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1
Montebruno, Bondi Piero. "Essays in economic geography : school vouchers, student riots and maternal surrogacy". Thesis, London School of Economics and Political Science (University of London), 2016. http://etheses.lse.ac.uk/3451/.
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In this thesis, I investigate spatial aspects of education and family economics. In the first chapter, I explore the effect of voucher school competition on pupil achievement in Chile. Specifically, I create spatial indices to measure spatially determined competition: a choice index which counts the number of schools that are accessible from a given municipality; and a competition index which summarizes the choice index for a given community of students. The chapter tests the hypothesis that schools which spatially compete more are also more efficient. The results show no effect of spatially determined competition on value added. I discuss how the absence or slow response of parents to “poorly performing” schools and a “too low” voucher can be proposed as two of the causes of the poor functioning of the voucher system. In the second chapter, I exploit a police report on occupied schools in the socalled Chilean Winter—a huge social outburst of pupil protests, walk-outs, riots and school occupations, which started in early June of 2011—and test the hypothesis that a decrease in attendance has a causal effect on reducing students’ performance in standardized tests. My evidence indicates that the performance of pupils affected by missed days from school dropped to nearly 0.18σ, which is sizeable in terms of human capital accumulation. In the last chapter, I produce the first quantitative evaluation of maternal surrogacy. I exploit variation in surrogacy legislation in every US state over time and study surrogacy’s causal effect on vital statistics such as marriage, divorce, births and out-of-wedlock births. Using arguably exogenous changes in legislation to identify the causal impact of surrogacy, I show that one additional standard deviation in the surrogacy rate causes an increase of 0.05σ in the number of marriages and of 0.04σ in the number of divorces. It also causes a decrease of -0.02σ in births and of -0.03σ in out-of-wedlock births. The three chapters introduce novel results that advance current knowledge and should be carefully considered by policy makers in these areas.
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Lam, Mo-kan Fherina. "Obesity among Hong Kong pre-school Chinese children : prevalence and maternal perception /". View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38479813.
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Lam, Mo-kan Fherina y 林慕勤. "Obesity among Hong Kong pre-school Chinese children: prevalence and maternal perception". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40052035.
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Santos, Raphael dos. "Maternity leave extension, maternal employment and school enrollment: is there a link?" reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18442.
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This paper investigates possible effects of maternity leave extension from 120 to 180 days in Brazil on labor market participation of mothers. In order to do so, we explore changes in leave taking rules between January 2007 and December 2009 affecting public sector workers in a RD design. Using administrative data we are able to measure maternal employment outcomes. Results suggests there was no impact of extension on maternal employment one year after leave or at the time of the child's school enrollment. However eligibility for maternity leave extension increase maternal employment by 2 percentage points on maternal employment one year after childbirth for high income mothers. Preliminary findings indicate indicate no effect of leave extension on school enrollment by age 6.
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Dalton, William T., Lauren LaBounty y Karen E. Schetzina. "Use of Items from the CDC School Health Index for Program Development in Rural Appalachian Schools". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5059.
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Carvalho, Arnaldo Afonso Alves de. "Profile epidemiologist of materna mortality in the State of the Cearà with emphasis to the deaths occurred in the Maternity-School Assis Chateaubriand-UFC: 2000 2003". Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=270.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorRetrospectivo de 465 casos de Ãbitos maternos registrados na Secretaria Estadual de SaÃde (SESA), incluindo 36 prontuÃrios investigados da MEAC. Utilizou-se o Teste de AssociaÃÃo Linear, o Teste do Qui-Quadrado de Pearson e o Teste de RegressÃo LogÃstica (OR). Calculou-se a RazÃo de Morte Materna por 100.000 Nascidos Vivos (NV). Resultados: Estudo das variÃveis na SESA: A maior RazÃo da Mortalidade Materna (RMM) ocorreu no ano 2002: 88,7/100.000 NV, e o segundo maior em 2003: 78,1/100.000 NV. No perÃodo estudado, as causas obstÃtricas diretas caÃram de 78,6% para 59,1%, enquanto as indiretas aumentaram de 21,4% para 40,9%. Quando analisada a relaÃÃo das causas obstÃtricas diretas e indiretas, identificou-se uma RegressÃo LogÃstica, proporcionalmente decrescente à Objetivos: Analisar o perfil da mortalidade materna no Cearà no perÃodo de 2000 a 2003 e, particularmente, na Maternidade Escola Assis Chateaubriand (MEAC) â Universidade Federal do CearÃ. CasuÃstica e Metodologia: Realizou-se um estudo medida que os anos se sucediam, caso as medidas no perÃodo considerado continuem as mesmas. NÃo se identificaram associaÃÃes significativas nos testes analÃticos aplicados segundo os dados observados nas demais variÃveis. No que diz respeito Ãs faixas etÃrias, verificou-se o maior percentual entre 20 e 24 anos (18,3%). Quanto ao local: ocorreram em hospital 352 casos (76,2%), em domicÃlio 69 (14,9%) e em outros locais 41(8,9%). Em relaÃÃo à assistÃncia prÃ-natal, o que mais chama a atenÃÃo sÃo 96 casos (32,8%) com menos de quatro consultas. No tocante ao tipo de parto: vaginal, 180 casos (51,3%) e cesÃrea, 171 casos (48,7%). Na revisÃo dos prontuÃrios da MEAC, a ocorrÃncia dos casos de mortes maternas por causa obstÃtrica direta, com 29 eventos, mostra a eclÃmpsia com presenÃa em 11 dos casos (30,5%); a RMM variou entre 86,4 e 220,8/100.000 NV; e o tempo permanÃncia hospitalar mostrou 12 casos com ≤ 1 dia (33,3%). ConclusÃes: As causas obstÃtricas diretas foram as principais responsÃveis pelo obituÃrio materno, apresentando decrÃscimo ao longo do perÃodo. Pela anÃlise estatÃstica, segundo se conclui, caso as medidas adotadas neste perÃodo se mantenham, anualmente, poderà haver uma reduÃÃo. No estudo da SESA, a RMM oscilou em uma mÃdia de 80,6/100.000 NV, enquanto no estudo dos prontuÃrios da MEAC esta razÃo foi crescente, mostrando um valor mÃximo no ano de 2003 de 220,8/100.000NV.
Objectives: Analyse the profile of maternal mortality in Cearà from 2000 to 2003 and, particularly, in Maternidade Escola Assis Chateaubriand (MEAC) â Universidade Federal do Cearà (UFC). Casuistry and Methodology: A retrospective study of 465 maternal death cases was made and 36 clinical records of the MEAC were investigated. As statistic methods were used the requirement: the Linear Association Test, the Qui-Square of Pearson Test, and the Logistic Regression Test. The Maternal Mortality Ratio was computed per 100.000 NV. Results: The study of the diversity at the Secretaria Estadual de SaÃde (SESA): the largest RazÃo da Mortalidade Materna (RMM) happened in the year 2002: 88.7/100.000 NV, and the second largest in 2003: 78.1/100.000 NV. In analysed period, the direct obstetric causes fell from 78.6% to 59.1%, while the indirect grew from 21.4% to 40.9%. When the relation of the direct and indirect obstetrics causes was analysed, it was identified a Logistic Regression proportionally decreasing whereas the following years, if the measures of the considered period keep the same. It was not identified significative association in the analytical tests applied stated by the observed data in other diversities. According to age the largest percentage was between 20 and 24 years old (18.3%). As stated by place: 352 cases (76.2%) occurred in hospital, 69 (14.9%) at home, and in other places 41 (8.9%). According to antenatal care, what calls more attention are the 96 cases (32.8%) with less than four antenatal cares. In relation to the kind of delivery: 180 cases (51.3%) vaginal and 171 cases (48.7%) caesarean. In the revision of the clinical records of the MEAC, the incident of the cases of maternal deaths by direct obstetrics, with 29 events, shows the eclampsia with occurence in 11 of the cases (30.5%); the RMM varied between 86.4 and 220.8/100.000 NV; and the hospital stay time showed 12 cases with ≤ 1 day (33.3%). Conclusions: The direct obstetrics causes were the principal responsible for the maternal mortalities, decreasing during the period. Through the statistical analysis, according we may conclude, in the case that the adopted steps on the above period endure the same, it is expected annually a reduction. In the study made by SESA, the RMM varied on an average of 80.6/100,000 NV, while in the study of the clinical records of the MEAC, it was increased, showing a maximum value in the year 2003 of 220.8/100,000 NV.
