Journal articles: 'School weeks'

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Lewis, Betty. "W.H. Weeks California School Architect." California History 64, no. 3 (1985): 226–29. http://dx.doi.org/10.2307/25158308.

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Tomayko, Emily J., Katherine B. Gunter, John M. Schuna, and Paul N. Thompson. "Effects of Four-Day School Weeks on Physical Education Exposure and Childhood Obesity." Journal of Physical Activity and Health 17, no. 9 (2020): 902–6. http://dx.doi.org/10.1123/jpah.2019-0648.

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Background: Use of 4-day school weeks (FDSWs) as a cost-saving strategy has increased substantially as many US school districts face funding declines. However, the impacts of FDSWs on physical activity exposure and related outcomes are unknown. This study examined physical education (PE) exposure and childhood obesity prevalence in 4- versus 5-day Oregon schools; the authors hypothesized lower PE exposure and higher obesity in FDSW schools, given reduced school environment exposure. Methods: The authors utilized existing data from Oregon to compare 4- versus 5-day models: t tests compared mean school-level factors (PE exposure, time in school, enrollment, and demographics) and complex samples weighted t tests compared mean child-level obesity data for a state representative sample of first to third graders (N = 4625). Results: Enrollment, time in school, and student–teacher ratio were significantly lower in FDSW schools. FDSW schools provided significantly more PE, both in minutes (120 vs 101 min/wk in 4- vs 5-d schools, P < .01) and relative to total time in school (6.9% vs 5.0%, P < .0001). Obesity prevalence did not differ significantly between school models. Conclusion: Greater PE exposure in FDSW schools was observed, and it remains unknown whether differences in PE exposure contributed to obesity prevalence in this sample of students. Efforts to better understand how FDSWs impact physical activity, obesity risk, and related factors are needed.

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Zambrotta, Maria, and Daniela Mazzuia. "Two weeks as a chemist." Open Schools Journal for Open Science 1, no. 3 (2019): 15. http://dx.doi.org/10.12681/osj.20245.

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“Two weeks as a chemist” is a project developed for sixteen-year-old students from the Secondary School Santorre di Santarosa (Turin). The project aims to increase students’ motivation and interest in science by providing them a working experience in a chemist’s store and is made with the collaboration between schools and local stakeholders. It encourages the use of new methodologies in the classroom and the contextualization of STEM learning.

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Anderson, D. Mark, and Mary Beth Walker. "Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week." Education Finance and Policy 10, no. 3 (2015): 314–49. http://dx.doi.org/10.1162/edfp_a_00165.

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School districts use a variety of policies to close budget gaps and stave off teacher layoffs and furloughs. More schools are implementing four-day school weeks to reduce overhead and transportation costs. The four-day week requires substantial schedule changes as schools must increase the length of their school day to meet minimum instructional hour requirements. Although some schools have indicated this policy eases financial pressures, it is unknown whether there is an impact on student outcomes. We use school-level data from Colorado to investigate the relationship between the four-day week and academic performance among elementary school students. Our results generally indicate a positive relationship between the four-day week and performance in reading and mathematics. These findings suggest there is little evidence that moving to a four-day week compromises student academic achievement. This research has policy relevance to the current U.S. education system, where many school districts must cut costs.

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Vaidya, Hrisheekesh J., Alexander W. Emery, Emma C. Alexander, Angus J. McDonnell, Charlotte Burford, and Max K. Bulsara. "Clinical specialty training in UK undergraduate medical schools: a retrospective observational study." BMJ Open 9, no. 7 (2019): e025403. http://dx.doi.org/10.1136/bmjopen-2018-025403.

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ObjectivesTo determine if increased exposure to clinical specialties at medical school is associated with increased interest in pursuing that specialty as a career after foundation training.DesignA retrospective observational study.Setting31 UK medical schools were asked how much time students spend in each of the clinical specialties. We excluded two schools that were solely Graduate Entry, and two schools were excluded for insufficient information.Main outcome measuresTime spent on clinical placement from UK undergraduate medical schools, and the training destinations of graduates from each school. A general linear model was used to analyse the relationship between the number of weeks spent in a specialty at medical school and the percentage of graduates from that medical school entering each of the Core Training (CT1)/Specialty Training (ST1) specialties directly after Foundation Year 2 (FY2).ResultsStudents spend a median of 85 weeks in clinical training. This includes a median of 28 weeks on medical firms, 15 weeks in surgical firms, and 8 weeks in general practice (GP). In general, the number of training posts available in a specialty was proportionate to the number of weeks spent in medical school, with some notable exceptions including GP. Importantly, we found that the number of weeks spent in a specialty at medical school did not predict the percentage of graduates of that school training in that specialty at CT1/ST1 level (ß coefficient=0.061, p=0.228).ConclusionsThis study found that there was no correlation between the percentage of FY2 doctors appointed directly to a CT1/ST1 specialty and the length of time that they would have spent in those specialties at medical school. This suggests that curriculum adjustments focusing solely on length of time spent in a specialty in medical school would be unlikely to solve recruitment gaps in individual specialties.

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Llupià, Anna, Alícia Borràs-Santos, Caterina Guinovart, Mireia Utzet, David Moriña, and Joaquim Puig. "SARS-CoV-2 transmission in students of public schools of Catalonia (Spain) after a month of reopening." PLOS ONE 16, no. 5 (2021): e0251593. http://dx.doi.org/10.1371/journal.pone.0251593.

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Introduction SARS-CoV-2 transmission within schools and its contribution to community transmission are still a matter of debate. Methods A retrospective cohort study in all public schools in Catalonia was conducted using publicly available data assessing the association between the number of reported SARS-CoV-2 cases among students and staff in weeks 1–2 (Sept 14-27th, 2020) of the academic year with school SARS-CoV-2 incidence among students in weeks 4–5. A multilevel Poisson regression model adjusted for the community incidence in the corresponding basic health area (BHA) and the type of school (primary or secondary), with random effects at the sanitary region and BHA levels, was performed. Results A total of 2184 public schools opened on September 14th with 778,715 students. Multivariate analysis showed a significant association between the total number of SARS-CoV-2 cases in a centre in weeks 1–2 and the SARS-CoV-2 school incidence among students in weeks 4–5 (Risk Ratio (RR) 1.074, 95% CI 1.044–1.105, p-value <0.001). The adjusted BHA incidence in the first two weeks was associated with school incidence in weeks 4–5 (RR 1.002, 95% CI 1.002–1.003, p-value <0.001). Secondary schools showed an increased incidence in weeks 4 and 5 (RR primary vs secondary 1.709 95% CI 1.599–1.897, p-value <0.001). Conclusions Safety measures adopted by schools were not enough to stop related-to-school transmission in students and could be improved. The safest way to keep schools open is to reduce community transmission down to a minimum.

