P. Hooymayers. "A School‐based Teacher Induction Programme." European Journal of Teacher Education 10, no. 1 (January 1987): 81–94. http://dx.doi.org/10.1080/0261976870100110.
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Lyons, Zaza. "Establishment and implementation of a psychiatry enrichment programme for medical students." Australasian Psychiatry 25, no. 1 (September 27, 2016): 69–72. http://dx.doi.org/10.1177/1039856216671663.
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Objective: There has been a growing interest in psychiatry enrichment programmes such as summer schools and institutes for medical students in the last 10 years. Evaluation of enrichment programmes shows that they can be an effective method of increasing students’ interest in psychiatry as a career. However, despite initial enthusiasm and motivation within an academic department, establishing a programme can be a daunting task. The aim of this paper is to provide a background of how to establish and implement a psychiatry summer school or institute. The steps that can be taken to establish and implement a psychiatry enrichment programme such as a summer school or institute are described and discussed. This includes how to structure a programme, content to include, costs and budget, programme promotion, selection of students and programme evaluation. Conclusion: Establishing an enrichment programme can provide academic departments of psychiatry with the opportunity to demonstrate excellence and innovation in teaching and positively promote psychiatry to students and other non-medical academics involved in medical education. For students interested in psychiatry, enrichment programmes have the potential to extend interest and knowledge beyond the curriculum and encourage serious consideration of psychiatry as a career.
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Hailey, Elizabeth. "Introducing a Whole-school PSE Programme." Pastoral Care in Education 8, no. 2 (June 1990): 19–25. http://dx.doi.org/10.1080/02643949009470701.
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Stebek, Elias N. "Legal Education Reform Pursuits in Ethiopia: Attainments and Challenges (2006-2019)." Mizan Law Review 13, no. 2 (November 30, 2019): 233–83. http://dx.doi.org/10.4314/mlr.v13i2.2.
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This article examines attainments and challenges in the pursuits of legal education reform launched in 2006. Achievements and challenges in LL.B programmes are examined based on the standards of the legal education reform programme relating to admission of students to law schools, staff profile, standards of reform relating to curriculum, course delivery, assessment, law school autonomy, research, publications, quality assessment and the requisite resources thereof. There are commendable achievements such as raising the duration of legal education from four to five years, the introduction of LL.B exit exam, and the preparation of a significant number of teaching materials. However, the data, documents and literature discussed and analyzed in this article indicate that the level of quality and standards in Ethiopia’s legal education stand below most of the thresholds that were envisaged in the 2006 Legal Education Reform Programme.
Key terms
Legal education reform · Quality · Standards · LL.B programmes · Ethiopia
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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 (November 1, 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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Stebek, Elias N. "Ethiopia’s 2006 Legal Education Reform Programme: Aspirations and Standards." Mizan Law Review 13, no. 2 (November 30, 2019): 191–232. http://dx.doi.org/10.4314/mlr.v13i2.1.
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Ethiopia’s Legal Education Reform Programme (launched in 2006) was based on series of studies which identified the problems in Ethiopia’s legal education, the causes and consequences of the problems and the standards that are required to be attained by law schools. After more than a decade, however, the level of compliance with the standards is still an issue of concern. This calls for self-assessment by each law school based on check-list regarding (i) the level of awareness about the standards for Ethiopian law schools, (ii) standards that are partly achieved and should be enhanced, (iii) what has not been achieved and should be pursued, and (iv) the problems that have been aggravated. Such self-assessment requires closer examination into the entry point (i.e., student admission and academic staff employment), inputs, processes, student-learning environment, and outputs. This article discusses the factors that necessitated the 2006 legal education reform programme and examines the core elements of the reform without, however, dealing with the details on achievements and challenges.
Key terms
Legal education · Quality · Standards · LL.B programmes · Reform · Ethiopia
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Chou, Li-Na, I. Chin Shen, Tusi-Ping Chu, and Min-Li Chen. "Effectiveness of a school-based social marketing intervention to promote adolescent sexual health." Health Education Journal 79, no. 1 (July 9, 2019): 34–45. http://dx.doi.org/10.1177/0017896919862597.