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Yetis-Bayraktar, Ayse. "Effects of maternal job quality on children's reading achievement". Connect to this title, 2008. http://scholarworks.umass.edu/theses/205/.
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Bakir, Hasibe Ozlen. "The Relationship Of After School Care Arrangement, Maternal Work Status, And After School Activity Type With Loneliness And Social Dissatisfaction Of Elementary School Students". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609300/index.pdf.
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The purpose of the study is to investigate the level of loneliness and social dissatisfaction among third, fourth and fifth grade elementary school students considering three variables: maternal work status, after school care arrangement type, and after school activities.
The sample of the study consisted of 732 (third, fourth and fifth grade) elementary school students in three public elementary schools in Ankara. In the present study Loneliness and Social Dissatisfaction Scale (Asher &Wheeler, 1985) and the information form was used. The information form included questions about gender, age, sibling status, after school care arrangement, maternal work status, people/ place they spend their after school time, and activity types done after school. The results of analysis of variance showed that there is no significant difference in loneliness and social dissatisfaction level of students depending on their after school care arrangement types as relative care, non relative care, sibling/self care, and center care. Moreover, no significant difference was found among loneliness and social dissatisfaction level of students who have working mothers and stay-at-home mothers. Additionally, analysis of the activity types students are involved after school, namely, active, passive and adult supervised/preprogrammed activities, revealed no significant difference in terms of loneliness and social dissatisfaction level. Independent from the analysis done, gender or age differences of students were examined considering their loneliness and social dissatisfaction level. However, no differences were found among the groups.
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Schetzina, Karen E. "School-Based Type II Diabetes Prevention". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5026.
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Sunew, Emily Yamada. "Emotional intelligence in school-aged children : relations to early maternal depression and cognitive functioning /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/9051.
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Schetzina, Karen E., Allison Seide, Sherry Freeman, Meredith Coulter, Nicole Colgrove, Jessica Long, Amanda White, Cortnie Letterman, Caitilyn Carney y Hayley Pope. "High School Breastfeeding Education In Southern Appalachia". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5047.
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Purpose
Breastfeeding rates in Northeast Tennessee are much lower than national rates and the Healthy People 2020 targets. The purpose of this research was to develop and evaluate a high school breastfeeding education intervention.
Methods
Literature review and interviews with regional stakeholders informed development of an educational intervention for high school students aimed at increasing breastfeeding rates in this southern Appalachian region. An interactive educational game was developed based on the Theory of Planned Behavior (TPB) to provide age-appropriate information about breastfeeding. Health science classes from two regional high schools participated. Prior to the game, the students were given a 35-question pre-survey to assess knowledge, attitudes, subjective norms, perceived behavioral control, and intentions, the tenets of the TPB. Education was delivered during a single class session and included information about related health careers. A post-survey was given two weeks after the educational intervention and compared to the pre-test results using t-tests and Cohen’s d to assess changes in mean summary scores of measures of the TPB tenets.
Results
Surveys were completed by 107 students (75% female, 68% freshman/sophomores). Intention to breastfeed in the future significantly increased from 47.6% to 66.3% following the intervention. Measures of knowledge, attitudes, and perceptions of subjective norms related to breastfeeding were all significantly improved after the intervention. Levels of breastfeeding knowledge were low at baseline and demonstrated the largest improvement of all of the TPB tenets following the intervention (Cohen’s d = 1.6). Results were not found to vary significantly based on gender or grade level.
Conclusion
Breastfeeding education is not common in middle and high schools and published research evaluating the effects of breastfeeding education in schools is limited. While this study did not assess the impact of the intervention on breastfeeding rates, the changes observed suggest that an educational intervention based on the TPB may have the potential to increase the breastfeeding rates in the future. Limitations of the study include only having one session of education and a short follow-up period of only two weeks.
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Callahan, Kristin Leigh. "Disrupting the impact of socio-contextual disadvantage on school readiness skill attainment among preschool children: The role of Head Start attendance". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1130.
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Created in 1965, Head Start is the longest running national school readiness program in the United States. Head Start was developed to improve children's social and academic readiness for kindergarten and to reduce the academic achievement gap between impoverished and more affluent children. However, questions about the effectiveness of Head Start have trouble the program since its inception. Head Start children often experience considerably more sociocontextual risk, specifically in the form of more economic disadvantage, maternal psychological distress, and dangerous neighborhoods. The goal of the present study was to evaluate the extent to which attending Head Start buffers children from some of the harmful effects of sociocontextual risk on their acquisition of academic and social school readiness skills. Socio-contextual risk factors were largely unrelated to the school readiness skills. Only mothers' reports of anxiety were significantly associated with slower rates of increase in children's PPVT scores, suggesting that mothers who are more anxious have children who are not developing receptive vocabulary scores as quickly as children whose mothers have fewer anxiety symptoms. Head Start did not buffer the impact of socio-contextual risk on children's attainment of school readiness skills. A secondary goal of the present study was to validate mothers' reports of neighborhood danger with interviewer impressions of neighborhood safety and objective crime reports. Interviewer impressions correlated significantly with mothers' reports of neighborhood danger and official crime statistics. Interestingly, official crime statistics were not correlated with mothers' reports of neighborhood danger, but were correlated with interviewer impressions. Interviewers may provide a valuable objective perspective of characteristics of the neighborhood. This sample was not intended to explore the effects of natural disasters on household structures, maternal psychopathology, or children's academic development. However, results clearly highlighted the need to empirically consider the specific challenges associated with lowincome families after a natural disaster. Study implications and promising directions for future research are discussed.
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Schetzina, Karen E. "A Coordinated School Health Approach to Obesity Prevention among Appalachian Youth". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/5027.
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Harris, Diana. "Food Insecurity & BMI outcomes among pre-school and school aged children in an inner city setting". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/31807.
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Public HealthPh.D.
Introduction: While the paradoxical association between overweight and household food insecurity (HFI) is well established amongst low-income women, findings remain inconclusive amongst children. The purpose of this study was to determine the relationship between household food insecurity (HFI) and child overweight outcomes in an inner-city, pre-school and school aged population. Methods: This study used a cross-sectional study design augmented by validated Early Pregnancy Study (EPS) data collected during a pregnancy 6 years prior. A random subset of mothers of child-bearing age (23-44 years) and the child resulting from that pregnancy (between 4-7 years of age at time of re-enrollment) were tracked and re-enrolled in this follow-up study. The primary exposure, HFI, was captured using an adaptation of the standardized US Food Security Scale -- embedded within a larger self-report questionnaire addressing selected maternal and child influences (such as health, exercise, and dietary risk factors) on child weight patterns. Maternal and the child BMI outcome was determined through in-home clinical assessment of height and weight and using standard CDC based cutoffs to classify weight status. Self-report and biologically confirmed prenatal EPS data were also obtained to establish useful baseline data and to enhance study results. Exploratory hypotheses examined: (1) Interrelatedness between select maternal and child health, social-environmental, and socio-demographic exposures and (2) Household food insecurity (HFI), prenatal and current maternal and child exposures were explored for their relationship with child BMI. Results: Thirty-six mother-child dyads participated in this follow-up study. Twenty-eight percent of mothers reported HFI; 83% of mothers were classified as overweight or obese and 58% of children were categorized as at-risk for overweight or overweight. Most bi-variate analyses yielded non-significant results, though in-utero drug use was significantly correlated, and mothers who tested positive for tobacco use during pregnancy were also likely to test positive for marijuana use, as determined through biological confirmation (p<0.05). Additionally, current maternal BMI as well as current maternal hip-to-waist ratio were each significantly associated with current child BMI (p<0.05). One unexpected finding included a significant association between current maternal BMI and presence of a co-morbidity in the child (p<0.05). No significant relationships were found between HFI or additional exploratory multivariate models looking at independent effects of prenatal and current maternal-child exposures in predicting child overweight, though current maternal BMI was predictive of child overweight in most analyses. Access to electronic medical record information was highly predictive of participation in this follow-up study (p<0.001). Discussion: This study provided an opportunity to better characterize an attrition-prone population, and, while it is possible to track and identify these women through electronic medical record databases, recruitment efforts were labor-intensive and attrition rates particularly high (~22% of mothers re-enrolled). Overall, the influence of household food insecurity on child overweight remains unclear. However, study findings also demonstrated that maternal weight alone was highly predictive of child overweight as early as pre-school, mirroring empirical evidence in this area. Ultimately, childhood obesity is more effectively prevented when treated as a familial concern. Future studies should continue to explore cumulative influences catalyzing obesity in young children in order to better inform understanding of early obesity onset.