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Israel, Whitney, Christine Mulitauopele, Ming Ma, Arnold H. Levinson, Lauren Cikara, and Ashley Brooks‐Russell. "Adolescent Health Behaviors in Schools with 4‐ Versus 5‐Day School Weeks." Journal of School Health 90, no. 10 (2020): 794–801. http://dx.doi.org/10.1111/josh.12941.

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Spudis, E. "Med School After 50 Years Plus 2 Weeks." Archives of Family Medicine 9, no. 10 (2000): 1197. http://dx.doi.org/10.1001/archfami.9.10.1197.

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Vaidyanathan, Sivapriya, Tess Maria Rajan, Venkatesh Chandrasekaran, and Preeti Kandasamy. "Pre-school attention deficit hyperactivity disorder: 12 weeks prospective study." Asian Journal of Psychiatry 48 (February 2020): 101903. http://dx.doi.org/10.1016/j.ajp.2019.101903.

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Plum, Catherine. "Contested Namesakes: East Berlin School Names under Communism and in Reunified Germany." History of Education Quarterly 45, no. 4 (2005): 625–35. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00059.x.

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Within weeks and months of the fall of the Berlin Wall in November 1989, numerous busts and portraits of school namesakes disappeared from the foyers, hallways, and “tradition rooms” (Traditionszimmer) of East Berlin schools and were relegated to trash bins. In 1990 municipal authorities formalized this spontaneous purge of school identities by eliminating the names of all schools in eastern Berlin. Over the course of the 1990s administrators, teachers, and students in the newly restructured schools began to discuss a wide range of new school identities.

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BROUSSEAU, N., H. K. GREEN, N. ANDREWS, et al. "Impact of influenza vaccination on respiratory illness rates in children attending private boarding schools in England, 2013–2014: a cohort study." Epidemiology and Infection 143, no. 16 (2015): 3405–15. http://dx.doi.org/10.1017/s0950268815000667.

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SUMMARYSeveral private boarding schools in England have established universal influenza vaccination programmes for their pupils. We evaluated the impact of these programmes on the burden of respiratory illnesses in boarders. Between November 2013 and May 2014, age-specific respiratory disease incidence rates in boarders were compared between schools offering and not offering influenza vaccine to healthy boarders. We adjusted for age, sex, school size and week using negative binomial regression. Forty-three schools comprising 14 776 boarders participated. Almost all boarders (99%) were aged 11–17 years. Nineteen (44%) schools vaccinated healthy boarders against influenza, with a mean uptake of 48·5% (range 14·2–88·5%). Over the study period, 1468 respiratory illnesses were reported in boarders (5·66/1000 boarder-weeks); of these, 33 were influenza-like illnesses (ILIs, 0·26/1000 boarder-weeks) in vaccinating schools and 95 were ILIs (0·74/1000 boarder-weeks) in non-vaccinating schools. The impact of vaccinating healthy boarders was a 54% reduction in ILI in all boarders [rate ratio (RR) 0·46, 95% confidence interval (CI) 0·28–0·76]. Disease rates were also reduced for upper respiratory tract infections (RR 0·72, 95% CI 0·61–0·85) and chest infections (RR 0·18, 95% CI 0·09–0·36). These findings demonstrate a significant impact of influenza vaccination on ILI and other clinical endpoints in secondary-school boarders. Additional research is needed to investigate the impact of influenza vaccination in non-boarding secondary-school settings.

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Eriksen, Karen, Jóhanna Haraldsdóttir, Robert Pederson, and Hanne Vig Flyger. "Effect of a fruit and vegetable subscription in Danish schools." Public Health Nutrition 6, no. 1 (2003): 57–63. http://dx.doi.org/10.1079/phn2002356.

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AbstractObjective:To measure the effect of a school fruit and vegetable subscription on children's intake of fruit and vegetables after 5 weeks of intervention.Setting:Seven primary schools in Denmark.Design and methods: Intervention schools (n = 4) were offered a fruit and vegetable subscription comprising one piece per day. Control schools (n = 3) situated in another municipality were not offered the subscription. Intake of fruit and vegetables was measured at baseline and 5 weeks after the start of the subscription. Two methods were used for dietary assessment: a pre-coded 24-hour recall form including total food intake and a food-frequency questionnaire (FFQ) including only fruit and vegetables.Subjects:Children aged 6–10 years (n = 804 from intervention schools and n = 689 from control schools). Response rate in the dietary assessment was 31%.Results:At intervention schools 45% of the children enrolled in the subscription. After 5 weeks of intervention, both subscribers and non-subscribers had increased their intake of fruit by 0.4 (P = 0.019) and 0.3 (P = 0.008) pieces per school day, respectively, but no change was observed in vegetable intake. Total intake increased only for non-subscribers by 0.4 piece/school day (P = 0.008), mainly due to the consistent increase in fruit intake. No change in intake was measured at control schools. Only the 24-hour recall questionnaire was sensitive enough to pick up the changes of the subscription, whereas the FFQ was not.Conclusion:Five weeks with the subscription affected both subscribers and non-subscribers to increase intake of fruit. This may indicate that the subscription had an additional effect of stimulating parents of non-subscribers to supply their children with fruit. The results stress the importance of evaluating the effect of this type of programme, and the carefulness needed in designing the evaluation study.

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Kaminskienė, Lina, and Yi Chu Ling. "CHALLENGES OF DISTANCE EDUCATION DURING THE SCHOOL LOCKDOWN: THE LITHUANIAN SCHOOL LEADERS’ PERSPECTIVE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 127–34. http://dx.doi.org/10.17770/sie2021vol5.6390.

