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Journal articles on the topic 'Schoolyards'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Antoniadis, Dimitrios, Nikolaos Katsoulas, and Dimitris Κ. Papanastasiou. "Thermal Environment of Urban Schoolyards: Current and Future Design with Respect to Children’s Thermal Comfort." Atmosphere 11, no. 11 (2020): 1144. http://dx.doi.org/10.3390/atmos11111144.

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Urban outdoor thermal conditions, and its impacts on the health and well-being for the city inhabitants have reached increased attention among biometeorological studies during the last two decades. Children are considered more sensitive and vulnerable to hot ambient conditions compared to adults, and are affected strongly by their thermal environment. One of the urban outdoor environments that children spend almost one third of their school time is the schoolyard. The aims of the present manuscript were to review studies conducted worldwide, in order to present the biophysical characteristics

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2

Pawlowski, Charlotte S., Jenny Veitch, Henriette B. Andersen, and Nicola D. Ridgers. "Designing Activating Schoolyards: Seen from the Girls’ Viewpoint." International Journal of Environmental Research and Public Health 16, no. 19 (2019): 3508. http://dx.doi.org/10.3390/ijerph16193508.

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Girls are typically less active in the schoolyard during recess than boys. It is therefore necessary to understand influences on girls’ recess activity in schoolyards. The aim of this qualitative study was to investigate girls’ perceptions of physical environmental factors influencing recess physical activity in re-designed schoolyards and to compare the perceptions of girls from different age groups. In 2018, 50 girls from five Danish schools were interviewed using photo-elicitation. The girls were from Grade 4 (n = 28, age 10–11) and Grade 6 (n = 22, age 12–13). Data were analysed using pen

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3

Bikomeye, Jean C., Joanna Balza, and Kirsten M. Beyer. "The Impact of Schoolyard Greening on Children’s Physical Activity and Socioemotional Health: A Systematic Review of Experimental Studies." International Journal of Environmental Research and Public Health 18, no. 2 (2021): 535. http://dx.doi.org/10.3390/ijerph18020535.

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Access to green schoolyards (schoolyards designed with greenery and natural elements to create a park-like environment, as opposed to asphalt-based playgrounds) are associated with many benefits for students, including improvements in physical and mental health. While many studies examining these associations are cross-sectional, some feature experimental designs that offer the possibility of causal inference. In this review, we looked at experimental studies that examine the impact of schoolyard greening on measures of physical activity and socioemotional health in children. Four electronic d

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4

Bikomeye, Jean, Joanna Balza, and Kirsten Beyer. "The Impact of Schoolyard Greening on Children’s Physical Activity and Socioemotional Health: A Systematic Review of Experimental Studies." International Journal of Environmental Research and Public Health 18, no. 2 (2021): 535. http://dx.doi.org/10.3390/ijerph18020535.

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Access to green schoolyards (schoolyards designed with greenery and natural elements to create a park-like environment, as opposed to asphalt-based playgrounds) are associated with many benefits for students, including improvements in physical and mental health. While many studies examining these associations are cross-sectional, some feature experimental designs that offer the possibility of causal inference. In this review, we looked at experimental studies that examine the impact of schoolyard greening on measures of physical activity and socioemotional health in children. Four electronic d

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5

Lindholm, Gunilla. "Schoolyards." Environment and Behavior 27, no. 3 (1995): 259–93. http://dx.doi.org/10.1177/0013916595273001.

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6

Van Kann, Dave H. H., Sanne I. de Vries, Jasper Schipperijn, Nanne K. de Vries, Maria W. J. Jansen, and Stef P. J. Kremers. "A Multicomponent Schoolyard Intervention Targeting Children’s Recess Physical Activity and Sedentary Behavior: Effects After 1 Year." Journal of Physical Activity and Health 14, no. 11 (2017): 866–75. http://dx.doi.org/10.1123/jpah.2016-0656.