Temple University--Theses
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Nurse, Diane. "Parent and staff perceptions of services offered to young children with disabilities at special schools". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/25830.
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This study explored the perceptions of parents and staff around the services offered to young children with disabilities in Special schools. Questionnaires were distributed to parents of young children with disabilities attending Special schools and to the professional staff working with these children. Six Special schools, under the auspices of the Western Cape Education Department and situated in the Cape Town Metropole, participated in the study. Questionnaires focused on the following themes: knowledge of disability, the nature and amount of contact enjoyed by staff and parents, the level of participation, consultation and decision making afforded to parents and staff and the extent to which parents and staff perceived that their needs were being met by the school. Findings highlighted a need among staff and parents for more knowledge around all issues of disability. This included information pertaining to disability as well as knowledge of the roles of various staff trained to work with the children. Parents voiced an additional need for information relating to their child's activities during a school day. Results also indicated insufficient contact between parents and staff This impacted on the level of consultation and decision making afforded to parents. It also affected the way in which staff viewed interaction with parents as well as their attitudes towards them. Differences in parents' and staff's perceptions of the extent to which the schools met the needs of parents varied from school to school. It appeared that meeting the emotional needs of parents of young children with disabilities by the schools needed particular attention. Socioeconomic factors appeared to influence responses, especially in areas around knowledge of disability and the amount of contact maintained by parents with the school. Even though many parents wished to participate more in their child's school activities, financial and social constraints were cited as factors preventing this. This study is relevant in a time when changes are being implemented in the Special Education system, particularly when a more meaningful involvement is being demanded of parents in all aspects of school affairs. Recommendations are thus aimed at empowering parents and staff, with a view to strengthening the partnership between parents of young children with disabilities attending Special schools and the staff working at these schools.
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Pass, Laura. "Maternal social anxiety, verbal information transfer, and child play representations in the context of starting school". Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/48750/.
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Background: Anxiety is a common childhood psychological difficulty, however little is known about the development of anxiety symptoms in early childhood. By understanding such processes, early identification and targeted prevention work may be possible. Anxiety runs in families, and research suggests verbal information transfer may be one way in which vulnerabilities to developing anxiety may be transmitted from parents to children. Method: A community sample of mothers and their preschool children (N = 65) completed observational tasks relating to the upcoming event of the child starting school. Mothers gave a verbal description to their children about social aspects of school, then children completed a brief play assessment with a researcher involving ambiguous, school-based social scenarios. Mothers completed self-report questionnaires on social anxiety symptoms, general anxiety and depressive symptoms, fear of negative self-evaluation, and fear of negative child evaluation. Mothers also completed a questionnaire on child anxiety symptoms. Results: There were a number of non-significant associations. However, a significant positive association was found between maternal social anxiety symptoms and a lack of positive general comments in mothers’ school descriptions. There was also a significant positive association between maternal fear of negative child evaluation and lack of consistent positivity in their descriptions of school. A one-item question asking mothers if they were personally worried about their child starting school was also associated with maternal descriptions. While no relationship was found between maternal descriptions and child representational positivity, significant associations were found between overall maternal positivity, as well as overall maternal negativity, and child representational negativity. Conclusions: Further research is needed to replicate these findings before firm conclusions can be drawn, but they provide tentative support for the theory that verbal information transmission may be influenced by maternal anxiety/specific concerns regarding their child, and that this information transmission affects child representations.
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Gouge, Natasha B. y Wallace E. Jr Dixon. "Temperament-Language Relationships During the First Formal Year of School". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4920.
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Bailie, Ross Stewart. ""We have it, we sit on it" : a formative evaluation of a high school sexuality education programme". Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/27053.
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This dissertation reports on a formative evaluation of a high school sexuality education programme. The evaluation aimed to generate a greater understanding of pupils' attitudes to sexuality and insight into pupils' responses to a sexuality education programme. A qualitative method using focus groups was used. The groups comprised pupils, with programme staff acting as facilitators and observers. The foremost findings were that pupils had considerable understanding of many of the issues which the programme aims to teach them about. Pupils requested that the programme address issues of their concern, including lifeskills development. They expressed dislike of lectures, and requested the use of small group discussions. They also expressed the need for individual counselling under circumstances where the pupils could develop a trusting relationship with the counsellor. Pupils expressed difficulty communicating with their parents about sexuality, and distrust for their teachers in the role of counsellors or educators in this field. In conclusion, the evaluation yielded much information of potential use in development of the sexuality education programme, and recommendations are put forward. By basing a Family Planning Advisor at each school the pupils needs could be better addressed. Such an arrangement would allow the advisor to encourage parents and the wider community to participate in the programme. This type of broad approach appears to be a prerequisite for success in this field.
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Viglietti, Paola. "Maternal alcohol consumption and socio-demographic determinants of neurocognitive function of school children in the rural Western Cape". Master's thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/33095.
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Background. Within the South African context there is a large body of research regarding the associations between maternal gestational drinking and diagnosable child FASDs. However, there remains a paucity of local research regarding the impacts of other kinds of maternal drinking behaviours (e.g. past and present maternal drinking) and related socio-demographic factors on developmentally sensitive areas of child neurocognitive functioning, such as executive functioning (EF). Methods. This study was cross-sectional in design, utilising a gender balanced sample of N=464 children between the ages of 9.00 and 15.12 (year.months) in three rural areas within the Western Cape. Information regarding maternal drinking behaviours (before, during and after pregnancy) and related socio-demographic factors was collected via structured interviews with mothers or proxy respondents. Six subtests from the Cambridge Automated Neuropsychological Battery (CANTAB), were used to assess three aspects of child EF namely: (1) processing speed, assessed by the MOT and RTI subtests, (2) attention, assessed by the MTT and RVP subtests and (3) memory, assessed by the SWM and PAL subtests. Findings. For all three maternal alcohol use behaviours examined, there was an apparent non-significant trend whereby children of mothers who reported alcohol use (before, during and after pregnancy) performed worse (on average) than children of mothers reporting non-alcohol use on the EF subtests. Several of the socio-demographic factors were found to act as significant predictors of subtest specific EF performance including child sex (RTI: B=.46, p<. 01; MTT: B=.05, p<.05), child age (RTI: B=.27, p<.05; MTT: B=.11, p<.01), home language (MOT: B=- .13, p<.05), maternal employment (MTT: B=-.04, p<.05) and household size (SWM: B=-1.29, p<.05). Conclusions. These study findings provide initial insights into the impacts of different types of maternal drinking behaviours and related socio-demographic factors on child EF outcomes within the context of an LMIC, South Africa.
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LaBounty, Lauren y Karen E. Schetzina. "Physical Activity and Weight Perception among Rural Appalachian Middle School Girls". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5087.
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Schetzina, Karen E. y Lauren LaBounty. "School Personnel Perceptions of Child Obesity, Nutrition, and Physical Activity in Rural Appalachia". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5010.
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Southerland, Jodi, Debbi Slawon, Karen E. Schetzina y Willam T. Dalton. "Implementation of the Go, Slow, Whoa Meal Pattern in Schools through the Winning with Wellness Program". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5054.
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Schetzina, Karen E., William Dalton, Elizabeth Lowe, Nora Azzazy, Katrina VonWerssowetz, Connie Givens, Deborah Pfortmiller y H. Stern. "A Coordinated School Health Approach to Obesity Prevention Among Appalachian Youth". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5102.