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The COVID19 pandemic has caused massive disruption in education practices worldwide and Lithuania was no exception. This article investigates how this period of uncertainties has been perceived by Lithuanian schools during school lockdown. The study aimed to explore the challenges that Lithuanian schools faced and how distance education practices has been reconsidered during school lockdown. The research was based on a survey of 406 sampled school leaders of public education institutions in Lithuania conducted two months into the first nationwide lockdown in spring 2020. This paper aims to discuss the challenges of distance education from the perspective of school leaders, and to link the findings of the study to recent studies related to schools’ responses to the pandemic situation. The survey responses indicated that schools initially focused on the organisation of staff training and technological preparation to start distance education during the first two weeks of lockdown. Their focus two months into the process shifted towards tackling challenges on students' responsiveness and assessment of students' achievements during distance education. Challenges are perceived as opportunities for reflection and growth, re-examine current institution strengths and weaknesses, and reconsolidate with the school communities in prioritising what the utter function in education is.

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de Jonge, Maxine, Jorien J. Slot-Heijs, Richard G. Prins, and Amika S. Singh. "The Effect of The Daily Mile on Primary School Children’s Aerobic Fitness Levels After 12 Weeks: A Controlled Trial." International Journal of Environmental Research and Public Health 17, no. 7 (2020): 2198. http://dx.doi.org/10.3390/ijerph17072198.

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The Daily Mile (TDM) is a school-based physical activity intervention encompassing a 15-minute run at least three times per week. This study aimed to determine (1) the effects of performing TDM for 12 weeks on Dutch primary school children’s aerobic fitness levels and (2) if additional personal support for teachers impacted the effectiveness of TDM. Nine Dutch primary schools (n = 659 children, grades 5–8) were allocated to a control (no TDM), intervention (12 weeks TDM) or intervention-plus (12 weeks TDM, additional personal support) group. The Shuttle Run Test (SRT) was used to assess aerobic fitness at baseline and follow-up. Data were analyzed using a multiple-imputed dataset and multilevel linear regression models to account for the clustering of students within classes and classes within schools. The regression analyses were adjusted for sex and age. Compared with the control group, significant intervention effects of TDM on SRT score were observed for the intervention group (β = 1.1; 95% CI: 0.8; 1.5) and the intervention-plus group (β = 0.6; 95% CI 0.3; 0.9). Additional personal support had no impact on the effectiveness of TDM. These results suggest that performing TDM at least three times per week for approximately 12 weeks increases primary school children’s aerobic fitness. Additional personal support did not improve the effectiveness of TDM on aerobic fitness within this period. These results contribute to the body of evidence surrounding TDM, but further research is needed regarding long-term implementation of TDM.

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Gim, Nam-gyeong. "Development of Life Skills Program for Primary School Students: Focus on Entry Programming." Computers 10, no. 5 (2021): 56. http://dx.doi.org/10.3390/computers10050056.

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There are areas where the competencies obtained through computer coding activities substantially overlap with life skills components. Studies of these common competencies have suggested the possibility of including these contents in a life skills program. Therefore, the purpose of this study was to develop a program through the Entry program that elementary school students could use online to improve their life skills, given the need to increase contactless online classes due to COVID-19. Eight elementary school teachers with 20 years of experience and two curriculum experts participated in the program’s development. For data collection, 360 data points were collected from eight elementary schools located in each Korean province, including urban and rural areas. SPSS 21.0 was used to analyze the data. Upon completing the 8-week program, the difference in life skills between groups was confirmed using variance analysis based on the number of implementation times, and post-hoc testing was conducted. The study’s results confirmed the difference between the groups conducted for two weeks (M = 3.22), four weeks (M = 3.25), and six weeks (M = 3.67), and the group conducted for eight weeks (M = 3.83). In other words, as the number of weeks of participation in the life skills program increased, there was a difference between groups. These findings suggest a life skills program could be included as part of Entry based computer coding activities for elementary school students through a backward curriculum. In conclusion, this study showed the possibility of using contactless online classes with free Entry-based websites to improve the life skills of elementary school students struggling at home due to COVID-19. It also showed that each elementary school teacher could operate the life skills programs as a contactless learning method using a free coding platform and manual.

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Johnson, A. "Health and school performance of teenagers born before 29 weeks gestation." Archives of Disease in Childhood - Fetal and Neonatal Edition 88, no. 3 (2003): 190F—198. http://dx.doi.org/10.1136/fn.88.3.f190.

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Stanley, Julian C., and Barbara S. K. Stanley. "High-school biology, chemistry, or physics learned well in three weeks." Journal of Research in Science Teaching 23, no. 3 (1986): 237–50. http://dx.doi.org/10.1002/tea.3660230308.

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Siegel, Robert, Mary Kate Lockhart, Allison S. Barnes, et al. "Small prizes increased healthful school lunch selection in a Midwestern school district." Applied Physiology, Nutrition, and Metabolism 41, no. 4 (2016): 370–74. http://dx.doi.org/10.1139/apnm-2015-0535.

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As obesity has become a pressing health issue for American children, greater attention has been focused on how schools can be used to improve how students eat. Previously, we piloted the use of small prizes in an elementary school cafeteria to improve healthful food selection. We hoped to increase healthful food selection in all the elementary schools of a small school district participating in the United States Department of Agriculture Lunch Program by offering prizes to children who selected a Power Plate (PP), which consisted of an entrée with whole grains, a fruit, a vegetable, and plain low-fat milk. In this study, the PP program was introduced to 3 schools sequentially over an academic year. During the kickoff week, green, smiley-faced emoticons were placed by preferred foods, and children were given a prize daily if they chose a PP on that day. After the first week, students were given a sticker or temporary tattoo 2 days a week if they selected a PP. Combining data from the 3 schools in the program, students increased PP selection from 4.5% at baseline to 49.4% (p < 0.0001) during an intervention period of 2.5 school weeks. The school with the longest intervention period, 6 months, showed a PP selection increase of from 3.9% to 26.4% (p < 0.0001). In conclusion, giving small prizes as rewards dramatically improves short-term healthful food selection in elementary school children.

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Ermenc, Klara Skubic, Jana Kalin, and Jasna Mažgon. "How to Run an Empty School: The Experience of Slovenian School Heads During the COVID-19 Pandemic." SAGE Open 11, no. 3 (2021): 215824402110321. http://dx.doi.org/10.1177/21582440211032154.