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Background: The aim of the study was to test the 12-month effects of a multicomponent physical activity (PA) intervention at schoolyards on morning recess PA levels of sixth- and seventh-grade children in primary schools, using accelerometry and additional global positioning system data. Methods: A quasi-experimental study design was used with 20 paired intervention and control schools. Global positioning system confirmatory analyses were applied to validate attendance at schoolyards during recess. Accelerometer data from 376 children from 7 pairs of schools were included in the final analyses

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7

Al-Bishawi, Manal Ahmad, Soheil Hussein Salha, and Shaden Safi Awad. "SCHOOLYARDS’ DESIGN AND STUDENTS’ NEEDS FROM GENDER PERSPECTIVE: THE CASE OF PALESTINE." International Journal of Architectural Research: ArchNet-IJAR 12, no. 2 (2018): 281. http://dx.doi.org/10.26687/archnet-ijar.v12i2.1521.

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This study focuses on the relationship between gender, students’ needs and the physical form of schoolyards. It investigates whether and how the needs of both male and female students influence the physical form of schoolyards in Palestine, as a Middle Eastern country. The aim is to develop a better theoretical understanding of the relationship between the students’ needs based on their gender, and the physical form of schoolyards. The study follows an environmental approach, which is based on the concept of behavioural setting, to analyse the physical form of schoolyards in relation to studen

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8

Arsyad, Nashrah, and Juhana Said. "PEMANFAATAN HALAMAN SEKOLAH SEBAGAI TAMAN EDUKASI PADA PUSAT KEGIATAN PAUD UMANAA KELURAHAN ANTANG KECAMATAN MANGGALA KOTA MAKASSAR." JUARA: Jurnal Wahana Abdimas Sejahtera 2, no. 1 (2021): 102. http://dx.doi.org/10.25105/juara.v2i1.8730.

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<p>The utilization of the schoolyard in the learning process involves the creation of the teacher in utilizing and practicing it as a learning medium. This, coupled with the support of the student's guardians, will complement the achievement of educational goals in early childhood. This activity aims to provide education in the form of counseling and training on the use of schoolyards as educational media so that managers, teachers, and parents of students can understand the importance of the existence of a schoolyard, and besides, that they can also understand how to use the schoolyard

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9

Kopeva, A., O. Khrapko, and O. Ivanova. "Landscape Planning of Schoolyards." IOP Conference Series: Materials Science and Engineering 262 (November 2017): 012145. http://dx.doi.org/10.1088/1757-899x/262/1/012145.

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10

Nigg, Claudio R., Eve Kutchman, Katie Amato, et al. "Recess environment and curriculum intervention on children’s physical activity: IPLAY." Translational Behavioral Medicine 9, no. 2 (2018): 202–16. http://dx.doi.org/10.1093/tbm/iby015.

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Abstract Understanding the impacts of the built environment on physical activity (PA) is essential to promoting children’s PA. The purpose of this study was to investigate the effects of schoolyard renovations and a PA recess curriculum alone and in combination on children’s PA. This was a 2 (learning landscape [LL] vs. non-LL) × 2 (curriculum intervention vs. no curriculum intervention) factorial design with random assignment to the curriculum intervention, and six elementary schools per condition. PA outcomes were assessed preprogram, mid-program, immediate postprogram, and one year postprog

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11

Oliveira, Sofia S., Joana Pereira, Paulo Santos, and Ruth Pereira. "Assessing Soil Quality in Schoolyards." American Biology Teacher 83, no. 5 (2021): 331–36. http://dx.doi.org/10.1525/abt.2021.83.5.331.

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Soil provides innumerable valuable ecosystem services, such as the production of food and the direct support of wildlife, by ensuring the availability of adequate habitat. However, unsustainable human activities are resulting in degradation of soils worldwide. Hence, it is of utmost importance to raise awareness about this often-overlooked environmental issue. This article presents an inquiry-based activity that challenges students to assess the ecological quality of soil in the surroundings of their classroom. Plus, students and teachers are invited to become citizen scientists by sharing the

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12

Endreny, Anna, and Donald I. Siegel. "Investigating Earth Science in Urban Schoolyards." Journal of Geoscience Education 57, no. 3 (2009): 191–95. http://dx.doi.org/10.5408/1.3544265.

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13

Buckley, Geoffrey L., Christopher G. Boone, and J. Morgan grove. "The Greening of Baltimore's Asphalt Schoolyards." Geographical Review 107, no. 3 (2017): 516–35. http://dx.doi.org/10.1111/j.1931-0846.2016.12213.x.

