School Age Center Connections: Site-Based Management Strategies for Implementation of Quality Programs.

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Willis, Dahna R.

This paper describes the outcomes of a practicum that initiated site-based-management strategies to support the consistent implementation of a quality school-age child-care program. Implemented at a multisite child-care center, the program sought to enhance staff members' job satisfaction and maximize their opportunities for professional growth…

Description of the Design and Implementation of a School-Based Obesity Prevention Program Addressing Needs of Middle School Students

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Ward-Begnoche, Wendy L.; Gance-Cleveland, Bonnie; Harris, Margaret M.; Dean, Janice

2008-01-01

This article describes the design and implementation of a school-based obesity prevention program, the successes associated with its implementation, and challenges with development and application of the program's curriculum base. The program is described, including purpose and goals, content and structure of the curriculum, type and training of…

Achievements and Challenges: Implementing a 1:1 Program in a Secondary School

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Keane, Therese; Keane, William

2017-01-01

This longitudinal study explores one secondary school's approach towards implementing a one computer to one student (1:1) program, which commenced in 2011. Prior to 2011, the school was not very technologically advanced, mainly due to financial constraints which impacted on infrastructure, procurement of hardware and software, the availability of…

Schools' Responses to Voucher Policy: Participation Decisions and Early Implementation Experiences in the Indiana Choice Scholarship Program

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Austin, Megan J.

2015-01-01

Little is known about the supply side of voucher programs, despite schools' central role in program effectiveness. Using survey and interview data on the Indiana Choice Scholarship Program (ICSP), I analyze schools' participation decisions and early implementation experiences to understand better how schools respond to program regulations. I find…

Evaluation of the School Breakfast Program Pilot Project: Findings from the First Year of Implementation. Nutrition Assistance Program Report Series.

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McLaughlin, Joan E.; Bernstein, Lawrence S.; Crepinsek, May Kay; Daft, Lynn M.; Murphy, J. Michael

In 1998, Congress authorized implementation of a 3-year pilot breakfast program involving 4,300 students in elementary schools in 6 school districts representing a range of economic and demographic characteristics. The program began in the 2000-01 school year. This lengthy report presents the findings from the pilot's first year. The study had two…

Mindfulness in Practice: Considerations for Implementation of Mindfulness-Based Programming for Adolescents in School Contexts

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Lawlor, Molly Steward

2014-01-01

Schools are considered one of the primary settings in which prevention and intervention initiatives can be implemented successfully, reaching a large number of young people. Especially when promoting social and emotional learning (SEL), many adolescents benefit from universal programs implemented in the school context. This chapter embeds…

A School with Solutions: Implementing a Solution-Focused/Adlerian-Based Comprehensive School Counseling Program.

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LaFountain, Rebecca M.; Garner, Nadine E.

This book explains how counselors can integrate the theories of solution focused and Adlerian counseling into a comprehensive developmental counseling curriculum. Following an introduction in Chapter 1, Chapter 2 explains how support needs to be developed among the staff to implement a comprehensive school program. The comprehensive developmental…

A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers

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Dariotis, Jacinda K.; Mirabal-Beltran, Roxanne; Cluxton-Keller, Fallon; Gould, Laura Feagans; Greenberg, Mark T.; Mendelson, Tamar

2016-01-01

Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators – students and their classroom teachers – merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings. PMID:28670007

How to implement the Science Fair Self-Help Development Program in schools

Energy Technology Data Exchange (ETDEWEB)

Menicucci, D.

1994-01-01

This manual is intended to act as a working guide for setting up a Science Fair Volunteer Support Committee at your school. The Science Fair Volunteer Support Committee, or SFVSC, is the key component of the Science Fair Self-Help program, which was developed by Sandia National Laboratories and is designed to support a school`s science activities. The SFVSC is a team of parents and community volunteers who work in concert with a school`s teaching staff to assist and manage all areas of a school Science and Engineering Fair. The main advantage of creating such a committee is that it frees the science teachers from the organizational aspects of the fair and lets them concentrate on their job of teaching science. This manual is based on information gained through a Self-Help Development pilot program that was developed by Sandia National Laboratories during the 1991--92 school year at three Albuquerque, NM, middle schools. The manual describes the techniques that were successful in the pilot program and discusses how these techniques might be implemented in other schools. This manual also discusses problems that may be encountered, including suggestions for how they might be resolved.

Elementary School-Wide Implementation of a Blended Learning Program for Reading Intervention

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Prescott, Jen Elise; Bundschuh, Kristine; Kazakoff, Elizabeth R.; Macaruso, Paul

2018-01-01

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in…

Long Live Love+: evaluation of the implementation of an online school-based sexuality education program in the Netherlands.

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van Lieshout, Sanne; Mevissen, Fraukje; de Waal, Esri; Kok, Gerjo

2017-06-01

Schools are a common setting for adolescents to receive health education, but implementation of these programs with high levels of completeness and fidelity is not self-evident. Programs that are only partially implemented (completeness) or not implemented as instructed (fidelity) are unlikely to be effective. Therefore, it is important to identify which determinants affect completeness and fidelity of program implementation. As part of the launch of Long Live Love+ (LLL+), an online school-based sexuality education program for adolescents aged 15-17, we performed a process evaluation among teachers and students to measure the levels of completeness and fidelity, identify factors influencing teachers' implementation, and to evaluate the students' response. Sixteen Biology teachers from nine secondary schools throughout the Netherlands who implemented LLL+ were interviewed and 60 students participated in 13 focus group discussions. Results showed that teachers' completeness ranged between 22-100% (M = 75%). Fidelity was high, but many teachers added elements. Teachers and students enjoyed LLL+, particularly the diversity in the exercises and its interactive character. The most important factors that influenced implementation were time and organizational constraints, lack of awareness on the impact of completeness and fidelity, and student response. These factors should be taken into account when developing school-based prevention programs. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Stepping up to the challenge: the development, implementation, and assessment of a statewide, regional, leadership program for school nutrition directors.

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Bergman, Jacqueline J; Briggs, Marilyn M; Beall, Deborah L; Curwood, Sandy; Gray, Pilar; Soiseth, Scott; Taylor, Rodney K; Zidenberg-Cherr, Sheri

2015-01-01

A statewide professional development program was developed and implemented throughout California for school nutrition directors with the goal of creating healthy school environments and regional networks for collaboration and healthy school environment sustainability. Needs of school nutrition directors were identified through a needs assessment questionnaire. Results of the needs assessment questionnaire (n = 256) identified (a) planning cost-effective menus; (b) reducing calories, sodium, saturated fat, and trans fat in menus; and (c) using U.S. Department of Agriculture foods cost-effectively as the most useful topics. Highest rated topics informed the content of the professional development program. A post-professional development questionnaire identified key "insights, inspirations, and strategies" as (a) marketing of school foods program, (b) expansion of salad bars, and (c) collaboration with community partners. A 6-month follow-up questionnaire identified that 86% of participants made progress toward implementing at least one of their five insights, inspirations, and strategies in their school districts. Most common areas that were implemented were marketing and branding (32%), revamping salad bars (18%), and motivating staff (16%). School and Community Actions for Nutrition survey analysis showed a significant increase in the use of marketing methods in school nutrition programs from baseline to 6-month post-program implementation (p = .024). © 2014 Society for Public Health Education.

The implementation of school-based lesson study at elementary school

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Purnomo Purnomo

2017-07-01

Full Text Available This study aims to describe and interpret the implementation of school-based lesson study in SDN I Kretek. This study uses the qualitative research. The data were collected through in-depth interviews, participant observation, field notes, and documentation. The data validity was determined through sources and techniques triangulation. The data were analyzed using the Interactive Analysis Model from Miles and Huberman. The results show: (1 the planning of school-based lesson study program at SDN 1 Kretek has been implemented from the beginning of the school year 2014/2015 by establishing school-based lesson study team. This team is responsible for planning, managing, and evaluating school-based lesson study program at SDN 1 Kretek, (2 school-based lesson study at SDN 1 Kretek is implemented in three phases, namely planning, implementation, and reflection, and (3 The evaluation of lesson study is conducted by each teacher who has conducted the open class and conducted thoroughly with a meeting by a team of school-based lesson study SDN 1 Kretek at the end of the school year.

Measuring implementation of a school-based violence prevention program : Fidelity and teachers' responsiveness as predictors of proximal outcomes

NARCIS (Netherlands)

Schultes, Marie Therese; Stefanek, Elisabeth; van de Schoot, Rens; Strohmeier, Dagmar; Spiel, Christiane

2014-01-01

When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation - fidelity and participant responsiveness - jointly influence proximal

The Importance and Implementation of Eight Components of College and Career Readiness Counseling in School Counselor Education Programs

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Perusse, Rachelle; Poynton, Timothy A.; Parzych, Jennifer L.; Goodnough, Gary E.

2015-01-01

School counselor education program administrators (N = 131) responded to an online questionnaire where the importance and extent of implementation of The College Board's National Office of School Counselor Advocacy (NOSCA) Eight Components of College and Career Readiness in their school counselor education program were assessed. The mean…

School Breakfast Program and school performance.

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Meyers, A F; Sampson, A E; Weitzman, M; Rogers, B L; Kayne, H

1989-10-01

To test the hypothesis that participation in the School Breakfast Program by low-income children is associated with improvements in standardized achievement test scores and in rates of absence and tardiness, children in grades 3 through 6 were studied in the Lawrence, Mass, public schools, where the School Breakfast Program was begun at the start of the second semester 1986-1987 school year. The changes in scores on a standardized achievement test and in rates of absence and tardiness before and after the implementation of the School Breakfast Program for children participating in the program were compared with those of children who also qualified but did not participate. Controlling for other factors, participation in the School Breakfast Program contributed positively to the 1987 Comprehensive Tests of Basic Skills battery total scale score and negatively to 1987 tardiness and absence rates. These findings suggest that participation in the School Breakfast Program is associated with significant improvements in academic functioning among low-income elementary school children.

Factors associated with the implementation of programs for drug abuse prevention in schools.

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Pereira, Ana Paula Dias; Paes, Ângela Tavares; Sanchez, Zila M

2016-08-04

To analyze if characteristics of managers, schools, and curriculum are associated with the implementation of programs for drug abuse prevention in elementary and high schools. Cross-sectional study, with random sample of 263 school managers. Data were collected between 2012 and 2013 by a program that sends forms via internet. A closed self-filling questionnaire was applied online. Statistical analysis included Chi-square tests and logistic regression models. The outcome variable was the presence of program for drug abuse prevention inserted in the daily life and educational program of the school. The explanatory variables were divided into: demographic data of the manager; characteristics of the school and of the curriculum; health education; and drug use in the school. We found that 42.5% (95%CI 36.1-49.1) of the evaluated schools had programs for drug abuse prevention. With the multiple logistic regression model, we observed that the more time the manager has worked with education, the chance of the school having a program increased at about 4.0%. Experimenting with innovative teaching techniques also increased at about six times the chance of the school developing a program for drug abuse prevention. The difficulties in the implementation of the programs were more present in state and municipal schools, when compared with private schools, due to, for instance: lack of teaching materials, lack of money, and competing demands for teaching other subjects. The implementation of programs for drug abuse prevention in the city of Sao Paulo is associated with the experience of the manager in education and with the teaching strategies of the school. Analisar se características dos dirigentes, das escolas e do currículo escolar estão associadas à implantação de programas de prevenção ao uso de drogas nas escolas do ciclo fundamental II e médio. Estudo transversal, com amostra aleatória sistemática de 263 dirigentes escolares. Os dados foram coletados nos anos

Teachers' Perceptions of School Organizational Climate as Predictors of Dosage and Quality of Implementation of a Social-Emotional and Character Development Program.

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Malloy, Margaret; Acock, Alan; DuBois, David L; Vuchinich, Samuel; Silverthorn, Naida; Ji, Peter; Flay, Brian R

2015-11-01

Organizational climate has been proposed as a factor that might influence a school's readiness to successfully implement school-wide prevention programs. The aim of this study was to evaluate the influence of teachers' perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action, a social-emotional and character development (SECD) program. The dimensions measured were teachers' perceptions of (a) the school's openness to innovation, (b) the extent to which schools utilize participatory decision-making practices, and (c) the existence of supportive relationships among teachers (teacher-teacher affiliation). Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal, cluster-randomized, controlled trial were analyzed. Teacher perceptions of a school's tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery, and teacher-teacher affiliation was associated with a higher use of supplementary activities. The findings suggest that perceptions of a school's organizational climate impact teachers' implementation of SECD programs and have implications for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools.

Long Live Love+: Evaluation of the Implementation of an Online School-Based Sexuality Education Program in the Netherlands

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van Lieshout, Sanne; Mevissen, Fraukje; de Waal, Esri; Kok, Gerjo

2017-01-01

Schools are a common setting for adolescents to receive health education, but implementation of these programs with high levels of completeness and fidelity is not self-evident. Programs that are only partially implemented (completeness) or not implemented as instructed (fidelity) are unlikely to be effective. Therefore, it is important to…

Design and Implementation of a Pilot Obesity Prevention Program in a Low-Resource School: Lessons Learned and Research Recommendations

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Baskin, Monica L.; Zunker, Christie; Worley, Courtney B.; Dial, Brenda; Kimbrough, Linda

2009-01-01

Purpose: This paper seeks to describe the design, implementation, and lessons learned from an obesity prevention pilot program delivered in a low resource school in the USA. Design/methodology/approach: A planned program evaluation was conducted to: document explicitly the process of designing and implementing the program; and assess the…

Desirability and Implementation of IGE/Secondary Schooling in Selected Innovative High Schools. Tehnical Report No. 493.

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Maier, Michael John

The purposes of this study were to assess staff perceptions of desirability and level of implementation of Individually Guided Education (IGE)/Secondary Schooling in four high schools implementing programs similar to IGE and to identify factors enhancing or impeding implementation of these programs. Theoretical foundations of the study included…

Obesity Prevention Interventions in US Public Schools: Are Schools Using Programs That Promote Weight Stigma?

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Kenney, Erica L; Wintner, Suzanne; Lee, Rebekka M; Austin, S Bryn

2017-12-28

Despite substantial research on school-based obesity prevention programs, it is unclear how widely they are disseminated. It is also unknown whether schools use obesity programs that inadvertently promote weight stigma or disordered weight-control behaviors. In spring 2016, we distributed an online survey about school wellness programming to a simple random sample of US public school administrators (N = 247 respondents; 10.3% response rate). We analyzed survey responses and conducted immersion/crystallization analysis of written open-ended responses. Slightly less than half (n = 117, 47.4%) of schools offered any obesity prevention program. Only 17 (6.9%) reported using a predeveloped program, and 7 (2.8%) reported using a program with evidence for effectiveness. Thirty-seven schools (15.0%) reported developing intervention programs that focused primarily on individual students' or staff members' weight rather than nutrition or physical activity; 28 schools (11.3% of overall) used staff weight-loss competitions. School administrators who reported implementing a program were more likely to describe having a program champion and adequate buy-in from staff, families, and students. Lack of funding, training, and time were widely reported as barriers to implementation. Few administrators used educational (n = 12, 10.3%) or scientific (n = 6, 5.1%) literature for wellness program decision making. Evidence-based obesity prevention programs appear to be rarely implemented in US schools. Schools may be implementing programs lacking evidence and programs that may unintentionally exacerbate student weight stigma by focusing on student weight rather than healthy habits. Public health practitioners and researchers should focus on improving support for schools to implement evidence-based programs.

Expanding School-District/University Partnerships to Advance Health Promoting Schools Implementation and Efficacy in Taiwan

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Liu, Chieh-Hsing; Chang, Fong-Ching; Liao, Li-Ling; Niu, Yu-Zhen; Cheng, Chi-Chia; Shih, Shu-Fang; Chang, Tzu-Chau; Chou, Hsin-Pei

2015-01-01

In 2011, the Taiwan government expanded its support of school-district/university partnership programs that promote the implementation of the evidenced-based Health Promoting Schools (HPS) program. This study examined whether expanding the support for this initiative was effective in advancing HPS implementation, perceived HPS impact and perceived…

Implementing the LifeSkills Training drug prevention program: factors related to implementation fidelity.

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Mihalic, Sharon F; Fagan, Abigail A; Argamaso, Susanne

2008-01-18

Widespread replication of effective prevention programs is unlikely to affect the incidence of adolescent delinquency, violent crime, and substance use until the quality of implementation of these programs by community-based organizations can be assured. This paper presents the results of a process evaluation employing qualitative and quantitative methods to assess the extent to which 432 schools in 105 sites implemented the LifeSkills Training (LST) drug prevention program with fidelity. Regression analysis was used to examine factors influencing four dimensions of fidelity: adherence, dosage, quality of delivery, and student responsiveness. Although most sites faced common barriers, such as finding room in the school schedule for the program, gaining full support from key participants (i.e., site coordinators, principals, and LST teachers), ensuring teacher participation in training workshops, and classroom management difficulties, most schools involved in the project implemented LST with very high levels of fidelity. Across sites, 86% of program objectives and activities required in the three-year curriculum were delivered to students. Moreover, teachers were observed using all four recommended teaching practices, and 71% of instructors taught all the required LST lessons. Multivariate analyses found that highly rated LST program characteristics and better student behavior were significantly related to a greater proportion of material taught by teachers (adherence). Instructors who rated the LST program characteristics as ideal were more likely to teach all lessons (dosage). Student behavior and use of interactive teaching techniques (quality of delivery) were positively related. No variables were related to student participation (student responsiveness). Although difficult, high implementation fidelity by community-based organizations can be achieved. This study suggests some important factors that organizations should consider to ensure fidelity, such as

Implementing the LifeSkills Training drug prevention program: factors related to implementation fidelity

Directory of Open Access Journals (Sweden)

Fagan Abigail A

2008-01-01

Full Text Available Abstract Background Widespread replication of effective prevention programs is unlikely to affect the incidence of adolescent delinquency, violent crime, and substance use until the quality of implementation of these programs by community-based organizations can be assured. Methods This paper presents the results of a process evaluation employing qualitative and quantitative methods to assess the extent to which 432 schools in 105 sites implemented the LifeSkills Training (LST drug prevention program with fidelity. Regression analysis was used to examine factors influencing four dimensions of fidelity: adherence, dosage, quality of delivery, and student responsiveness. Results Although most sites faced common barriers, such as finding room in the school schedule for the program, gaining full support from key participants (i.e., site coordinators, principals, and LST teachers, ensuring teacher participation in training workshops, and classroom management difficulties, most schools involved in the project implemented LST with very high levels of fidelity. Across sites, 86% of program objectives and activities required in the three-year curriculum were delivered to students. Moreover, teachers were observed using all four recommended teaching practices, and 71% of instructors taught all the required LST lessons. Multivariate analyses found that highly rated LST program characteristics and better student behavior were significantly related to a greater proportion of material taught by teachers (adherence. Instructors who rated the LST program characteristics as ideal were more likely to teach all lessons (dosage. Student behavior and use of interactive teaching techniques (quality of delivery were positively related. No variables were related to student participation (student responsiveness. Conclusion Although difficult, high implementation fidelity by community-based organizations can be achieved. This study suggests some important factors that

Challenges Inherent in the Design and Implementation of After-School Intervention Programs for Middle Grade Underachieving Readers

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Velten, Justin; Mokhtari, Kouider

2016-01-01

In this brief report, we share three challenges we encountered when designing and implementing an after school intervention program for an ethnically diverse group of middle grade underachieving readers. We also offer practical solutions to help guide middle school teams in anticipating and addressing potential problems when putting in place…

Comprehensive School Alienation Program, Guidelines.