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Childhood obesity has been an increasing problem in the United States, especially in rural areas. Effective prevention approaches are needed. This article describes the development, implementation, effectiveness, feasibility, and sustainability of a school-based obesity prevention pilot project, Winning with Wellness. The program was based on the coordinated school health model and included a community-based participatory research approach aimed at promoting healthy eating and physical activity in a rural Appalachian elementary school. Findings from this preliminary project revealed improvements in nutrition offerings and increased physical activity during the school day. In addition, the program was found to be acceptable to teachers, successfully implemented utilizing both existing and newly developed resources, and sustainable as evidenced in continued practice and expansion to other area schools.
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Qayuome, Hareer Diba. "The Influence of Traditions and Cultural Norms on Girls’ School Withdrawal in Afghanistan: A Qualitative Study of Maternal Accounts". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/30229.
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Girls’ withdrawal from school is posing a major challenge to female literacy in Afghanistan. The aim of this research was to examine the influence of Afghan traditions and cultural norms on girls’ school withdrawal by parents or guardians in Khinjan District of Baghlan Province. To achieve this aim the accounts of 12 mothers with daughters pulled out of school were obtained through semi-structured interviews and analyzed via the theoretical lens of Existentialist Feminism and Hofstede’s Cultural Dimensions Model. The findings suggest that in order to address the problem of girls’ withdrawal from school in Khinjan, the informal communication networks that reinforce the tendency of parents/guardians, especially male ones, to withdraw the girls from school should be influenced by communication channels in the district. Grounded on Paulo Freire’s concept of dialogue for liberation, it is recommended that credible members in the community should initiate and engage in a transforming dialogue about education of girls, with Khinjanis.
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Carlosh, Kristen, Jessica Smith, William T. Dalton y Karen E. Schetzina. "Reduced Health-Related Quality of Life in Overweight Middle School Students Residenting in Southern Appalachia". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5081.
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Introduction. Previous research shows overweight children report poorer health-related quality of life (HRQoL), primarily in the areas of physical health and social functioning. These relations may be especially important to understand in rural populations characterized by poorer health behaviors and limited access to healthcare resources. Objective. The purpose of the current study was to investigate the relation between HRQoL (overall, physical, and social) and weight perception as well as actual weight status in middle school students residing in Southern Appalachia. Methods. 397 middle school students participating in Winning with Wellness, a school-based obesity prevention study, completed a written survey including the Pediatric Quality of Life Inventory. Results from a question on self-perceived weight were used to assign students to 1 of 4 weight-perception groups (underweight, healthy weight, overweight, or obese). Actual body mass index (BMI) percentile data collected by the schools was available for a subset of 152 students and used to classify students’ actual weight status according to Centers for Disease Control and Prevention guidelines. Results. Students who perceived them self to be overweight or obese reported significantly lower overall as well as lower physical and social HRQoL compared to students who perceived them self as a healthy weight. In the sub-sample with actual weight data, students whose actual weight status was obese reported significantly lower overall HRQoL than students whose weight status was in the healthy weight range. Conclusion. Our findings with students in Southern Appalachia are consistent with previous research documenting poorer HRQoL in overweight children and substantiate the need for more inclusive programs that target psychosocial well-being. The understanding of the role of weight perception in addition to actual weight may also inform future efforts at prevention and intervention.
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Schetzina, Karen E., Regina Wilder y Amelia Nichols. "A Study of Rural Middle School Student Health Risk Behaviors Four County Reports". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/5121.
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Allen, Abigail N. "Sensitive fathering as a moderator between maternal depression and adolsecent internalizing and externalizing behavior". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/118.
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The current study investigated the importance of a father-adolescent relationship when a mother experiences depressive symptomatology. Specifically, does a sensitive father serve to buffer his adolescent's social-emotional well-being from the potential negative outcomes associated with maternal depression (e.g., depression, anxiety; Bureau, Easterbrooks, & Ruth-Lyons, 2009; Cummings et al. 2005; increased behavior problems and psychopathology; Garstein & Sheeber, 2004)? Secondary statistical analyses were ran on 498 families of adolescents using the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care (SECC) longitudinal data set. Results indicate that having a sensitive father does moderate the relationship between a mother who has depressive symptoms and her adolescent daughter's depressive and anxious symptoms. An adolescent girl with a depressed mother will experience fewer anxious/depressed symptoms when she has a father high on sensitivity; however when her father is lower on sensitivity, she will experience more anxious depressed symptoms. The results were not significant for externalizing behavior, thus having a sensitive father did not serve as a buffer between maternal depression and adolescent externalizing symptoms.
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Custer, Kristy. "A study of perceptions of mothers, caregivers, and school-age children regarding educational experiences during maternal army reserve component deployments". Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17386.
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Doctor of EducationDepartment of Educational Leadership
Trudy Salsberry
The purpose of this study was to gain better insight into the perceptions of mothers, caregivers, and school-age children in regard to educational experiences (defined as social, academic, and behavioral by Kansas Department of Education, 2012) during maternal Army Reserve component deployments. Since the September 11, 2001, attacks on the World Trade Center, reserve component deployments have become an integral part of the total military strategy. Because the reserve component could be trained and equipped for a fraction of the active forces, fiscal realities dictated moving routine operational responsibilities to the reserve component (National Guard and Reserve Equipment Report for 2013, 2012). As more citizen soldiers were called to active duty deployments, the effects on children who did not typically identify with being in a military family were particularly important to their well-being. This qualitative case study looked at perceptions regarding maternal reserve component deployments through the theoretical perspective lens of ambiguous loss and boundary ambiguity. “Ambiguous Loss Theory” was a type of family stress termed by Boss (1999) that identified the loss or absence of a family member or loved one that evoked emotional uncertainty and ambiguity in the family (p. 7). “Boundary Ambiguity” was how the family interpreted or perceived the situation of ambiguous loss (Boss, 2002). Research applying Boss’ Ambiguous Loss Theory showed that deployment of a family member in a military family was a major stress factor for military children and caused emotional uncertainty and ambiguity in the family (Faber, Willerton, Clymber, Macdermid, & Weiss, 2008; Huebner, Mancini, Wilcox, Grass & Grass, 2007). As mothers were still recognized as the primary caregivers of children in the United States (Galinsky, Aumann, & Bond, 2011), the absence of a mother due to deployment significantly shifted responsibilities not only to the new primary caregiver, but children also took on new responsibilities as well. Role ambiguity began prior to the deployment, continued during the deployment, and could have the most overwhelming effects post-deployment as family members reintegrated the deployed parent back into the family (Huebner et. al, 2007). Utilizing a qualitative multiple case study, the research was conducted from a social constructivist worldview. Criterion sampling was used to garner four total cases for the study Data from both interviews and documents were collected. The purpose of this study was to gain better insight into the perceptions of mothers/soldiers, caregivers, and school-age children regarding their roles in the educational experiences (defined as social, academic, and behavioral by Kansas Department of Education, 2012) during maternal Army Reserve component deployments. Based on the data, six themes emerged that addressed the overarching research questions of this study: • When deployed mothers/soldiers did not maintain a role in the child’s educational experiences, families perceived role definitions as difficult to establish. • Communication during deployment was a key factor in establishing roles of mother/soldier, child, and caregiver. • Clearly defined roles in educational experiences of the child were a key factor in reintegration. • Schools were perceived as a resource to families experiencing deployment. • Children perceived their roles as maintaining or improving their educational experiences as ways to support mother/soldier during deployment. • When roles in children’s educational experiences were not clearly defined, children perceived stress.
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Dixon, Wallace E. Jr, Natasha B. Gouge, Lauren P. Driggers-Jones, Chelsea L. Robertson y Nicholas A. Fasanello. "Links Between Cumulative Risk Factors and Child Temperament in Early School Age Children". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4904.
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Developmental scientists have become increasingly interested in the relationship between cumulative demographic risk and developmental outcomes. Risk has been defined as “a process that serves to increase the chances of experiencing a negative outcome in one or several domains of functioning…” (Popp, Spinrad, & Smith, 2008). Cumulative risk models are often preferred over single risk models because individual risk factors such as poverty and single parenthood are so highly correlated. Although researchers have demonstrated strong associations between cumulative risk and a variety of child outcomes, to our knowledge only Popp et al. have investigated links with child temperament, with a specific focus on infancy. In the present study we investigate links between cumulative and single risk indices and child temperament in 4- to 6-year-olds. Unlike other studies, we also consider rural status as an possible risk indicator.