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Objective: Schools should design holistic sex education programmes to improve sex knowledge and enhance positive sexual attitudes among adolescents. A school-based social marketing sex education programme named Starting from love – Go! Go! Go! was designed. This study determined the effectiveness of the intervention to promote adolescent sexual health in junior high schools in Southern Taiwan. Method: A one-group pretest–posttest design was utilised. Cluster random sampling was used to select participants (seventh-grade students aged 13–14 years) from 24 junior high schools. Results: A total of 1,407 seventh-grade participants completed the survey. Among the 1,407 participants, 714 were boys and 693 were girls. The results revealed that the total average sexual knowledge score of the participants was 1.55 points higher after the interventions, indicating significantly increased sexual knowledge ( p < .001). The sexual attitudes of participants after the interventions significantly improved compared with those beforehand ( p < .001). Moreover, the sexual knowledge and attitudes of participants exhibited a positive correlation ( r = .357, p < .001). Conclusion: The proposed school-based social marketing sex education programme holds the potential to improve sexual knowledge and enhance positive sexual attitudes of the junior high school students and the educational efficacy of sex education with respect to sex-related concerns.
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Krušinská, Martina. "Elementary Art School of Folk Dance and Music in the Context of Regional Culture-Oriented Schools in Slovakia." Central European Journal of Educational Research 3, no. 1 (April 30, 2021): 16–26. http://dx.doi.org/10.37441/cejer/2021/3/1/9346.
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In the study, we present the basic goals, content, strategies and organisational forms of education of the Elementary Art School of Folk Dance and Music in Ružomberok. The basic information about the school is supplemented with the ideas of its founder and the school principal, as well as the photo documentation of this school environment. We analyse this school model in the broader context of elementary regional culture-oriented schools, which began to develop in Slovakia after 1989. In connection with the school reform in 2008, the educational content of such schools was transformed and defined in the State Education Programme in the subject of Regional Education and cross-cutting topic Regional Education and Folk Culture. In addition to other alternative and innovative educational programmes in Slovakia, the regional culture-oriented school represents a domestic model of education, which is based on the historical and cultural peculiarities of individual regions of Slovakia. Despite the uniform name, each school with this orientation can have a unique character expressed in its school curriculum.
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van Dongen, Bonnie, Tara Finn, Vibeke Hansen, Annemarie Wagemakers, David Lubans, and Kerry Dally. "The ATLAS school-based health promotion programme." European Physical Education Review 24, no. 3 (March 10, 2017): 330–48. http://dx.doi.org/10.1177/1356336x17695834.
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Adolescent boys living in disadvantaged communities are considered a vulnerable group at risk for developing obesity and associated health problems, such as cardiovascular disease, hypertension and type-2 diabetes. While short-term health promotion programmes often produce effective results during the implementation of the intervention, according to self-determination theory (SDT), changes in autonomous motivation are required if programmes are to have sustained effects on health behaviours. This article describes the ATLAS (Active Teen Leaders Avoiding Screen-time) programme, based on SDT, which was developed to engage adolescent boys from low socio-economic backgrounds in physical activity, reduce their consumption of sugar-sweetened beverages and limit recreational screen-time. The article reports a post-hoc analysis of the perceptions and experiences of a representative group of ATLAS participants to investigate whether the boys’ general impressions of the programme reflected the need-supportive teaching strategies on which the programme was based. The results of this analysis suggested that students’ comments about increased feelings of autonomy, competence and relatedness were often linked to corresponding need-supportive teacher behaviours. The findings suggest that embedding health promotion programmes in a need-supportive context can help to foster the motivation and self-regulation that is required to maintain newly adopted healthier behaviours.
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Madrid, Daniel. "Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 7, 2021): 193–212. http://dx.doi.org/10.30827/portalin.v0i36.16700.
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The aim of this research is to examine the overall degree of motivation among secondary school students and university students earning a bachelor’s degree in primary education in bilingual and non-bilingual programmes, and the motivational potential of ten dimensions, broken down into 60 variables, which interact in these programmes. To this end, a sample of 485 secondary school students (310 in bilingual programmes and 175 in non-bilingual programmes) and 332 bachelor’s degree students in primary education (160 in the bilingual degree programme and 172 in the non-bilingual programme) participated in the study. The findings indicate that secondary school students in non-bilingual programmes are overall more highly motivated than those in bilingual programmes, assigning a higher score than bilinguals to 21 out the 60 variables examined. While there are no significant differences in terms of overall motivation between the two groups compared in teaching degree programmes, EMI (English as a Medium of Instruction) students assigned a higher motivational value than non-EMI students to 32 variables. Finally, the study presents the resulting motivational potential of the 60 variables included in the ten dimensions analysed.