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Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

This document presents guidelines developed by the Hawaii State Department of Education's Comprehensive School Alienation Program to consolidate and strengthen the delivery of services to alienated students. It is intended to assist district staff, school administrators, and project personnel in planning and implementing program activities and…

Teachers' Readiness to Implement Nutrition Education Programs: Beliefs, Attitudes, and Barriers

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Perikkou, Anastasia; Kokkinou, Eleni; Panagiotakos, Demosthenes B.; Yannakoulia, Mary

2015-01-01

Teachers' attitudes about school food environments and their readiness to implement school-based nutrition programs were investigated. A total of 1,436 primary-school teachers filled out a questionnaire on their demographic and professional characteristics and their attitudes, beliefs, and barriers for implementing health educational programs. The…

Association of School Characteristics and Implementation in the X:IT Study-A School-Randomized Smoking Prevention Program.

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Bast, Lotus S; Due, Pernille; Ersbøll, Annette K; Damsgaard, Mogens T; Andersen, Anette

2017-05-01

Assessment of implementation is essential for the evaluation of school-based preventive activities. Interventions are more easily implemented in schools if detailed instructional manuals, lesson plans, and materials are provided; however, implementation may also be affected by other factors than the intervention itself-for example, school-level characteristics, such as principal support and organizational capacity. We examined school-level characteristics of schools in groups of high, medium, and low implementation of a smoking prevention intervention. The X:IT study is a school-randomized trial testing a multicomponent intervention to prevent smoking among adolescents. Our data came from electronic questionnaires completed by school coordinators at 96.1% of participating intervention schools (N = 49) at first follow -up. Schools that implemented the X:IT intervention to a medium or high degree had higher levels of administrative leadership (77.3% and 83.3% vs 42.9%), school climate/organizational health (95.5% and 91.7% vs 66.7%), mission-policy alignment (90.9% and 100.0% vs 71.4%), personnel expertise (81.8% and 75.0% vs 46.7%), school culture (77.3% and 91.7% vs 53.3%), positive classroom climate (91.4% and 96.2% vs 82.9%) compared with low implementation schools. Our findings highlight the importance of considering the school context in future health prevention initiatives. © 2017, American School Health Association.

Characteristics associated with US Walk to School programs

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Neelon Brian

2007-12-01

Full Text Available Abstract Participation in Walk to School (WTS programs has grown substantially in the US since its inception; however, no attempt has been made to systematically describe program use or factors associated with implementation of environment/policy changes. Objective Describe the characteristics of schools' WTS programs by level of implementation. Methods Representatives from 450 schools from 42 states completed a survey about their WTS program's infrastructure and activities, and perceived impact on walking to school. Level of implementation was determined from a single question to which respondents reported participation in WTS Day only (low, WTS Day and additional programs (medium, or making policy/environmental change (high. Results The final model showed number of community groups involved was positively associated with higher level of implementation (OR = 1.78, 95%CI = 1.44, 2.18, as was funding (OR = 1.56, 95%CI = 1.26, 1.92, years of participation (OR = 1.44, 95% CI = 1.23, 1.70, and use of a walkability assessment (OR = 3.22, 95%CI = 1.84, 5.64. Implementation level was modestly associated with increased walking (r = 0.18. Conclusion Strong community involvement, some funding, repeat participation, and environmental audits are associated with progms that adopt environmental/policy change, and seem to facilitate walking to school.

Are We Ready for BYOD? An Analysis of the Implementation and Communication of BYOD Programs in Victorian Schools

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Janssen, Kitty Catharina; Phillipson, Sivanes

2015-01-01

Many Victorian secondary schools appear to be implementing Bring Your Own Device (BYOD) programs as the Australian Federal government's Digital Education Revolution funding has come to an end for 1-to-1 Learning programs. One of the key elements identified as important for the success of these programs is the clear communication of policies and…

Exploring implementation of the 2010 Institute of Medicine’s Child and Adult Food Care Program recommendations for after-school snacks

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Nanney, Marilyn S; Glatt, Carissa

2012-01-01

Objective The aim of the present study was to explore the implementation of nutrition recommendations made in the 2010 Institute of Medicine (IOM) report, Child and Adult Care Food Program: Aligning Dietary Guidance for All, in school-based after-school snack programmes. Design A descriptive study. Setting One large suburban school district in Minneapolis, Minnesota, USA. Subjects None. Results Major challenges to implementation included limited access to product labelling and specifications inconsistent with the IOM’s Child and Adult Care Food Program (CACFP) recommendations, limited access to healthier foods due to current school district buying consortium agreement, and increased costs of wholegrain and lower-sodium foods and pre-packaged fruits and vegetables. Conclusions Opportunities for government and industry policy development and partnerships to support schools in their efforts to promote healthy after-school food environments remain. Several federal, state and industry leadership opportunities are proposed: provide product labelling that makes identifying snacks which comply with the 2010 IOM CACFP recommended standards easy; encourage compliance with recommendations by providing incentives to programmes; prioritize the implementation of paperwork and technology that simplifies enrolment and accountability systems; and provide support for food safety training and/or certification for non-food service personnel. PMID:22050891

Implementation of School Health Promotion: Consequences for Professional Assistance

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Boot, N. M. W. M.; de Vries, N. K.

2012-01-01

Purpose: This case study aimed to examine the factors influencing the implementation of health promotion (HP) policies and programs in secondary schools and the consequences for professional assistance. Design/methodology/approach: Group interviews were held in two schools that represented the best and worst case of implementation of a health…

Retrospective evaluation of factors that influence the implementation of CATCH in southern Illinois schools.

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Bice, Matthew R; Brown, Stephen L; Parry, Thomas

2014-09-01

Coordinated Approach to Child Health (CATCH) is a school health program implemented in southern Illinois that focuses on physical activity and nutrition and consists of a classroom curriculum, physical education framework, and cafeteria guidelines. Though many schools agreed to implement CATCH, some schools implemented it better than others. This study examined implementation practices of classroom and physical education teachers and cafeteria supervisors. We surveyed 284 school employees at 36 elementary schools located in southern Illinois. Attention focused on organizational readiness, commitment to change, school leadership, implementation barriers, and innovation perceptions concerning degree of implementation of CATCH. Organizational readiness and implementation barriers were significant predictors of degree of implementation for school employees. Additionally, organizational readiness was reported a significant predictor of classroom teacher degree of implementation whereas leadership was a significant predictor of degree of implementation by physical education teachers. Data from this study can be used to enhance implementation of CATCH as well as other school health programs. This study provides educators evidence of why school employees have different implementation practices, evidence of what constructs influence degree of implementation most, and some explanation of school employee degree of implementation. © 2014 Society for Public Health Education.

Association of School Characteristics and Implementation in the X:IT Study--A School-Randomized Smoking Prevention Program

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Bast, Lotus S.; Due, Pernille; Ersbøll, Annette K.; Damsgaard, Mogens T.; Andersen, Anette

2017-01-01

Background: Assessment of implementation is essential for the evaluation of school-based preventive activities. Interventions are more easily implemented in schools if detailed instructional manuals, lesson plans, and materials are provided; however, implementation may also be affected by other factors than the intervention itself--for example,…

School-based sleep education program improves sleep and academic performance of school-age children.

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Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

2016-05-01

The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

IMPLEMENTATIONS OF MULTICULTURAL EDUCATION AS A SCHOOL CULTURE AT KRIDA NUSANTARA INTEGRATED SENIOR HIGH SCHOOL

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Sunani Sunani

2017-06-01

Full Text Available The primary purpose of this study is to describe the implementation of multicultural education at Krida Nusantara integrated high school. The study focuses on four main points; the school policy, the implementation and the dominant factors that influence the policy, and the implementation results. A descriptive qualitative approach is taken in the study and the data is collected through interviews and case studies. The study concludes that the school's multicultural education policy is applied based on the school founding fathers’ philosophy, which emphasizes on merging nationalist and religious values. Those values are then implemented in form of academic and non-academic programs. Apart from that, students' plurality values that are embedded in their school life serve as the most influential factor in implementing the multicultural education policy.

Colorado's Alternative School Calendar Program and the Four Day Week.

Science.gov (United States)

Brubacher, Roy G.; Stiverson, C. L.

Taking advantage of legislation permitting modified school calendars, the four-day work week has been implemented by 23 small, rural Colorado school districts representing 5,200 children. Thirteen districts implemented the four-day program in the 1980-81 school year. Ten additional districts applied as first year pilot programs in the 1981-82…

Preparedness to Implement Wellness Strategies: Perceptions of School Counselors

Science.gov (United States)

Burnett, Tena

2012-01-01

The purpose of this study is to survey school counselors to determine their knowledge and perceived preparedness to implement wellness strategies in school counseling programs. Wellness plans are a requirement for thousands of public school districts in the United States. There are no established standards for the training of school counselors in…

School-Based Drug Abuse Prevention Programs in High School Students

Science.gov (United States)

Sharma, Manoj; Branscum, Paul

2013-01-01

Drug abuse, or substance abuse, is a substantial public health problem in the United States, particularly among high school students. The purpose of this article was to review school-based programs implemented in high schools for substance abuse prevention and to suggest recommendations for future interventions. Included were English language…

Implementation of the Good School Toolkit in Uganda: a quantitative process evaluation of a successful violence prevention program.

Science.gov (United States)

Knight, Louise; Allen, Elizabeth; Mirembe, Angel; Nakuti, Janet; Namy, Sophie; Child, Jennifer C; Sturgess, Joanna; Kyegombe, Nambusi; Walakira, Eddy J; Elbourne, Diana; Naker, Dipak; Devries, Karen M

2018-05-09

The Good School Toolkit, a complex behavioural intervention designed by Raising Voices a Ugandan NGO, reduced past week physical violence from school staff to primary students by an average of 42% in a recent randomised controlled trial. This process evaluation quantitatively examines what was implemented across the twenty-one intervention schools, variations in school prevalence of violence after the intervention, factors that influence exposure to the intervention and factors associated with students' experience of physical violence from staff at study endline. Implementation measures were captured prospectively in the twenty-one intervention schools over four school terms from 2012 to 2014 and Toolkit exposure captured in the student (n = 1921) and staff (n = 286) endline cross-sectional surveys in 2014. Implementation measures and the prevalence of violence are summarised across schools and are assessed for correlation using Spearman's Rank Correlation Coefficient. Regression models are used to explore individual factors associated with Toolkit exposure and with physical violence at endline. School prevalence of past week physical violence from staff against students ranged from 7% to 65% across schools at endline. Schools with higher mean levels of teacher Toolkit exposure had larger decreases in violence during the study. Students in schools categorised as implementing a 'low' number of program school-led activities reported less exposure to the Toolkit. Higher student Toolkit exposure was associated with decreased odds of experiencing physical violence from staff (OR: 0.76, 95%CI: 0.67-0.86, p-valueEffectiveness of the Toolkit may be increased by further targeting and supporting teachers' engagement with girls and students with mental health difficulties. The trial is registered at clinicaltrials.gov , NCT01678846, August 24th 2012.

Penerapan Jurnalistik Televisi Pada Program School Update Di Riau Televisi

OpenAIRE

", Suyanto; Putri, Vika Gusria

2015-01-01

School update program is the only Riau Television progam which its production procces done by students. School update program present as a medium of creativity learning and development of Pekanbaru Senior High School in term of early television journalism implementation to create a young and high quality journalist. The implementation of this television journalism done through basic television journalism training program and practice on the field. The aim of this research is to determine how ...

Implementation of a Cardiovascular Disease Prevention Program among School-Aged Children: A Pilot Study

Directory of Open Access Journals (Sweden)

Lavon Young

2006-09-01

Full Text Available The objective of this study was to test students’ knowledge of cardiovascular disease information and to determine if a carefully structured training program administered to high school students would increase their knowledge about cardiovascular disease and risk factors that are preventable. A pilot study was conducted during which fifty high school students from nine counties in the State of Mississippi were measured for their knowledge of hypertension both at baseline and after the completion of an intervention training activity. There were significant gains in knowledge between the pre-test and the post-test that the students completed. The gains in knowledge indicate that elimination of risk factors is possible if all health care and school-based prevention programs are implemented to positively impact changes in eating and physical activity behaviors. Students’ involvement in such activities could translate into significant changes in risk factors at these ages and throughout their lifetime. It is widely accepted that these behavioral changes, if sustained into adulthood, could have the potential to influence cardiovascular risk reduction.

Universal Prevention Program Outcomes: Safe Schools Healthy Students in a Rural, Multicultural Setting

Science.gov (United States)

Harris, Elizabeth; McFarland, Joyce; Siebold, Wendi; Aguilar, Rafael; Sarmiento, Ana

2007-01-01

The Idaho Consortium for Safe Schools Healthy Students consists of three school districts in rural North Central Idaho and the Nez Perce Tribe's Students for Success Program. Universal prevention programs implemented in the elementary schools include Second Step and the middle schools implemented the Life Skills program. Each of the three…

Developing a Tool to Assess the Capacity of Out-of-School Time Program Providers to Implement Policy, Systems, and Environmental Change.

Science.gov (United States)

Leeman, Jennifer; Blitstein, Jonathan L; Goetz, Joshua; Moore, Alexis; Tessman, Nell; Wiecha, Jean L

2016-08-11

Little is known about public health practitioners' capacity to change policies, systems, or environments (PSEs), in part due to the absence of measures. To address this need, we partnered with the Alliance for a Healthier Generation (Alliance) to develop and test a theory-derived measure of the capacity of out-of-school time program providers to improve students' level of nutrition and physical activity through changes in PSEs. The measure was developed and tested through an engaged partnership with staff working on the Alliance's Healthy Out-of-School Time (HOST) Initiative. In total, approximately 2,000 sites nationwide are engaged in the HOST Initiative, which serves predominantly high-need children and youths. We partnered with the Alliance to conduct formative work that would help develop a survey that assessed attitudes/beliefs, social norms, external resources/supports, and self-efficacy. The survey was administered to providers of out-of-school time programs who were implementing the Alliance's HOST Initiative. Survey respondents were 185 out-of-school time program providers (53% response rate). Exploratory factor analysis yielded a 4-factor model that explained 44.7% of the variance. Factors pertained to perceptions of social norms (6 items) and self-efficacy to build support and engage a team (4 items) and create (5 items) and implement (3 items) an action plan. We report initial development and factor analysis of a tool that the Alliance can use to assess the capacity of after-school time program providers, which is critical to targeting capacity-building interventions and assessing their effectiveness. Study findings also will inform the development of measures to assess individual capacity to plan and implement other PSE interventions.

Analysis of School Food Safety Programs Based on HACCP Principles

Science.gov (United States)

Roberts, Kevin R.; Sauer, Kevin; Sneed, Jeannie; Kwon, Junehee; Olds, David; Cole, Kerri; Shanklin, Carol

2014-01-01

Purpose/Objectives: The purpose of this study was to determine how school districts have implemented food safety programs based on HACCP principles. Specific objectives included: (1) Evaluate how schools are implementing components of food safety programs; and (2) Determine foodservice employees food-handling practices related to food safety.…

Implementing three evidence-based program models: early lessons from the Teen Pregnancy Prevention Replication Study.

Science.gov (United States)

Kelsey, Meredith; Layzer, Jean

2014-03-01

This article describes some of the early implementation challenges faced by nine grantees participating in the Teen Pregnancy Prevention Replication Study and their response to them. The article draws on information collected as part of a comprehensive implementation study. Sources include site and program documents; program officer reports; notes from site investigation, selection and negotiation; ongoing communications with grantees as part of putting the study into place; and semi-structured interviews with program staff. The issues faced by grantees in implementing evidence-based programs designed to prevent teen pregnancy varied by program model. Grantees implementing a classroom-based curriculum faced challenges in delivering the curriculum within the constraints of school schedules and calendars (program length and size of class). Grantees implementing a culturally tailored curriculum faced a series of challenges, including implementing the intervention as part of the regular school curriculum in schools with diverse populations; low attendance when delivered as an after-school program; and resistance on the part of schools to specific curriculum content. The third set of grantees, implementing a program in clinics, faced challenges in identifying and recruiting young women into the program and in retaining young women once they were in the program. The experiences of these grantees reflect some of the complexities that should be carefully considered when choosing to replicate evidence-based programs. The Teen Pregnancy Prevention replication study will provide important context for assessing the effectiveness of some of the more widely replicated evidence-based programs. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

[Evaluation of nutritional status of school-age children after implementation of "Nutrition Improvement Program" in rural area in Hunan, China].

