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Journal articles on the topic 'School environment'
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Trousdale, Kristie, Joyce Martin, Laura Abulafia, Claire Barnett, and Carol Westinghouse. "Children's Environmenal Health: The School Environment." Intellectual and Developmental Disabilities 48, no. 2 (April 1, 2010): 135–44. http://dx.doi.org/10.1352/1934-9556-48.2.135.
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Drăghicescu, Luminița Mihaela, and Ioana Stăncescu. "BULLYING IN THE SCHOOL ENVIRONMENT." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 3, no. 1 (August 25, 2019): 225–33. http://dx.doi.org/10.26520/mcdsare.2019.3.225-233.
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Negrea, Mihai Octavian, Gabriel Octavian Negrea, Gabriela Săndulescu, Bogdan Neamtu, Raluca Maria Costea, Minodora Teodoru, Călin Remus Cipăian, Adelaida Solomon, Mirela Livia Popa, and Carmen Daniela Domnariu. "Assessing Obesogenic School Environments in Sibiu County, Romania: Adapting the ISCOLE School Environment Questionnaire." Children 10, no. 11 (October 27, 2023): 1746. http://dx.doi.org/10.3390/children10111746.
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The impact of the school environment on childhood weight status has garnered significant attention in recent years. This study aimed to adapt and validate the International Study of Childhood Obesity, Lifestyle and the Environment (ISCOLE) School and Environment questionnaire in order to assess the potential obesogenic impact of school environments in Sibiu County, Romania. The ISCOLE questionnaire was chosen for its rigorous methodology. It was derived from a comprehensive study conducted across 12 countries which aimed to capture multifaceted influences on childhood weight while emphasizing educational settings in the collection of data. To guide the translation and adaptation of the questionnaire, a multidisciplinary committee was assembled which comprised experts in teaching and school administration to ensure target responder relevance, experts in clinical research to ensure methodological robustness, experts in language adaptation to preserve the original intent of the survey, and experts in public health to steer the interpretation of the results, with potential policy implications. The data were analyzed by distinguishing between urban and rural settings, and a two-step cluster analysis was implemented to identify potential intervention targets. To assess the validity of the adapted tool, the questionnaire’s construct validity and internal consistency were explored. A response rate of 71.2% of the approached schools in Sibiu County was achieved. Of the 84 responding school representatives, 37 (44%) were from a rural setting. The rural schools had significantly more limited access to gymnasiums, secured lockers, showers, and bicycle racks, and exhibited more serious problems regarding the inadequate disposal of garbage in the school vicinity. A two-step cluster analysis revealed distinct school categories, providing opportunities for public policy interventions. One of these primarily concerned rural schools with limited infrastructure but with proactive practices and policies which were termed “unable but willing”; on the opposing spectrum, the category “able but unwilling” mainly comprised urban schools which had available facilities but lacked local proactive initiatives. The findings emphasize the urgent need for targeted measures to bridge these discrepancies by investing in infrastructure in rural schools and promoting active school practices and policies in urban settings. The assessment of obesogenic school environments in Sibiu County provides a pilot model for broader applications due to the diverse school landscape and supportive local authorities. The results, which were achieved using low-cost methods, can guide future educational policies, health promotion initiatives, and preventive interventions.
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Effendi, Mohammad Sofwan, and Supadi. "Child-Friendly School Environment Management." JPI (Jurnal Pendidikan Indonesia) 12, no. 4 (December 23, 2023): 732–40. http://dx.doi.org/10.23887/jpiundiksha.v12i4.68681.
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Implementing child-friendly schools must be based on principles without violence or discrimination against disability, gender, ethnicity, religion, or parental background. Obstacles in creating Child-Friendly school include the need for more complete and adequate facilities. Educators also do not have the ability to implement Child-Friendly school. Therefore this study aims to analyze how environmental management realizes Child-Friendly Schools. This study used qualitative descriptive methods. The data collection techniques use in this study is through observation, interviews, and documentation. Data is analyzed interactively by data reduction, data presentation, and conclusions. The results showed that environmental management followed the components of child-friendly schools well. That can be seen from the average value of statement items on the child-friendly school indicator which shows respondents' answers tend to agree and strongly agree. However, several suggestions need to be considered: transparency in preventing students from dropping out of school, increasing health requirements, and cooperation with various related parties.
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Makarskaitė-Petkevičienė, Rita. "LAUKO EDUKACINĖS ERDVĖS: IDĖJOS IR NAUJOS UGDYMO GALIMYBĖS [OUTDOOR EDUCATIONAL ENVIRONMENTS: IDEAS AND NEW EDUCATIONAL POSSIBILITIES]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 2 (December 5, 2018): 75–90. http://dx.doi.org/10.48127/spvk-epmq/18.10.75.
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Educational environments – both natural, and internal, and virtual, digital – help to implement education content, motivate education process participants. Lithuanian students’ non-formal education centre has been working purposefully for eight years seeking for the outburst in the country schools creating educational environments and using them for educational needs. In this article impressions and discoveries are generalised, experienced participating in the national evaluation commission work of the Republic school educational environment contest of 2018 and recommendations are presented for the school outdoor educational environment creation and activity development. Corresponding to the aim, it was sought to answer the following questions: 1) Why is Republic school educational environment contest so important and what is its mission? 2) What are the tendencies of fostering and use of Lithuanian school outdoor educational environments for education? 3) What should be recommended for schools, willing to maximally use outdoor educational environments for educational purposes? Positive 33 school experience is discussed, creating outdoor educational environments and applying them for education. It is examined, why it is useful to have an outdoor educational environment plan; why outdoor classes are necessary and what they could be; what environments meant for games, languages, artistic education the researched schools have established; how outdoor educational environments are used for natural science education and so on. It is discussed, what else the visited schools lack in outdoor educational environments, how one should supplement them. Recommendations are given, what direction school communities should go, so that outdoor educational environments are maximally employed in the child’s education. Keywords: educational environments, educational needs, comprehensive school.
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Celik, Laurel A., and Diane L. Pancoe. "Healthy School Environment." NASN School Nurse 27, no. 4 (April 16, 2012): 194–96. http://dx.doi.org/10.1177/1942602x12444451.
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Gill, Asghar Ali, and Muhammad Hameed Nawaz. "THE EFFECTS OF SCHOOL ENVIRONMENT ON ETHICAL SOCIALIZATION OF SECONDARY SCHOOL STUDENTS IN PUNJAB." JUNE 4, no. 2 (June 30, 2023): 327–38. http://dx.doi.org/10.53664/jsrd/04-02-2023-09-327-338.