Data were collected in two types of setting: a university-affiliated child-care facility (N = 33, about 52% girls) and a group of rural, county-funded preschools and kindergartens (N = 21, about 62% girls). Mean age across the two samples was 4.57 years (SD = 1.11 years). A cumulative risk index was created by summing across eight risk indicators based on 1) income, 2) marital status, 3) ethnicity/race, 4) family size, 5) maternal education, 6) maternal age at birth, 7) maternal occupational status, and 8) rurality status. Risk factors were dichotomized (1 vs 0) based on whether the family met a specific risk criterion (Table 1). Temperament was measured via mother report using the Child Behavior Questionnaire, which produced three overarching temperament scores: surgency, negative affectivity, and effortful control.
In terms of cumulative risk scores, 16 (30%) of the mothers had zero risk indicators, 14 (26%) had one, 8 (15%) had two, 9 (17%) had three, 4 (8%) had four, and 2 (4%) had five. No cumulative risk score exceeded five. Mean cumulative risk was 1.64 (SD = 1.51). As shown in Table 2, greater cumulative risk was associated with higher scores on surgency and negative affectivity but not effortful control. The most strongly associated individual risk factors were household income and rurality status, which were also strongly related to one other [r(53) = .61, p = .000]. Regression analyses revealed that rurality accounted for unique variance over and above income in both surgency (R2 = .20, p = .000) and negative affect (R2 = .42, p = .000), but not vice versa.
These results support the contention that cumulative demographic risk is linked to at least two superdimensions of temperament in early school age, wherein a driving factor appears to be a child’s rurality status. Moreover, the valence of these associations is consistent with the notion that greater demographic risk may lead to negative temperament outcomes. Both negative affectivity and surgency (at least to the extent that surgency indexes activity level and impulsive behavior) are characteristics that many would regard as contributing to temperamental difficulty. This link is notable because many researchers regard temperamental difficulty as a risk indicator for negative developmental outcomes in its own right.
Fifty-six children (26 boys) visited the lab at M = 18.3 months (SD = 0.43 months). The Early Childhood Behavior Questionnaire (ECBQ; Putnam et al., 2006) superdimension of effortful control was used as a surrogate measure of early executive function. To measure child activity level, we used the mother-reported activity level subdimension from the ECBQ, and also coded mother-child free play periods to quantify children’s predilection to use physical activity in the service of social or cognitive objectives, such as grasping a spoon and extending the arm outwards to feed a baby doll, which we termed sociocognitive activity. To measure sociocognitive activity we used a modified version of Tamis-LeMonda and Bornstein’s (1990) play competence scale wherein each instance of sociocognitive activity was noted and summed for a total score of sociocognitive activity level (See Table 1). Finally, to gauge maternal encouragement, a modified version of the Dyadic Parent Child Interaction Coding System (DPICS; Eyeberg, Nelson, Duke, & Boggs, 2005) was used to identify maternal commands, praise, questions, physical involvement, talking, touching, and scaffolding behaviors during mother-child free play sessions.
Zero-order correlations revealed a significant negative relationship between mother-reported activity level and child executive function (r = -.42, p < 0.01), replicating previous findings. However, correlations between sociocognitive activity and executive function, while positive, was not significant. We conducted moderation analyses separately for each maternal encouragement variable, and found that a higher amount of maternal questioning during play corresponded to a positive association between sociocognitive activity and executive functioning (moderator = 1.00, p < 0.05). These findings partially support our hypotheses and suggest that the ways in which caregivers direct and train activity during play through questioning strategies may also direct and train cognitive functioning. However, further research is needed to support these claims. These results also point toward issues with the measurement of activity level, as our two measures of activity produced significantly different correlations with executive functioning (z = -3.4, p < 0.01). Future research in the area of motor development as it pertains to cognitive functioning should investigate and develop a standard measure of motor activity that is capable of capturing not only simple milestone achievement and intensity levels, but also the amount of sociocognitive engagement during physical activity.
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Schetzina, Karen E., William T. Dalton y Will Frye. "A Coordinated School Health Approach to Obesity Prevention among Appalachian Youth: the Winning with Wellness Project". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5024.
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Teterina, Evgeniya, L. Foye, Judy G. McCook, L. Reed, A. Nelson, M. Edens, M. Martinez, Anthony DeLucia y Ivy Click. "Stress Evaluation and Reduction in a Rural Middle School Population". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7179.
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Seidel, Alison K., Karen E. Schetzina, Sherry C. Freemen, Meredith M. Coulter y Nicole J. Colgrove. "Comparison of Breast-feeding Knowledge, Attitudes, and Beliefs Before and After Educational Intervention for Rural Appalachian High School Students". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5108.
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Objectives: Breast-feeding rates in rural and southeastern regions of the United States are lower than national rates and Healthy People 2020 targets. The objectives of this study were to understand current breast-feeding knowledge, attitudes, and beliefs among rural southern Appalachian adolescents and to explore whether a high school educational intervention designed to address the five tenets (knowledge, attitudes, intentions, perceived behavioral control, and subjective norms) of the theory of planned behavior may be effective in increasing future rates of breast-feeding in this population.
Methods: An educational session including an interactive game was developed and administered to occupational health science students during a single class period in two county high schools. A presurvey and a postsurvey administered 2 weeks after the intervention were completed by students. Pre- and postsurveys were analyzed using paired ttests and Cohen d and potential differences based on sex and grade were explored.
Results: Both pre- and postsurveys were completed by 107 students (78%). Knowledge, attitudes about breast-feeding benefits, subjective norms, and intentions significantly improved following the intervention. Baseline knowledge and attitudes about breast-feeding benefits for mothers were low and demonstrated the greatest improvement.
Conclusions: Offering breast-feeding education based on the theory of planned behavior in a single high school class session was effective in improving student knowledge, attitudes, and beliefs about breast-feeding and intention to breast-feed.
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LaBounty, Lauren y Karen E. Schetzina. "Rural Elementary and Middle School Personnel Perceptions of Student Nutrition, Physical Activity, and Obesity". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5089.
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Background: The percentage of children with obesity and type II diabetes in the United States has increased over the past two decades, particularly in the rural Southeast. Schools are a proposed setting for prevention initiatives. Purpose: The purpose of this study was to gain a better understanding of school personnel perceptions of child obesity and diabetes prevention. This understanding will facilitate a unique collaboration between a regional university, a hospital system, community organizations, and schools in making healthy changes in policy, curricula, and environments in elementary and middle schools. The approach will be modeled after the Coordinated School Health Program (CSHP). Methods: The study was approved by the university Institutional Review Board. Key personnel from six school systems in Northeast Tennessee were invited to participate in a written survey that included questions about nutrition, physical activity, and obesity. Results: All school systems participated, with a total of 32 administrators and teachers completing the survey. Sixty-five percent of respondents believed that the amount of student physical activity at their school was too little. All respondents felt that to be healthy, 2008 Appalachian Student Research Forum Page 51 students needed a total of 30 minutes of physical activity at school each day in every grade level. Eightyfour percent of respondents thought that the nutritional quality of foods and drinks consumed by students at school was fair, good, or very good. Most teachers did agreed that schools should not sell unhealthy snacks as fundraisers and that classroom parties should include mostly healthy foods and drinks. Eightytwo percent of personnel were either extremely or very concerned about child obesity in their school community. Over ninety percent agreed that schools should do more to promote physical activity and healthy nutrition among both children and teachers. All respondents felt that parents needed to be more involved in this effort with their children. Conclusion: School personnel from this Northeast Tennessee sample were concerned about child obesity and seemed willing to implement changes in their schools to promote physical activity and healthy nutrition. The next phase of this study will test whether a program modeled after and implemented in conjunction with Tennessee CSHP is effective in producing changes in school policies, curricula, and environments that will promote physical activity and healthier nutrition.
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Costa, Leila Oliveira 1978. "Sistema uno de ensino : uso no material". [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250897.