Science.gov (United States)

Deng, Zhu-Juan; Mao, Guang-Xu; Wang, Yu-Jun; Liu, Li; Chen, Yan

2016-09-01

To investigate the nutritional status of school-age children in rural area in Hunan, China from 2012 to 2015 and to evaluate the effectiveness of the "Nutrition Improvement Program for Compulsory Education Students in Rural Area" (hereinafter referred to as "Nutrition Improvement Program"). The nutritional status of school-age children aged 6-14 years was evaluated after the implementation of the "Nutrition Improvement Program" and the changing trend of the children's nutritional status was analyzed. The statistical analysis was performed on the monitoring data of the school-age children aged 6-14 years in rural area in Hunan, China from 2012 to 2015, which came from "The Nutrition and Health Status Monitoring and Evaluation System of Nutrition Improvement Program for Compulsory Education Students in Rural Area". In 2015, female students aged 6-7 years in rural area in Hunan, China had a significantly greater body length than the rural average in China (PNutrition Improvement Program", the prevalence rate of growth retardation decreased (PNutrition Improvement Program" has achieved some success, but the nutritional status of school-age children has not improved significantly. Overweight/obesity and malnutrition are still present. Therefore, to promote the nutritional status of school-age children it is recommended to improve the measures for the "Nutrition Improvement Program".

Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation

OpenAIRE

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J.; Dubinsky, Janet M.

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU...

Health promotion in schools: a multi-method evaluation of an Australian School Youth Health Nurse Program.

Science.gov (United States)

Banfield, Michelle; McGorm, Kelly; Sargent, Ginny

2015-01-01

Health promotion provides a key opportunity to empower young people to make informed choices regarding key health-related behaviours such as tobacco and alcohol use, sexual practices, dietary choices and physical activity. This paper describes the evaluation of a pilot School Youth Health Nurse (SYHN) Program, which aims to integrate a Registered Nurse into school communities to deliver health promotion through group education and individual sessions. The evaluation was guided by the RE-AIM (reach, effectiveness, adoption, implementation, maintenance) framework. The objectives were to explore: 1) whether the Program was accessible to the high school students; 2) the impacts of the Program on key stakeholders; 3) which factors affected adoption of the Program; 4) whether implementation was consistent with the Program intent; and 5) the long-term sustainability of the Program. Research included retrospective analysis of Program records, administration of a survey of student experiences and interviews with 38 stakeholders. This evaluation provided evidence that the SYHN Program is reaching students in need, is effective, has been adopted successfully in schools, is being implemented as intended and could be maintained with sustained funding. The nurses deliver an accessible and acceptable primary health care service, focused on health promotion, prevention and early intervention. After some initial uncertainty about the scope and nature of the role, the nurses are a respected source of health information in the schools, consulted on curriculum development and contributing to whole-of-school health activities. Findings demonstrate that the SYHN model is feasible and acceptable to the students and schools involved in the pilot. The Program provides health promotion and accessible primary health care in the school setting, consistent with the Health Promoting Schools framework.

A Case Study on the Implementation of a Positive Youth Development Program (Project P.A.T.H.S. in Hong Kong: Learning from the Experimental Implementation Phase

Directory of Open Access Journals (Sweden)

Tak Yan Lee

2008-01-01

Full Text Available This investigation of the implementation of a positive youth development program (Project P.A.T.H.S. was part of a large study undertaken comprehensively to explore how effective the Tier 1 Program was in practice and how the results can shed light on future developments. Utilizing a case study approach, individual and focus group interviews were conducted in 2007 to examine the factors that influence the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. The focus of this study was on how the implementers of a school made use of the experience gained in the Experimental Implementation Phase (EIP in 2005/06 to improve the program implementation quality in the Full Implementation Phase (FIP in 2006/07. Results showed that the program implementation in the FIP was generally high and the program was well received by the implementers. Factors that facilitated the implementation of the program were identified, including the adoption of an incremental change strategy, the incorporation of the program into both formal and informal curricula, positive perceptions of the program among staff and agency social workers, sufficient school administrative support, excellent cooperation between the school and the social work agency, presence of a dedicated school contact person and instructors who engaged themselves in continuous quality improvement of the implementation, and an emphasis on application of what had been learned. Difficulties encountered by the school in the process of implementation were also observed. Based on the present findings, key process variables that facilitate or impede the implementation of positive youth development programs are discussed. Implications for future program implementation are also discussed.

Classroom implementation of the practices learned in the Master of Chemistry Education program by the School District of Philadelphia's high school chemistry teachers

Science.gov (United States)

Jayaraman, Uma Devi

This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research includes the concerns of the teachers regarding the factors that helped or hindered the implementation of research-based practices in their classrooms. Six graduates of the Master of Chemistry Education Program who were teaching a chemistry course in a high school in the School District of Philadelphia at the time of the study (2006-8), were the case. The teachers completed a concerns questionnaire with closed and open-ended items, and rated their perceptions of the extent of implementation of the practices in their urban classrooms. Additionally, the teachers were observed and rated by the researcher using a reform-teaching observation protocol and were interviewed individually. Also, the teachers submitted their lesson plans for the days they were observed. Data from these sources were analyzed to arrive at the findings for this study. The research findings suggest that the group of teachers in the study implemented the research-based practices in their classrooms to a low extent when compared to the recommended practices inherent to the MCE Program. The extents of implementation of the practices differed widely among the teachers, from being absent to being implemented at a high level, with inconsistent levels of implementation from various data sources. Further, the teachers expressed the depth of knowledge (gained in the MCE Program), formal laboratory exercises and reports, administrative support, self

Evaluating dosage effects for the positive action program: How implementation impacts internalizing symptoms, aggression, school hassles, and self-esteem.

Science.gov (United States)

Smokowski, Paul R; Guo, Shenyang; Wu, Qi; Evans, Caroline B R; Cotter, Katie L; Bacallao, Martica

2016-01-01

Positive Action (PA) is a school-based intervention for elementary-, middle-, and high-school students that aims to decrease problem behaviors (e.g., violence, substance use) and increase positive behaviors (e.g., academic achievement, school engagement). PA has a long history of documented success achieving these aims, making it an Evidence Based Practice (EBP). Intervention research on EBP's has established the importance of implementation fidelity, especially with regard to program dosage; failure to properly implement an EBP can have negative consequences on targeted outcomes, especially if participants are exposed to a low dosage of the program (e.g., fewer lessons than specified). Much of the current research on PA has neglected to examine how program dosage impacts PA's effect on targeted outcomes. Using propensity score models, multiple imputation, and a 2-level hierarchical linear model, the current study fills this gap and examines how different dosages of PA as measured by years participating in PA and number of PA lessons, impacts adolescent internalizing symptoms, aggression, perceptions of school hassles, and self-esteem over a 3-year period. The current sample included middle school students in grades 6, 7, and 8 (N = 5,894). The findings indicate that students who received 3 years of the PA intervention and a high number of PA lessons had a significantly higher self-esteem score than those who received 0 years of PA or zero lessons. Participants who received 1 year of PA also reported significantly lower school hassle scores than those who received 0 years. Dosage had no statistically significant effects on aggression or internalizing score. Implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The school evaluation program

International Nuclear Information System (INIS)

Fisher, E.; Harrison, J.; Turner, W.

1990-01-01

This paper reports on a pilot program to provide classroom and field training to school facility operators that was implemented by the U.S. Environmental Protection Agency's Office of Radiation Programs in 1989. This program consisted of two phases. The first phase developed and delivered a three-day workshop in Nashville, Tennessee. As a result of the workshop a second phase was initiated. The second phase investigated several school buildings with elevated indoor radon levels in the Western United States. Radon entry mechanisms were identified. Measurements to evaluate soil depressurization as a radon control method were made and HVAC systems were characterized. Measurements were made to evaluate HVAC modification as a radon control method. Building shell tightness measurements were made and information was collected to judge the suitability of potential sites for additional EPA sponsored 'hands on' school training. Physical and institutional problem areas were identified

The Causality Study of External Environment Analysis (EEA), Internal Environment Analysis (IEA), Strategy Implementation on Study Program Performance at Vocational High School (VHS) in Nias Archipelago, Indonesia

Science.gov (United States)

Waruwu, Binahati; Sitompul, Harun; Manullang, Belferik

2016-01-01

The purposes of this study are to find out the significant effect of: (1) EEA on strategy implementation, (2) IEA on strategy implementation, (3) EEA on study program performance, (4) IEA on study program performance, and (5) strategy implementation on study program performance of Vocational High School (VHS) in Nias Archipelago. The population of…

School-based Yoga Programs in the United States: A Survey.

Science.gov (United States)

Butzer, Bethany; Ebert, Marina; Telles, Shirley; Khalsa, Sat Bir S

2015-01-01

Substantial interest has begun to emerge around the implementation of yoga interventions in schools. Researchers have found that yoga practices may enhance skills such as self-regulation and prosocial behavior, and lead to improvements in students' performance. These researchers, therefore, have proposed that contemplative practices have the potential to play a crucial role in enhancing the quality of US public education. The purpose of the present study was to provide a summary and comparison of school-based yoga programs in the United States. Online, listserv, and database searches were conducted to identify programs, and information was collected regarding each program's scope of work, curriculum characteristics, teacher-certification and training requirements, implementation models, modes of operation, and geographical regions. The online, listserv, and database searches took place in Boston, MA, USA, and New Haven, CT, USA. Thirty-six programs were identified that offer yoga in more than 940 schools across the United States, and more than 5400 instructors have been trained by these programs to offer yoga in educational settings. Despite some variability in the exact mode of implementation, training requirements, locations served, and grades covered, the majority of the programs share a common goal of teaching 4 basic elements of yoga: (1) physical postures, (2) breathing exercises, (3) relaxation techniques, and (4) mindfulness and meditation practices. The programs also teach a variety of additional educational, social-emotional, and didactic techniques to enhance students' mental and physical health and behavior. The fact that the present study was able to find a relatively large number of formal, school-based yoga programs currently being implemented in the United States suggests that the programs may be acceptable and feasible to implement. The results also suggest that the popularity of school-based yoga programs may continue to grow.

Stakeholder Knowledge Levels of Coordinated School Health Programs

Science.gov (United States)

Minor, Lisa Crouch

2012-01-01

Acute and chronic health conditions may be important factors impacting absenteeism and student achievement in schools. Coordinated school health programs can support students who have these conditions. Although such programs have had documented success, implementation can be costly and time consuming. The local problem addressed in this project…

Solving the Policy Implementation Problem: The Case of Arizona Charter Schools.

Science.gov (United States)

Garn, Gregg A.

1999-01-01

Analyzes how Arizona charter school policymakers succeeded in preserving the legislative intentions of the state's charter school program. Identifies four key features of policy implementation that created the charter school policy: communication, financial resources, implementor attitudes, and bureaucratic structure. (SLD)

School-based Yoga Programs in the United States: A Survey

Science.gov (United States)

Butzer, Bethany; Ebert, Marina; Telles, Shirley; Khalsa, Sat Bir S.

2016-01-01

Context Substantial interest has begun to emerge around the implementation of yoga interventions in schools. Researchers have found that yoga practices may enhance skills such as self-regulation and prosocial behavior, and lead to improvements in students’ performance. These researchers, therefore, have proposed that contemplative practices have the potential to play a crucial role in enhancing the quality of US public education. Objective The purpose of the present study was to provide a summary and comparison of school-based yoga programs in the United States. Design Online, listserv, and database searches were conducted to identify programs, and information was collected regarding each program’s scope of work, curriculum characteristics, teacher-certification and training requirements, implementation models, modes of operation, and geographical regions. Setting The online, listserv, and database searches took place in Boston, MA, USA, and New Haven, CT, USA. Results Thirty-six programs were identified that offer yoga in more than 940 schools across the United States, and more than 5400 instructors have been trained by these programs to offer yoga in educational settings. Despite some variability in the exact mode of implementation, training requirements, locations served, and grades covered, the majority of the programs share a common goal of teaching 4 basic elements of yoga: (1) physical postures, (2) breathing exercises, (3) relaxation techniques, and (4) mindfulness and meditation practices. The programs also teach a variety of additional educational, social-emotional, and didactic techniques to enhance students’ mental and physical health and behavior. Conclusions The fact that the present study was able to find a relatively large number of formal, school-based yoga programs currently being implemented in the United States suggests that the programs may be acceptable and feasible to implement. The results also suggest that the popularity of school

A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools

Science.gov (United States)

Denton, Carolyn A.; Solari, Emily J.; Ciancio, Dennis J.; Hecht, Steven A.; Swank, Paul R.

2010-01-01

This pilot study examined an implementation of a kindergarten summer school reading program in 4 high-poverty urban schools. The program targeted both basic reading skills and oral language development. Students were randomly assigned to a treatment group (n = 25) or a typical practice comparison group (n = 28) within each school; however,…

Student Assistance Program Sandia High School 1985-86 Report.

Science.gov (United States)

Boyce-Prather, Margaret; Shainline, Michael

This document presents data from the second year of the Student Assistance Program, a counseling program to help students who may be abusing drugs or alcohol, implemented at Sandia High School in the Albuquerque (New Mexico) Public School system. Data are included from the program's monthly records sheets, from parent involvement questionnaires,…

Implementation of CDC's School Health Index in 3 midwest middle schools: motivation for change.

Science.gov (United States)

Sherwood-Puzzello, Catherine M; Miller, Michelle; Lohrmann, David; Gregory, Patricia

2007-08-01

The Centers for Disease Control and Prevention's School Health Index (SHI), a guide for completing a coordinated school-based program needs assessment relative to healthy eating, physical activity, a tobacco-free lifestyle, and prevention of other health risk behaviors and conditions, was used to assess current programming at 3 midwestern middle schools. Employing somewhat different procedures, data were collected from focus groups comprising school administrators, teachers, parents, community members, and students. Participants responded to SHI module questions and provided comments based on their perceptions. Both quantitative and qualitative data were recorded for each module, after which participants answered 3 planning questions intended to guide prioritization of actions to improve policies and programs based on importance, cost, time, commitment, and feasibility. Each school developed recommendations and strategies based on highest priority needs related to community involvement, professional development, health screenings, and health education materials in classrooms. The experience of completing the SHI in 3 different schools provided important insights about the data collection process as well as assessment results that have implications for the design and implementation of prevention programs.

Off ramp : a secondary school TDM program

Energy Technology Data Exchange (ETDEWEB)

Haq, F. [Better Environmentally Sound Transportation (BEST), Vancouver, BC (Canada)

2002-07-01

The cities of Vancouver and Victoria in British Columbia have implemented a high school vehicle trip reduction program entitled Off-Ramp. The program, created by BEST, is about youth empowerment to help youths lead their peers to walk, cycle, skateboard, in-line skate, or carpool to school for a sustainable environment. Students raise awareness through media and drama to counter pop images of driving as being cool. Sponsorship is very important to the success of the program.

76 FR 78095 - Applying for Free and Reduced Price Meals in the National School Lunch Program and School...

Science.gov (United States)

2011-12-16

... 0584-AD54 [FNS-2007-0023] Applying for Free and Reduced Price Meals in the National School Lunch Program and School Breakfast Program and for Benefits in the Special Milk Program, and Technical... school meals to implement nondiscretionary provisions of the Child Nutrition and WIC Reauthorization Act...

Case Study of a School-Based Universal Dating Violence Prevention Program

Directory of Open Access Journals (Sweden)

Michele Cascardi

2014-09-01

Full Text Available Evaluation of universal dating violence prevention programs has rapidly expanded in the past two decades. Many programs demonstrate change in attitudes supportive of dating violence, and a few show evidence of behavior change; however, detailed analysis of process and fidelity of program implementation is generally neglected. An important goal of prevention research is to identify successful initiatives that can be replicated and disseminated in the field. The purpose of the current case study is to document the implementation process of a middle school–based dating violence prevention curriculum in economically disadvantaged urban neighborhoods. Particular attention is given to the school context, such as the process of school and teacher recruitment, the program model, and classroom implementation of the dating violence prevention program in four areas: teacher training, student outcomes, program fidelity, and student engagement. Nine health and physical education teachers from six urban middle schools participated. Results describe effective strategies to secure school participation and engagement, and provide evidence regarding methods to train health and physical education teachers in low-income, urban neighborhoods. Furthermore, classroom observations demonstrate that teachers successfully implemented the five-lesson curriculum, which resulted in positive student outcomes to prevent dating violence. This case study represents an important step in deepening our understanding of the mechanisms of program delivery.

Readiness to implement Hazard Analysis and Critical Control Point (HACCP) systems in Iowa schools.

Science.gov (United States)

Henroid, Daniel; Sneed, Jeannie

2004-02-01

To evaluate current food-handling practices, food safety prerequisite programs, and employee knowledge and food safety attitudes and provide baseline data for implementing Hazard Analysis and Critical Control Point (HACCP) systems in school foodservice. One member of the research team visited each school to observe food-handling practices and assess prerequisite programs using a structured observation form. A questionnaire was used to determine employees' attitudes, knowledge, and demographic information. A convenience sample of 40 Iowa schools was recruited with input from the Iowa Department of Education. Descriptive statistics were used to summarize data. One-way analysis of variance was used to assess differences in attitudes and food safety knowledge among managers, cooks, and other foodservice employees. Multiple linear regression assessed the relationship between manager and school district demographics and the food safety practice score. Proper food-handling practices were not being followed in many schools and prerequisite food safety programs for HACCP were found to be inadequate for many school foodservice operations. School foodservice employees were found to have a significant amount of food safety knowledge (15.9+/-2.4 out of 20 possible points). School districts with managers (P=.019) and employees (P=.030) who had a food handler certificate were found to have higher food safety practice scores. Emphasis on implementing prerequisite programs in preparation for HACCP is needed in school foodservice. Training programs, both basic food safety such as ServSafe and HACCP, will support improvement of food-handling practices and implementation of prerequisite programs and HACCP.

Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Promoting Alternative THinking Skills Curriculum.

Science.gov (United States)

Kam, Chi-Ming; Greenberg, Mark T; Walls, Carla T

2003-03-01

In order for empirically validated school-based prevention programs to "go to scale," it is important to understand the processes underlying program dissemination. Data collected in effectiveness trials, especially those measuring the quality of program implementation and administrative support, are valuable in explicating important factors influencing implementation. This study describes findings regarding quality of implementation in a recent effectiveness trial conducted in a high-risk, American urban community. This delinquency prevention trial is a locally owned intervention, which used the Promoting Alternative THinking Skills Curriculum as its major program component. The intervention involved 350 first graders in 6 inner-city public schools. Three schools implemented the intervention and the other 3 were comparison schools from the same school district. Although intervention effects were not found for all the intervention schools, the intervention was effective in improving children's emotional competence and reducing their aggression in schools which effectively supported the intervention. This study, utilizing data from the 3 intervention schools (13 classrooms and 164 students), suggested that 2 factors contributed to the success of the intervention: (a) adequate support from school principals and (b) high degree of classroom implementation by teachers. These findings are discussed in light of the theory-driven models in program evaluation that emphasized the importance of the multiple factors influencing the implementation of school-based interventions.