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The aim of this study was to investigate the influence of school environment on ethical socialization of secondary school students. The research employed an observational survey design, utilizing cross-sectional technique to gather data. A self-developed questionnaire was used to collect information from 132 randomly selected school heads (66 from government boys' secondary schools and 66 from government girls' secondary schools) regarding their respective school environments. The quantitative data collected were coded and analyzed using inferential and descriptive statistics over SPSS software. The qualitative data underwent thematic analysis, & codes were assigned. The findings revealed a statistically significant difference in the existence of factors within the school environment based on administrative experience of school heads. Besides, a strong relationship was observed between the school environment and students' ethical socialization, indicating significant impact of the school environment on students' ethical development that provides the clues to policy-makers for revisiting their policies along with direction toward future research.
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N.Subramanian, N. Subramanian, and Dr A. Veliappan Dr.A.Veliappan. "Influence of Location and Type of School on School Environment of High School Students." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 136–38. http://dx.doi.org/10.15373/22778179/dec2013/45.
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G. Gallo, Rachel, Lisa Barrett, and Amelia A. Lake. "The food environment within the primary school fringe." British Food Journal 116, no. 8 (July 29, 2014): 1259–75. http://dx.doi.org/10.1108/bfj-04-2013-0091.
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Purpose – The school fringe environment (peripheral 400 m buffer) offers an important opportunity for young people to obtain food and drink. There is international evidence to suggest socio-economic influence on food outlet availability and healthfulness within these environments; however the situation in the UK is unclear. The purpose of this paper is to describe food outlet provision (frequency and type) within primary school fringes across the spectrum of deprivation. Design/methodology/approach – Ten primary schools in Newcastle upon Tyne were purposefully selected from a comprehensive list of all schools within the region. Two schools were chosen at random from each quintile of deprivation. A total of 400-metre buffer zones around schools were audited. School fringe food environments were classified using a Food Outlet Classification System. Access (i.e. frequency), and type of food outlets were compared to area level deprivation, obesity prevalence rates and area type. Findings – Food outlet frequency was highest in the most deprived school fringe area. Convenience stores and takeaways represented the greatest proportion of total food outlets across all school fringe environments. More total food outlets were observed in fringes with above national average obesity prevalence rates for children. Research limitations/implications – UK case study approach limits widespread and international applicability. Practical implications – Informs school, health and urban planning disciplines regarding current picture of UK school fringes. Originality/value – Provides evidence in UK context that area deprivation and Census 2001 Supergroup class show significant correlations with school fringe food environment.
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Akande, O. K., L. C, Obi George, D. O. Adeoye, O. A. Obakin, and E. M. ,Anikor. "TOWARDS ENHANCING POST-PRIMARY SCHOOL STUDENTS' LEARNING EXPERIENCE: THE CASE FOR NIGERIAN SCHOOL LANDSCAPE ENVIRONMENT." Journal of Research in Architecture & Planning 33, no. 1 (June 25, 2023): 1–16. http://dx.doi.org/10.53700/jrap3312023_1.
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Landscape elements have significant importance in school designs due to the contributions they can make to students' learning experience and well-being. Learning in an aesthetically pleasing environment has been established to add value to the learners’ experience as well as enhance their sense of well-being. In Nigeria, several public secondary schools mostly lack adequate landscape elements, which has caused a major strain on students' learning experiences and staff's productivity. This research explored the landscape environments of selected public secondary schools in Nigeria with a view to bringing to light the potential and value that landscape can add to the learning experience and wellbeing of the students. To investigate the precise roles of landscape components in enhancing student learning experiences, public secondary schools in Ilorin, Nigeria, were randomly selected for the study. Primary data was collected through questionnaires, case studies, and observation schedules. Findings reveal poor design quality in nature, with the result showing that the majority of public secondary schools were poorly landscaped. The study concludes that most students attending public schools in Nigeria are deprived of learning environments connected with nature's aesthetics and qualities. It recommends a holistic approach to public school management that goes beyond establishing schools and providing needed buildings but should give importance to good school landscaping to enhance not just the students’ learning experience but also the learners’ health and well-being, as well as nurture their ability to appreciate the beauty of nature right from school age. Keywords: Landscape Elements, Landscape Environment, Landscape Management, Post-Primary School, Physical Environment, School Environment
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Stepanenko, Olena, Zorina Ohrimenko, Yuliia Shaforost, Liubov Pasichnyk, and Yevheniia Pochynok. "Positive learning environment in educational sphere." Eduweb 16, no. 2 (August 2, 2021): 30–48. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.02.2.
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The practical implementation of a positive learning environment in school education needs detailed research. Its effects can be achieved by creating appropriate learning environments and technological support to provide a high-quality education for students. Schools must be purposefully designed to inspire creativity, independence, and a love for learning to provide students with an exceptional education. Great school environments must be prepared to support students' intellectual, physical, social, and emotional development. Schools must also continually improve their campuses in response to students' needs. In terms of positive environment theory, a positive environment can contribute to students' successful academic adjustment. The student's academic success is a result of academic adjustment accordingly and can be assessed through intellectual engagement and self-managed learning. This research aims to establish regularity, promote the implementation of a positive learning environment in school education by surveying schools, establish the ability of educational institutions to provide a positive learning environment in school education, and determine the attitude of students and schoolmasters towards a positive learning environment. Research methods: comparative analysis; survey; systematization, and generalization. Results. As a result of the survey, it was found that students understood a positive learning environment in school education as a fun environment (235 students), a quiet environment (214 students), an environment where schoolteachers are not discouraged (208 students), a background with values (171 students), a place as home (174 students), an environment where ideas are respected (163 students), an environment where there is no fighting (186 students), an environment with rules (185 students), an environment where games are allowed (179 students), an environment where no one is afraid of the schoolmaster (181 students), an environment where responsibilities are performed (172 students), etc. The schoolmasters were found to understand a positive environment in school education as a quiet environment (6 schoolmasters); an environment where everyone feels valued (28 schoolmasters); an environment that focuses on unique and inclusive education (4 schoolmasters); a fair environment for all (16 schoolmasters); an environment where people trust each other (13 schoolmasters); an environment where everyone is at peace (10 schoolmasters); an environment where everyone finds something for themselves (17 schoolmasters); an environment where there is no repression (21 schoolmasters). Based on the research conducted, we found that the existing proposals of schoolteachers and students for the positive learning environment implementation in school education contribute to the solution of the current problems through further educational process improvement. It will ensure a positive learning environment implementation in school education. It was defined that the importance is acquired by the school management and administration tasks for the positive learning environment implementation, which fulfillment will allow fully implement a particular school management and administration target. Ensuring a positive learning environment in school education has been found to contribute to implementing 10 critical competencies according to the New Ukrainian School Concept.