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In mid-March 2020, Slovenia declared the COVID-19 epidemic, which led to the closure of schools and the transition to remote education. This article presents the findings of a study conducted during the lockdown among school heads in primary and secondary schools. The authors identify the challenges and issues the school heads faced in the first weeks of the epidemic and examine the positive experiences that may represent examples of good practice for dealing with similar problems in the future. The study was carried out through an online questionnaire containing 12 single-answer and multiple-choice questions and one Likert-type scale. The school heads were free to write their answers to two open-ended questions. The findings show that schools responded quickly to the changed circumstances and continued to deliver education to their students without interruption, although their approaches differed significantly. A great deal of improvisation was observed, as was to be expected, as the state did not have a pre-prepared plan and was not able to provide a quick and adequate response.

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Gormley, Jenny M. "School Nurse Advocacy for Student Health, Safety, and School Attendance: Impact of an Educational Activity." Journal of School Nursing 35, no. 6 (2018): 401–11. http://dx.doi.org/10.1177/1059840518814294.

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School nurses are expected to advocate for policies and procedures that support student health, safety, and school attendance. An educational activity to improve school nurse advocacy was developed and implemented based on advocacy literature, self-efficacy theory, and continuing education guidelines. A quantitative, repeated measure descriptive project design was used to compare school nurses’ advocacy measures before and following an educational activity and 6 weeks after the activity. Immediately after the education, there were significant increases in advocacy knowledge ( p < .001), confidence ( p < .001), and recalled behaviors ( p < .01) for a convenient sample of 51 Massachusetts school nurses. There were no significant differences across pre-, post-, and 6-week survey responses ( n = 6); however, advocacy outcomes from immediately after the education were maintained at 6 weeks. More effective school nurse advocacy may improve youth population health, increase safety for students at school, and improve school attendance.

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Ashfield-Watt, Pauline AL, Elizabeth A. Stewart, and Judi A. Scheffer. "A pilot study of the effect of providing daily free fruit to primary-school children in Auckland, New Zealand." Public Health Nutrition 12, no. 5 (2009): 693–701. http://dx.doi.org/10.1017/s1368980008002954.

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AbstractObjectiveTo determine the uptake of a free fruit provision to low-decile primary-school children by quantitatively assessing changes in fruit intake.DesignA randomised controlled trial using a paired, cluster randomisation.SettingTwenty low-decile primary schools (schools attended by the most deprived children) in Auckland, New Zealand.SubjectsIn total 2032 children, aged 7–11 years, provided data on at least one occasion.InterventionTen pairs of low-decile primary schools matched by roll size and location were randomly allocated to control (no free fruit) or intervention (free fruit) for a school term. Dietary assessments using the 24 h recall methodology were made at baseline, on the last week of the intervention and 6 weeks post-intervention.ResultsFruit intakes in this cohort were lower than the national average with over 40 % reporting no fruit intake at baseline and did not differ between groups. After the free fruit period the intervention group increased school fruit intakes by 0·39 pieces/school d from baseline (P≤ 0·001) and the proportion of children consuming no fruit reduced to 22 %. This increase, however, was not sustained and fruit intakes fell below baseline levels at 6 weeks post-intervention. Control subjects did not significantly alter their fruit intakes throughout the study.ConclusionsImproving exposure and accessibility to fruits at school increases fruit intakes of low socio-economic group children, particularly those who do not normally eat fruit. The present pilot study demonstrates some possible negative effects of short-term free fruit interventions, but is informative for developing and evaluating sustained fruit intervention programmes.

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Corbin, Charles B., Pamela H. Kulinna, Mary Dean, and Jennifer Reeves. "Wellness Weeks: A Total School Approach for Promoting Physical Activity and Nutrition." Journal of Physical Education, Recreation & Dance 84, no. 6 (2013): 35–41. http://dx.doi.org/10.1080/07303084.2013.808128.

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Maclean, Rod. "Quick! Hide! Constructing a Playground Identity in the Early Weeks of School." Language and Education 10, no. 2-3 (1996): 171–86. http://dx.doi.org/10.1080/09500789608666707.

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Gross, Steven J., Barbara B. Mettelman, and Timothy D. Dye. "School Performance at Ten Years in Infants ≤ 31 Weeks' Gestational Age† 1263." Pediatric Research 43 (April 1998): 216. http://dx.doi.org/10.1203/00006450-199804001-01284.

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Thompson, Paul N. "Does a Day Lost Equal Dollars Saved? The Effects of Four-Day School Weeks on School District Expenditures." National Tax Journal 74, no. 1 (2021): 147–83. http://dx.doi.org/10.1086/712916.

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Norris, Emma, Sandra Dunsmuir, Oliver Duke-Williams, Emmanuel Stamatakis, and Nicola Shelton. "Physically Active Lessons Improve Lesson Activity and On-Task Behavior: A Cluster-Randomized Controlled Trial of the “Virtual Traveller” Intervention." Health Education & Behavior 45, no. 6 (2018): 945–56. http://dx.doi.org/10.1177/1090198118762106.

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Background. Physically active lessons have not often been assessed with randomized controlled trials. Aims. Evaluate the effects of the “Virtual Traveller” (VT) intervention delivered using classroom interactive whiteboards on physical activity, on-task behavior, and student engagement. Methods. Participants were 219 children aged 8 to 9 years from 10 schools in Greater London, assessed in a cluster-randomized controlled trial between March 2015 and May 2016. For 6 weeks, intervention children received 10-minute VT sessions three times a week during math and English lessons (VT group: n = 113). Children in control schools received regular teaching (COM group: n = 106). Outcomes were school-day, weekend-day, and lesson-time sedentary behavior (SB), light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA), and on-task behavior and student engagement, assessed at baseline (T0), 2 weeks (T1), and 4 weeks (T2) during the VT intervention and 1 week (T3) and 3 months (T4) postintervention using multilevel modeling. Results. VT pupils engaged in significantly more school-day MVPA at T1 only, with no other significant differences between groups in overall school-day or weekend-day activity. VT pupils engaged in significantly less SB and more MVPA during lesson time than COM pupils. More on-task behavior was shown in VT pupils than COM pupils but there was no difference in student engagement. Discussion. VT reduced sedentary behavior and increased physical activity during lesson time but not across overall school or weekend days. VT improved on-task behavior but had no effect on student engagement. Conclusion. Physical activity can be integrated into teaching using interactive whiteboards with no detriment to educational outcomes.

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Manandhar, N., and AB Sthapit. "Determinants of primary school dropout in Nawalparasi District." Journal of College of Medical Sciences-Nepal 6, no. 4 (2012): 14–18. http://dx.doi.org/10.3126/jcmsn.v6i4.6720.