Implementation Issues in Multicultural Education: What Are Secondary Public School Educators Facing?

Directory of Open Access Journals (Sweden)

LaVonne Fedynich

2016-02-01

Full Text Available This mixed method study sought to explore the issues that faced secondary teachers in a rural central Georgia public high school when attempting to implement a multicultural education program.  The key issues of this study centered on the teachers’ multicultural education training and the school’s multicultural education program. Data were gathered from a total of thirty randomly chosen teachers in the Social Studies, Math and English departments at the school. Twenty-five of the thirty teachers received a hard copy four question Likert scale survey to complete. The remaining 5 participants took part in face-to-face interviews discussing six open-ended questions.  The findings pointed to several issues facing the teachers such as the lack of an officially implemented multicultural education program, the lack of support from school administrators, no in-service training available for teachers, parental and student misapprehension, and a lack of an officially defined policy on implementation and support of a multicultural education program from administrators locally and district-wide.

Vegetable and fruit breaks in Australian primary schools: prevalence, attitudes, barriers and implementation strategies.

Science.gov (United States)

Nathan, Nicole; Wolfenden, Luke; Butler, Michelle; Bell, Andrew Colin; Wyse, Rebecca; Campbell, Elizabeth; Milat, Andrew J; Wiggers, John

2011-08-01

School-based vegetable and fruit programs can increase student consumption of vegetables and fruit and have been recommended for adoption by Australian schools since 2005. An understanding of the prevalence and predictors of and the barriers to the adoption of school-based vegetable and fruit programs is necessary to maximize their adoption by schools and ensure that the health benefits of such programs to children are realized. The aim of this study was to determine Australian primary school Principals' attitudes and barriers to the implementation of vegetable and fruit breaks; the prevalence of vegetable and fruit breaks in schools and the implementation strategies used and associated with their recommended adoption (daily in at least 80% of classes). A random sample of 384 school Principals completed a 20-min telephone interview. While Principals were highly supportive of vegetable and fruit breaks, only 44% were implementing these to a recommended level. When controlling for all school characteristics, recommended vegetable and fruit break adoption was 1.9 and 2.2 times greater, respectively, in schools that had parent communication strategies and teachers trained. A substantial opportunity exists to enhance the health of children through the adoption of vegetable and fruit breaks in schools.

Acceptability and Difficulty of the STEM Track Implementation in Senior High School

Directory of Open Access Journals (Sweden)

Aldrin John Jao Estonanto

2017-05-01

Full Text Available The Department of Education in the Philippines implemented the Enhanced Basic Education Curriculum in 2013 which led to the creation of Senior High School Program. Studies showed the importance of the support of stakeholders to the success of an educational reform. Thus, it is significant to consider the acceptance of the new curriculum. This descriptive- correlational study sought to determine the acceptability of the Senior High School STEM program and correlate it to the difficulty level of problems along its implementation. Findings showed that there was low acceptability of the new curriculum among stakeholders. It also revealed that the major problems along the implementation of the curriculum were on the areas of Facility and Instructional Materials, and that the difficulty level of the problems was high. Finally, it was found out that there was significant inverse correlation between the curriculum’s acceptability level and the problems’ difficulty level. Thus, the study concludes that the acceptability level of curriculum is significantly related to the difficulty level of the problems encountered by the school along its implementation. The researcher recommends that a series of informationdissemination programs be conducted to raise awareness on the significance of the STEM Curriculum among the stakeholders of the school. Interventions were also proposed to address the problems

Longitudinal impact of the Cyber Friendly Schools program on adolescents' cyberbullying behavior.

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Cross, Donna; Shaw, Thérèse; Hadwen, Kate; Cardoso, Patricia; Slee, Phillip; Roberts, Clare; Thomas, Laura; Barnes, Amy

2016-01-01

Cyberbullying is a major public health problem associated with serious mental, social, and academic consequences for young people. To date, few programs addressing cyberbullying have been developed and empirically tested. The Cyber Friendly Schools (CFS) group-randomized controlled trial measured the longitudinal impact of a whole-school online cyberbullying prevention and intervention program, developed in partnership with young people. Non-government secondary schools in Perth, Western Australia, (N = 35; 3,000+ students) were randomized to an intervention (n = 19) or usual practice control group (n = 16 schools). Students completed online questionnaires in 2010, 2011, and at 1-year follow-up in 2012, measuring their cyberbullying experiences during the previous school term. The intervention group received the program in Grades 8 and 9 (aged 13-14 years). Program effects were tested using two-part growth models. The program was associated with significantly greater declines in the odds of involvement in cyber-victimization and perpetration from pre- to the first post-test, but no other differences were evident between the study conditions. However, teachers implemented only one third of the program content. More work is needed to build teacher capacity and self-efficacy to effectively implement cyberbullying programs. Whole-school cyberbullying interventions implemented in conjunction with other bullying prevention programs may reduce cyber-victimization more than traditional school-based bullying prevention programs alone. Aggr. Behav. 42:166-180, 2016. © 2015 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Evaluation of Clark County School District's Alternative Route to Licensure Program from the Program Participants' Perspectives

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Kenyon, James J., Jr.

2013-01-01

This evaluation assesses the Alternative Route to Licensure (ARL) program of the Clark County School District (CCSD), in Clark County, Nevada from the program participants' perspectives. The program was implemented to reduce teacher shortages in the school district and allow persons with non-education-related Bachelor's Degrees to obtain teaching…

Why and How Schools Make Nutrition Education Programs "Work"

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Porter, Kathleen J.; Koch, Pamela A.; Contento, Isobel R.

2018-01-01

Background: There are many potential health benefits to having nutrition education programs offered by expert outside sources in schools. However, little is known about why and how schools initiate, implement, and institutionalize them. Gaining this understanding may allow the impact and reach of nutrition and other health education programs in…

Factors influencing the quality of implementation of a positive youth development program in Hong Kong.

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Shek, Daniel T L; Law, Moon Y M

2013-01-01

This study examines how social workers collaborate with school teachers in implementing a school-based positive youth development program in Hong Kong. Individual and focus group interviews are conducted with social workers cooperating with school teachers in implementing the Project P.A.T.H.S. in a school context. Through the interviews, strategies for establishing inter-disciplinary collaboration and factors that hinder or facilitate program implementation are identified. This case study highlights factors that facilitate the collaboration between social workers and school teachers, including the following: 1) sufficient training for instructors, 2) sharing of the practice wisdom and teaching experiences, 3) building up mutual support among different parties, 4) use of proactive communication, and 5) demonstration of self-disclosure.

The Shaping Healthy Choices Program: design and implementation methodologies for a multicomponent, school-based nutrition education intervention.

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Scherr, Rachel E; Linnell, Jessica D; Smith, Martin H; Briggs, Marilyn; Bergman, Jacqueline; Brian, Kelley M; Dharmar, Madan; Feenstra, Gail; Hillhouse, Carol; Keen, Carl L; Nguyen, Lori M; Nicholson, Yvonne; Ontai, Lenna; Schaefer, Sara E; Spezzano, Theresa; Steinberg, Francene M; Sutter, Carolyn; Wright, Janel E; Young, Heather M; Zidenberg-Cherr, Sheri

2014-01-01

To provide a framework for implementation of multicomponent, school-based nutrition interventions. This article describes the research methods for the Shaping Healthy Choices Program, a model to improve nutrition and health-related knowledge and behaviors among school-aged children. Longitudinal, pretest/posttest, randomized, controlled intervention. Four elementary schools in California. Fourth-grade students at intervention (n = 252) and control (n = 238) schools and their parents and teachers. Power analyses demonstrate that a minimum of 159 students per group will be needed to achieve sufficient power. The sample size was determined using the variables of nutrition knowledge, vegetable preference score, and body mass index percentile. A multicomponent school-based nutrition education intervention over 1 academic year, followed by activities to support sustainability of the program. Dietary and nutrition knowledge and behavior, critical thinking skills, healthy food preferences and consumption, and physical activity will be measured using a nutrition knowledge questionnaire, a food frequency questionnaire, a vegetable preferences assessment tool, the Test of Basic Science Process Skills, digital photography of plate waste, PolarActive accelerometers, anthropometrics, a parent questionnaire, and the School and Community Actions for Nutrition survey. Evaluation will include quantitative and qualitative measures. Quantitative data will use paired t, chi-square, and Mann-Whitney U tests and regression modeling using P = .05 to determine statistical significance. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

What Barriers and Facilitators Do School Nurses Experience When Implementing an Obesity Intervention?

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Schroeder, Krista; Smaldone, Arlene

2017-12-01

A recent evaluation of a school nurse-led obesity intervention demonstrated a 5% implementation rate. The purpose of this study was to explore school nurses' perceived barriers to and facilitators of the intervention in order to understand reasons for the low implementation rate. Methods included semi-structured individual interviews with school nurses. Data were analyzed using content analysis and heat mapping. Nineteen nurses participated and eight themes were identified. Parental and administrative gatekeeping, heavy nurse workload, obesogenic environments, and concerns about obesity stigma were barriers to implementation. Teamwork with parents and school staff was a key facilitator of implementation. Nurses also noted the importance of cultural considerations and highlighted the need to tailor the intervention to the unique needs of their school environment and student population. These findings suggest that for school nurses to play a key role in school-based obesity interventions, barriers must be identified and addressed prior to program implementation.

An Evaluation of the Attendance Policy and Program and Its Perceived Effects on High School Attendance in Newport News Public Schools

OpenAIRE

Smith, Wayne Keith

1998-01-01

The purpose of this quantitative study is to determine the effects of the attendance policy and attendance program after one year of implementation in Newport News Public Schools with a total high school population of approximately 5,820 students. The school district recently implemented a new attendance policy and program to address high school student absenteeism. This multi-faceted study examined the effects of this new policy by conducting statistical analyses of attendance data, pro...

Variation in school health policies and programs by demographic characteristics of US schools, 2006.

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Balaji, Alexandra B; Brener, Nancy D; McManus, Tim

2010-12-01

To identify whether school health policies and programs vary by demographic characteristics of schools, using data from the School Health Policies and Programs Study (SHPPS) 2006. This study updates a similar study conducted with SHPPS 2000 data and assesses several additional policies and programs measured for the first time in SHPPS 2006. SHPPS 2006 assessed the status of 8 components of the coordinated school health model using a nationally representative sample of public, Catholic, and private schools at the elementary, middle, and high school levels. Data were collected from school faculty and staff using computer-assisted personal interviews and then linked with extant data on school characteristics. Results from a series of regression analyses indicated that a number of school policies and programs varied by school type (public, Catholic, or private), urbanicity, school size, discretionary dollars per pupil, percentage of white students, percentage of students qualifying for free lunch funds, and, among high schools, percentage of college-bound students. Catholic and private schools, smaller schools, and those with low discretionary dollars per pupil did not have as many key school health policies and programs as did schools that were public, larger, and had higher discretionary dollars per pupil. However, no single type of school had all key components of a coordinated school health program in place. Although some categories of schools had fewer policies and programs in place, all had both strengths and weaknesses. Regardless of school characteristics, all schools have the potential to implement a quality school health program. © Published 2010. This article is a US Government work and is in the public domain in the USA.

Facilitating the implementation and efficacy of health-promoting schools via an action-research approach in Taiwan.

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Chang, Fong-Ching; Liu, Chieh-Hsing; Liao, Li-Ling; Niu, Yu-Zhen; Cheng, Chi-Chia; Chou, Hsin-Pei; Chang, Tzu-Chau

2014-06-01

Taiwan launched its evidence-based health-promoting school (HPS) program via an action-research approach in 2010. The program featured a collaborative partnership between schools, local education authorities and university support networks. This study was focused on examining whether an HPS action-research approach was effective in advancing HPS implementation, perceived HPS impact and perceived HPS efficacy in Taiwan. In 2011, questionnaires were sent to 900 sample schools in Taiwan. A total of 621 schools returned the questionnaire, including 488 primary schools and 133 middle schools. The response rate was 69%. This study compared the difference in HPS implementation status, perceived HPS impact and perceived HPS efficacy between those schools that had implemented action-research HPS (138 schools) and those that had not (483 schools). The univariate analysis results indicated that the HPS implementation levels for components that included school health policies, physical environment, social environment, teaching activities and school-community relations were significantly higher in action-research schools than in non-action-research schools. Teachers in action-research schools reported significantly higher levels of HPS impact and HPS efficacy than non-action-research schools. The multivariate analysis results indicated that after controlling for school level and HPS funding, the HPS action-research approach was significantly positively related to greater levels of HPS implementation, perceived HPS impact and perceived HPS efficacy.

The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment

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Carbone, Peter M.

2010-01-01

Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to provide students additional instruction to score proficient or better in reading and mathematics. This doctoral study analyzed the effects of the ABC Middle School Educational Assistance Program…

Planning for Sustainability of an Evidence-Based Mental Health Promotion Program in Canadian Elementary Schools.

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Leadbeater, Bonnie J; Gladstone, Emilie J; Sukhawathanakul, Paweena

2015-09-01

Substantial research illuminates many factors effecting the implementation of evidence-based mental health promotion programs in schools; however, research on how schools plan for sustaining their investments in these programs is limited. In this qualitative study, we elicited descriptions of opportunities and challenges for sustainability. We interviewed 24 individuals from schools involved in a longitudinal, qualitative research project that followed uptake and implementation of the evidence-based WITS Programs across 2 years (Leadbeater et al. 2012). WITS stands for Walk away, Ignore, Talk it out and Seek help and the online WITS Programs focus on preventing peer victimization ( www.witsprograms.ca ). Our findings suggest that sustainability planning in schools is not merely a next step following high quality implementation, but rather involves multiple ongoing processes that need to be anticipated and supported by school leadership and program champions and developers in order to realize investments in evidence-based programs.

School Recycling Programs: A Handbook for Educators.

Science.gov (United States)

Environmental Protection Agency, Washington, DC.

This brochure describes some of the many recycling program options that schools can implement in their communities. It focuses on implementing actual recycling projects as a way of teaching the importance and benefits of recycling. The text examines the solid waste crisis and why Americans cannot continue to possess a disposable mentality. It…

Positive Behavior Support in Schools (PBSIS): An Administrative Perspective on the Implementation of a Comprehensive School-Wide Intervention in an Urban Charter School

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Christofferson, Remi Dabney; Callahan, Kathe

2015-01-01

This research explores the implementation of a school-wide intervention program that was designed to foster and instill intrinsic values based on an external reward system. The Positive Behavior Support in Schools (PBSIS) is an intervention intended to improve the climate of schools using system-wide positive behavioral interventions to discourage…

Students' and Teachers' Experiences with the Implementation of Problem-Based Learning at a University Law School

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Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten J.; Van der Molen, Henk T.

2017-01-01

A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor's program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about…

Implementation of Portfolio Assessment in a Competency-based Dental Hygiene Program.

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Gadbury-Amyot, Cynthia C.; Holt, Lorie P.; Overman, Pamela R.; Schmidt, Colleen R.

2000-01-01

Describes the implementation of a portfolio assessment program in the dental hygiene program at the University of Missouri School of Dentistry. Tables provide examples of program competencies and related portfolio entries, the complete scoring rubric for portfolios, and the student portfolio evaluation survey. Concludes that although portfolio…

An ecological and theoretical deconstruction of a school-based obesity prevention program in Mexico.

Science.gov (United States)

Safdie, Margarita; Cargo, Margaret; Richard, Lucie; Lévesque, Lucie

2014-08-10

Ecological intervention programs are recommended to prevent overweight and obesity in children. The National Institute of Public Health (INSP) in Mexico implemented a successful ecological intervention program to promote healthy lifestyle behaviors in school age children. This study assessed the integration of ecological principles and Social Cognitive Theory (SCT) constructs in this effective school-based obesity prevention program implemented in 15 elementary schools in Mexico City. Two coders applied the Intervention Analysis Procedure (IAP) to "map" the program's integration of ecological principles. A checklist gauged the use of SCT theory in program activities. Thirty-two distinct intervention strategies were implemented in one setting (i.e., school) to engage four different target-groups (students, parents, school representatives, government) across two domains (Nutrition and Physical Activity). Overall, 47.5% of the strategies targeted the school infrastructure and/or personnel; 37.5% of strategies targeted a key political actor, the Public Education Secretariat while fewer strategies targeted parents (12.5%) and children (3%). More strategies were implemented in the Nutrition domain (69%) than Physical Activity (31%). The most frequently used SCT construct within both intervention domains was Reciprocal Determinism (e.g., where changes to the environment influence changes in behavior and these behavioral changes influence further changes to the environment); no significant differences were observed in the use of SCT constructs across domains. Findings provide insight into a promising combination of strategies and theoretical constructs that can be used to implement a school-based obesity prevention program. Strategies emphasized school-level infrastructure/personnel change and strong political engagement and were most commonly underpinned by Reciprocal Determinism for both Nutrition and Physical Activity.

Implementation of a School Nurse-led Intervention for Children With Severe Obesity in New York City Schools.

Science.gov (United States)

Schroeder, Krista; Jia, Haomiao; Wang, Y Claire; Smaldone, Arlene

The Healthy Options and Physical Activity Program (HOP) is a school nurse-led intervention for children with severe obesity. HOP was developed by experts at the New York City Department of Health and Mental Hygiene and implemented in New York City schools beginning in 2012. The purpose of this study was to evaluate HOP implementation with the goal of informing HOP refinement and potential future HOP dissemination. This study entailed a retrospective analysis of secondary data. Analytic methods included descriptive statistics, Wilcoxon rank sum and Chi square tests, and multivariate logistic regression. During the 2012-2013 school year, 20,518 children were eligible for HOP. Of these, 1054 (5.1%) were enrolled in the program. On average, enrolled children attended one HOP session during the school year. Parent participation was low (3.2% of HOP sessions). Low nurse workload, low school poverty, higher grade level, higher BMI percentile, and chronic illness diagnosis were associated with student enrollment in HOP. As currently delivered, HOP is not likely to be efficacious. Lessons learned from this evaluation are applicable to future nurse-led obesity interventions. Prior to implementing a school nurse-led obesity intervention, nursing workload and available support must be carefully considered. Interventions should be designed to facilitate (and possibly require) parent involvement. Nurses who deliver obesity interventions may require additional training in obesity treatment. With attention to these lessons learned, evidence-based school nurse-led obesity interventions can be developed. Copyright © 2017 Elsevier Inc. All rights reserved.