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Parker, Barbara, and Mario Koeppel. "Beyond Health & Nutrition: Re-framing school food programs through integrated food pedagogies." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 7, no. 2 (November 16, 2020): 48–71. http://dx.doi.org/10.15353/cfs-rcea.v7i2.371.
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In this paper, we present findings from a community-based research project on school food environments in 50 elementary and high schools in a mid-sized city in Ontario, Canada. Our findings highlight that schools' privilege five intersecting domains in the school food environment: 1) health and nutrition; 2) food access; 3) education and food literacy; 4) environment and sustainability; and 5) the socio-cultural aspects of food. These results illustrate that the dominant discourses about school food mainly revolve around health, nutrition and food access, yet many of the K-12 principals also identified food literacy and learning about sustainable food systems and the environment, in addition to the relational or socio-cultural aspects of foods as important elements of their school food environments. This integrative approach to food extends our understanding of food beyond charity, and opens up conversations about food as a human right. Ouranalysis shows the need to go beyond a health or nutrition school food program and consider integrative food pedagogies which will promote social and environmental food justice in the school food environment.
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Van Dyke, Miriam E., Patricia C. Cheung, Padra Franks, and Julie A. Gazmararian. "Socioeconomic and Racial/Ethnic Disparities in Physical Activity Environments in Georgia Elementary Schools." American Journal of Health Promotion 32, no. 2 (July 6, 2017): 453–63. http://dx.doi.org/10.1177/0890117117717016.
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Purpose: This study aimed to characterize physical activity (PA) environments in Georgia public elementary schools and to identify socioeconomic status (SES) and racial/ethnic disparities in PA environments. Design: A school setting PA survey was launched in 2013 to 2014 as a cross-sectional online survey assessing PA environment factors, including facility access and school PA practices, staff PA opportunities, parental involvement in school PA, and out-of-school PA opportunities. Setting: All 1333 Georgia public elementary schools were recruited. Participants: A total of 1083 schools (81.2%) responded. Survey respondents included school administrators, physical education (PE) teachers, and grade-level chairs. Measures: Physical activity environment factors were assessed via an online questionnaire adapted from school PA surveys and articles. Analysis: The chi-square and Fisher exact analyses were conducted to examine the reporting of PA environment factors overall and by school SES, as measured by free/reduced lunch rate, and/or racial/ethnic composition. Results: Overall, many PA environment factors were widely prevalent (ie, gym [99%] or field [79%] access), although some factors such as some PA-related programs (ie, a structured walk/bike program [11%]) were less widely reported. Disparities in school PA environment factors were largely patterned by SES, though they varied for some factors by racial/ethnic composition and across SES within racial/ethnic composition categories. For example, lower SES schools were less likely to report access to blacktops and tracks ( p-value < .0001), and higher SES schools were less likely to report access to playgrounds ( p-value = .0076). Lower SES schools were also less likely to report “always/often” giving access to PE/PA equipment during recess ( p-value < .01). Lower SES and majority nonwhite schools were less likely to report having joint use agreements with community agencies ( p-value < .0001). Conclusion: This study highlights SES and racial/ethnic disparities in PA environments in Georgia public elementary schools.
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NICHITA, Adina, Dumitru ENACHE, and Rebecca-Eunice ,. PELMUȘ. "THE BULLYING PHENOMENON IN THE SCHOOL ENVIRONMENT." Pro Edu. International Journal of Educational Sciences 2, no. 3 (July 3, 2020): 81–92. http://dx.doi.org/10.26520/peijes.2020.3.2.81-92.
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Tsai, Marisa, Edward Frongillo, Lorrene Ritchie, Gail Woodward-Lopez, and Lauren Au. "Dimensions of School Food Environments and Their Association with Anthropometric and Dietary Outcomes in Children: The Healthy Communities Study." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 289. http://dx.doi.org/10.1093/cdn/nzaa043_140.
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Abstract Objectives While it has been recommended that schools be the hub of efforts to improve child nutrition, research describing dimensions of U.S. school nutrition environments is limited. This study used exploratory factor analysis to estimate dimensions of school nutrition environments and examined their association with child anthropometric and dietary measures. Methods Cross-sectional analyses of 386 U.S. elementary and middle schools and 4635 children from the national Healthy Communities Study (2013–2015) was conducted. Three complementary instruments to assess the school nutrition environment were used to create 34 variables. Data were collected by observation and surveys. Factor analysis was done with orthogonal rotation. Mixed-effects regression models examined the multivariate-adjusted associations of dimensions of school nutrition environments with child anthropometric and dietary measures accounting for community and school variation. Results Six dimensions of school nutrition environments were derived: 1) nutrition education; 2) fruit and vegetable availability; 3) dining environment, including size and crowding; 4) school meal quality, including compliance with competitive food standards, amount of whole grains, and high fat foods; 5) school participation in state and federal nutrition programs; and 6) self-reported implementation of school wellness policies. Higher school meal quality was associated with lower added sugars intake (ß = –0.94, P < 0.01), better dining environment was associated with higher body mass index z scores (ß = 0.04, P = 0.03), and higher implementation of school wellness policies was associated with higher waist circumference (ß = 0.54, P < 0.01). Conclusions Schools serving meals of higher nutritional quality had children with lower added sugars intake. Associations between dining environment and BMI-z; and implementation of school wellness policies and waist circumference were counterintuitive and may be due to school selection or the inability of cross-sectional data to capture relationships with longer-term health outcomes. More efforts are needed to identify school nutrition environments that have the greatest impact on child diet and adiposity outcomes. Funding Sources National Heart, Lung, and Blood Institute #K01HL131630.
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Bardin, Sarah, Liana Washburn, and Elizabeth Gearan. "Disparities in the Healthfulness of School Food Environments and the Nutritional Quality of School Lunches." Nutrients 12, no. 8 (August 8, 2020): 2375. http://dx.doi.org/10.3390/nu12082375.