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Orientador: Anna Regina Lanner de MouraDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-20T22:12:21Z (GMT). No. of bitstreams: 1 Costa_LeilaOliveira_M.pdf: 759538 bytes, checksum: 0662c4cef7951c2a53af7e113b32d6a9 (MD5) Previous issue date: 2012
Resumo: Esta pesquisa tem como objetivo, compreender a rede de discursos que se constitui na produção e uso das atividades matemáticas do Material apostilado do Sistema Uno de Ensino, em particular o destinado à faixa etária de três anos. O corpus da pesquisa constituiu-se a partir da história das instituições de educação para a infância e de alguns materiais impressos destinada a organizar o trabalho nas mesmas. A descrição do material impresso do Sistema Uno, assim como dos documentos ao qual esse Sistema se refere, mais a descrição de entrevistas realizadas com a profissional responsável pela edição do material, com a coordenadora de uma escola particular que adota o material, e com a professora que usa o material apostilado na mesma escola em que a coordenadora trabalha, resultou em uma análise em forma de ?entrevista imaginária?. Nesta entrevista os enunciados que constituem os discursos constituídos são discutidos á partir da ótica das relações de poder apresentadas na teoria de Michael Foucault. A pesquisadora reúne estes enunciados como se estivesse novamente reunindo seus entrevistados em uma tentativa de compreensão possível da rede de discursos que constituíram. Esta análise evidencia que, sob a perspectiva de Michael Foucault, a produção e o uso dos apostilados do Sistema Uno estão relacionados não ao princípio de continuidade histórica, mas, a princípios de organização presentes na ?ciência? como lugar de disciplinamento de saberes e conseqüentes relações de poder.
Abstract: This research aims to understand the network of discourses that constitute the production and use of mathematical activities Material booklet learnship Education System One, in particular for the age of three years. The research corpus was formed from the history of educational institutions for children and some printed materials designed to organize work in them. The description of the material printed from the System One, as well as documents to which this system refers, more description of interviews with the professional responsible for editing the material, with the coordinator of a private school that adopts the material, and the teacher who uses the material in the booklet learnship same school in which the coordinator works resulted in an analysis in the form of "imaginary interview". In this interview the statements that are made speeches will be discussed from the perspective of power relations at the theory of Michel Foucault. The researcher gathers these statements as if gathering his re-interviewed in an attempt to understand the possible network of discourses that constituted. This analysis shows that, from the perspective of Michel Foucault, the production and use of the System One apostilados are related not to the principle of historical continuity, but the principles of organization present in the "science" as a place of discipline knowledge and consequential relationships of power.
Mestrado
Ensino e Práticas Culturais
Mestre em Educação
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Kerr, Lisa Marie. "Predicting maternal mental health and pre-school child development in a high-risk first pregnancy cohort that includes a nested preventative RCT". Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/31220.
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This thesis is concerned with a 31/2 year follow up of mothers (n = 114) and their first born children (n = 116, including 2 sets of twins). When pregnant with these children the mothers participated in a randomised controlled trial (RCT) of a psychosocial intervention known as Preparing for Parenthood (PFP), which was designed to prevent maternal depression. This follow-up is the latest of seven main stages of the PFP research programme: (1) women were screened for sub-clinical depression (n = 1300), those who screened positive were thereby identified as at high risk of maternal depression (n = 400); and (2) underwent baseline assessments (n = 292); (3) the women were randomised (n = 209) to continue standard antenatal care or, in addition, randomised women were followed-up at 3 months after childbirth (n = 190); (6) also, at 12 months after childbirth (n = 180) at which point, their first born children were followed-up (n=182, including 2 sets of twins). In this seventh stage of the research programme, the aims were to: (1) evaluate the long-term effectiveness of the intervention, testing the hypotheses that the intervention will determine maternal mental health and child development, as well as positively influence maternal social support and personal problem solving; (2) test the hypothesis that antenatal depression will be a substantial predictor of maternal depression. The results refuted the hypothesis. It was concluded that the intervention did not determine maternal mental health and child development, or positively influence maternal social support and personal problem solving. It was also concluded that antenatal depression was not a substantial predictor of maternal depression at 31/2 years after childbirth.
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Kwaw, William Bangoto. "Knowledge, attitudes, beliefs and practices (KABP) concerning family planning among urban male high school students in the Zwelitsha District, Ciskei". Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/26568.
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It takes two to tango! However, family planning programmes in most countries especially in Sub-Saharan Africa have focused almost solely on one - the female-invariably with little impact. The few attempts which have been made to involve males have concentrated on the adult male. It was felt the time had come to involve the adolescent males most of whom are already sexually active and after all are the husbands and fathers of tomorrow. Male high school students (N=240) out of a total of 2101 male students were randomly selected from all the six urban high schools in the Zwelitsha District of Ciskei (now part of the new Eastern Cape Province of RSA) and were surveyed to obtain information on KABP concerning family planning. The study was undertaken to provide information for planning of a family planning health intervention programme by the school health team in an attempt to address the high unplanned teenage pregnancy rate and STDs in the schools. The response rate was 83,3%. Important findings included the following: 90% reported they had already had sexual intercourse; the mean age at first sexual intercourse was 15.4 years; the interval from first intercourse to first contraceptive use was 2 years; knowledge of contraceptives was at times scanty and there were several misconceptions and myths concerning fertility, contraceptives and STDs; majority (71,5%) felt the decision to use contraceptives should be the responsibility of both male and female; 86,4% expressed the desire to use contraceptives in the future and 73,0% felt sex education should start in primary school. The adolescent male is interested in family planning and wants to be an active participant in the programme. Recommendations for improved family planning services in schools are made.
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Dickson, Daniel J. "Maternal Involvement in Math Homework and its Influence on Adolescents' Math Outcomes During the Transition to Middle School| Who Profits from Homework Assistance?" Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10615445.
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As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible.
Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school.
Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children.
The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math.
The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
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Alviso, Frank. "The role of inhibitory control, maternal sensitivity, and attachment security in the development and maintenance of self-regulation". Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/119.
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The present study investigated the interrelationships between various constructs drawn from the attachment, temperament, and neuropsychology frameworks in the context of self-regulation development and maintenance. In particular, the study sought to determine whether attachment security in early childhood was a predictor of self-regulation and social competence in adolescence, and to elucidate the roles of inhibitory control (IC), maternal sensitivity, and self-control in this relationship. Structural equation modeling was used to create an integrated theoretical developmental model of self-regulation. Attachment Security at 24 months was found to be a significant predictor of Social Skills at age 15 years. In addition, IC at 54 months, Maternal Sensitivity during third grade, and Self-Control during 4 th grade, were found to be subsequent partial mediators of this relationship. Overall, results of the study suggest that foundational self-regulatory capacities such as inhibitory control evolve from patterns of sensitive caregiver-child interactions in early attachment relationships. Furthermore, these capacities appear to be maintained in part through sensitive caregiving throughout childhood and into mid-adolescence. Additional implications of these results for integrating concepts of divergent theoretical domains are also discussed.
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Pancella, Kara R. "The effects of early services on the relationship between children with behavior problems and low IQ and maternal education". Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/116.
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The present study investigated whether the impact of early services was greater for mothers with less education and their first grade children who had less than an 80 IQ and behavior problems. Previous research has focused on children with autism, behavior problems, and interventions, whereas this study did not include autism as a characteristic of the sample population. Multiple regression analysis was used to determine if early services moderated the relationship between maternal education and problem behaviors in children; for which each regression model utilized maternal anxiety, child’s gender, and expressive and receptive language ability as the control variables. When investigating the moderating influence of early services for children with low IQ in the relationship between behavior problems and maternal education, it was found that early services did not have a significant moderating effect. However, it was found that maternal education explained a significant amount of variance in the externalizing behavior of children at the .05 level. This finding indicates that the level of maternal education is a better predictor of behavior problems than whether a child receives early intervention. The significance of this study is that it adds to the research for children with low IQ. However, the results in this study should not be considered for the use of policymaking, given the limitations presented.
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Smith, J., V. A. Carroll, William T. Dalton y Karen E. Schetzina. "Self-Efficacy for Physical Activity and Health-Related Quality of Life in Middle School Children in Southern Appalachia: Data from the Winning With Wellness Project". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5080.
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Schetzina, Karen E., William Dalton, Elizabeth F. Lowe, Nora Azzazy, Katrina VonWerssowetz, Connie Givens y H. P. Stern. "Developing a Coordinated School Health Approach to Child Obesity Prevention in Rural Appalachia: Results of Focus Groups with Teachers, Parents, and Students". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5103.