U.S. Teachers' Perceptions of School Violence Prevention Programs

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Chestnut, Natakie

2016-01-01

In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of…

Picture This: How to Establish an Effective School ID Card Program

Science.gov (United States)

Finkelstein, David

2013-01-01

Most school districts do not have an ID card policy that everyone knows and follows, yet. many school districts are implementing ID card programs to address concerns about safety, efficiency, and convenience. A well-thought-out ID card program leads to greater security and smoother operations throughout the school and should thus be a priority.…

The successful implementation of STEM initiatives in lower income schools

Science.gov (United States)

Bakshi, Leena

The purpose of this study was to examine the leadership strategies utilized by superintendents, district administrators and school principals and the impact of these identified strategies on implementing STEM initiatives specifically for lower-income students. This study set out to determine (a) What role does district leadership play in the implementation of STEM initiatives in lower income secondary schools; (b) What internal systems of accountability exist in successful lower income secondary schools' STEM programs; (c) What leadership strategies are used to implement STEM curriculum initiatives; (d) How do school and district leadership support staff in order to achieve student engagement in STEM Initiative curriculum. This study used a mixed-methods approach to determine the impact of leadership strategies utilized by superintendents, district administrators and school principals on implementing STEM initiatives. Quantitative data analyzed survey questionnaires to determine the degree of correlation between the school districts that have demonstrated the successful implementation of STEM initiatives at the school and district levels. Qualitative data was collected using highly structured participant interviews and purposeful sampling of four district superintendents, one district-level administrator and five school leaders to capture the key strategies in implementing STEM initiatives in lower income secondary schools. Through the process of triangulation, the results of the study revealed that superintendents and principals should consider the characteristics of effective STEM initiatives that have shown a considerable degree of correlation with positive outcomes for lower income students. These included the leadership strategies of personnel's making decisions about the district's and school's instructional direction and an emphasis on the conceptual development of scientific principles using the Next Generation Science Standards coupled with the Common Core

Development of ACTION! Wellness Program for Elementary School Personnel.

Science.gov (United States)

Webber, Larry S; Johnson, Carolyn C; Rose, Donald; Rice, Janet C

2007-11-01

The prevalence of overweight and obesity has increased dramatically in the adult population over the past 2 decades. Almost two-thirds of the adult population works outside the home; thus, interventions implemented at the worksite are viable for obesity reduction. Elementary schools are worksites that have a number of resources that can encourage a healthy lifestyle. The purpose of this paper is to describe the formative research activities and how these were used to design the ACTION! Wellness Program for Elementary School Personnel. Formative data were collected using focus groups, a school survey, and an environmental audit. Focus groups were conducted in three elementary schools, whereas the school survey and environmental audit were collected in 24 elementary schools. The intervention was then tested as a pilot study in one school to determine feasibility and receptivity and refine its components. Participants in the focus groups indicated that most had experience with trying to lose weight, some had positive social support, and most had little free time at school; however, most were very receptive to having a weight control intervention program at their school. Eighteen (75%) of the schools had snack vending machines on the school site, and all had cold drink machines. All 24 schools had at least one indoor site that could be used for physical activity programs. All schools were in neighborhoods conducive for walking. ACTION! will take advantage of the school resources in implementing an environmental intervention to reduce overweight and obesity. This paper describes the progression of events that led to the final trial.

The Relationship between School-Level Characteristics and Implementation Fidelity of a Coordinated School Health Childhood Obesity Prevention Intervention

Science.gov (United States)

Lederer, Alyssa M.; King, Mindy H.; Sovinski, Danielle; Seo, Dong-Chul; Kim, Nayoung

2015-01-01

Background: Curtailing childhood obesity is a public health imperative. Although multicomponent school-based programs reduce obesity among children, less is known about the implementation fidelity of these interventions. This study examines process evaluation findings for the Healthy, Energetic Ready, Outstanding, Enthusiastic, Schools (HEROES)…

The managing role of the school principal in Mi Compu. Mx program

Directory of Open Access Journals (Sweden)

Leonardo David GLASSERMAN MORALES

2016-07-01

Full Text Available This study is part of a macro research project, which seeks to identify digital competences developed by students and teachers participating in the program called Mi Compu.Mx in the states of Tabasco, Colima and Sonora, Mexico. This article describes the experience of implementing the program in the state of Sonora reported from the perspective of the principal and the management carried out in the process of educational innovation. The aim of the study was to identify the managing role of the school principal while implementing an innovation program in the context of the state of Sonora, Mexico. The research question was: What is the involvement of the school principal in the implementation of Mi Compu.Mx program in elementary schools in the state of Sonora, Mexico? A qualitative methodology was followed with a case study approach where interviews were conducted with 114 heads of primary level. Key findings revealed that the school principal participates as manager of material resources to fulfill the autonomy of school management and is essential to ensure the necessary conditions for full functioning of innovation projects with technology in the classroom.

Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?

Science.gov (United States)

Wahl, Melanie S.; Adelson, Jill L.; Patak, Margarete A.; Pössel, Patrick; Hautzinger, Martin

2014-01-01

The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention). The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects. PMID:24837667

Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?

Directory of Open Access Journals (Sweden)

Melanie S. Wahl

2014-05-01

Full Text Available The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207 or psychologists (n = 213, or a teaching-as-usual control condition (n = 226. The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention. The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects.

Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

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Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

2018-01-01

Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

PELAKSANAAN PROGRAM BOARDING SCHOOL DALAM PEMBINAAN MORAL SISWA DI SMA TARUNA INDONESIA PALEMBANG

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Hendriyenti H

2014-12-01

Full Text Available AbstractIndonesia nowadays faces some moral issues in teenagers scope or adult scope such as the use of drugs, violence, rascality, abortion, persecution, gambling, prostitution, and so on. Those problems are very danger for the country. Therefore, moral education is very important in this situation. The study was done at SMA Taruna Indonesia Palembang by the tittle: “the Implementation of boarding School Program for Students Moral education at SMA Taruna Indonesia Palembang”.Based on the result of the stuy, it was found that the implementation of boarding school program to educate students’moral at SMA Taruna Indonesia Palembang was applied throug dicipline implementation program and religion education program. Those two programs were applied by preventive and currative treatment. Moreover, there were some factors which support students’ moral education at SMA Taruna Indonesia Palembang such as students motivation, advisors dedication, 24 hours education and guidance, good coordination between advisors, teachers, securities, and other staff, and far location of boarding school from city center. As long as the teenager is an unstable period, there weremany difficulties in educate them. Finally,it is hoped that school stakeholders could improve the school management so that those difficulties could be solved and moral education could be applied.  Keywords: boarding school, morality building

The Child and Adolescent Trial for Cardiovascular Health (CATCH): intervention, implementation, and feasibility for elementary schools in the United States.

Science.gov (United States)

Perry, C L; Sellers, D E; Johnson, C; Pedersen, S; Bachman, K J; Parcel, G S; Stone, E J; Luepker, R V; Wu, M; Nader, P R; Cook, K

1997-12-01

The Child and Adolescent Trial for Cardiovascular Health (CATCH) was the largest school-based field trial ever sponsored by the National Institutes of Health. The trial demonstrated positive changes in the school food service and physical education program, as well as in students' cardiovascular health behaviors. Because the CATCH intervention programs were implemented in 56 schools (in four states) that were typical of schools throughout the United States, their reception by schools and degree of implementation provide evidence about their feasibility for schools nationally. Extensive process evaluation data were collected from students, teachers, school food service personnel, and physical education specialists throughout the three school years of the CATCH intervention. Four of the CATCH programs--school food service, physical education, classroom curricula, and home programs--were assessed over the three school years. The process data provide information on participation, dose, fidelity, and compatibility of the CATCH programs in the intervention schools for these programs. High levels of participation, dose, fidelity, and compatibility were observed for the four programs during the 3 school years. CATCH emerges as a model of a feasible multilevel health promotion program to improve eating and exercise behaviors for elementary schools in the United States.

Program Evaluation of a Special Education Day School for Conduct Problem Adolescents.

Science.gov (United States)

Maher, Charles A.

1981-01-01

Describes a procedure for program evaluation of a special education day school. The procedure enables a program evaluator to: (1) identify priority evaluation information needs of a school staff, (2) involve those persons in evaluation design and implementation, and (3) determine the utility of the evaluation for program decision-making purposes.…

Building Ecoliteracy Through Adiwiyata Program (Study at Adiwiyata School in Banda Aceh

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Mirza Desfandi

2017-07-01

Full Text Available This study is back grounded by importance of ecoliteracy for each individual. One of comprehensive efforts to build ecoliteracy in community is through Adiwiyata Program. This study is aimed to find out how the effectiveness of Adiwiyata Program in the effort to build students’ ecoliteracy in Banda Aceh. The method which is used is survey. The study is conducted in ten schools, with respondents are principal, teachers, administrative staff and students. Data analysis is done descriptively toward five variable and hypothesis test use nonparametric statistic test. The result of study showed that there is significant influence of school policy, curriculum implementation, school culture and school infrastructure management toward students’ ecoliteracy. The findings of study is the more effective four components of Adiwiyata is implemented, the higher of students’ecoliteracy. Therefore, four components of Adiwiyata should be implemented maximally, among other by strengthening Adiwiyata school team.

Evaluating the impact of implementation factors on family-based prevention programming: methods for strengthening causal inference.

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Crowley, D Max; Coffman, Donna L; Feinberg, Mark E; Greenberg, Mark T; Spoth, Richard L

2014-04-01

Despite growing recognition of the important role implementation plays in successful prevention efforts, relatively little work has sought to demonstrate a causal relationship between implementation factors and participant outcomes. In turn, failure to explore the implementation-to-outcome link limits our understanding of the mechanisms essential to successful programming. This gap is partially due to the inability of current methodological procedures within prevention science to account for the multitude of confounders responsible for variation in implementation factors (i.e., selection bias). The current paper illustrates how propensity and marginal structural models can be used to improve causal inferences involving implementation factors not easily randomized (e.g., participant attendance). We first present analytic steps for simultaneously evaluating the impact of multiple implementation factors on prevention program outcome. Then, we demonstrate this approach for evaluating the impact of enrollment and attendance in a family program, over and above the impact of a school-based program, within PROSPER, a large-scale real-world prevention trial. Findings illustrate the capacity of this approach to successfully account for confounders that influence enrollment and attendance, thereby more accurately representing true causal relations. For instance, after accounting for selection bias, we observed a 5% reduction in the prevalence of 11th grade underage drinking for those who chose to receive a family program and school program compared to those who received only the school program. Further, we detected a 7% reduction in underage drinking for those with high attendance in the family program.

Regular School Teachers’ Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India

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Nisha Bhatnagar

2014-07-01

Full Text Available Since the passage of The Persons with Disabilities (PWD Act in 1995 and subsequent implementation of various policies and programs by the Indian government to enhance the participation of students with disabilities in regular schools, there has been a steady growth of inclusive education. Such initiatives, however, have placed new demands on schools, especially on teachers who have the major responsibility for implementing inclusion at the classroom level. Literature from other countries indicates that for inclusion to be successful, it is essential that classroom teachers’ concerns about implementing such programs be identified and systematically addressed. Unfortunately, there is a paucity of research about teacher concerns regarding inclusive education in India. This study was undertaken to identify the concerns and perceived barriers of regular school teachers in Delhi, India about the inclusion of students with disabilities. Respondents were secondary school teachers working in schools in Delhi that were involved in teaching special needs children. Two focus group interviews and 20 individual semi-structured interviews were conducted to collect data from the participants. The flexible qualitative analysis program QRS NVivo was utilized for data analysis. Three concerns and eleven barrier themes emerged

Training Out-of-School Time Staff. Part 2 in a Series on Implementing Evidence-Based Practices in Out-of-School Time Programs: The Role of Frontline Staff. Research-to-Results Brief. Publication #2009-05

Science.gov (United States)

Metz, Allison J. R.; Burkhauser; Mary; Bowie, Lillian

2009-01-01

A skilled and sustainable workforce is one of the most important markers of high-quality out-of-school time programs. Given the links between skilled staff, high-quality programs, and better youth outcomes, staff training has become an essential part of program implementation. To expand what is known about staff training, Child Trends recently…

Oral health knowledge and attitudes of primary school teachers toward school-based oral health programs in Abha-Khamis, Saudi Arabia

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Shreyas Tikare

2017-01-01

Conclusions: The oral health knowledge among primary school teachers was found to be good with positive attitudes toward school-based oral health programs. The most significant barriers in implementing a school oral health program were administrative barriers. There is a need for concerned school authorities and health policy makers to address these barriers and to promote oral health in the community.

The Battle River Project: school division implementation of the health-promoting schools approach: assessment for learning: using student health and school capacity measures to inform action and direct policy in a local school district.

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Gleddie, Douglas L; Hobin, Erin P

2011-03-01

The Battle River Project (BRP) is a school division-level intervention in rural Alberta, Canada, built upon the health-promoting schools approach to health promotion. Using self-reported school and student-level data from administrators and students, the central aim of the BRP is to examine: 'How can the school environment and health behaviours (healthy eating, physical activity and mental wellness) of children and youth be improved when a health-promoting schools model, the Ever Active Schools program, is implemented with school division support?' Evidence used to inform school level changes included students' demographic, behavioral, and psychosocial variables linked to school environment data, comprised of school demographics and administrator-assessed quality of policies, facilities, and programs related to physical activity. Each participating school and the division were provided with a tailored report of their schools' results to reflect, plan and implement for positive health behavior change. The main lesson learned was that sharing school-specific evidence can operate as a catalyst for embedding health promoting policy and practices within the school and division culture.

Improving implementation of mental health services for trauma in multicultural elementary schools: stakeholder perspectives on parent and educator engagement.

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Langley, Audra; Santiago, Catherine DeCarlo; Rodríguez, Adriana; Zelaya, Jennifer

2013-07-01

Although more schools are offering mental health programs, few studies have involved the school community in research to improve their successful implementation. In this community-partnered study, focus groups were conducted with school staff and parents to explore issues related to community engagement and feasibility of a mental health intervention for elementary school students exposed to trauma. Four educator focus groups, including 23 participants, and 2 parent focus groups, consisting of 9 Spanish-speaking and 7 English-speaking parents were conducted. Participants discussed facilitators and barriers to successful implementation of the program. Participants identified the importance of pre-implementation parent education, raising awareness of the impact of student mental health among educators, maintaining ongoing communication during the intervention, and addressing logistical concerns. Participants described clear considerations for parent and educator engagement, both at the pre-implementation phase and during implementation of the program. Implications for next steps of this community-partnered approach are described.

Improving Implementation of Mental Health Services for Trauma in Multicultural Elementary Schools: Stakeholder Perspectives on Parent and Educator Engagement

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Santiago, Catherine DeCarlo; Rodríguez, Adriana; Zelaya, Jennifer

2013-01-01

Although more schools are offering mental health programs, few studies have involved the school community in research to improve their successful implementation. In this community partnered study, focus groups were conducted with school staff and parents to explore issues related to community engagement and feasibility of a mental health intervention for elementary school students exposed to trauma. Four educator focus groups, including 23 participants, and 2 parent focus groups, consisting of 9 Spanish-speaking and 7 English-speaking parents were conducted. Participants discussed facilitators and barriers to successful implementation of the program. Participants identified the importance of pre-implementation parent education, raising awareness of the impact of student mental health among educators, maintaining ongoing communication during the intervention, and addressing logistical concerns. Participants described clear considerations for parent and educator engagement both at the pre implementation phase and during implementation of the program. Implications for next steps of this community partnered approach are described. PMID:23576136

School staff, parent and student perceptions of a Breakfast in the Classroom model during initial implementation.

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Folta, Sara C; Carmichael Djang, Holly; Halmo, Megan; Metayer, Nesly; Blondin, Stacy A; Smith, Kathleen S; Economos, Christina D

2016-06-01

To understand perspectives of stakeholders during initial district-wide implementation of a Breakfast in the Classroom (BIC) model of the School Breakfast Program. Qualitative data were collected from twenty-nine focus groups and twenty interviews with stakeholders in a school district early in the process of implementing a BIC model of the School Breakfast Program. Ten elementary schools within a large, urban school district in the USA that served predominantly low-income, racial/ethnic minority students. Purposively selected stakeholders in elementary schools that had implemented BIC for 3-6 months: students (n 85), parents/guardians (n 86), classroom teachers (n 44), cafeteria managers (n 10) and principals (n 10). Four primary themes emerged, which were interpreted based on the Diffusion of Innovations model. School staff had changed their perceptions of both the relative disadvantages and costs related to time and effort of BIC over time; the majority of each stakeholder group expressed an appreciation for BIC; student breakfast consumption varied from day to day, related to compatibility of foods with child preferences; and stakeholders held mixed and various impressions of BIC's potential impacts. The study underscores the importance of engaging school staff and parents in discussions of BIC programming prior to its initiation to pre-emptively address concerns related to cost, relative disadvantages and compatibility with child preferences and school routines/workflow. Effectively communicating with stakeholders about positive impacts and nutritional value of the meals may improve support for BIC. These findings provide new information to policy makers, districts and practitioners that can be used to improve implementation efforts, model delivery and outcomes.

Empowering adolescents with life skills education in schools - School mental health program: Does it work?

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Srikala, Bharath; Kishore, Kumar K V

2010-10-01

Mental Health Promotion among adolescents in schools using life skills education (LSE) and teachers as life skill educators is a novel idea. Implementation and impact of the NIMHANS model of life skills education program studied. The impact of the program is evaluated at the end of 1 year in 605 adolescents from two secondary schools in comparison to 423 age, sex, socioeconomic status-matched adolescents from nearby schools not in the program. The adolescents in the program had significantly better self-esteem (P=0.002), perceived adequate coping (P=0.000), better adjustment generally (P=0.000), specifically with teachers (P=0.000), in school (P=0.001), and prosocial behavior (P=0.001). There was no difference between the two groups in psychopathology (P - and adjustment at home and with peers (P=0.088 and 0.921). Randomly selected 100 life skill educator-teachers also perceived positive changes in the students in the program in class room behavior and interaction. LSE integrated into the school mental health program using available resources of schools and teachers is seen as an effective way of empowering adolescents.