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The Healthy, Hunger-Free Kids Act (HHFKA), a public law in the United States passed in 2010, sought to improve the healthfulness of the school food environment by requiring updated nutrition standards for school meals and competitive foods. Studies conducted since the passage of the HHFKA indicate improvements in the food environment overall, but few studies have examined whether these improvements varied by the socioeconomic and racial/ethnic composition of students in schools. To better understand the extent of disparities in the school food environment after HHFKA, this paper examined differences in the healthfulness of school food environments and the nutritional quality of school lunches by the school poverty level and racial/ethnic composition of students using data from the School Nutrition and Meal Cost Study. Results from chi-square analyses showed lower proportions of high poverty, majority black, and majority Hispanic schools had access to competitive foods, while higher proportions of these schools had a school wellness policy in addition to a district wellness policy. The overall nutritional quality of school lunches, as measured by total Healthy Eating Index (HEI)-2010 scores, did not vary significantly across school types, although some HEI component scores did. From these findings, we concluded that there were disparities in the school food environment based on the socioeconomic and racial/ethnic composition of students in schools, but no significant disparities in the overall nutritional quality of school lunches were found.
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Meyer-Adams, N., and B. T. Conner. "School Violence: Bullying Behaviors and the Psychosocial School Environment in Middle Schools." Children & Schools 30, no. 4 (October 1, 2008): 211–21. http://dx.doi.org/10.1093/cs/30.4.211.
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Srivastava, Dr Abhishek, and Dr Vijay Laxmi Jaiswal. "Effect of School Environment on the Academic Achievement of Students." International Journal of Multidisciplinary Research Configuration 2, no. 1 (January 28, 2022): 120–27. http://dx.doi.org/10.52984/ijomrc2114.
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In the present research paper, the effect of the school environment on academic achievement has been studied. It was found from the study that the influence of the school environment directly affects the achievement motivation and academic anxiety of the students. The study investigated the effects of several types of environments on students. It also unfurls some facts in special concern to the school environment and the aptitudes, attitudes of the students. Further, the study explores whether high facilities are required for the academic achievement of the students. The specific role of motivation, aspiration, level, attention of parents, mental health, school environment of urban and rural schools, the medium of instruction and gender, etc. Key Words: motivation, performance, environment, anxiety, school.
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Dorman, Jeffrey P., Barry J. Fraser, and Campbell J. McRobbie. "Associations between school-level environment and science classroom environment in secondary schools." Research in Science Education 25, no. 3 (September 1995): 333–51. http://dx.doi.org/10.1007/bf02357406.
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Yasvin, Witold Albertovich, Polina Viktorovna Smirnova, Vadim Pavlovich Peskov, and Irina Sergeevna Bulanova. "Digitalization of Technology for Expert Project Management of The School Environment Progression." SHS Web of Conferences 79 (2020): 01019. http://dx.doi.org/10.1051/shsconf/20207901019.
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The article presents the issues of school environment expertise and discusses the possibilities and prospects of using digital tooling for its assessment in mass educational practice and scientific research. The proposed method of vector modeling of the environment of personality development allows determining the activity of the individual in mastering educational resources in various types of environments. This digital tooling allows school management teams and organizational consultants to conduct management and pedagogical analysis of the current status and complementarity of various system components of school environments with each other, as well as with the school’s mission, and implement their managerial and vocational design; to develop programs for the progression of school organizations based on environment methodology using expert project management technology; to carry out organizational and pedagogical consulting of schools taking into account the “built-in” nature of environments of various levels (the environment of the lesson, class, club, school, and educational complex).
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Rengma, Sendi Seb. "Assessment of School Environment and School Safety." International Journal of Pure & Applied Bioscience 6, no. 4 (August 30, 2018): 150–57. http://dx.doi.org/10.18782/2320-7051.6486.
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Chorasia, Ujjwala, Sayalee Tendulkar, Keertana Gogia, Nitya Beerakayala, and Kumar Sumit. "Health Impact of School Built Environment on Children." National Journal of Community Medicine 14, no. 09 (September 1, 2023): 618–23. http://dx.doi.org/10.55489/njcm.140920233063.
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School-built environment impacts mental health, physical health, obesity, bullying, learning disorder, and respiratory disorders in children. The built environments of schools have a direct implication on the health of children. Indoor air quality in school buildings will play a role in children's exposure to pollution. One of the most consistently reported factors associated with children's active travel rates to school is the distance to school, with children more likely to walk or cycle to school the closer they live to the school. An evidence base regarding the built environment factors that shape decision-making and behavior related to active modes of travel in adults is emerging for policymakers. Functional aspects of the built environment include the distance between places; street design and geometry; street connectivity; path infrastructure, aesthetic qualities; safety; the mix of land uses; and the proximity and quality of destinations. Regarding architecture, the primary goal should be to create a space that maximizes natural light, airflow, and captivating aesthetics. Students spend their most important and developing years on school campuses; it is essential to consider their mental and physical health to create an environment where they can learn and develop their personalities in comfort. This paper discusses the health impacts that school-built environments have on children from a public health professional's perspective as well as an architect's viewpoint, as both institutions are crucial for children and adolescents to grow up in environments that encourage more active, safe, and sustainable lifestyles.
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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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Francis, Jacinta, Gina Trapp, Natasha Pearce, Sharyn Burns, and Donna Cross. "School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews." International Journal of Environmental Research and Public Health 19, no. 23 (November 30, 2022): 15955. http://dx.doi.org/10.3390/ijerph192315955.
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Interest in how the school built environment impacts bullying behaviour has gained momentum in recent years. While numerous studies have identified locations within schools where bullying frequently occurs, few studies have investigated the potential conceptual pathways linking school locations to bullying behaviour. This study aimed to (i) identify school built environment factors that may prevent or facilitate bullying behaviour in primary and secondary schools; and (ii) develop a conceptual model of potential pathways between the school built environment and bullying behaviour for future anti-bullying intervention research. Seventy individual semi-structured interviews were conducted between May and December 2020, with policymakers (n = 22), school staff (n = 12), parents (n = 18), and students (n = 18). School staff, parents and students, were recruited from six metropolitan primary and secondary schools in Perth, Western Australia. Interviews were conducted online and face-to-face using semi-structured interview guides. A thematic analysis was undertaken. Participants identified school bullying locations (e.g., locker areas, bathrooms, corridors) and built environment factors linked to bullying behaviour via (i) visibility and supervision; (ii) physical and psychological comfort and safety; and (iii) social-emotional competencies. The findings have policy and practice implications regarding the design of school built environments to prevent bullying behaviour.
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Satoh, Ryuji. "Visual Environment of School." JOURNAL OF THE ILLUMINATING ENGINEERING INSTITUTE OF JAPAN 84, no. 4 (2000): 216–19. http://dx.doi.org/10.2150/jieij1980.84.4_216.