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INTRODUCTION:
High prevalence rates of obesity, particularly among those residing in US rural areas, and associated physical and psychosocial health consequences, direct attention to the need for effective prevention programs. The current study describes an initial step in developing a school-based obesity prevention program in rural Appalachia, USA. The program, modeled on the Centers for Disease Control and Prevention Coordinated School Health (CSH) Program, includes a community-based participatory research approach to addressing the health needs specific to this region.
METHODS:
Focus groups with teachers, parents, and 4th grade students were used to understand perceptions and school policy related to nutrition, physical activity, and the role of the school in obesity prevention.
RESULTS:
Results revealed that these community stakeholders were concerned about the problem of child obesity and supported the idea of their school doing more to improve the diet and physical activity of its students. Specifically, all groups thought that foods and drinks consumed by students at school should be healthier and that they should have more opportunities for physical activity. However, they cited limitations of the school environment, academic pressures, and lack of parental support as potential barriers to making such changes. Parents were most concerned that their children were not getting enough to eat and they and the teachers were not in favor of BMI screening at the school. Parents were in favor of increasing physical activity during school and thought that parent volunteers should help students select foods in the cafeteria. Students cited examples of how diet and physical activity affect their health and school performance, and thought that they should have more physical education time and recess.
CONCLUSIONS:
The data collected in the current study contributed to the limited knowledge base regarding rural populations as well as identified strengths and potential barriers to assist with the development of a pilot program based on the CSH model, Winning with Wellness.
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Nickelson, Joyce E. "A modified obesity proneness model in the prediction of weight status among high school students". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002410.
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Holladay, Hayley Maria. "Mothers' Work-to-Family Conflict and Children's Academic Achievement: Do School Involvement and Work Status Matter?" BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3930.
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Structural equation modeling was used to explore associations between maternal work-to-family conflict, maternal involvement in schooling, and academic outcomes in early adolescents. Among a subsample of 725 fifth graders (and their employed mothers and teachers) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), multigroup analyses were used to explore differences in this relationship between groups with mothers working part-time versus full-time. Results revealed that among part-time employed mothers maternal involvement in school fully mediated the relationship between maternal work-to-family conflict and fifth graders' academic achievement. For full-time employed mothers, maternal work-to-family conflict was not related to maternal involvement in school or academic outcomes. These findings suggest that mothers' involvement in school may be an important way in which negative outcomes of work-to-family conflict may be minimized. Prior research has not investigated the associations between work-to-family conflict and child outcomes. The present study suggests a need to further understand how aspects of the work-family interface relate to children. Further, results suggest a need to better understand the differences in the work-family interface between families where mothers are employed part-time versus full-time.
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Dalton, William T., Karen E. Schetzina, Deborah T. Pfortmiller, Deborah L. Slawson y William S. Frye. "Health Behaviors and Health-Related Quality of Life Among Middle School Children in Southern Appalachia: Data from the Winning with Wellness Project". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5104.
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Health-related quality of life (HRQoL) is linked to health status in a variety of conditions. Less is known about the relation between quality of life and modifiable health behaviors, especially among medically underserved populations.ObjectiveThe purpose of the current study was to examine HRQoL as it relates to physical activity, sedentary behavior, and eating patterns in youth residing in Southern Appalachia.MethodsThe Pediatric Quality of Life Inventory and questions on physical activity and eating behaviors was completed by 152 sixth grade students in a regional sample of schools participating in the Winning with Wellness child obesity prevention project.ResultsThe current study found higher physical activity levels and lower levels of screen time to be associated with reports of more positive HRQoL.ConclusionsA more comprehensive understanding of factors surrounding health behavior may hold implications for obesity prevention/intervention programs.
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Schetzina, Karen E., William T. Dalton, Deborah Pfortmiller, Hazel Robinson, Elizabeth Lowe y H. Stern. "The Winning With Wellness Pilot Project: Rural Appalachian Elementary Student Physical Activity and Eating Behaviors and Program Implementation 4 Years Later". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5106.
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School-based efforts to promote physical activity and healthier eating are a potentially effective approach to decreasing child obesity in rural populations. This article describes follow-up data on student activity and eating behaviors 4 years after implementation of the Winning with Wellness obesity prevention initiative. This project was based on the Centers for Disease Control and Prevention's coordinated school health model and used a community-based participatory research approach to address health behaviors in rural Appalachian elementary students. Results suggest significant increases in daily pedometer steps and healthier food selections by students as well as teacher support for continued health promotion efforts.
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Falodun, Ayotola. "ASSOCIATION BETWEEN SCREEN TIME AND HIGH-RISK SEXUAL BEHAVIORS AMONG U.S HIGH SCHOOL STUDENTS". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/61.
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Excessive screen time among children and adolescents has been associated with physical inactivity, obesity, bullying, sleep disorders and risky sexual behaviors. However, the relation between screen time and different types of high-risk sexual behaviors has not been well explored. The aim of this study was to determine the impact of screen time, (defined as watching television 3 or more hours per day, or playing video or computer games or using a computer 3 or more hours per day) on high-risk sexual behaviors:- early onset of sexual intercourse before the age of 13 years, having sexual intercourse with four or more sexual partners within the last 3 months, alcohol consumption or drug abuse before the last sexual intercourse, or unprotected intercourse without male or female condom use.
Methods: Data from the 2015 Youth Risk Behavior Surveillance System (YRBSS), a national survey representative of 9th through 12th grade students in public and private schools in the United States was used. Logistic regression analysis was conducted to determine the association between the predictor variables and the different high-risk sexual behaviors. The model was adjusted for age, sex, and race. Out of 15,624 respondents, about a third (5,770) reported having had “high-risk” sexual intercourse.
Results: Analysis showed that students (9th -12thgrade) who watched television 3 or more hours per day were 49% more likely to have been sexually active before the age of 13 years (aOR: 1.49, 95% CI: 1.23-1.80, p
Conclusion: The study findings suggest that watching television 3 or more hours per day is more significantly associated with high-risk sexual behaviors than playing video or computer games or using a computer 3 or more hours per day. More research might need to be conducted to determine the ‘protective effect’ of screen time with video or computer games and computer use. In addition, parents, caregivers and all stakeholders should ensure screen time be limited toyouths.
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Cruz, Rosimeire Costa de Andrade. "A rotina da PrÃ-Escola na visÃo das Professoras, das CrianÃas e de suas FamÃlias". Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=613.