Evaluation of the School Breakfast Program Pilot Project: Final Report. Special Nutrition Programs. Report Number CN-04-SBP. Nutrition Assistance Program Report Series

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Bernstein, Lawrence S.; McLaughlin, Joan E.; Crepinsek, Mary Kay; Daft, Lynn M.

2004-01-01

In 1998, Congress authorized the School Breakfast Program Pilot Project (SBPP) to study the implementation and effects of providing universal free school breakfast in six school districts across the United States. For three years, from School Year (SY) 2000-2001 through SY 2002-2003, these six school districts received federal funds to offer…

The implementation of students’ campaign program to form Adiwiyata school in Malang, Indonesia

OpenAIRE

Yuni Krisnawati; Susilowati; Mimien Henie Irawati Almuhdar

2015-01-01

SMPN 2 Malang is a Non-Adiwiyata school which has never participated in Adiwiyata award. The administration of action research might mediate the school to participate in Adiwiyata award. This action research aimed at investigating the improvement of adiwiyata program quality in SMPN 2 Malang through the students’ campaign. The students’ campaign program was carried out in 2 times, the first at break time and the second at flag ceremony moment so that the campaign could attract all of the scho...

Attitudinal Perspectives: A Factor to Implementation of a Dual Language Program

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Michael Whitacre

2015-01-01

Full Text Available The central focus of this study was to determine the overall perceptions of school administrators, and the district bilingual coordinator on transferring theory to classroom practice, implementation, as viewed by those involved in the implementation process of the Gómez and Gómez Model of Dual Language Education. Responses were solicited from administrative personnel involved in the implementation of the Gómez and Gómez Model of Dual Language. Results revealed overall administrative attitudes were positive to the theoretical ideology and mixed as related to the actual implementation of the dual language program. The greatest areas of concern were; what to do when students enter the program who are either not Spanish dominant or who have not been in a dual language program. The second area of concern was with how to effectively evaluate teachers as they are observed for implementation of the dual langue program. Lastly, most administrators felt there was a lack of faculty proficient in Spanish.

A Preventive Intervention Program for Urban African American Youth Attending an Alternative Education Program: Background, Implementation, and Feasibility.

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Carswell, Steven B; Hanlon, Thomas E; O'Grady, Kevin E; Watts, Amy M; Pothong, Pattarapan

2009-01-01

This paper presents background, implementation, and feasibility findings associated with planning and conducting an after-school intervention program in an alternative education setting designed to prevent the initiation and escalation of violence and substance abuse among urban African American youth at high risk for life-long problem behaviors. Evolving from earlier preventive interventions implemented in clinic and school settings, the program, entitled The Village Model of Care, consisted of structured group mentoring, parental support, and community outreach services administered to alternative education students and their primary caregiver(s) during the school year. Over a two-year intake period, 109 youth participated in the present process evaluation study. Findings from the study not only provided relevant demographic information on the characteristics of youth likely to be included in such programs but also indicated the importance of including the family in the rehabilitation effort and the need for school administrative system support for the underlying alternative education approach. The information presented in this report has a direct bearing on the planning of future prevention efforts conducted in similar settings that are aimed at reducing problem behaviors and promoting positive lifestyles among high-risk youth.

Implementation of school-based curriculum as perceived by secondary school teachers of English

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Chuzaimah D. Diem

2016-01-01

Full Text Available Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2 there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3 there was a significant correlation between teachers’ certification status and their (i KTSP preparation, (ii teaching experience, and (iii involvement in dissemination program activities.

Evaluation of the Tier 1 Program of Project P.A.T.H.S.: Secondary Data Analyses of Conclusions Drawn by the Program Implementers

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Daniel T. L. Shek

2008-01-01

Full Text Available The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes is a curricula-based positive youth development program. In the experimental implementation phase, 52 schools participated in the program. Based on subjective outcome evaluation data collected from the program participants (Form A and program implementers (Form B in each school, the program implementers were invited to write down five conclusions based on an integration of the evaluation findings (N = 52. The conclusions stated in the 52 evaluation reports were further analyzed via secondary data analyses in this paper. Results showed that most of the conclusions concerning perceptions of the Tier 1 Program, instructors, and effectiveness of the programs were positive in nature. There were also conclusions reflecting the respondents’ appreciation of the program. Finally, responses on the difficulties encountered and suggestions for improvements were observed. In conjunction with the previous evaluation findings, the present study suggests that the Tier 1 Program was well received by the stakeholders and the program was beneficial to the development of the program participants.

Development and Implementation of An Administrative Internship Program

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Esther Wermuth

2017-04-01

Full Text Available This article describes the development and implementation of a pilot program to prepare teachers seeking New York state certification as school district administrators, by assigning them as administrative interns to a school district. The superintendent of a large urban school district and the director of a college program to prepare school district administrators partnered to design a pilot experiential course in which candidates for a master’s degree and state certificate would have an opportunity to develop skills and learn by experiencing situations that support new learning (Kolb, 1984, to take the place of an existing internship course for eight candidates. The dual purpose was to provide an authentic learning experience for the candidates and to provide actionable information for the superintendent for improvement of the district instructional program. To identify areas of academic concern, the candidates reviewed the New York State District Report Card1, conducted research, and interviewed district personnel in order to be able tomake actionable suggestions and recommendations to the superintendent that might result in academic improvement. Findings and recommendations to inform district improvement efforts and for improvement of the existing course were presented to the superintendent and his administrative staff. Recommendations are included.

Suicide Prevention Programs in the Schools: A Review and Public Health Perspective

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Miller, David N.; Eckert, Tanya L.; Mazza, James J.

2009-01-01

The purpose of this article is to provide a comprehensive review of school-based suicide prevention programs from a public health perspective. A literature review of empirical studies examining school-based suicide prevention programs was conducted. Studies were required to contain information pertaining to the implementation and outcomes of a…

Implementation lessons: the importance of assessing organizational "fit" and external factors when implementing evidence-based teen pregnancy prevention programs.

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Demby, Hilary; Gregory, Alethia; Broussard, Marsha; Dickherber, Jennifer; Atkins, Shantice; Jenner, Lynne W

2014-03-01

In recent years, the demand for evidence-based teen pregnancy prevention programs has increased, but practitioners often struggle to replicate and implement them as designed in real-world community settings. The purpose of this article is to describe the barriers and facilitators encountered during pilot year attempts to implement an evidence-based teen pregnancy prevention program within three types of organizations: (1) small community-based organizations; (2) a school-based organization; and (3) a large decentralized city-sponsored summer youth program. We frame our discussion of these experiences within the context of a systemic, multilevel framework for implementation consisting of (1) core implementation components; (2) organizational components; and (3) external factors. This article explores the organizational and external implementation factors we experienced during the implementation process, describes our lessons learned throughout this process, and offers strategies for other practitioners to proactively address these factors from the start of program planning. These findings may provide useful insight for other organizations looking to implement multi-session, group-level interventions with fidelity. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

An Evaluation of "Success and Dyslexia"--A Multi Component School-Based Coping Program for Primary School Students with Learning Disabilities: Is It Feasible?

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Firth, Nola Virginia; Frydenberg, Erica; Bond, Lyndal

2012-01-01

A learning disabilities coping program was implemented in the final year of two primary schools within the context of a whole class coping program and whole school learning disabilities professional development. Using data collected over three years from school surveys, reports, interviews, school documents and a field diary, this paper reports on…

Practices implemented by a Texas charter school system to overcome science teacher shortage

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Yasar, Bilgehan M.

The purpose of this study was to examine practices used by a charter school system to hire and retain science teachers. The research design for this study was a qualitative case study. This single instrumental case study explored the issue within a bounded system. Purposeful sampling strategy was used to identify the participants who were interviewed individually. Findings of the case study supported that using online resources, advertising in the newspaper, attending job fairs, using alternative certification programs, attracting alumni, contacting the college of educations and hiring internationally helped the charter school system with hiring science teachers. Improving teacher salary scale, implementing teacher mentorship programs, reimbursing teachers for certification and master's programs, providing professional development and supporting teachers helped to retain science teachers. Therefore, this study contributes to determining strategies and techniques, selecting methods and programs, training administrators, and monitoring for successful hiring and retaining science teacher implementation.

Are U.S. Schools Filling the Gap With Programs that Promote Weight Stigma?

Centers for Disease Control (CDC) Podcasts

In this edition of PCD Sound Bites, author Erica Kenney, ScD, answers questions about her study, which looked at how frequently U.S. schools used evidence-based obesity prevention programs and how often schools implement programs that may unintentionally worsen weight stigma among students.

An Evaluation of the Antibullying Program at a Public Suburban High School

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Drury, Brian

2014-01-01

This project study addressed the problem of harassment, intimidation, and bullying (HIB) at a public suburban high school in the Northeast United States. The study school implemented the Anti-bullying Program in September 2011, yet no evaluation had been conducted on whether the program was meeting its goals. Two conceptual frameworks that drove…

CSR Model Implementation from School Stakeholder Perspectives

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Herrmann, Suzannah

2006-01-01

Despite comprehensive school reform (CSR) model developers' best intentions to make school stakeholders adhere strictly to the implementation of model components, school stakeholders implementing CSR models inevitably make adaptations to the CSR model. Adaptations are made to CSR models because school stakeholders internalize CSR model practices…

Evaluation of implementation of a healthy food and drink supply strategy throughout the whole school environment in Queensland state schools, Australia.

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Dick, M; Lee, A; Bright, M; Turner, K; Edwards, R; Dawson, J; Miller, J

2012-10-01

This paper reports on the evaluation of the Smart Choices healthy food and drink supply strategy for Queensland schools (Smart Choices) implementation across the whole school environment in state government primary and secondary schools in Queensland, Australia. Three concurrent surveys using different methods for each group of stakeholders that targeted all 1275 school Principals, all 1258 Parent and Citizens' Associations (P&Cs) and a random sample of 526 tuckshop convenors throughout Queensland. Nine hundred and seventy-three Principals, 598 P&Cs and 513 tuckshop convenors participated with response rates of 78%, 48% and 98%, respectively. Nearly all Principals (97%), P&Cs (99%) and tuckshop convenors (97%) reported that their school tuckshop had implemented Smart Choices. The majority of Principals and P&Cs reported implementation, respectively, in: school breakfast programs (98 and 92%); vending machine stock (94 and 83%); vending machine advertising (85 and 84%); school events (87 and 88%); school sporting events (81 and 80%); sponsorship and advertising (93 and 84%); fundraising events (80 and 84%); and sporting clubs (73 and 75%). Implementation in curriculum activities, classroom rewards and class parties was reported, respectively, by 97%, 86% and 75% of Principals. Respondents also reported very high levels of understanding of Smart Choices and engagement of the school community. The results demonstrated that food supply interventions to promote nutrition across all domains of the school environment can be implemented successfully.

Secondary Data Analyses of Conclusions Drawn by the Program Implementers of a Positive Youth Development Program in Hong Kong

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Andrew M. H. Siu

2010-01-01

Full Text Available The Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes is designed for adolescents with significant psychosocial needs, and its various programs are designed and implemented by social workers (program implementers for specific student groups in different schools. Using subjective outcome evaluation data collected from the program participants (Form C at 207 schools, the program implementers were asked to aggregate data and write down five conclusions (n = 1,035 in their evaluation reports. The conclusions stated in the evaluation reports were further analyzed via secondary data analyses in this study. Results showed that the participants regarded the Tier 2 Program as a success, and was effective in enhancing self-understanding, interpersonal skills, and self-management. They liked the experiential learning approach and activities that are novel, interesting, diversified, adventure-based, and outdoor in nature. They also liked instructors who were friendly, supportive, well-prepared, and able to bring challenges and give positive recognition. Most of the difficulties encountered in running the programs were related to time constraints, clashes with other activities, and motivation of participants. Consistent with the previous evaluation findings, the present study suggests that the Tier 2 Program was well received by the participants and that it was beneficial to the development of the program participants.

The School Meals Initiative Implementation Study. Second Year Report. Nutrition Assistance Program Report Series.

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Abraham, Sameer; Chattopadhyay, Manas; Montgomery, Margrethe; Steiger, Darby Miller; Daft, Lynn; Wilbraham, Brooke

This report, authorized by the Food and Nutrition Service of the U.S. Department of Agriculture, contains information on the School Meals Initiative for Healthy Children (SMI), a reform of school-meals programs aimed at upgrading the nutritional content of school meals. The purpose of the study was to describe and evaluate: (1) overall…

The School Meals Initiative Implementation Study. Third Year Report. Nutrition Assistance Program Report Series.

Science.gov (United States)

Abraham, Sameer; Chattopadhyay, Manas; Montgomery, Margrethe; Steiger, Darby Miller; Daft, Lynn; Wilbraham, Brooke

This report, authorized by the Food and Nutrition Service of the U.S. Department of Agriculture, contains information on the School Meals Initiative for Healthy Children (SMI), a reform of school-meals programs aimed at upgrading the nutritional content of school meals. The purpose of the study was to describe and evaluate: (1) overall…

Modernizing dermatology interest groups in medical school: Certificate programs.

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Wang, Jordan V; Korta, Dorota Z; Keller, Matthew

2017-11-15

This commentary addresses the increasingly competitive nature of applying to dermatology residency programs and how both interest groups in medical schools and their dermatology departments can help to better prepare applicants. As previous literature argued that dermatology has been underemphasized in medical school curricula, we propose five fundamental options that interest groups can implement in order to offer increased exposure to our field in medical training. Furthermore, with therecent trend of many schools conferring certificates in various specialized concentrations, we also discuss interest groups pioneering certificate-grantingprograms in dermatology competency. The pros and cons of having a recognized certificate program in dermatology are presented.

A National Profile of School-Based Transition Programs for Deaf Adolescents.

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Bull, Bruce; Bullis, Michael

1991-01-01

The transition programs of 326 secondary educational programs for deaf and severely hearing-impaired adolescents were surveyed. Results suggested that residential schools had higher implementation rates (for desirable transition characteristics) than did mainstream and other programs. All groups valued the identified transition practices more than…

A case study of one school system's adoption and implementation of an elementary science program

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Kelly, Michael Patrick

2000-10-01

The researcher's purpose in this study was to examine the process used by the Minot Public Schools to adopt and implement a new elementary science program from Silver Burdett Ginn called Discovery Works. Using case study methods within a naturalistic design, the researcher investigated teachers' concerns as they adopted and implemented Discovery Works in their classrooms. Data were gathered using the Concerns Based Adoption Model (CBAM) instrument, interviews with adoption committee members, classroom teachers, grade level meetings, and document analysis of field notes related to each phase of the study. Content analysis methods were used to analyze the data. Emergent themes were presented and substantiated in the data, in terms of six research questions that guided this research. The data were analyzed both quantitatively and qualitatively to provide a rich, thick description that and enabled the researcher to confirm and triangulate the concerns of teachers in this study. The quantitative data revealed a general nonuser profile by teachers as they implemented Discovery Works. Three major themes of concerns emerged from a qualitative analysis of the data. The first theme was implementation, including issues related to teacher attitudes and inservice needs. The second theme, management issues, had five concerns subsumed within it. These included concerns related to time, materials, storage, reorder, and cooperative groups. The third theme, effects on students, included issues concerning hands-on methods of teaching science, vocabulary, especially at the upper elementary, and assessment issues. Possible solutions to resolve each of the concerns were presented. Major conclusions are that teacher concerns about Discovery Works were normal for any group experiencing a new innovation. Teachers and students enjoyed using the hands-on materials, and that Minot Public Schools has taken a small, but important step forward on the road to science education reform. Although

Prerequisite programs at schools: diagnosis and economic evaluation.

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Lockis, Victor R; Cruz, Adriano G; Walter, Eduardo H M; Faria, Jose A F; Granato, Daniel; Sant'Ana, Anderson S

2011-02-01

In this study, 20 Brazilian public schools have been assessed regarding good manufacturing practices and standard sanitation operating procedures implementation. We used a checklist comprised of 10 parts (facilities and installations, water supply, equipments and tools, pest control, waste management, personal hygiene, sanitation, storage, documentation, and training), making a total of 69 questions. The implementing modification cost to the found nonconformities was also determined so that it could work with technical data as a based decision-making prioritization. The average nonconformity percentage at schools concerning to prerequisite program was 36%, from which 66% of them own inadequate installations, 65% waste management, 44% regarding documentation, and 35% water supply and sanitation. The initial estimated cost for changing has been U.S.$24,438 and monthly investments of 1.55% on the currently needed invested values. This would result in U.S.$0.015 increase on each served meal cost over the investment replacement within a year. Thus, we have concluded that such modifications are economically feasible and will be considered on technical requirements when prerequisite program implementation priorities are established.

Assessment of eight HPV vaccination programs implemented in lowest income countries

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Ladner Joël

2012-05-01

Full Text Available Abstract Background Cervix cancer, preventable, continues to be the third most common cancer in women worldwide, especially in lowest income countries. Prophylactic HPV vaccination should help to reduce the morbidity and mortality associated with cervical cancer. The purpose of the study was to describe the results of and key concerns in eight HPV vaccination programs conducted in seven lowest income countries through the Gardasil Access Program (GAP. Methods The GAP provides free HPV vaccine to organizations and institutions in lowest income countries. The HPV vaccination programs were entirely developed, implemented and managed by local institutions. Institutions submitted application forms with institution characteristics, target population, communication delivery strategies. After completion of the vaccination campaign (3 doses, institutions provided a final project report with data on doses administered and vaccination models. Two indicators were calculated, the program vaccination coverage and adherence. Qualitative data were also collected in the following areas: government and community involvement; communication, and sensitization; training and logistics resources, and challenges. Results A total of eight programs were implemented in seven countries. The eight programs initially targeted a total of 87,580 girls, of which 76,983 received the full 3-dose vaccine course, with mean program vaccination coverage of 87.8%; the mean adherence between the first and third doses of vaccine was 90.9%. Three programs used school-based delivery models, 2 used health facility-based models, and 3 used mixed models that included schools and health facilities. Models that included school-based vaccination were most effective at reaching girls aged 9-13 years. Mixed models comprising school and health facility-based vaccination had better overall performance compared with models using just one of the methods. Increased rates of program coverage and

Assessment of eight HPV vaccination programs implemented in lowest income countries.