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Scammell, Madeleine Kangsen. "School Health and Environment." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 20, no. 1 (April 2010): 1–2. http://dx.doi.org/10.2190/ns.20.1.a.
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Sucipto and R. Safitri. "School infrastructure green environment." IOP Conference Series: Earth and Environmental Science 353 (October 31, 2019): 012039. http://dx.doi.org/10.1088/1755-1315/353/1/012039.
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van der Horst, Klazine, Anna Timperio, David Crawford, Rebecca Roberts, Johannes Brug, and Anke Oenema. "The School Food Environment." American Journal of Preventive Medicine 35, no. 3 (September 2008): 217–23. http://dx.doi.org/10.1016/j.amepre.2008.05.022.
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Mahmudiono, Trias, Mutiara Arsya Vidianinggar, Edna Elkarima, Evi Lioni, and Corrienna Abdul Talib. "Best Practices and Challenges in Implementing Healthy Food Environment at School Setting toward Prevention of Obesity in Indonesia and Malaysia." Open Access Macedonian Journal of Medical Sciences 10, E (March 12, 2022): 1050–54. http://dx.doi.org/10.3889/oamjms.2022.8998.
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Consumption habits and nutritional status during adolescence can affect nutrition and health status in the future related to the risk of degenerative or non-communicable diseases. Good environmental support can make teenagers also do a good habit as well. A school environment that pays attention to a healthy food environment can support changes in patterns or types of consumption of healthier food in adolescents. This study aims to analyze best practices and challenges in implementing healthy food environment. This study aims to analyze best practices and challenges in implementing healthy food environment. Online focus group discussion was held consisting of 15 high school teachers from Indonesia and 5 high school teachers from Malaysia. Data were triangulated to enhance validity and to create a more comprehensive understanding of healthy food environments in schools in Indonesia and Malaysia and were analyzed using a content analysis research technique. The results highlighted the current status of the food environment at schools in Indonesia and Malaysia, challenges to implementing healthy food environment, best practices, and future, including propose concept and solution to initiate too. The results emphasize the need to dig deeper to understand why the school food environment in Indonesia and Malaysia is still far from an ideal healthy food environment. Concepts and suggestions on how schools in Indonesia and Malaysia should move forward to build a healthy school food environment are also presented in this paper.
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Callaghan, Mary, Michal Molcho, Saoirse Nic Gabhainn, and Colette Kelly. "Food for thought: analysing the internal and external school food environment." Health Education 115, no. 2 (February 2, 2015): 152–70. http://dx.doi.org/10.1108/he-04-2014-0058.
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Purpose – Availability and access to food is a determinant of obesity. The purpose of this paper is to examine food availability within and outside of post-primary schools in Ireland. Design/methodology/approach – Data on the internal school food environment were collected from 63 post-primary schools using questionnaires. The external school food environment for these 63 schools was assessed by mapping food businesses within 1 km of schools, using a Geographic Information System (GIS). Food businesses were categorised based on type of food sold. Findings – A total of 68.3 per cent of schools had a canteen, 52.5 per cent had a small food shop and 37.1 per cent had a vending machine. A total of 32.7 per cent of schools reported selling chips (French fries) in their canteen while 44.2 per cent of schools reported selling energy-dense nutrient-poor foods in their school shop. Of the schools surveyed, there was an average of 3.89 coffee shops and sandwich bars, 3.65 full service restaurants, 2.60 Asian and other “ethnic” restaurants, 4.03 fast food restaurants, 1.95 supermarkets, 6.71 local shops and 0.73 fruit and vegetable retailers within a 1 km radius of the post-primary schools. Findings are presented by geography (urban/rural), disadvantage (Delivering Equality of Opportunity in School (DEIS)/non DEIS), gender (girls/boys/mixed) and food policy in place at the school (yes/no). Practical implications – These data will facilitate schools working on the framework for Health Promoting Schools in Ireland. Social implications – This work can contribute to current discussions on restricting accessibility to certain foods and food premises for school children. Originality/value – The study explores the internal and external school food environment. GIS have been used to link the external food environment to specific schools thus allowing a comprehensive analysis of the schools’ food environment. To the authors knowledge, this is the first time that both environments are explored simultaneously.
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Manyiraho, Deborah, Dennis Zami Atibuni, and David Kani Olema. "Test and Item Response Theories and School Environment as Assessment Practice Factors among Science and Mathematics Teachers in Secondary Schools in Eastern Uganda." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 26, 2020): 77–86. http://dx.doi.org/10.46606/eajess2020v01i03.0045.
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This study sought to establish the effect of knowledge of the Classical Test Theory (CTT) and Item Response Theory (IRT) and school assessment environment on assessment practice among teachers of science and mathematics subjects in Eastern Uganda Secondary Schools. The study assessed the levels of knowledge and application of CTT and IRT in assessment, examined the suitability of school environment for assessment and established the influence of school environment and knowledge of CTT and IRT on teachers’ engagement in assessment. A census of 307 teachers of science and mathematics subjects attending SESEMAT training in Eastern Uganda participated in the study. The results revealed that the teachers were engaged in assessment (M = 17.04, SD = 2.00) and had moderate levels of knowledge of CTT (M = 10.19, SD = 2.23) and IRT (M = 17.5, SD = 3.50). Their levels of application of CTT (M = 28.08, SD = 3.85) and IRT (M = 6.86, SD = 1.47) were also moderate. The teachers reported that their schools had somewhat conducive environments for assessment (M = 14.37, SD = 3.44). In addition, school environment affected teachers assessment practices most ( = .211, t = 7.212, p < .05), knowledge of CTT also influenced teachers assessment practice, but less than the influence by environment ( = .112, t = 4.969, p < .05). In conclusion, enhancing the levels of knowledge and application of CTT and IRT as well as improving school assessment environment are paramount for meaningful engagement in assessment by teachers. The study recommended pre-service and in-service training of the teachers in CTT and IRT in addition to schools improving environments for effective teacher engagement and quality assessment.
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Henshaw, Pete. "Managing epilepsy in the school environment." British Journal of School Nursing 14, no. 6 (July 2, 2019): 278–82. http://dx.doi.org/10.12968/bjsn.2019.14.6.278.
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With one in 220 under-18s living with a form of epilepsy, the condition is one that school staff must understand and be able to manage. Drawing on guidance from UK epilepsy charities, this article provides some tenets of best practice that can be passed on to schools.