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Nepal’s school education is structured as ECD / PPC, primary, lower secondary, secondary and higher secondary education. There are 29,220 primary schools. Any school children absent in the school for four consecutive weeks or more who failed to appear in final examination or next year in same school is considered as dropouts. To assess the causes of dropout in primary schools of Gaindakote Resource Centre of Nawalparasi district, a cross-sectional study was conducted in twelve schools of Gaindakote Resource Centre of Nawalparasi district during the period of Srawan / Bhadra, 2066 B.S. The highest dropout rate was found to be 8.43% in grade I and followed by 7.47%, 4.33%, 4.23% and 1.83% in grades II,III, IV andV respectively. The dropout rate for girls (5.87%) was less than boys (6.14%). Drop out is considered as huge waste of resources of the country as well as individual and it is a complex social problem. To reduce dropout rate in primary school, only free education will not solve the problem. So Government alone cannot solve it. Community must be made aware about the problems of drop out & parents are to be motivated for sending their children to school. Journal of College of Medical Sciences-Nepal,2011,Vol-6,No-4, 14-18 DOI: http://dx.doi.org/10.3126/jcmsn.v6i4.6720

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Kim, Seong-Sil, Sin-Ae Park, and Ki-Cheol Son. "Improving Peer Relations of Elementary School Students through a School Gardening Program." HortTechnology 24, no. 2 (2014): 181–87. http://dx.doi.org/10.21273/horttech.24.2.181.

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For older elementary school students, amicable peer relationships are important to meeting developmental challenges, such as socialization. Thus, in this study, the effectiveness of a school gardening program to promote positive social relationships among elementary school students was assessed. The participants in this study were fifth and sixth grade students from four elementary schools in Wonju, South Korea. The experimental and control groups consisted of 123 students each (total 246) from fifth and sixth grade classrooms. The gardening program included a range of activities, such as sowing seeds and harvesting produce, and was designed to improve peer status, peer relations, and sociality. The program was embedded in the school curriculum; sessions were 90 minutes per week for 10 weeks from 16 April through 25 June 2012. The results revealed the school gardening program brought about meaningful differences in both persistence of friendship (P = 0.04) and adaptability between friends (P = 0.03), which were subcategories of peer relationships, in the experimental group. There were also significant improvements in sociality (P < 0.001) and its various subcategories, especially in law-abiding (P < 0.001) and collaboration (P < 0.001). Finally, the peer status results showed that there was significantly a greater increase in the peer status after the school gardening program, but there was no significant change in the control group. In conclusion, the school gardening program for elementary school students had a positive influence on peer relationships, sociality, and peer status. Implementing a garden program in schools will effectively contribute to the improvement of social relationships among elementary school students.

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Speer, Jamin D. "Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men." B.E. Journal of Economic Analysis & Policy 16, no. 1 (2016): 97–124. http://dx.doi.org/10.1515/bejeap-2015-0054.

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Abstract Using the NLSY’s weekly work history data to precisely measure labor market outcomes and the school-to-work transition, I document severe but short-lived effects of leaving school in a recession for men with 9–12 years of education. I find significant effects of entry labor market conditions on wages, job quality, and the transition time from school to work. In contrast to published evidence on more educated workers, I also find large effects on work hours on both the extensive and the intensive margins. When workers leave high school in a recession, they take substantially longer to find a job, earn lower wages, and work fewer full-time weeks and more part-time weeks. A 4-point rise in the initial unemployment rate leads to an increase in the school-to-work transition time of 9 weeks, a 16% decline in year-one average wage, a 28% fall in hours worked in the first year, and a 45% decline in first-year earnings. However, effects of entry conditions are not persistent and are largely gone after the first year.

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Fu, You, Ryan D. Burns, Emma Gomes, Amy Savignac, and Nora Constantino. "Trends in Sedentary Behavior, Physical Activity, and Motivation during a Classroom-Based Active Video Game Program." International Journal of Environmental Research and Public Health 16, no. 16 (2019): 2821. http://dx.doi.org/10.3390/ijerph16162821.

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The purpose of this preliminary study was to investigate trends in children’s sedentary behavior (SB), physical activity (PA), and motivation during a 12 week classroom-based Active Video Game (AVG) program. A sample of 16 children, recruited from an elementary school, participated in AVG for 30 minutes per school day for 12 consecutive weeks. School day time in SB and PA, in addition to step counts, were assessed across 12 weeks using accelerometers and motivation was assessed via questionnaires. Mixed effects models with a quadratic time parameter were employed to examine time trends. A significant negative trend was observed for SB, while light and vigorous PA and step counts yielded positive trends until approximately 8–9 weeks where a quadratic inflection point was observed (p < 0.001). Regarding motivational variables, enjoyment and social support from teachers significantly increased across 12 weeks (p < 0.05). A 12 week classroom AVG program yielded a positive trend in school day light and vigorous PA and step counts, and a negative trend in SB until 8–9 weeks into the program. This study supports the use of low-cost classroom-based AVG programs to improve children’s physical and mental health, but favorable PA trends were attenuated past 8–9 weeks.

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Gottenborg, Emily, Lindsay Rock, and Alison Sheridan. "Parental Leave for Residents at Programs Affiliated With the Top 50 Medical Schools." Journal of Graduate Medical Education 11, no. 4 (2019): 472–74. http://dx.doi.org/10.4300/jgme-d-19-00227.1.

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ABSTRACT Background Of the top 15 medical schools with affiliated graduate medical education (GME) programs, 8 offer paid parental leave, with an average duration of 6.6 weeks. It is not known how other GME programs approach parental leave. Objective We searched for the parental leave policies for residents in programs affiliated with the top 50 medical schools. Methods In 2019, we identified the top 50 medical schools designated by US News & World Report in the research and primary care categories (totaling 59 schools), and identified the associated GME programs. For each school, we accessed its website and searched for “GME Policies and Procedures” to find language related to maternity, paternity, or parental leave, or the Family Medical Leave Act. If unavailable, we e-mailed the GME office to identify the policy. Results Of 59 schools, 25 (42%) described paid parental leave policies with an average of 5.1 weeks paid leave; 11 of those (44%) offer ≤ 4 weeks paid parental leave. Twenty-five of 59 (42%) programs did not have paid parental leave, but 13 of these specify that residents can use sick or vacation time to pay for part of their parental leave. Finally, 13 of 59 (22%) offered state mandated partial paid leave. One school did not have any description of parental leave. Conclusions While paid parental leave for residents has been adopted by many of the GME programs affiliated with the top 50 medical schools, it is not yet a standard benefit offered to the majority of residents.