Science.gov (United States)

Ladner, Joël; Besson, Marie-Hélène; Hampshire, Rachel; Tapert, Lisa; Chirenje, Mike; Saba, Joseph

2012-05-23

Cervix cancer, preventable, continues to be the third most common cancer in women worldwide, especially in lowest income countries. Prophylactic HPV vaccination should help to reduce the morbidity and mortality associated with cervical cancer. The purpose of the study was to describe the results of and key concerns in eight HPV vaccination programs conducted in seven lowest income countries through the Gardasil Access Program (GAP). The GAP provides free HPV vaccine to organizations and institutions in lowest income countries. The HPV vaccination programs were entirely developed, implemented and managed by local institutions. Institutions submitted application forms with institution characteristics, target population, communication delivery strategies. After completion of the vaccination campaign (3 doses), institutions provided a final project report with data on doses administered and vaccination models. Two indicators were calculated, the program vaccination coverage and adherence. Qualitative data were also collected in the following areas: government and community involvement; communication, and sensitization; training and logistics resources, and challenges. A total of eight programs were implemented in seven countries. The eight programs initially targeted a total of 87,580 girls, of which 76,983 received the full 3-dose vaccine course, with mean program vaccination coverage of 87.8%; the mean adherence between the first and third doses of vaccine was 90.9%. Three programs used school-based delivery models, 2 used health facility-based models, and 3 used mixed models that included schools and health facilities. Models that included school-based vaccination were most effective at reaching girls aged 9-13 years. Mixed models comprising school and health facility-based vaccination had better overall performance compared with models using just one of the methods. Increased rates of program coverage and adherence were positively correlated with the number of

Barriers and Enablers to the Implementation of School Wellness Policies: An Economic Perspective.

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Schuler, Brittany R; Saksvig, Brit I; Nduka, Joy; Beckerman, Susannah; Jaspers, Lea; Black, Maureen M; Hager, Erin R

2018-01-01

Local wellness policies (LWPs) are mandated among school systems to enhance nutrition/physical activity opportunities in schools. Prior research notes disparities in LWP implementation. This study uses mixed methods to examine barriers/enablers to LWP implementation, comparing responses by student body income. Schools ( n = 744, 24 systems) completed an LWP implementation barriers/enablers survey. Semistructured interviews ( n = 20 random subsample) described barriers/enablers. Responses were compared by majority of lower (≥50% free/reduced-price meals; lower income [LI]) versus higher income (HI) student body. In surveys, LI and HI schools identified common barriers (parents/families, federal/state regulations, students, time, funding) and enablers (school system, teachers, food service, physical education curriculum/resources, and staff). Interviews further elucidated how staffing and funding served as enablers for all schools, and provide context for how and why barriers differed by income: time, food service (HI schools), and parents/families (LI schools). Findings support commonalities in barriers and enablers among all schools, suggesting that regardless of economic context, schools would benefit from additional supports, such as physical education and nutrition education resources integrated into existing curricula, additional funding, and personnel time dedicated to wellness programming. LI schools may benefit from additional funding to support parent and community involvement.

Implementation E-Learning among Jordanian School's Management

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Hamadin, Khaled

2017-01-01

This study is designed to determine the level of E-learning Implementation in Jordan schools management. The study also investigated the Implementation of secondary School management towards the use of e-learning. A survey research design was used. A questionnaire was adopted and sent to secondary School management (N = 250) in Jordan schools in…

The Impact of Violence Prevention Programs on School Based Violent Behaviors

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Reed-Reynolds, Shelly

2011-01-01

This dissertation study focused on the potential effect that various violence prevention program strategies implemented within the k-12 school setting have on the frequency of school based violent behaviors. The 2005-06 and 2003-04 School Survey on Crime and Safety (SSOCS:2006 & SSOCS:2004) was utilized as the secondary data source for this…

Exploring Trends and Barriers to Implementation of Branding and Marketing Concepts in the School Nutrition Setting

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Castillo, Alexandra; Nettles, Mary Frances

2012-01-01

Purpose/Objectives: The purpose of this research study was to identify perceptions, practices, advantages, and barriers to implementation of branding concepts in school nutrition (SN) programs. Methods: Seven SN directors participated in an expert panel session to discuss trends and barriers to implementation of branding concepts in SN programs.…

Gavi HPV Programs: Application to Implementation

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Celina M. Hanson

2015-05-01

Full Text Available Developing countries disproportionately suffer from the burden of cervical cancer yet lack the resources to establish systematic screening programs that have resulted in significant reductions in morbidity and mortality in developed countries. Human Papillomavirus (HPV vaccination provides an opportunity for primary prevention of cervical cancer in low-resource settings through vaccine provision by Gavi The Vaccine Alliance. In addition to the traditional national introduction, countries can apply for a demonstration program to help them make informed decisions for subsequent national introduction. This article summarizes information from approved Gavi HPV demonstration program proposals and preliminary implementation findings. After two rounds of applications, 23 countries have been approved targeting approximately 400,000 girls for vaccination. All countries are proposing primarily school-based strategies with mixed strategies to locate and vaccinate girls not enrolled in school. Experiences to date include: Reaching marginalized girls has been challenging; Strong coordination with the education sector is key and overall acceptance has been high. Initial coverage reports are encouraging but will have to be confirmed in population based coverage surveys that will take place later this year. Experiences from these countries are consistent with existing literature describing other HPV vaccine pilots in low-income settings.

Dropout Prevention: A Study of Prevention Programs Used by High Schools to Increase Graduation Rate

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Simmons, Christopher L.

2013-01-01

This mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy,…

Planning and Implementing a Public Health Professional Distance Learning Program

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Escoffery, Cam; Leppke, Allison M.; Robinson, Kara B.; Mettler, Erik P.; Miner, Kathleen R.; Smith, Iris

2005-01-01

Training of public health professionals through web-based technology is rapidly increasing. This article describes one school of public health's effort to establish an online Master's program that serves students nationally and internationally. It examines the critical components in the design and implementation of distance education, including…

Prevalence of and Differences in Salad Bar Implementation in Rural Versus Urban Arizona Schools.

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Blumenschine, Michelle; Adams, Marc; Bruening, Meg

2018-03-01

Rural children consume more calories per day on average than urban children, and they are less likely to consume fruit. Self-service salad bars have been proposed as an effective approach to better meet the National School Lunch Program's fruit and vegetable recommendations. No studies have examined how rural and urban schools differ in the implementation of school salad bars. To compare the prevalence of school-lunch salad bars and differences in implementation between urban and rural Arizona schools. Secondary analysis of a cross-sectional web-based survey. School nutrition managers (N=596) in the state of Arizona. National Center for Education Statistics locale codes defined rural and urban classifications. Barriers to salad bar implementation were examined among schools that have never had, once had, and currently have a school salad bar. Promotional practices were examined among schools that once had and currently have a school salad bar. Generalized estimating equation models were used to compare urban and rural differences in presence and implementation of salad bars, adjusting for school-level demographics and the clustering of schools within districts. After adjustment, the prevalence of salad bars did not differ between urban and rural schools (46.9%±4.3% vs 46.8%±8.5%, respectively). Rural schools without salad bars more often reported perceived food waste and cost of produce as barriers to implementing salad bars, and funding was a necessary resource for offering a salad bar in the future, as compared with urban schools (Pbar promotion, challenges, or resources among schools that currently have or once had a salad bar. After adjustment, salad bar prevalence, implementation practices, and concerns are similar across geographic settings. Future research is needed to investigate methods to address cost and food waste concerns in rural areas. Copyright © 2018 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities.

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Hager, Erin R; Rubio, Diana S; Eidel, G Stewart; Penniston, Erin S; Lopes, Megan; Saksvig, Brit I; Fox, Renee E; Black, Maureen M

2016-10-01

Written local wellness policies (LWPs) are mandated in school systems to enhance opportunities for healthy eating/activity. LWP effectiveness relies on school-level implementation. We examined factors associated with school-level LWP implementation. Hypothesized associations included system support for school-level implementation and having a school-level wellness team/school health council (SHC), with stronger associations among schools without disparity enrollment (majority African-American/Hispanic or low-income students). Online surveys were administered: 24 systems (support), 1349 schools (LWP implementation, perceived system support, SHC). The state provided school demographics. Analyses included multilevel multinomial logistic regression. Response rates were 100% (systems)/55.2% (schools). Among schools, 44.0% had SHCs, 22.6% majority (≥75%) African-American/Hispanic students, and 25.5% majority (≥75%) low-income (receiving free/reduced-price meals). LWP implementation (17-items) categorized as none = 36.3%, low (1-5 items) = 36.3%, high (6+ items) = 27.4%. In adjusted models, greater likelihood of LWP implementation was observed among schools with perceived system support (high versus none relative risk ratio, RRR = 1.63, CI: 1.49, 1.78; low versus none RRR = 1.26, CI: 1.18, 1.36) and SHCs (high versus none RRR = 6.8, CI: 4.07, 11.37; low versus none RRR = 2.24, CI: 1.48, 3.39). Disparity enrollment did not moderate associations (p > .05). Schools with perceived system support and SHCs had greater likelihood of LWP implementation, with no moderating effect of disparity enrollment. SHCs/support may overcome LWP implementation obstacles related to disparities. © 2016, American School Health Association.

Improvements in middle school student dietary intake after implementation of the Texas Public School Nutrition Policy.

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Cullen, Karen Weber; Watson, Kathy; Zakeri, Issa

2008-01-01

We assessed the effect of the Texas Public School Nutrition Policy on middle school student lunchtime food consumption. Three years of lunch food records were collected from middle school students in southeast Texas: baseline (2001-2002), after local district changes (2002-2003), and 1 year after implementation of the Texas Public School Nutrition Policy (2005-2006). Students recorded amount and source of foods and beverages they consumed. Analysis of variance and covariance and nonparametric tests were used to compare intake after the policy change with intake during the 2 previous years. After implementation of the nutrition policy, student lunch consumption of vegetables, milk, and several nutrients increased (protein, fiber, vitamins A and C, calcium, and sodium), and consumption of less desirable items (sweetened beverages, snack chips) decreased, as did percentage of energy from fat. Most of the desired nutrients and foods (vegetables and milk) were obtained from the National School Lunch Program meal. Fewer sweetened beverages, candy, chips, and dessert foods were purchased and consumed, but more of these items were brought from home and purchased from the snack bar. Overall, state school nutrition policies can improve the healthfulness of foods consumed by students at lunch.

Feasibility of Implementing a School Nutrition Intervention That Addresses Policies, Systems, and Environment

Science.gov (United States)

Bergman, Jacqueline J.; Linnell, Jessica D.; Scherr, Rachel E.; Ginsburg, David C.; Brian, Kelley M.; Carter, Rosemary; Donohue, Susan; Klisch, Shannon; Lawry-Hall, Suzanne; Pressman, Jona; Soule, Katherine; Zidenberg-Cherr, Sheri

2018-01-01

We conducted a process evaluation of the Shaping Healthy Choices Program, a multicomponent school-based nutrition program, when implemented in partnership with University of California (UC) CalFresh and UC Cooperative Extension (UCCE). There were positive impacts on participating students, but results varied across counties, possibly due to…

Physical Education Preservice Teachers' Perceptions About Preparation for Comprehensive School Physical Activity Programs.

Science.gov (United States)

Kwon, Ja Youn; Kulinna, Pamela Hodges; van der Mars, Hans; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason

2018-06-01

Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.

Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities

Science.gov (United States)

Hager, Erin R.; Rubio, Diana S.; Eidel, G. Stewart; Penniston, Erin S.; Lopes, Megan; Saksvig, Brit I.; Fox, Renee E.; Black, Maureen M.

2016-01-01

Background: Written local wellness policies (LWPs) are mandated in school systems to enhance opportunities for healthy eating/activity. LWP effectiveness relies on school-level implementation. We examined factors associated with school-level LWP implementation. Hypothesized associations included system support for school-level implementation and…

Extent of Parent-Teacher Association Involvement in the Implementation of Universal Basic Education Program in Primary Schools in Northern Senatorial District of Ondo State, Nigeria

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Chidi Nnebedum

2018-05-01

Full Text Available Pupil’ absenteeism and lateness to school, dilapidated and shortage of relevant facilities in primary schools in the Northern Senatorial District of Ondo State seems to suggest lapses in parent-teacher association involvement in school affairs. This prompted the researchers to ascertain the extent of parent-teacher association (PTA involvement in the implementation of universal basic education program in primary schools in the Northern Senatorial District of Ondo State. Three research questions guided the study and three null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study was comprised of all 250 head teachers and all PTA members at all 250 primary schools in the Northern Senatorial District. Multiple stage sampling technique was used to sample 205 respondents made up of 75 head teachers and 130 PTA members. The researchers developed an instrument titled “Parent-Teacher Association Involvement in School Questionnaire (PTAISQ” which was used for data collection. The instrument was validated by three experts. The reliability of the instrument was ascertained using Cronbach alpha and it yielded an overall reliability coefficient value of .76. Mean and standard deviation were used to answer the research questions, while t-test was used to test the null hypotheses at .05 level of significance. The findings of the study revealed among others that the extent of PTA involvement in maintenance of facilities in the implementation of universal basic education program in primary schools in the Northern Senatorial District of Ondo State was high. Based on the findings, recommendations were made and conclusions were drawn.

Neuroscience in middle schools: a professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation.

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MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet M

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.

School Breakfast Program and School Performance.

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Meyers, Alan; And Others

Children who participate in the School Breakfast Program show significant improvement in academic performance and tardiness rates, and a trend toward improvement in absenteeism. The School Breakfast Program was created by Congress in 1966 to provide a breakfast on school days for low income children who would otherwise have none. Children…

The Implementation of Character Education at Senior High School

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Julia

2018-01-01

Full Text Available This paper is aimed at analyzing the implementation of character education at Senior High School in Sumedang Regency, West Java, Indonesia. A content analysis method was employed to collect the data with interviews with six teachers from six different senior high schools, which represent the rural, transitional, and urban areas. The findings revealed that: (1 not all teachers understand the concept of character education; (2 the character education has not been done systematically or has not had the specific design/model for the teaching and learning process. Most teachers embedded the character values during the teaching and learning process as a form of character education. For example, through Qur’an recitation, learning tasks, group discussion, lecture, socio-drama, observation and admonition, and even through teachers’ model. Meanwhile, outside the class, character education was implemented through competition and extracurricular activities; (3 the evaluation of character education was relatively varied, such as an observation followed by admonition, group guidance, and also focusing on behavior and affective assessment in the classroom learning process. This research implied that it is needed to make a policy on a program development through the Bureau of Education to improve Senior High School teachers’ knowledge and skills in implementing the character education.

“Living Adolescence in Family” parenting program: Adaptation and implementation in social and school contexts

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Elisa Rodríguez-Gutiérreza

2016-07-01

Full Text Available Adolescence is a developmental period that implies a series of rapid changes that might complicate the role of parents. This study evaluates changes in parental monitoring and the strategies to solve family conflicts reported by parents who participated in the "Living Adolescence in Family" program in local social services and school centers. In addition, the study analyses the moderating role of family and facilitator variables that may affect the final results. The participants were 697 parents attending the social services (438 in the intervention group and 259 in the control group and 1283 parents from school centers (880 in the intervention group and 403 in the control group. The results showed that families from local social services decreased the amount of control and improved monitoring in education and leisure spheres as well as self-disclosure whereas the families coming from school centers improved supervision in leisure and in self-disclosure. In addition, both groups of families improved their strategies for solving family conflicts, increasing the use of integrative strategies and decreasing the use of dominant strategies. There were differences across contexts: the results of the program in the social services context differed according to the participant and professional profiles whereas program results were more homogeneous in the school context. In sum, the program appears to be an efficient work tool, both for the professionals who work with at-risk families with adolescents and for the teachers who make use of the program for families with children at risk of early school dropout.

Developing a Staff Physical Activity Program at Your School: Implementing the Lesser-Used Component of the CSPAP Model

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Langley, Katherine; Kulinna, Pamela Hodges

2018-01-01

The purpose of this article is to explore staff physical activity programs in the school setting, describe a viable option for a staff walking program in an elementary school, and determine elementary school staff members' participation and perceptions in one such program. Previous research has shown that placing a focus on staff involvement and…

Implementing an early childhood school-based mental health promotion intervention in low-resource Ugandan schools: study protocol for a cluster randomized controlled trial.

Science.gov (United States)

Huang, Keng-Yen; Nakigudde, Janet; Calzada, Esther; Boivin, Michael J; Ogedegbe, Gbenga; Brotman, Laurie Miller

2014-12-01

Children in Sub-Saharan Africa (SSA) are burdened by significant unmet mental health needs, but this region has limited access to mental health workers and resources to address these needs. Despite the successes of numerous school-based interventions for promoting child mental health, most evidence-based interventions are not available in SSA. This study will investigate the transportability of an evidence-based program from a developed country (United States) to a SSA country (Uganda). The approach includes task-shifting to early childhood teachers and consists of professional development (five days) to introduce strategies for effective behavior management and positive teacher-student interactions, and group-based consultation (14 sessions) to support adoption of effective practices and tailoring to meet the needs of individual students. The design of this study is guided by two implementation frameworks, the Consolidated Framework for Implementation Research and the Teacher Training Implementation Model, that consider multidimensional aspects of intervention fidelity and contextual predictors that may influence implementation and teacher outcomes. Using a cluster randomized design, 10 schools in Uganda will be randomized to either the intervention group (five schools) or the waitlist control group (five schools). A total of 80 to 100 early childhood teachers will be enrolled in the study. Teacher utilization of evidence-based strategies and practices will be assessed at baseline, immediate post-intervention (six months after baseline), and at seven months post-intervention (during a new academic year). Fidelity measures will be assessed throughout the program implementation period (during professional development and consultation sessions). Individual teacher and contextual factors will be assessed at baseline. Data will be collected from multiple sources. Linear mixed-effect modeling, adjusting for school nesting, will be applied to address study questions. The

Implementation and Effectiveness of Student Affairs Services Program in One Polytechnic College

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Jose Ariel R. Ibarrientos

2015-12-01

Full Text Available Descriptive survey using questionnaire was employed to determine the extent of implementation and effectiveness of the Student Affairs Services Program of Camarines Sur Polytechnic Colleges in the Philippines for School Year 2012-2013. Generally, administrators, teachers and students articulated that CSPC’s Student Affairs Services Program was effectively implemented. Of the services provided, Guidance and Counselling and Housing Services show lower significant results in terms of effectiveness. T-test shows that there is no significant difference between its implementation and effectiveness. Significant agreements between the three groups of respondents were identified using the Kendall Coefficient of Concordance. Improvement of the delivery of CSPC’s Student Affairs Services Program will be effective upon adopting the researcher’s Comprehensive Development Plan.