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14

Andreas Raith. "Contact with Nature in Green Schoolyards." Children, Youth and Environments 28, no. 1 (2018): 66. http://dx.doi.org/10.7721/chilyoutenvi.28.1.0066.

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15

Flax, Leah, Renet Korthals Altes, Roland Kupers, and Brett Mons. "Greening schoolyards - An urban resilience perspective." Cities 106 (November 2020): 102890. http://dx.doi.org/10.1016/j.cities.2020.102890.

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16

Fjørtoft, Ingunn, Bjørn Kristoffersen, and Jostein Sageie. "Children in schoolyards: Tracking movement patterns and physical activity in schoolyards using global positioning system and heart rate monitoring." Landscape and Urban Planning 93, no. 3-4 (2009): 210–17. http://dx.doi.org/10.1016/j.landurbplan.2009.07.008.

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17

Howard, A., A. Macpherson, L. Rothman, and A. Moses Mckeag. "Does Removal of Play Equipment Make Schoolyards Safer?" Paediatrics & Child Health 8, suppl_B (2003): 39B—40B. http://dx.doi.org/10.1093/pch/8.suppl_b.39bb.

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18

Tsirogiannis, I. L., D. Antoniadis, N. Katsoulas, et al. "APPLICATION OF MICROCLIMATIC LANDSCAPE DESIGN IN SCHOOLYARDS IN GREECE." Acta Horticulturae, no. 1099 (September 2015): 935–41. http://dx.doi.org/10.17660/actahortic.2015.1099.119.

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19

Andreas Raith. "Children on Green Schoolyards: Nature Experience, Preferences, and Behavior." Children, Youth and Environments 27, no. 1 (2017): 91. http://dx.doi.org/10.7721/chilyoutenvi.27.1.0091.

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20

Drake, Linda T. "Nourishing Choices: Implementing Food Education in Classrooms, Cafeterias, and Schoolyards." Journal of Nutrition Education and Behavior 41, no. 4 (2009): 305.e7. http://dx.doi.org/10.1016/j.jneb.2008.12.001.

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21

Cronin-Jones, Linda L. "The Effectiveness of Schoolyards as Sites for Elementary Science Instruction." School Science and Mathematics 100, no. 4 (2000): 203–11. http://dx.doi.org/10.1111/j.1949-8594.2000.tb17257.x.

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22

Antoniadis, D., N. Katsoulas, D. Papanastasiou, V. Christidou, and C. Kittas. "Evaluation of thermal perception in schoolyards under Mediterranean climate conditions." International Journal of Biometeorology 60, no. 3 (2015): 319–34. http://dx.doi.org/10.1007/s00484-015-1027-5.

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23

SAIKI, Ken'ichi, Makoto AMANO, and Nobuya HAYASHI. "Designing a website for the identification of wildflowers in schoolyards." Journal of Research in Science Education 52, no. 3 (2012): 103–11. http://dx.doi.org/10.11639/sjst.kj00009911681.

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24

Phasuk, Nonthapan, Ratee Kache, Kanjana Thongtup, Saowalee Boonmuang, and Chuchard Punsawad. "Soil Contamination with Toxocara Eggs in Public Schools in Rural Areas of Southern Thailand." Journal of Tropical Medicine 2020 (September 8, 2020): 1–6. http://dx.doi.org/10.1155/2020/9659640.

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Soil is considered the primary source of Toxocara transmission to humans, especially children. The status of soil contamination with Toxocara eggs in southern Thailand is unknown. This study aimed at estimating the soil contamination with Toxocara eggs in public schools in Nakhon Si Thammarat province in southern Thailand. Soil samples were collected from 12 public schools between August and September 2017. At each site, ten soil samples were collected from the following five types of locations: (1) playgrounds, (2) football fields, (3) sidewalks, (4) schoolyards, and (5) areas around cafeteri

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25

AL – AZZAWI, Sana, and Göksenin İNALHAN. "SCHOOLYARDS, JOURNEYS AND FAVORITE SPOTS: REFLECTIONS ON MIDDLECHILHOOD EXPERIENCES OF SCHOOL PLACES." TURKISH ONLINE JOURNAL OF DESIGN ART AND COMMUNICATION 8, no. 1 (2018): 112–22. http://dx.doi.org/10.7456/10801100/011.