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Hara, T., S. Anzai, M. Saito, and Y. Fijiwara. "D-Shuttle project: measurement and comparison of individual doses of high school students." Annals of the ICRP 45, no. 2_suppl (2016): 141–48. http://dx.doi.org/10.1177/0146645316666967.

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In 2014, a team of high school students and teachers measured individual exposure doses using D-Shuttle dosimeters. In total, 216 students and teachers participated in the project, with the cooperation of 12 high schools in Japan (six from Fukushima Prefecture), four from France, eight from Poland, and two from Belarus. The participants wore the dosimeters for 2 weeks and recorded their locations in diary charts. The distribution of annual exposure doses for each school and region, estimated from the measured results, overlapped. It was concluded that the external exposure of high school students in Fukushima Prefecture was not markedly higher compared with that of students from other regions.

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Gesell, Sabina B., Evan C. Sommer, E. Warren Lambert, et al. "Comparative Effectiveness of After-School Programs to Increase Physical Activity." Journal of Obesity 2013 (2013): 1–8. http://dx.doi.org/10.1155/2013/576821.

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Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program.Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention.Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7). Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P<.001). Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points.Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program.

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Szymanski, David J., Jessica M. Szymanski, T. Jason Bradford, Ryan L. Schade, and David D. Pascoe. "Effect of 12 Weeks of Medicine Ball Training on High School Baseball Players." Medicine & Science in Sports & Exercise 36, Supplement (2004): S207. http://dx.doi.org/10.1097/00005768-200405001-00989.

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Szymanski, David J., Jessica M. Szymanski, T. Jason Bradford, Ryan L. Schade, and David D. Pascoe. "Effect of Twelve Weeks of Medicine Ball Training on High School Baseball Players." Journal of Strength and Conditioning Research 21, no. 3 (2007): 894. http://dx.doi.org/10.1519/r-18415.1.

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SZYMANSKI, DAVID J., JESSICA M. SZYMANSKI, T. JASON BRADFORD, RYAN L. SCHADE, and DAVID D. PASCOE. "EFFECT OF TWELVE WEEKS OF MEDICINE BALL TRAINING ON HIGH SCHOOL BASEBALL PLAYERS." Journal of Strength and Conditioning Research 21, no. 3 (2007): 894–901. http://dx.doi.org/10.1519/00124278-200708000-00041.

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Egan-Shuttler, Julian, Rohan Edmonds, Cassandra Eddy, Veronica O’Neill, and Stephen J. Ives. "4 Weeks of Plyometric Training Improves Rowing Performance in High School Male Rowers." Medicine & Science in Sports & Exercise 48 (May 2016): 162. http://dx.doi.org/10.1249/01.mss.0000485488.24967.c9.

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Tomayko, Emily J., Paul N. Thompson, John M. Schuna, and Katherine B. Gunter. "Effects Of Four-day School Weeks On Physical Education Exposure And Childhood Obesity." Medicine & Science in Sports & Exercise 52, no. 7S (2020): 996. http://dx.doi.org/10.1249/01.mss.0000686408.30906.ce.

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Szymanski, David J., Jessica M. Szymanski, T. Jason Bradford, Ryan L. Schade, and David D. Pascoe. "Effect of 12 Weeks of Medicine Ball Training on High School Baseball Players." Medicine & Science in Sports & Exercise 36, Supplement (2004): S207. http://dx.doi.org/10.1249/00005768-200405001-00989.

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Takahashi, Akihiko, and Makoto Yoshida. "Ideas for Establishing Lesson-Study Communities." Teaching Children Mathematics 10, no. 9 (2004): 436–43. http://dx.doi.org/10.5951/tcm.10.9.0436.

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Many educators in the United States have recently become interested in lesson study, a professional development approach popular in Japan, as a promising source of ideas for improving education (Stigler and Hiebert 1999). Numerous schools and school districts have attempted to use lesson study to improve their teaching practice and student learning (Council for Basic Education 2000; Germain- McCarthy 2001; Lewis 2002; Research for Better Schools 2002; Stepanek 2001; Weeks 2001).

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Peterson, Jean Sunde, Dong-gwi Lee, Chandni Shah, Natalie Koomler, and Teresa Taber-Doughty. "School Counselors-in-Training in International Dialogue: A Study of Cultural Immersion." International Journal of Educational Reform 28, no. 2 (2019): 162–78. http://dx.doi.org/10.1177/1056787919841498.

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A phenomenological study explored how five U.S. school counselors-in-training experienced cultural immersion in family life, schools, agencies, and community in the Netherlands. The central phenomenon emerging from reflection papers was that insights about cultural values led to making sense of how school counseling and special education were conceptualized. Students’ growth in cultural competence evolved from an initial preoccupation with concrete differences to a nuanced understanding of, and preference for, Dutch institutions and policies, and finally to a balanced view of U.S. and Dutch cultures. Findings attest that deep learning can occur in 2 weeks if thoughtful preparation, mutual benefit, collaboration, homestays, and community experiences are elements.

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Odd, David, David Evans, and Alan M. Emond. "Prediction of school outcome after preterm birth: a cohort study." Archives of Disease in Childhood 104, no. 4 (2018): 348–53. http://dx.doi.org/10.1136/archdischild-2018-315441.

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ObjectiveTo identify if the educational trajectories of preterm infants differ from those of their term peers.DesignThis work is based on the Avon Longitudinal Study of Parents and Children (ALSPAC). Educational measures were categorised into 10 deciles to allow comparison of measures across time periods. Gestational age was categorised as preterm (23–36 weeks) or term (37–42 weeks). Multilevel mixed-effects linear regression models were derived to examine the trajectories of decile scores across the study period. Gestational group was added as an interaction term to assess if the trajectory between educational measures varied between preterm and term infants. Adjustment for possible confounders was performed.SubjectsThe final dataset contained information on 12 586 infants born alive at between 23 weeks and 42 weeks of gestation.Main outcome measuresUK mandatory educational assessments (SATs) scores throughout educational journal (including final GCSE results at 16 years of age).ResultsPreterm infants had on average lower Key Stage (KS) scores than term children (−0.46 (−0.84 to −0.07)). However, on average, they gained on their term peers in each progressive measure (0.10 (0.01 to 0.19)), suggesting ‘catch up’ during the first few years at school. Preterm infants appeared to exhibit the increase in decile scores mostly between KS1 and KS2 (p=0.005) and little between KS2 and KS3 (p=0.182) or KS3 and KS4 (p=0.149).ConclusionsThis work further emphasises the importance of early schooling and environment in these infants and suggests that support, long after the premature birth, may have additional benefits.