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Romero, Deidal Chunga. "Family and Adolescent Values Practice in School Environment." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 10, 2020): 560–67. http://dx.doi.org/10.37200/ijpr/v24i2/pr200370.
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Burkė, Aistė. "Links between the Aesthetic Education Environment of Schools and Pupils’ Artistic Self-Expression." Acta Paedagogica Vilnensia 42 (July 12, 2019): 99–128. http://dx.doi.org/10.15388/actpaed.42.7.
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For a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. The significance of the environment in which the learner lives, matures, and creates has been found to be enormous. In Lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. This article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. Is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? And is this a problematic question? The purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.The following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. The educational document analysis method was used to review and analyze Lithuanian educational documents on school education environments. The analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. The aim here is to create high standards for school education. The creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. The link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. The creation of an aesthetic education environment in schools is more associated with visual and applied art.In applying the method of scientific literature analysis, this study includes a review of research conducted by Lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. This article discusses the peculiarities and possibilities of modernizing the educational spaces of Lithuanian schools.After the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to Lithuanian and foreign scientists. The environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. The conclusion is that the aesthetic educational environment of a school can influence the formation of the students’ aesthetic attitudes. The active artistic expression of pupils can be provided by educators with certain conditions for their activities, or pupils can develop joint initiatives contributing to the creation of an aesthetic education environment. After discussing the modernization of the educational spaces of Lithuanian schools, an important link was identified between the creation of educational spaces and pupils’ artistic expression.The analysis of educational documents and scientific literature scientifically substantiated the link between the aesthetic environment of a school and pupils’ artistic expression. Examples of certain “dream school” projects in Lithuania and abroad were analyzed using the sample review method. This article contains an overview of the Lithuanian Primary School of the Veršvų Gymnasium in Kaunas (2018) and the Balsių Progymnasium in Vilnius (2011). Chosen for the review of foreign schools were the “Wish School” in Sao Paulo, Brazil (2016), We Grow and Blue School Preschool and Elementary Schools in New York, USA (2018), Lake Wilderness Primary School, Washington, USA (2017), Heart in Ikast International School and Multifunctional Center in Ikaste, Denmark (2018), Vittra Brotorp, Vittra Telefonplan, Vittra Södermalm School in Brotorp, Stockholm, Sodermalm, Sweden (2011–2012).An overview of architectural examples (analogues) implemented by Lithuania has revealed that Lithuanian architects can perfectly design schools that are modern, technologically equipped, ergonomic, etc. In the reviewed examples (analogies), the learning environment is safe and modern; they promote communality, creativity. The corridor system and the “four-walled” classrooms were retained in the design of Lithuanian schools. Pupils are encouraged to create and to participate in the creation of an aesthetic education environment through visual and applied art. Artistic self-expression is promoted by dancing, musical activities, and the like. Communality and a variety of after-school activities are promoted.An overview of architectural examples (analogues) implemented by foreign countries has revealed the latest architectural trends in global school design practice. It is noted that the design of new school buildings has been important for cities, societies, and education for decades. In many cases, the design process of the schools discussed was developed in conjunction with the needs of the community and adapted to the local architectural context. In the examples of foreign countries discussed, the functional zoning of premises was combined with modern design, educational principles, and the latest technologies. School interiors have been designed with a new concept of education and learning in mind. When designing the school spaces, it was emphasized that students are active subjects and space changers. In some of the examples of the discussed schools, the idea of a “class without borders” has been implemented. Non-formal seating, colorful furniture, and bright-colored walls are accentuated. Classrooms are modern and flexible and easily adaptable in accordance with the educational needs of the pupils. A diversity of activities, communication, and an atmosphere of creativity are promoted. Common spaces are easily adaptable and inspiring. Pupils’ artistic self-expression, curiosity, and the aim to “awaken” creativity are encouraged. Functional zoning allows students to work successfully together and independently. Attention is paid to communality and a diverse spectrum of activities.An overview of implemented Lithuanian and foreign architectural examples (analogues) has revealed the connection between the aesthetic environment of a school and the artistic expression of the pupils: 1) Students are encouraged to create and participate in the creation of an aesthetic education environment through visual and applied art; 2) Music, dance, and self-expression are promoted in school spaces; 3) The community is involved in the school design process.By comparing Lithuanian and foreign (analogous) examples, it may be stated that Lithuanian schools are well-planned and meet high standards. The interior spaces could be more colorful and playful. In the cases of foreign (analogous) countries, internal spaces are more characterized by informal seating places, vibrant and colorful furniture and walls. The corridor system is more boldly eschewed, and the concept of “classes without walls” is implemented.
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Tackett, Sean, Hamidah Abu Bakar, Nicole A. Shilkofski, Niamh Coady, Krishna Rampal, and Scott Wright. "Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale." Journal of Educational Evaluation for Health Professions 12 (July 9, 2015): 39. http://dx.doi.org/10.3352/jeehp.2015.12.39.
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Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α= 0.56-0.85). Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.
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Uddin, M. Jalal, Shaibal Barua, Qudrat-E. Elahi, and Shahid Uddin. "Few Aspects of Government Primary School Environment at Hathazari Upazilla of Chittagong." Chattagram Maa-O-Shishu Hospital Medical College Journal 13, no. 1 (July 6, 2014): 54–55. http://dx.doi.org/10.3329/cmoshmcj.v13i1.19421.
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School health environment is very important for school students. To observe existing school environment we conducted the study. A total of 11 government primary school of hathazari upazilla were studied to observe about few aspects of school environment. The study was conducted during first week of May, 2012. Purposively selected primary schools were physically surveyed by the investigators. The result was as follows: Average students 373, average teachers 8.73 and average staffs were 0.45. Average school area was 23 decimal and average floor space was 2230 sft. 82% schools were provided with tube wells and 100% school had toilet facilities. Only 18% schools provided mid-day meal. Electricity was connected with all schools. Cleanliness was satisfactory in 55% schools and 82% schools were found fenced. There was gap between standard and existing facilities. So, it should be minimized.DOI: http://dx.doi.org/10.3329/cmoshmcj.v13i1.19421
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Gamala, Javen J., and Eliseo P. Marpa. "School Environment and School Heads’ Managerial Skills: Looking into their Relationships to School’s Performance." International Journal on Social and Education Sciences 4, no. 2 (May 26, 2022): 218–35. http://dx.doi.org/10.46328/ijonses.285.