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26

Dobson, Amy Shields, and Jessica Ringrose. "Sext education: pedagogies of sex, gender and shame in the schoolyards ofTaggedandExposed." Sex Education 16, no. 1 (2015): 8–21. http://dx.doi.org/10.1080/14681811.2015.1050486.

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27

KATO, Tomo. "A Field of Discourse about Greening of the Schoolyards: Present Situation at Schools." Journal of Japan Society of Sports Industry 27, no. 3 (2017): 3_233–3_243. http://dx.doi.org/10.5997/sposun.27.3_233.

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28

Coker, Christine E. H., Gary Bachman, Chris Boyd, Pamela B. Blanchard, Ed Bush, and Mengmeng Gu. "Coastal Roots: Connecting Students with Sustainability in Mississippi and Louisiana." HortTechnology 20, no. 3 (2010): 499–502. http://dx.doi.org/10.21273/horttech.20.3.499.

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The Coastal Roots School Seedling Nursery Program for Habitat Restoration was initiated by Louisiana State University in 2000 in cooperation with Louisiana Sea Grant. The program enhances learning areas such as plant growth, wetland issues, conservation, and hands-on habitat restoration, and includes the installation of a small container nursery for the production of coastal plants in schoolyards. The program was adopted by Mississippi State University's Coastal Research and Extension Center in 2008. The aim of this article is to provide an overview of the program as well as Mississippi's plan

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29

Chawla, Louise, Kelly Keena, Illène Pevec, and Emily Stanley. "Green schoolyards as havens from stress and resources for resilience in childhood and adolescence." Health & Place 28 (July 2014): 1–13. http://dx.doi.org/10.1016/j.healthplace.2014.03.001.

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30

Giezen, Mendel, and Virginia Pellerey. "Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague." Urban Forestry & Urban Greening 63 (August 2021): 127190. http://dx.doi.org/10.1016/j.ufug.2021.127190.

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31

杨, 阳. "The Air Negative Ions Distribution Characteristics of Spring Schoolyards of Guizhou University and Its Evaluation." Open Journal of Nature Science 06, no. 02 (2018): 115–20. http://dx.doi.org/10.12677/ojns.2018.62017.

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32

Yuan, Qin, Sebastian G. Llanos‐Soto, Jody L. Gangloff‐Kaufmann, et al. "Active surveillance of pathogens from ticks collected in New York State suburban parks and schoolyards." Zoonoses and Public Health 67, no. 6 (2020): 684–96. http://dx.doi.org/10.1111/zph.12749.

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33

Nigg, Claudio R., Katie Amato, Raymond C. Browning, et al. "Is Access To Renovated Schoolyards Associated With Children’s Leisure-time PA? Evidence From Three Complementary Measures." Medicine & Science in Sports & Exercise 46 (May 2014): 229. http://dx.doi.org/10.1249/01.mss.0000493876.34753.10.

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34

HAYASHI, Naoko, and Takayasu SEKINISHI. "Actual situation of the lawn planting in the schoolyards of public elementary schools in Miyazaki Prefecture." Journal of The Japanese Institute of Landscape Architecture 74, no. 5 (2011): 743–48. http://dx.doi.org/10.5632/jila.74.743.

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35

Hayball, Felicity ZL, and Charlotte Skau Pawlowski. "Using participatory approaches with children to better understand their physical activity behaviour." Health Education Journal 77, no. 5 (2018): 542–54. http://dx.doi.org/10.1177/0017896918759567.

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Aims and objectives: The importance of childhood physical activity is widely recognised. Helping children to articulate their opinions is a crucial factor in improving their health and well-being, yet the field is predominantly focused on adult-led quantitative methods and lacks deeper understanding from a child perspective. Methods: This paper draws on experiences from a Danish study in which children depicted their physical activity behaviour in go-along group interviews in schoolyards ( n = 111), and a Scottish study in which children photographed or drew meaningful places and discussed phy

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36

Izumi-Taylor, Satomi, Yeon Sun Ro, Jihee Han, and Yoko Ito. "Japanese and Korean Kindergartners’ Perspectives of Play Using Photos." International Journal of Educational Psychology 6, no. 1 (2017): 45. http://dx.doi.org/10.17583/ijep.2017.2049.