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Zhao, H., C. A. Joseph, and N. Phin. "Outbreaks of influenza and influenza-like illness in schools in England and Wales, 2005/06." Eurosurveillance 12, no. 5 (2007): 3–4. http://dx.doi.org/10.2807/esm.12.05.00705-en.

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In England and Wales, clinical reports from primary care showed that influenza activity for the season 2005/06 only rose above the base line for four weeks during February 2006. However, outbreaks of influenza-like illness and/or gastrointestinal infection in schools began to be reported to the Health Protection Agency, Centre for Infections in early January 2006. To quantify the type, size and the spread of these outbreaks a reporting form was distributed to local Health Protection Units in England and to Wales for retrospective and prospective weekly completion. Between weeks 48/05 and 11/06, a total of 688 school outbreaks were reported, including 658 outbreaks of influenza-like illness with or without other symptoms. The remaining 30 outbreaks listed as gastrointestinal only were excluded from the present analysis. Influenza B was confirmed in 70 outbreaks where testing took place. 61% of the outbreaks were reported from primary schools for children aged 4-11 years. This large scale outbreak in school children with flu-like illness across England and Wales was not picked up by most of the routine surveillance schemes, therefore, we believe that a school absentee monitoring and reporting system may be needed to give an early warning of increased influenza activity, especially for the mild form of the disease caused by influenza B virus

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Albrecht, Joseph, Kevin M. Biese, David R. Bell, Daniel A. Schaefer, and Andrew M. Watson. "Training Load and Injury Among Middle School–Aged Athletes." Journal of Athletic Training 55, no. 9 (2020): 954–59. http://dx.doi.org/10.4085/1062-6050-435-19.

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Context Young athletes are encouraged to participate in high-intensity sport programs. However, most research on the association between training volume (TV) and injury has been performed on adult or professional athletes. Objective To evaluate the association between acute and chronic TV (hours/week) and reported injury (yes/no) and evaluate the relationship between acute : chronic TV and injury while controlling for sex, age, and prior injury in young athletes. Design Cohort study. Setting Online surveys. Patients or Other Participants Middle school-aged adolescents. Main Outcome Measure(s) We conducted a baseline survey at the start of the 2017–2018 academic year. The baseline survey solicited information regarding demographics, injury history, and primary sport. Subsequent surveys were delivered electronically at the start of each week. Information obtained with the weekly survey included weekly TV and injuries sustained the previous week. Injuries were reported and classified (eg, acute or gradual onset) by the participants. Weekly TV was aggregated as rolling averages over the prior 2, 3, and 4 weeks. Acute:chronic TV was calculated for each participant for every week as the prior week TV divided by the TV during the prior 2 (1 : 2), 3 (1 : 3), and 4 (1 : 4) weeks of the study period. Results A total of 244 recruits participated. Higher average TV over the prior 4 weeks (odds ratio [OR] = 0.97; 95% confidence interval [CI] = 0.93, 1.00; P = .05) was associated with fewer reported injuries. Additionally, higher average TV over the prior 2 (OR = 0.96; 95% CI = 0.93, 0.99; P = .04), 3 (OR = 0.95; 95% CI = 0.91, 0.99; P = .02), and 4 (OR = 0.95; 95% CI = 0.91, 0.99; P = .05) weeks was associated with fewer reported acute injuries the following week. Acute:chronic TV and any injury type were not related. Conclusions Consistent, higher levels of physical activity may offer protection against acute injury in young athletes.

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Selamat, Rusidah, Junidah Raib, Nur Azlina Abdul Aziz, et al. "Fruit and vegetable intake among overweight and obese school children: A cluster randomised control trial." Malaysian Journal of Nutrition 27, no. 1 (2021): 067–79. http://dx.doi.org/10.31246/mjn-2020-0023.

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Introduction: Adequate daily intake of fruits and vegetables is crucial for the prevention of chronic diseases. This study aimed to determine the effects of My Body is Fit and Fabulous at School (MyBFF@school) with nutrition education intervention (NEI) on the stages of change for fruit and vegetable intake among overweight and obese secondary school children based on the trans-theoretical model (TTM). Methods: This was a cluster randomised controlled trial involving 15 out of 415 eligible government secondary schools in central Peninsular Malaysia, which were randomly assigned into intervention (six schools; 579 school children) and control (nine schools; 462 school children). The intervention group was given NEI for 24 weeks, while the control group followed the existing school programme by the Ministry of Education. Results: There was no significant difference between the intervention and control groups for the stages of change, with majority at the maintenance stage after six months (intervention: 34.9%; control: 39.0%). The within group analysis showed a significant reduction after six months for those at the action stage (action and maintenance stage) from 68.0% to 60.4% in the intervention group and from 71.4% to 65.6% in the control group. However, there was a significant increase among those with adequate fruit and vegetable intake in the intervention group and no significant increase in the control group. Conclusion: MyBFF@school with NEI based on TTM provided acceptable changes in fruit and vegetable intake among overweight and obese secondary school children.

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Zviedrite, Nicole, Jeffrey D. Hodis, Ferdous Jahan, Hongjiang Gao, and Amra Uzicanin. "COVID-19-associated school closures and related efforts to sustain education and subsidized meal programs, United States, February 18–June 30, 2020." PLOS ONE 16, no. 9 (2021): e0248925. http://dx.doi.org/10.1371/journal.pone.0248925.

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Pre-emptive school closures are frontline community mitigation measures recommended by the US Centers for Disease Control and Prevention (CDC) for implementation during severe pandemics. This study describes the spatiotemporal patterns of publicly announced school closures implemented in response to the coronavirus disease 2019 (COVID-19) pandemic and assesses how public K-12 districts adjusted their methods of education delivery and provision of subsidized meals. During February 18–June 30, 2020, we used daily systematic media searches to identify publicly announced COVID-19–related school closures lasting ≥1 day in the United States (US). We also collected statewide school closure policies from state government websites. Data on distance learning and subsidized meal programs were collected from a stratified sample of 600 school districts. The first COVID-19–associated school closure occurred on February 27, 2020 in Washington state. By March 30, 2020, all but one US public school districts were closed, representing the first-ever nearly synchronous nationwide closure of public K-12 schools in the US. Approximately 100,000 public schools were closed for ≥8 weeks because of COVID-19, affecting >50 million K-12 students. Of 600 districts sampled, the vast majority offered distance learning (91.0%) and continued provision of subsidized meal programs (78.8%) during the closures. Despite the sudden and prolonged nature of COVID-19–associated school closures, schools demonstrated flexibility by implementing distance learning and alternate methods to continue subsidized meal programs.