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This study examined the degree of the influence of school environment and school heads managerial skills on school’s performances. Using a correlational method of research, a total of 115 school heads, 1044 teachers, 115 pupils, and 115 parents of public elementary schools in the 6th Congressional District of Negros Occidental, Philippines was chosen as study participants. An expert-validated and standardized questionnaire was used for data collection. Results show that school environment was moderately favorable while the school heads’ managerial skills and schools’ performances were very high. Results further revealed that school heads’ managerial skills and school environment relates to school performance, however, the relationship is not significant. Although results hold that school heads exhibited managerial skills in a favorable school environment, but this does not mean that it has influence on schools performance as reflected in this study. In this regard, the study suggests examining other factors that might influence school performance.
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Lee, Boon L., Andrew Worthington, and Clevo Wilson. "Learning environment and primary school efficiency." International Journal of Educational Management 33, no. 4 (May 7, 2019): 678–97. http://dx.doi.org/10.1108/ijem-05-2017-0103.
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Purpose Existing studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency. Design/methodology/approach The authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson’s (2007) Journal of Econometrics to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency. Findings Socio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning. Practical implications From a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background. Originality/value This is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders.
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Wayan Maba. "ESSENTIAL HEALTHY SCHOOL ENVIRONMENT STANDARDS TO MAINTAIN CONDUCIVE LEARNING ATMOSPHERE." International Journal of Social Science 2, no. 1 (June 1, 2022): 1211–16. http://dx.doi.org/10.53625/ijss.v2i1.2788.
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The school environment is one unit of the physical, mental and social environment of the school that meets the health requirements so that it can support the teaching and learning process properly and support the growth and development process of students optimally. A healthy school environment can be realized or maintained by involving all components of the school stakeholders. This study made use of a qualitative research design with descriptive analysis. Data were collected by conducting field studies, direct observation, and interviews with school stakeholders. This study found that to maintain school health, the essential healthy standards should be carefully and intensively implemented at schools. Therefore, this research implies that schools should maintain a healthy school environment so that students can study well and comfortably.
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Burušić, Josip. "The perceived school climate in Croatian elementary schools with poor, average and good school’s learning environment." Management 24 (May 29, 2019): 1–15. http://dx.doi.org/10.30924/mjcmi.24.si.1.
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The cross-sectional research design was used to investigate differences in teachers’ perception of school climate in schools with poor, average and good school’s learning environment, and to explore to what degree is possible to explain six school climate dimensions by school’s learning environment, some teacher’s characteristics and teaching practice experience. Participants in the study were 785 teachers from 44 primary schools in northern part of Croatia, 121 males and 579 females. Participants rated school climate in school where they teach and in addition provided information about various school’s learning environment. Schools which teachers perceived as having good school’s learning environment clearly differ in the level of school climate quality - school climate is significantly better in schools with better school’s learning environment. The performed hierarchical regression analyses, demonstrated in addition, how school’s learning environment and characteristics of teachers and teaching practice (e.g. gender, age, work experience and education level) are powerful predictors of (positive) school climate. In this paper, we provide possible explanation and stress importance on school climate as an essential concept in school effectiveness concerns and activities.
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Khanal, Dr Uttam. "Child Friendly Environment of Classroom on Basic Level in Nepal: Education Achievement of Community School." International Education Studies and Sustainability 1, no. 1 (June 18, 2021): p78. http://dx.doi.org/10.22158/iess.v1n1p78.
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This study focuses on child-friendly classroom environments and basic level academic achievement and analyzes the role that teachers, parents, students, and school management committees play in school work. Nepal’s disadvantaged schools are concentrated in rural areas, but those schools are also trying to make themselves child-friendly schools. The objective was to analyze the problems seen in the construction of child-friendly schools by analyzing the classroom environment, the current condition of the school, the impact of the child-friendly classroom environment on the level of educational achievement. The school management committee, teachers, the interaction between the parents and the stakeholders on various issues has helped in the construction of the child-friendly school and the community has expressed its readiness to help as the school is their own. According to the parents, the school has been punishing the children for one reason or another and the school should be reformed as there are protests from all quarters. In order to achieve the set targets as per the educational policy of the state and for the all-round development of the children-It has become necessary for everyone to pay attention to remove the small weaknesses and analyze the results and engage in classroom management including child-friendly schools.
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Catrone, Constance. "The school-to-prison pipeline: a failed holding environment." Journal of Psychosocial Studies 14, no. 2 (July 1, 2021): 121–37. http://dx.doi.org/10.1332/147867321x16215933132447.
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The deleterious impact of the school-to-prison pipeline (STPP) on minority youth in the United States, as well as the underlying sociocultural and political factors contributing to the pipeline, are well established. While the literature provides abundant evidence about the negative impact of secondary school punitive and exclusionary disciplinary policies on students’ behavioural and academic outcomes, consideration of the relational world of the school and its subjective impact is largely absent. This article contributes an examination of the relational world of schools to the analysis of the STPP and its developmental impact on youth of colour. By applying Diamond’s (2017; 2020) object relations approach to life in secondary schools, the article exposes how the STPP undermines schools’ capacity to provide a healthy holding environment. The article demonstrates how the school functions as a failed holding environment and concludes with case examples illustrating how psychodynamically informed school-based interventions are positioned to mitigate the toxic effects of the STPP on the identity development of adolescents of colour.
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Figueiredo, Celma Cynara de, Magda de Almeida Florentino, Iapissara dos Santos Silva Mendes, and Suely Benedita Tavares de Lima. "AGGRESSIVENESS X VIOLENCE IN THE SCHOOL ENVIRONMENT." Revista Ibero-Americana de Humanidades, Ciências e Educação 9, no. 6 (July 3, 2023): 1959–67. http://dx.doi.org/10.51891/rease.v9i6.10371.
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Faced with the latest events shown in the media and many times witnessed by ourselves in the schools where we work, we observed the need to go deeper into this subject in order to carry out a project that could be useful in the current school. The objective of this project is to draw the attention of professionals to the problem of school aggression and violence and to present suggestions for improving coexistence within the school. As Oliveira and Martins (2006) well mentions, “what happens is that this violence has a lot to do with the discourse of refusal, or even, the lack of finding the right words to give an exact meaning to a wide range of of feelings”. Violence is all kinds of physical and psychological damage caused to others, young people are pointed out as the cause of this violence, but this issue is much more complex. Because to combat this violence that is so common among our youth, we have to research the origin, since young people apply in their school conviviality or those who live at home. Currently schools deal with fights and other aggressive acts through internal norms such as: verbal or formal warning, suspensions, transfers and expulsion of the student. I suggest more dynamic classes with the participation and opinion of the students to organize a field class, formalize an agreement between both on how the school rules will be applied in case of non-compliance with the school's discipline rule.