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The purpose of the study was to examine Japanese and Korean kindergarteners' perspectives by asking them to photograph play and explain why their photos represent play (photo elicitation interviews). The participants consisted of 50 kindergarteners on Japan’s main island and 50 kindergarteners in South Korea. Japanese and Korean kindergartners were provided with digital cameras and were asked to photograph their views of play without adult accompaniment. Afterwards, the children were asked to describe why their photos represented play. “Can you tell me why this means play to you?” The data wer

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37

Zhang, Yijun, Suzanne Mavoa, Jinfeng Zhao, Deborah Raphael, and Melody Smith. "The Association between Green Space and Adolescents’ Mental Well-Being: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 18 (2020): 6640. http://dx.doi.org/10.3390/ijerph17186640.

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This systematic review summarised and evaluated the evidence for associations between green space and adolescents’ mental well-being. The PRISMA statement guidelines were followed for reporting systematic reviews. Fourteen articles met the inclusion criteria for this review. Synthesis suggests beneficial associations between green space exposure and reduced stress, positive mood, less depressive symptoms, better emotional well-being, improved mental health and behaviour, and decreased psychological distress in adolescents. Several studies found the relationship varied by demographic and socio-

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38

Ligon, Russell A., Adam G. Dolezal, Michael R. Hicks, Michael W. Butler, Nathan I. Morehouse, and Tirupalavanam G. Ganesh. "Using Ants, Animal Behavior & the Learning Cycle to Investigate Scientific Processes." American Biology Teacher 76, no. 8 (2014): 525–34. http://dx.doi.org/10.1525/abt.2014.76.8.6.

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The behavior of animals is an intrinsically fascinating topic for students from a wide array of backgrounds. We describe a learning experience using animal behavior that we created for middle school students as part of a graduate-student outreach program, Graduate Partners in Science Education, at Arizona State University in collaboration with a K–8 public school. This activity capitalizes on the interest that animal behavior can generate to introduce and reinforce student understanding of the scientific method. Specifically, our activity highlights the general utility of the scientific method

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39

Meaney, Karen S., and Sonya L. Armstrong. "Academic Bullying: Taking the Hallway Chats to the Level of Formalized Policy." Kinesiology Review 8, no. 4 (2019): 318–22. http://dx.doi.org/10.1123/kr.2019-0042.

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Bullying in any context adversely affects individuals and organizations. Although bullying is typically conceived of as an issue specific to children in schoolyards, adult bullying is widespread, and the literature on workplace bullying continues to emerge as a scholarly focus. More specifically, academic bullying in higher-education institutions has been identified as an area of particular interest. Considerable literature exists that addresses definitions, characteristics, and effects of faculty bullying; however, the literature is scant regarding effective practice and policy that explicitl

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40

Beck, Bernard. "Saint Joan of the Schoolyards: Election and Other Movies About the Will to Power in the Adolescent Ghetto." Multicultural Perspectives 2, no. 1 (2000): 18–21. http://dx.doi.org/10.1207/s15327892mcp0201_5.

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41

Zhang, Zhenzhen, Kathryn T. Stevenson, and Katherine L. Martin. "Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA." Urban Forestry & Urban Greening 65 (November 2021): 127323. http://dx.doi.org/10.1016/j.ufug.2021.127323.

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42

Sherblom, Stephen Andrew, Jane Davagian Tchaicha, and Paula Szulc. "Introduction." Harvard Educational Review 65, no. 2 (1995): v—vii. http://dx.doi.org/10.17763/haer.65.2.e74k58g1mp14138t.