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Esta pesquisa està vinculada a uma proposta maior de trabalho que envolve investigaÃÃo e desenvolvimento profissional em contextos de EducaÃÃo Infantil, visando promover a qualidade dessa primeira etapa da educaÃÃo bÃsica em parceria com os profissionais que nela atuam. Seu interesse especÃfico diz respeito ao uso do tempo e do espaÃo na organizaÃÃo das experiÃncias educativas, ou seja, a rotina da instituiÃÃo. Nesse sentido, seu objetivo geral à analisar as percepÃÃes das professoras, das crianÃas e de suas famÃlias acerca da rotina na prÃ-escola e dos fatores que presidem a sua organizaÃÃo. Trata-se duma pesquisa qualitativa â estudo de caso do tipo etnogrÃfico â realizada em 2004, numa instituiÃÃo pÃblica de Ensino Fundamental da rede municipal de Fortaleza que atende, tambÃm, crianÃas em idade de 4 a 6 anos. O trabalho de campo combinou diferentes instrumentos de coleta de dados: observaÃÃo participante, entrevista, questionÃrio e anÃlise de documentos. A anÃlise das informaÃÃes coletadas foi subsidiada por contribuiÃÃes das teorias sÃcio-interacionistas (PIAGET, 1975, 1978a, 1978b, 1986; WALLON, 1981, 1989, 1995; VYGOTSY 1989a, 1989b, 1996) para a concretizaÃÃo da intencionalidade educativa de creches e de prÃ-escolas e para a efetivaÃÃo de uma Pedagogia para a InfÃncia (ROCHA, 1997, 2002; OLIVEIRA-FORMOSINHO, 2007, 2001; ZABALZA, 1998). A escuta das professoras constatou que: dos componentes que constituem a rotina, apenas a âtarefaâ à compreendida como pedagÃgica; a sala de aula à o espaÃo fÃsico concebido como privilegiado para o desenvolvimento das atividades e para as aprendizagens das crianÃas; com exceÃÃo da ampliaÃÃo do tempo destinado à âtarefaâ, a rotina nÃo precisa de alteraÃÃes, pois todos, notadamente as crianÃas, estÃo satisfeitos com ela. Na perspectiva das famÃlias, o item preferido da rotina à a âtarefaâ, principalmente aquela que envolve escrita e leitura; a sala de aula à o local mais apropriado para as crianÃas aprenderem; a reduÃÃo do tempo destinado à brincadeira em benefÃcio da âtarefaâ tornaria a rotina ainda melhor. Para as crianÃas, a rotina à marcada pela repetiÃÃo da mesma atividade (âtarefaâ) da qual nÃo gostam; realiza-se na âsala da professoraâ; para ficar âlegalâ precisa incluir a brincadeira. A comparaÃÃo das falas destes sujeitos aponta muita semelhanÃa entre o que pensam pais e professoras acerca das crianÃas, da EducaÃÃo Infantil, do papel de seus trÃs principais atores e da rotina. No entanto, à grande a diferenÃa entre as opiniÃes dos adultos e das crianÃas sobre a escola e as atividades aà desenvolvidas. Considerando que as concepÃÃes partilhadas pelos adultos tÃm funÃÃo produtiva no trabalho pedagÃgico desenvolvido na instituiÃÃo, identificÃ-las, compreendÃ-las e tornÃ-las objeto de reflexÃo por todos os envolvidos na educaÃÃo e no cuidado das crianÃas constituem passos importantes e necessÃrios à renovaÃÃo da rotina posta em prÃtica. A valorizaÃÃo dos conhecimentos, dos sentimentos e das aspiraÃÃes de seus diferentes sujeitos - professoras, famÃlias e crianÃas - à outro aspecto imprescindÃvel à construÃÃo de uma EducaÃÃo Infantil de qualidade a fim de que creches e prÃ-escolas possam realmente se constituir em cenÃrio de aprendizagem, desenvolvimento e bem-estar para todos que nelas convivem.
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Southerland, Jodi L., Taylor M. Dula, W. T. Dalton, Karen E. Schetzina y Deborah L. Slawson. "The National School Lunch Program in Rural Appalachian Tennessee – or Why Implementation of the Healthy, Hunger Free Kids Act of 2010 was Met with Challenges: A Brief Report". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5115.
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Purpose: The purpose of this study was to investigate challenges faced by high schools in rural Appalachia in implementing the Healthy, Hunger Free Kids Act of 2010 (HHFKA). Methodology: We used qualitative, secondary analysis to analyze a collection of thirteen focus groups and 22 interviews conducted in 2013-14 among parents, teachers, and high school students in six counties in rural Appalachian Tennessee (n=98). Results: Five basic themes were identified during the thematic analysis: poor food quality prior to implementation of the HHFKA school nutrition reforms; students’ preference for low-nutrient energy-dense foods; low acceptance of healthier options after implementation of the HHFKA school nutrition reforms; HHFKA school nutrition reforms not tailored to unique needs of under-resourced communities; and students opting out of the National School Lunch Program after implementation of the HHFKA school nutrition reforms. Rural communities face multiple and intersecting challenges in implementing the HHFKA school nutrition reforms. Conclusion: As a result, schools in rural Appalachia may be less likely to derive benefits from these reforms. The ability of rural schools to take advantage of school nutrition reforms to improve student health may depend largely on factors unique to each community or school.
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Mburu, Anne Susan Wanjiru. "Vitamin A, epithelial integrity and infection : vitamin A micronutrient fortified biscuit supplementation and anthelminthic treatment interventions in rural South African primary school children : maternal vitamin A supplementation interventions in women". Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268572.
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Silva, Viviane Ramos da. "BEM-ESTAR MATERNO E PROCESSOS DE INSERÇÃO ESCOLAR DE BEBÊS: UMA PROPOSTA DE SISTEMATIZAÇÃO". Centro Universitário Franciscano, 2017. http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/626.
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Admission of infants to school is the period of transition from care provided by the family system to care provided by the school system. It demands adaptation not only of the child, who is expected to interact with strangers in an unknown environment with new routines, but also of the family and the school because it requires reorganizations and transformations for all of them. The overall purpose of this study was to develop both a protocol, which aims to systematize the process of school admission of infants, and an explanatory folder as teaching tools. As specific objectives, the study aimed at the following: subsidizing the adherence of families to school as participants in the educational process; facilitating the admission process of infants from twelve to twenty-four months of age in a Centre for Early Childhood Education; verifying the relationship between maternal wellbeing and personality in the mothers’ and teachers’ perceptions regarding the adaption process of the infants to the school system; and analyzing the stability of two variables, which are “depressive symptoms” and “life satisfaction”. The study was based on a systematic literature review which focused on the relationships between the mothers' subjective wellbeing and the variations of child development. Furthermore, the link among life satisfaction, depressive symptoms and personality traits was analyzed through an empirical longitudinal study. It was developed between March and December of 2016 and investigated two educators and nine mothers of babies who joined a Centre for Early Childhood Education in the central region of the state of Rio Grande do Sul in the same year. Results found in previous studies have revealed the great influence of maternal wellbeing in the first years of a child’s life and the need to qualify the care provided to infants and young children in kindergartens and similar institutions. As a result, a protocol was organized to systematize the admission process of infants as well as an explanatory folder to be distributed in the Centre. Despite the extraordinary growth in Psychology studies on maternal health and child development, it has been found that the majority of them focus on the investigation of the symptoms and their effects, that is, they are based on the Traditional Psychology of a posteriori intervention. Therefore, this topic requires more studies of typical development, which aims at preventing misadjustments on behalf of children and their parents in order to increase subjective wellbeing, thus maximizing strengths and virtues of mothers or caregivers.
Inserção de bebês na escola é um período de transição dos cuidados prestados pelo sistema familiar para o sistema escolar. Exige adaptações não apenas da criança, que passa a conviver com pessoas estranhas em um ambiente desconhecido, com novas rotinas, mas também da família e da escola, pois, implica em reorganizações e transformações para todos. O presente trabalho teve como objetivo geral desenvolver como ferramentas pedagógicas um protocolo de sistematização do processo de inserção escolar de bebês e um folder informativo. Como objetivos específicos, o estudo visou: subsidiar a adesão das famílias à escola como participantes do processo educacional; facilitar o processo de inserção de crianças de doze a vinte e quatro meses, no Centro de Educação Infantil; analisar a relação entre bem-estar materno e sua personalidade; verificar a percepção das mães e professoras, quanto ao processo de adaptação dos bebês ao sistema; analisar a estabilidade das variáveis ‘sintomas depressivos’ e ‘satisfação de vida’. Partiu-se de revisão sistemática de literatura sobre as relações entre bem-estar subjetivo das mães e variações de desenvolvimento infantil. Após, foi realizado um estudo empírico, longitudinal e verificou-se a relação entre satisfação de vida, sintomas depressivos e traços de personalidade com a adaptação de bebês. A coleta de dados se deu de março a dezembro de 2016, e contou com a participação de duas (2) educadoras e nove (9) mães de bebês que ingressaram em 2016, em um Centro de Educação Infantil da região central do Rio Grande do Sul. Os resultados indicaram a grande influência do bem-estar materno nos primeiros anos de vida e a necessidade de qualificação do atendimento prestado aos bebês e crianças pequenas em creches e instituições similares. Em vista disso, organizou-se um protocolo de sistematização do processo de inserção escolar de bebês e material informativo em formato de folder, para distribuição na instituição. Apesar do exponencial aumento de estudos na área da Psicologia sobre saúde materna e desenvolvimento infantil, percebeu-se que a maioria deles visa a investigar os sintomas e seus efeitos, ou seja, estão baseados na Psicologia Tradicional de intervenção à posteriori. Logo, destaca-se a necessidade de mais estudos envolvendo o desenvolvimento típico que busque a prevenção de desajustes em crianças e seus familiares, para a melhoria do Bem-estar subjetivo, potencializando forças e virtudes das mães ou cuidadores.