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Johnston, Bryan, Ahmad El-Arabi, Krista Tuomela, and David Nelson. "The Food Doctors: A pilot study to connect urban children and medical students using nutrition education." Health Education Journal 78, no. 4 (December 10, 2018): 441–50. http://dx.doi.org/10.1177/0017896918816735.
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Background: Children in the USA face increasing nutrition-related health risks, including obesity rates of 16.9% – a figure that has more than tripled over the past four decades. Nutrition education is beneficial to improve children’s health through obesity prevention and the promotion of healthy habits, and the elementary school years are a key time to implement health education interventions. Objective: To develop a medical student created and operated nutrition education intervention for urban underserved elementary school students. Design: The Food Doctors (TFD) programme is a hands-on, interactive, in-class nutrition education pilot initiative for elementary school students and adheres to the established tenets of effective in-class nutrition education whenever possible: (1) interactive hands-on curriculum, (2) use of culturally relevant topics and (3) the inclusion of effective evaluation techniques. Setting: Urban elementary school classrooms in Milwaukee, Wisconsin, USA. Method: A literature review and feedback from partner schools’ needs informed curriculum development. Institutional review board approval was sought and study materials prepared. The pilot programme was carried out at partner schools during class time. Results: A total of 83 students participated in the pilot study: 46 third-grade students and 37 fourth graders. Evaluation focused on assessing student baseline knowledge and exploring post-programme nutrition knowledge gains. Conclusion: TFD pilot programme demonstrated gaps in baseline nutrition knowledge among elementary school students and showed improved post-programme ability to correctly answer basic nutrition knowledge questions.
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Stallard, Paul, Elena Skryabina, Gordon Taylor, Rob Anderson, Obioha C. Ukoumunne, Harry Daniels, Rhiannon Phillips, and Neil Simpson. "A cluster randomised controlled trial comparing the effectiveness and cost-effectiveness of a school-based cognitive–behavioural therapy programme (FRIENDS) in the reduction of anxiety and improvement in mood in children aged 9/10 years." Public Health Research 3, no. 14 (November 2015): 1–88. http://dx.doi.org/10.3310/phr03140.
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BackgroundAnxiety in children is common, impairs everyday functioning and increases the risk of severe mental health disorders in adulthood, yet few children with anxiety are identified and referred for treatment.ObjectiveTo investigate the clinical effectiveness and cost-effectiveness of a universal school-based preventative programme (FRIENDS) in reducing symptoms of anxiety and low mood.DesignCluster randomised controlled trial. Schools (n = 41) were randomly assigned after recruitment on a 1 : 1 : 1 basis to health-led FRIENDS, school-led FRIENDS and usual school provision.SettingPrimary schools in three local education authorities in the south-west of England.ParticipantsChildren (n = 1362) aged 9–10 years attending school and participating in personal, social and health education (PSHE).InterventionsThe FRIENDS programme is a cognitive–behavioural therapy programme that develops skills to counter the cognitive, emotional and behavioural aspects of anxiety. The FRIENDS programme was led by either a trained member of the school or a health leader external to the school and was delivered over 9 consecutive weeks. The comparison group received usual school PSHE lessons. Interventions were delivered in the academic year September 2011–July 2012.Main outcome measuresClinical effectiveness assessed by child report of symptoms of anxiety (Revised Child Anxiety and Depression Scale, RCADS); cost-effectiveness based on RCADS and quality-adjusted life-years (Child Health Utility 9 Dimensions, CHU-9D) between baseline and 6 months; process evaluation, evaluation of reach and attrition and qualitative feedback from children, school staff and parents.ResultsAt 12 months there was a difference in the adjusted mean RCADS scores for health-led FRIENDS compared with school-led FRIENDS [–3.91, 95% confidence interval (CI) –6.48 to –1.35] and for health-led FRIENDS compared with usual school provision (–2.66, 95% CI –5.22 to –0.09). At 24 months we were able to assess only 43.6% of our cohort. There were few differences in baseline characteristics between completers and non-completers. Child-reported anxiety in all three groups had reduced by 24 months and there were no longer any group effects. There were no between-group effects for any parent- or child-completed secondary outcomes at 12 or 24 months. The cost of the FRIENDS programme was £52–56 per child. We found no evidence that the FRIENDS programme was cost-effective over a 6-month period; however, our subgroup for the economic analysis differed significantly from our main trial cohort.ConclusionsAlthough greater reductions in anxiety were noted at 12 months when the FRIENDS programme was delivered by health leaders, these additional benefits were not maintained at 24 months. Children’s anxiety levels improved irrespective of the intervention that they received. Our economic evaluation and 24-month assessment had significant shortcomings. However, the universal delivery of specific anxiety prevention programmes will result in additional costs that may be beyond the finances available to most schools. Future work should identify the active ingredients and potential moderators of universal anxiety programmes to determine whether programme length can be reduced, short-term effectiveness maintained and cost-effectiveness improved. At present, our results find limited evidence to support the universal provision of specific anxiety prevention programmes in UK primary schools.Trial registrationCurrent Controlled Trials ISRCTN23563048.FundingThe National Institute for Health Research Public Health Research programme.