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Hall, James, and Ariel Lindorff. "Children's Transition to School: Relationships Between Preschool Attendance, Cortisol Patterns, and Effortful Control." Educational and Developmental Psychologist 34, no. 1 (2017): 1–18. http://dx.doi.org/10.1017/edp.2017.3.

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Aims: To determine whether distinct trends can exist in children's diurnal cortisol slopes as they transition to school, and the extent to which these trends relate to preschool attendance and/or exerted effortful control. Method: A secondary analysis of the anonymised data gathered for the UK Transition to School Study was carried out. 105 children were studied over a 12-month period during transition to school at mean age 55 months. Children's diurnal cortisol slopes were measured as the difference between average salivary cortisol concentrations (SCC) sampled at waking and early evening over two days at each of three measurement time points: 4 months before, 2 weeks after, and 6 months after school entry. Children's effortful control was measured at 2 weeks after school entry using the parent-administered Child Behavior Questionnaire. Parental questionnaires recorded the duration children spent in preschool (months; days per week; hours per week), and four background characteristics: child gender, parental cohabitation, responding parent's age, and responding parent's level of education. Findings: Latent class growth analysis suggested two distinct trends in diurnal cortisol slopes during children's transition to school: 39% of children demonstrated flatter diurnal cortisol slopes. These children were likely to have spent fewer hours per week in preschool, and were likely to exert less effortful control 2 weeks after transitioning to school. These associations underscore the importance of continuity in children's daily routines as they transition to school. Implications are discussed concerning school readiness and the effectiveness of early interventions.

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Pichayapan, Preda, Manop Kaewmoracharoen, Thanatchaporn Peansara, and Patcharapan Nanthavisit. "Urban School Area Road Safety Improvement and Assessment with a 3D Piano-Keyboard-Styled Pedestrian Crossing Approach: A Case Study of Chiang Mai University Demonstration School." Sustainability 12, no. 16 (2020): 6464. http://dx.doi.org/10.3390/su12166464.

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Traffic accidents are a major cause of death in Thailand. Thailand is ranked third in the world by the World Health Organization for traffic-related deaths. Decreasing road accidents is one of the Thailand National Strategy Goals and also the United Nations Sustainable Development Goals. Several traffic calming tools for school areas were reviewed for safety improvement. An approach of creating a three-dimensional piano-keyboard-styled pedestrian crossing was implemented. It used a one-point perspective technique to increase driver perception when approaching a pedestrian crossing. The assessment data were observed during 12 weeks of a school semester. A roadside camera was used to record vehicles during the morning peak, midday off-peak, and evening peak traffic. The vehicles’ average speeds were used to compare the pre- and post-installation safety. The results showed that after the new crossing was installed, vehicle speeds drastically decreased. After three weeks, vehicle speeds began to increase. After twelve weeks, the vehicle speeds had gradually increased toward the same level as before the installation. A z-test was performed at the 95% significance level (p-value 0.05), showing that the new crossing approach had only affected vehicle speed during the first three weeks post-installation. Driver familiarity behavior and faded paint were major factors in the results.

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Schwartz, Kelly Dean, Deinera Exner-Cortens, Carly A. McMorris, et al. "COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School." Canadian Journal of School Psychology 36, no. 2 (2021): 166–85. http://dx.doi.org/10.1177/08295735211001653.

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Students have been multiply impacted by the COVID-19 pandemic: threats to their own and their family’s health, the closure of schools, and pivoting to online learning in March 2020, a long summer of physical distancing, and then the challenge of returning to school in fall 2020. As damaging as the physical health effects of a global pandemic are, much has been speculated about the “second wave” of mental health crises, particularly for school-aged children and adolescents. Yet, few studies have asked students about their experiences during the pandemic. The present study engaged with over two thousand ( N = 2,310; 1,288 female; Mage = 14.5) 12- to 18-year-old Alberta students during their first few weeks of return-to-school in fall 2020. Students completed an online survey that asked about their perceptions of COVID-19, their fall return-to-school experiences (84.9% returned in-person), their self-reported pandemic-related stress, and their behavior, affect, and cognitive functioning in the first few weeks of September. The majority of students (84.9%) returned to school in person. Students reported moderate and equal concern for their health, family confinement, and maintaining social contact. Student stress levels were also above critical thresholds for 25% of the sample, and females and older adolescents (age 15–18 years) generally reported higher stress indicators as compared to males and younger (age 12–14 years) adolescents. Multivariate analysis showed that stress indicators were positively and significantly correlated with self-reported behavioral concerns (i.e., conduct problems, negative affect, and cognitive/inattention), and that stress arousal (e.g., sleep problems, hypervigilance) accounted for significant variance in behavioral concerns. Results are discussed in the context of how schools can provide both universal responses to students during COVID-19 knowing that most students are coping well, while some may require more targeted strategies to address stress arousal and heightened negative affect.

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Koopmans, Matthijs. "Using Time Series Analysis to Estimate Complex Regular Cycles in Daily High School Attendance." Fluctuation and Noise Letters 19, no. 01 (2019): 2050003. http://dx.doi.org/10.1142/s0219477520500030.

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The Trigonometric Box-Cox ARMA Trend Seasonal (TBATS) model has been designed to estimate complex cyclical patterns (e.g., weeks within years) in time series data. This paper seeks to evaluate its applicability to educational data, daily school attendance in particular. Attendance rates in four high schools are analyzed over a ten year period using TBATS to illustrate the presence of both weekly and annual patterns in three of the schools and only weekly patterns in the fourth. The model features are explicated and it is shown how the estimation of weekly and annual cycles enhances the description of the data and improves our understanding of how the assessment of endogenous variability contributes to our understanding of daily high school attendance behavior. R script is provided in an appendix.

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Journal articles on the topic 'School weeks'

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