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Violence is a difficult topic to talk about as an isolated issue because it is integral to so many social concerns, from raising and schooling children, to dealing with the day-to-day realities of the streets and schoolyards, to institutionalized economic and racial oppression, to the latest war zone. Despite the enormity and complexity of violence, we, as educators, need to address directly the violence in the lives of young people in U.S. society. More than a year ago, the Harvard Educational Review Editorial Board decided to devote a Special Issue to the subject of violence and youth. From

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43

Platt, Lorne. "Rhythms of urban space: skateboarding the canyons, plains, and asphalt-banked schoolyards of coastal Los Angeles in the 1970s." Mobilities 13, no. 6 (2018): 825–43. http://dx.doi.org/10.1080/17450101.2018.1500100.

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44

Reis, A. P., C. Patinha, J. Wragg, et al. "Urban geochemistry of lead in gardens, playgrounds and schoolyards of Lisbon, Portugal: Assessing exposure and risk to human health." Applied Geochemistry 44 (May 2014): 45–53. http://dx.doi.org/10.1016/j.apgeochem.2013.09.022.

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45

Vandersee, Charles. "How Rich's Sunflower and Her Family Bind a Nation." Prospects 26 (October 2001): 575–610. http://dx.doi.org/10.1017/s0361233300001046.

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As Flower, As Edible Root nourishing Natives and wanderers, and as witness to the nation's work force and wars, Helianthus tuberosus repeatedly drew itself to the attention of Adrienne Rich as she drove across the country:Late summers, early autumns, you can see something that bindsthe map of this country together: the girasol, orange gold-petalledwith her black eye, laces the roadsides from Vermont to California runs the edges of orchards, chain-link fencesmilo fields and malls, schoolyards and reservationstruckstops and quarries, grazing ranges, graveyardsof veterans, graveyards of cars hulk

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46

Pettigrew, Simone, Ashleigh Parnell, Mark Strickland, Rachel Neale, and Robyn Lucas. "The Potential of Ultraviolet Radiation Meters in Secondary Schools as a Sun Protection Intervention Mechanism for Adolescents." International Journal of Environmental Research and Public Health 17, no. 4 (2020): 1137. http://dx.doi.org/10.3390/ijerph17041137.

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The aim of this pilot study was to assess whether the installation of ultraviolet radiation (UVR) meters in secondary schools has the potential to improve adolescents’ sun protection-related knowledge, attitudes, and behaviours and reduce their exposure to UVR during school hours. Data were collected from students at two schools via online pre- and post-intervention surveys, measurement of sunscreen usage, polysulfone UVR exposure badges, and photographs of the schoolyards to assess hat and shade use. Several operational issues limited the quantity and quality of data that could be collected,

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47

Marpa, Eliseo. "Navigating Environmental Education Practices to Promote Environmental Awareness and Education." International Journal on Studies in Education 2, no. 1 (2020): 45–57. http://dx.doi.org/10.46328/ijonse.8.

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Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident

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48

Puhakka, Riikka, Outi Rantala, Marja Roslund, Juho Rajaniemi, Olli Laitinen, and Aki Sinkkonen. "Greening of Daycare Yards with Biodiverse Materials Affords Well-Being, Play and Environmental Relationships." International Journal of Environmental Research and Public Health 16, no. 16 (2019): 2948. http://dx.doi.org/10.3390/ijerph16162948.

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Nature contacts are recognized as positively contributing to humans’ health and well-being. Although there have been projects to green daycare or schoolyards, yard greening and microbial biodiversity have never been studied simultaneously. We asked whether simultaneously increasing biodiversity exposure and greening urban daycare yards affects 3–5 years-old children’s physical activity and play, their environmental relationships, and their perceived well-being. For transforming six daycare yards in Finland, we used a forest floor with high biodiversity, sod, peat blocks, and planters for veget

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49

TERASHIMA, Yukio. "Development of a Simple Observation of Schoolyards Trees Without Identification : Evaluation of Effects of the Observation on Learners' Viewpoints on Trees." Journal of Research in Science Education 53, no. 2 (2012): 285–94. http://dx.doi.org/10.11639/sjst.kj00009846809.

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50

van Dijk-Wesselius, J. E., J. Maas, D. Hovinga, M. van Vugt, and A. E. van den Berg. "The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study." Landscape and Urban Planning 180 (December 2018): 15–26. http://dx.doi.org/10.1016/j.landurbplan.2018.08.003.

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