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Torres, Irene, and Venka Simovska. "Community participation in rural Ecuador’s school feeding programme." Health Education 117, no. 2 (February 6, 2017): 176–92. http://dx.doi.org/10.1108/he-02-2016-0009.
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Purpose The purpose of this paper is to contribute to the debate concerning community participation in school-based health education and health promotion, with regard to food and nutrition. Design/methodology/approach Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the school feeding programme (SFP) in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the health promoting school (HPS) paradigm. Findings The findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, though very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings. Research limitations/implications The study shows that the meaningful participation of the parents and community members in small rural schools in a low- to middle-income country such as Ecuador can be linked to an empowered stance towards the SFP so that it is better tuned to local conditions, priorities and systems of meaning. School leadership, geographical characteristics and internal community organization seem to influence how participation is valued and enacted. Challenges remain in the interpretations of community participation, including counter- and non-participation of members. Originality/value The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.
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Padua, Suzana M. "Conservation Awareness through an Environmental Education Programme in the Atlantic Forest of Brazil." Environmental Conservation 21, no. 2 (1994): 145–51. http://dx.doi.org/10.1017/s0376892900024577.
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Few environmental education programmes established in parks in Brazil have been formally evaluated. This paper describes the study of a school programme that was established to use formative evaluation to select and improve programme strategies, and employs summative evaluation to assess the effectiveness of the programme as a whole. The programme consisted of pre-visit strategies, such as a slide show and information given to teachers; on-site activities, which comprised Nature trails and a visitor centre; and post-visit materials furnished to the students at their schools. For the evaluation procedure, child students (N=144) from fifth to eighth grades were randomly assigned to treatment or control groups and answered a written questionnaire on three different occasions — pre-test, post-test, and memory-retention test. The results were statistically analysed and significant differences were assessed between the two groups (F=98.29, p≤0.05). A Scheffé Test demonstrated correlations and located significant differences among the variables. A reliability test was done on the written questionnaire (r=.77). Informally, the programme contributed to the conservation of the Park as it encouraged community involvement in helping to solve specific problems.The results of the Black Lion-tamarin environmental education programme suggest that such programmes in Nature parks and reserves can be effective and should be established far more widely. Awareness education programmes should be encouraged, especially in underdeveloped countries which still hold great portions of the planet's biodiversity. This education programme was beneficial to both students and members of the local community, who learned about the Park and became proud of it as their natural legacy, as well as to the Park itself of which the protection became enhanced through awareness and community involvement. The Black Liontamarin programme serves as an effective example to other sites with similar contexts and constraints.
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Leont’eva, Maria, Tatiana Levchenkova, and Tamara Mikhailova. "Social and educational setting to prepare pre-school children for study through physical education." BIO Web of Conferences 26 (2020): 00077. http://dx.doi.org/10.1051/bioconf/20202600077.
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The challenge of preparing children for study in school has acquired particular significance in the present moment. The pre-school training programmes need to be comprehensive, involving tools and methods aimed at the development of motor, intellectual, psychological and emotional abilities. A physical education programme based primarily on play method and teaching kids to play badminton, is an effective means to get children ready for school studies. An 8-month trial of this programme, implemented as part of physical education for pre-school age children attending kindergarten or a fitness club, demonstrated an improvement in the kids’ psychological and emotional qualities (assessed via Lüscher colour test), as well as physical fitness (assessed via physical fitness tests), and confirmed the kids’ readiness for school studies (through Kern-Irasek test).