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Nguyen, Kim, Yue Yuan, and Susan McNeeley. "School Security Measures, School Environment, and Avoidance Behaviors." Victims & Offenders 15, no. 1 (October 17, 2019): 43–59. http://dx.doi.org/10.1080/15564886.2019.1679307.
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Kaplan, Leslie S., and Michael W. Evans. "Changing School Environment: Restructuring One Virginia High School." NASSP Bulletin 81, no. 589 (May 1997): 1–9. http://dx.doi.org/10.1177/019263659708158902.
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Adams, Buck, and Gerald D. Bailey. "School is for Teachers: Enhancing the School Environment." NASSP Bulletin 73, no. 513 (January 1989): 44–48. http://dx.doi.org/10.1177/019263658907351310.
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Abe, Chisato, and Tatsuya Hayashi. "Relationship Between Subjective Evaluation of School Environment and Learning Motivation." E3S Web of Conferences 396 (2023): 01022. http://dx.doi.org/10.1051/e3sconf/202339601022.
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“Proactive, interactive, and authentic learning” has been emphasized in Japanese education, and the consideration of school facilities that can realize such learning has become an urgent issue. In this study, we focused on students’ learning motivation, extracted 12 elements from all school environments as factors that contribute to the improvement of learning motivation, and explored the relationship between the school environment and learning motivation. A questionnaire survey of two junior high schools was conducted to measure subjective evaluations of the school environment and learning motivation. And we performed the univariate analysis using correlation analysis and logistic regression analysis. The results showed correlations between the environmental elements of classroom design, creative space, and peace of mind, and learning motivation. In particular, the total score of school environment correlated more strongly with learning motivation than the other environmental factors. The results also suggested that the elements of the school environment may lead to higher learning motivation through 4 factors for improving learning motivation and other factors. It is necessary to clarify the relationship between school environment and learning motivation through more structural analysis in the future.
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Octawijaya, Ishak Halim, Windy Mariane Virenia Wariki, Ai Hori, and Masao Ichikawa. "FOOD ENVIRONMENT OF JUNIOR HIGH SCHOOLS IN TOMOHON CITY, INDONESIA." Indonesian Journal of Public Health 17, no. 3 (November 4, 2022): 377–84. http://dx.doi.org/10.20473/ijph.v17i3.2022.377-384.
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Introduction: In Indonesia, child obesity is increasing, and children take a substantial amount of daily calorie from food consumption at school. Methods: This paper describes school food environment in Tomohon City, North Sulawesi Province. We conducted on-site observation and interview with food vendors at 20 junior high schools, describing the food environment by availability and sales of foods and beverages at schools in urban and rural areas. Rice or noodle meals and deep-fried snacks were sold in all schools. Result: The availability and sales of industrial sweets and sugar-sweetened beverages were greater in urban than rural areas, whereas those of fruits were greater in rural areas. Oily and sugary foods and beverages are widely available and consumed by students at schools in the city of Indonesia. Conclusion: Such school food environments and dietary habits should be improved in the effort of halting the increasing prevalence of child obesity.
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Alston, Laura, Nicholas Crooks, Claudia Strugnell, Liliana Orellana, Steven Allender, Claire Rennie, and Melanie Nichols. "Associations between School Food Environments, Body Mass Index and Dietary Intakes among Regional School Students in Victoria, Australia: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 16, no. 16 (August 14, 2019): 2916. http://dx.doi.org/10.3390/ijerph16162916.
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(1) Background: Childhood overweight and obesity is a significant and preventable problem worldwide. School environments have been suggested to be plausible targets for interventions seeking to improve the quality of children’s dietary intake. The objective of this study was to determine the extent to which the current characteristics of the school food environment were associated with primary school students’ dietary intake and Body Mass Index (BMI) z scores in a representative sample in regional Victoria. (2) Methods: This study included 53 schools, comprising a sample of 3,496 students in year levels two (aged 7–8 years), four (9–10 years) and six (11–12 years). Year four and six students completed dietary questionnaires. Principals from each school completed a survey on school food environment characteristics. Mixed-effects logistic regression was used to assess the relationship between students’ dietary intake and school food environment scores, controlling for confounders such as socio-economic status, school size and sex. Food environment scores were also analysed against the odds of being healthy weight (defined as normal BMI z score). (3) Results: Mixed associations were found for the relationship between students’ dietary intake and food environment scores. Meeting the guidelines for vegetable intake was not associated with food environment scores, but students were more likely (OR: 1.68 95% CI 1.26, 2.24) to meet the guidelines if they attended a large school (>300 enrolments) and were female (OR: 1.28 95% CI: 1.02, 1.59). Healthy weight was not associated with school food environment scores, but being a healthy weight was significantly associated with less disadvantage (OR: 1.24 95% CI 1.05, 1.45). Conclusion: In this study, the measured characteristics of school food environments did not have strong associations with dietary intakes or BMI among students.
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Amin Basri, Melyani Sari Sitepu, and Imam Rinaldi. "Junior High School Education System in Islamic Boarding School Environment Area." EDUKASI : Jurnal Pendidikan Islam (e-Journal) 10, no. 2 (September 30, 2022): 208–18. http://dx.doi.org/10.54956/edukasi.v10i2.340.
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Islamic boarding schools in Indonesia have played an essential role as institutions to spread Islam and make changes in society for the better. It can be viewed from the education system to advance the quality of education in Islamic educational institutions such as Islamic boarding schools. This study aims to analyze the education system in the Galih Agung Private Junior High School Darularafah Raya Islamic Boarding School. This study uses qualitative research with a naturalistic qualitative approach. This study's data collection was done using observation, interview, and documentation techniques. Informants in this study were Ustadz and Ustadzah, who served at the Darularafah Raya Islamic Boarding School and several students and dyah. Data analysis techniques include data reduction, data presentation, and conclusion. The study results indicate that: 1) The education system at Galih Agung Private Junior High School consists of educational objectives, conditions of educators and students, curriculum, and facilities/ infrastructure. The supporting factors are as follows: Competent educators, wise caregivers, adequate facilities and infrastructure, a comfortable boarding school environment, and improving the quality of extracurricular activities, while the inhibiting factors are: Lack of awareness of students as a student, not accustomed to discipline and independence, and students feel lazy.