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (October 22, 2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.
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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.
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Cain, Melissa Anne. "Singapore International Schools: Best practice in culturally diverse music education." British Journal of Music Education 27, no. 2 (June 2, 2010): 111–25. http://dx.doi.org/10.1017/s0265051710000033.
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This paper explores the preliminary outcomes of research into the place and role of cultural diversity in primary music classes at five International Schools in Singapore. It highlights the ways in which school philosophy, policy, curriculum and in-service training influence teacher practice. The research provides insights into the challenges teachers face when diversifying their music programmes in addition to the areas of support that allow a programme based on cultural diversity to flourish and remain successful. The results of interviews with music specialists at these schools suggest that music programmes at International Schools in Singapore provide examples of best practice in culturally diverse music education. The success of these programmes is due to several identifiable factors such as strong philosophical and curricula foundations, quality in-service training and the regular involvement of culture bearers and visiting artists.
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Owen, Susanne M. "Improving Kiribati educational outcomes: Capacity-building of school leaders and teachers using sustainable approaches and donor support." Journal of Adult and Continuing Education 26, no. 2 (December 4, 2019): 221–41. http://dx.doi.org/10.1177/1477971419892639.
Full textAbstract:
Using effective models for continuing teacher and school leader education in developing countries is essential for long-term improvement of the education system and student outcomes. Instructional leadership approaches have been used to capacity-build school leaders, improving leader skills in working with teachers on classroom practices and also focusing on ongoing monitoring of student academic progress. Foreign aid frequently supports such initiatives concerned with turning around school systems in developing countries, with local ownership and integration within national frameworks being essential to ensure sustainability. This paper outlines a leadership programme and processes for Kiribati. Early findings and challenges are outlined within the context of instructional leadership models, as well as strategies used to address issues. The programme has relevance for other continuing education programmes in developing countries, especially within foreign aid situations.
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Cale, Lorraine, Jo Harris, and Oliver Hooper. "Get(ting) to the Start Line – the evaluation of an innovative intervention to address adolescents’ school-related stress and anxiety." European Physical Education Review 26, no. 3 (August 2020): 642–63. http://dx.doi.org/10.1177/1356336x20902487.
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There are growing concerns over young people’s mental health, the academic pressures they face, and the association between school-related stress and health. Given this, alongside the known benefits of physical activity for psychological health, the need for school-based interventions with a physical activity focus seems justified. This paper reports on findings from the evaluation of a pilot of ‘Get to the Start Line’, an innovative school-based programme designed to address adolescents’ school-related stress and anxiety. The research adopted a mixed-methods approach and a pre- and post- design. Six schools from the East Midlands, UK, and selected year 11 pupils (aged 15–16) identified as experiencing examination-related stress and anxiety, participated in the programme. The programme was coordinated by a school champion (a staff member), delivered by an athlete mentor, and comprised six workshops. Data were collected from school champions and athlete mentors via an online survey following each workshop, and via semi-structured focus groups and interviews with pupils and school champions, respectively, pre-, mid- and post-intervention. Schools also provided relevant pupil data. The findings revealed the programme to be positively received by most pupils and to result in positive outcomes such as reported reductions in examination-related stress and anxiety for some, and fewer pupil well-being referrals. However, various challenges and limitations of the programme were identified, and recommendations were made for its future development. Therefore, whilst some of the findings were encouraging, further research into the implementation and impact of this and other such programmes is needed.
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Opoku-Amankwa, Kwasi, Aba Brew-Hammond, and Anatu Kande Mahama. "Literacy in Limbo? Performance of Two Reading Promotion Schemes in Public Basic Schools in Ghana." Education Research International 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/479361.
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This paper examines two literacy development programmes in basic school classrooms in Ghana: a books scheme for primary schools, mounted by the Ministry of Education in 1998 with support from the Department for International Development, UK, (DfID), and a reading assessment programme (Opoku-Amankwa and Brew-Hammond, 2011) aimed at promoting reading and improving quality of education especially at the basic level. The study reveals that very little is known about the two schemes, pupils’ access to the books is generally poor, and teachers interpret and implement the reading assessment programme in a range of ways according to their understanding. The paper recommends a detailed qualitative and quantitative study of the schemes to assist in future book development and literacy programmes.