Effects of Participation in a Martial Arts-Based Antibullying Program in Elementary Schools

Science.gov (United States)

Twemlow, Stuart W.; Biggs, Bridget K.; Nelson, Timothy D.; Vernberg, Eric M.; Fonagy, Peter; Twemlow, Stephen W.

2008-01-01

This study evaluated the Gentle Warrior Program, a traditional martial arts-based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results…

Sustainable Environmental Education: Conditions and Characteristics Needed for a Successfully Integrated Program in Public Elementary Schools

Science.gov (United States)

Rieckenberg, Cara Rae

This case study investigated what conditions and characteristics contributed to a successful environmental education program within elementary schools of a school district where environmental education was the mandate. While research does exist on practical application of environmental education within schools, little if any literature has been written or research conducted on schools actually implementing environmental education to study what contributes to the successful implementation of the program. To study this issue, 24 participants from a Midwestern school district were interviewed, six of whom were principals of each of the six elementary schools included in the study. All participants were identified as champions of environmental education integration within their buildings due to leadership positions held focused on environmental education. Analysis of the data collected via interviews revealed findings that hindered the implementation of environmental education, findings that facilitated the implementation of environmental education, and findings that indicated an environmental education-focused culture existed within the schools. Conditions and characteristics found to contribute to the success of these school's environmental education programs include: professional development opportunities, administrative support, peer leadership opportunities and guidance, passion with the content and for the environment, comfort and confidence with the content, ease of activities and events that contribute to the culture and student success. Keywords: environmental education, integration, leadership, teachers as leaders.

Evaluation of the effectiveness of a school-based cannabis prevention program.

Science.gov (United States)

Ariza, Carles; Pérez, Anna; Sánchez-Martínez, Francesca; Diéguez, Marta; Espelt, Albert; Pasarín, M Isabel; Suelves, Josep M; De la Torre, Rafael; Nebot, Manuel

2013-09-01

The effectiveness of a cannabis prevention program in high school students was assessed. A quasi-experimental study was designed to evaluate the effectiveness of an intervention implemented in an intervention group (IG) with 39 schools compared with a control group (CG) of 47 schools not exposed to the intervention. Of 224 secondary schools in Barcelona, 86 were assessed in the 2005-2006 school year through a personal questionnaire administered at baseline and 15 months after the intervention. Participants consisted of 4848 ninth graders (14-15 year-olds), 2803 assigned to the IG and 2043 to the CG, according to the type and size of the school and the socioeconomic status of the school's neighborhood. The intervention consisted of a school-based cannabis prevention program (xkpts.com), with four sessions and 16 activities, implemented over 6-10h, with materials for parents and web-based student involvement. Last-month cannabis use was assessed at baseline and at 15 months' follow-up. Process evaluation indicators were assessed. At 15 months follow-up, 8.2% of boys and 8.3% of girls in the IG became last-month cannabis users versus 11.8% of boys and 11.6% of girls in the CG. These differences were statistically significant (p=0.003), representing a 29% reduction in last-month cannabis users in the IG compared with the CG. The incidence of last-month cannabis use was lowest in classrooms that adhered to the program protocol. The xkpts.com program was effective in preventing progression to last-month cannabis use. Effectiveness was higher in classrooms that adhered closely to the protocol. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Empowerment Patterns of Leaders in ICT and School Strengths Following the Implementation of National ICT Reform

Science.gov (United States)

Avidov-Ungar, Orit; Shamir-Inbal, Tamar

2013-01-01

The Ministry of Education in Israel has, over the past two years, been running an education program designed to lead the implementation of ICT (Information and Communications Technology) in schools. Implementation of the program is accompanied by training and support of teachers selected to be ICT leaders. The role of the ICT leader is divided to…

Developing and Implementing a Mobile Conservation Education Unit for Rural Primary School Children in Lao PDR

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Hansel, Troy; Phimmavong, Somvang; Phengsopha, Kaisone; Phompila, Chitana; Homduangpachan, Khiaosaphan

2010-01-01

In this article, the authors examine the implementation and success of a mobile conservation education unit targeting primary schools in central Lao PDR (People's Democratic Republic). The mobile unit conducted 3-hour interactive programs for school children focused on the importance of wildlife and biodiversity around the primary schools in rural…

Character education in schools implementing national curriculum and international baccalaureate

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Hotmaulina Sihotang

2018-03-01

Full Text Available The purpose of the study was to evaluate the implementation of the character education program of Junior and Senior High School Victory Plus School using the national curriculum and International Baccalaureate. The research method used is mix method. The result of data analysis showed that the average self-concept score was 2.65 (less good; self-management is 2.73 (good; and social services is 2.73 (good in the implementation of courageous, honest, active, mindful, innovative, open minded, and nobel (champion value. The value of champion is relevant to the value of the national curriculum character but the value of hard work, religion, democracy, the spirit of nationality, and the love of the homeland have not yet appeared. The balanced and reflective values in the learner profile are not yet visible.

78 FR 72600 - Proposed Priorities, Requirements, and Definitions-Charter Schools Program (CSP) Grants for...

Science.gov (United States)

2013-12-03

... financial assistance for the planning, program design, and initial implementation of charter schools; (2.... Charter schools are explicitly designed to have the autonomy to employ innovative, promising [[Page 72601

Teachers' Knowledge and Readiness towards Implementation of School Based Assessment in Secondary Schools

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Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Md-Ali, Ruzlan

2015-01-01

School-Based Assessment (SBA) was implemented in Malaysian secondary schools in 2012. Since its implementation, teachers have faced several challenges to meet the aims and objectives of the School-Based Assessment. Based on these challenges this study aims to find the level of teachers' knowledge and readiness towards the implementation of…

Implementing and Sustaining School Improvement. The Informed Educator Series

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Protheroe, Nancy

2011-01-01

This "Informed Educator" examines research-proven strategies for implementing and sustaining school improvement by looking at the key elements of the process, enabling conditions for improvement, issues of school culture, and implementation. It also looks at school turnarounds and how to sustain school improvement once reforms are implemented.

Individual and School Organizational Factors that Influence Implementation of the PAX Good Behavior Game Intervention.

Science.gov (United States)

Domitrovich, Celene E; Pas, Elise T; Bradshaw, Catherine P; Becker, Kimberly D; Keperling, Jennifer P; Embry, Dennis D; Ialongo, Nicholas

2015-11-01

Evidence-based interventions are being disseminated broadly in schools across the USA, but the implementation levels achieved in community settings vary considerably. The current study examined the extent to which teacher and school factors were associated with implementation dosage and quality of the PAX Good Behavior Game (PAX GBG), a universal classroom-based preventive intervention designed to improve student social-emotional competence and behavior. Specifically, dosage (i.e., number of games and duration of games) across the school year and quality (i.e., how well the game is delivered) of PAX GBG implementation across four time points in a school year were examined. Hierarchical linear modeling was used to examine the association between teacher-level factors (e.g., demographics, self-reports of personal resources, attitudes toward the intervention, and workplace perceptions) and longitudinal implementation data. We also accounted for school-level factors, including demographic characteristics of the students and ratings of the schools' organizational health. Findings indicated that only a few teacher-level factors were significantly related to variation in implementation. Teacher perceptions (e.g., fit with teaching style, emotional exhaustion) were generally related to dosage, whereas demographic factors (e.g., teachers' age) were related to quality. These findings highlight the importance of school contextual and proximal teacher factors on the implementation of classroom-based programs.

Effectiveness of the universal prevention program 'Healthy School and Drugs': study protocol of a randomized clustered trial

NARCIS (Netherlands)

Malmberg, M.; Overbeek, G.J.; Kleinjan, M.; Vermulst, A.; Monshouwer, K.; Lammers, J.; Vollebergh, W.A.M.; Engels, R.C.M.E.

2010-01-01

Background: Substance use is highly prevalent among Dutch adolescents. The Healthy School and Drugs program is a nationally implemented school-based prevention program aimed at reducing early and excessive substance use among adolescents. Although the program's effectiveness was tested in a

Effectiveness of the universal prevention program 'Healthy School and Drugs': Study protocol of a randomized clustered trial

NARCIS (Netherlands)

Malmberg, M.; Overbeek, G.J.; Kleinjan, M.; Vermulst, A.A.; Monshouwer, K.; Lammers, J.; Vollebergh, W.A.M.; Engels, R.C.M.E.

2010-01-01

Background: Substance use is highly prevalent among Dutch adolescents. The Healthy School and Drugs program is a nationally implemented school-based prevention program aimed at reducing early and excessive substance use among adolescents. Although the program's effectiveness was tested in a

School feeding programs' role in forming eating habits

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Ana Maria Cervato-Mancuso

2013-09-01

Full Text Available OBJECTIVE To identify teaching managers' perceptions regarding the relationship of school feeding and the promotion of healthy eating habits among students. METHODS A descriptive study with a qualitative approach was developed in the city of Guarulhos (Southeast Brazil. Key informants from municipal public schools were interviewed. Public schools were selected (n=13 and classified as to the level of social exclusion, size and economic activity of the region where the school was located. Pedagogic coordinators and school principals were individually interviewed with semi-structured questions. RESULTS From school principals and pedagogical coordinators' perceptions, three categories were identified: Food in the school context; School feeding program's role and the Concept of food and nutrition security, which indicate that they considered meals as part of school routine in order to attain physiological needs of energy and nutrients. Their answers also indicated that they did not consider school meals as a pedagogical action related to their specific responsibilities. CONCLUSIONS The relationship between the school feeding and the formation of eating habits is not a topic usually discussed between the different professionals involved with health and education. The implementation of health promoting policies will only be possible after a debate about how schools and their pedagogical team adopt the program guidelines and how the professionals decode these strategies in daily activities.

School feeding programs' role in forming eating habits.

Science.gov (United States)

Cervato-Mancuso, Ana Maria; Westphal, Marcia Faria; Araki, Erica Lie; Bógus, Claudia Maria

2013-09-01

OBJECTIVE To identify teaching managers' perceptions regarding the relationship of school feeding and the promotion of healthy eating habits among students. METHODS A descriptive study with a qualitative approach was developed in the city of Guarulhos (Southeast Brazil). Key informants from municipal public schools were interviewed. Public schools were selected (n=13) and classified as to the level of social exclusion, size and economic activity of the region where the school was located. Pedagogic coordinators and school principals were individually interviewed with semi-structured questions. RESULTS From school principals and pedagogical coordinators' perceptions, three categories were identified: Food in the school context; School feeding program's role and the Concept of food and nutrition security, which indicate that they considered meals as part of school routine in order to attain physiological needs of energy and nutrients. Their answers also indicated that they did not consider school meals as a pedagogical action related to their specific responsibilities. CONCLUSIONS The relationship between the school feeding and the formation of eating habits is not a topic usually discussed between the different professionals involved with health and education. The implementation of health promoting policies will only be possible after a debate about how schools and their pedagogical team adopt the program guidelines and how the professionals decode these strategies in daily activities.

Implementing a Comprehensive Program for the Prevention of Conduct Problems in Rural Communities: The Fast Track Experience1

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Bierman, Karen L.

2012-01-01

Childhood conduct problems are predictive of a number of serious long-term difficulties (e.g., school failure, delinquent behavior, and mental health problems), making the design of effective prevention programs a priority. The Fast Track Program is a demonstration project currently underway in four demographically diverse areas of the United States, testing the feasibility and effectiveness of a comprehensive, multicomponent prevention program targeting children at risk for conduct disorders. This paper describes some lessons learned about the implementation of this program in a rural area. Although there are many areas of commonality in terms of program needs, program design, and implementation issues in rural and urban sites, rural areas differ from urban areas along the dimensions of geographical dispersion and regionalism, and community stability and insularity. Rural programs must cover a broad geographical area and must be sensitive to the multiple, small and regional communities that constitute their service area. Small schools, homogeneous populations, traditional values, limited recreational, educational and mental health services, and politically conservative climates are all more likely to emerge as characteristics of rural rather than urban sites (Sherman, 1992). These characteristics may both pose particular challenges to the implementation of prevention programs in rural areas, as well as offer particular benefits. Three aspects of program implementation are described in detail: (a) community entry and program initiation in rural areas, (b) the adaptation of program components and service delivery to meet the needs of rural families and schools, and (c) issues in administrative organization of a broadly dispersed tricounty rural prevention program. PMID:9338956

Strategies for establishing networking with partner schools for implementing lesson study in Indonesia

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Nurwidodo Nurwidodo

2018-03-01

Full Text Available Lesson Study for Learning Community (LSLC contains two terminologies underpinning one another. There are many difficult challenges when the plan to create LSLC surfaces. Therefore, strong motivation and precise implementation strategies are of urgency. One of the ways is by developing networking of LSLC between universities and partner schools. The LSLC program will become powerful when it is done collaboratively in a form of strong partnership connected by networks. Writing this article aims to describe strategies for establishing networking with partner schools for implementing lesson study in Indonesia. This review article uses literature comparison study methods and use content analysis. In order for LSLC to manifest and become successful, resourcing and utilizing the partnership with schools are required. In a partnership with schools in order to implement LSLC, both parties must share the same need, which is facing the challenge with the willingness to cooperate for solving the problem. Cooperation with partner schools needs to be nurtured to become networking so that the benefits and the spirit of cooperation in solving problem double fold. Networking with partner schools can be implemented and can function well when the management of this networking conforms to shared needs, nurtures cooperation and mutual respect, gives and takes equally, and also promotes fair acceptance, support, independence, and discipline.

Translating Theory Into Practice: Implementing a Program of Assessment.

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Hauer, Karen E; O'Sullivan, Patricia S; Fitzhenry, Kristen; Boscardin, Christy

2018-03-01

A program of assessment addresses challenges in learner assessment using a centrally planned, coordinated approach that emphasizes assessment for learning. This report describes the steps taken to implement a program of assessment framework within a medical school. A literature review on best practices in assessment highlighted six principles that guided implementation of the program of assessment in 2016-2017: (1) a centrally coordinated plan for assessment aligns with and supports a curricular vision; (2) multiple assessment tools used longitudinally generate multiple data points; (3) learners require ready access to information-rich feedback to promote reflection and informed self-assessment; (4) mentoring is essential to facilitate effective data use for reflection and learning planning; (5) the program of assessment fosters self-regulated learning behaviors; and (6) expert groups make summative decisions about grades and readiness for advancement. Implementation incorporated stakeholder engagement, use of multiple assessment tools, design of a coaching program, and creation of a learner performance dashboard. The assessment team monitors adherence to principles defining the program of assessment and gathers and responds to regular feedback from key stakeholders, including faculty, staff, and students. Next steps include systematically collecting evidence for validity of individual assessments and the program overall. Iterative review of student performance data informs curricular improvements. The program of assessment also highlights technology needs that will be addressed with information technology experts. The outcome ultimately will entail showing evidence of validity that the program produces physicians who engage in lifelong learning and provide high-quality patient care.

Evaluation of a social skills program based on social learning theory, implemented in a school setting.

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Sheridan, Beth A; MacDonald, Douglas A; Donlon, Mark; Kuhn, Beth; McGovern, Katie; Friedman, Harris

2011-04-01

Using a sample of 647 Canadian children in kindergarten to Grade 3 (325 boys, 322 girls), the present study evaluated the perceived effectiveness of Skillstreaming (McGinnis & Goldstein, 2003), a widely known social skills program implemented to target the development of four skill sets, i.e., listening, following directions, problem-solving, and knowing when to tell. Results indicated significant postprogram improvements in all skills as well as in ratings of overall prosociality obtained from both classroom teachers and mental health staff, with medium to large effect sizes obtained from teachers' and mental health professionals' ratings, respectively. Additional analyses yielded significant but weak moderator effects of grade and preprogram prosocial functioning for teacher ratings but no consistent moderator effects for children's sex or school location (i.e., urban versus rural) regardless of rater.

Implementation of a School-Wide Adolescent Character Education and Prevention Program: Evaluating the Relationships between Principal Support, Faculty Implementation, and Student Outcomes

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Holtzapple, Carol K.; Griswold, J. Suzy; Cirillo, Kathleen; Rosebrock, Jim; Nouza, Noreen; Berry, Cami

2011-01-01

School-based character education and violence prevention programs focus on improving prosocial competencies and reducing negative behaviors in students. The Capturing Kids' Hearts Campus by Design model is a school-level intervention that impacts student behavior by enhancing school climate through improved relational and conflict management…

Effectiveness of School-Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

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Gråstén, Arto; Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo

2015-01-01

Background: The promotion of physical activity and health has become a universal challenge. The Sotkamo Physical Activity as Civil Skill Program was implemented to increase students' physical activity by promoting supportive psychological and physical school environment. The aim of this study was to evaluate the effectiveness of the…

Innovatively Supporting Teachers' Implementation of School-Based Sex Education: Developing A Web-Based Coaching Intervention From Problem to Solution.

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Schutte, Lisette; van den Borne, Marieke; Kok, Gerjo; Meijer, Suzanne; Mevissen, Fraukje Ef

2016-07-12

Full program implementation is crucial for effectiveness but is often overlooked or insufficiently considered during development of behavioral change interventions. For school-based health promotion programs, teachers are key players in program implementation, but teacher support in this phase is mostly limited to technical support and information. To ensure optimal implementation of the Dutch school-based sexual health program Long Live Love, a Web-based coaching website was developed to support teachers in completeness and fidelity of program implementation. The aim of this paper is to provide insight into the process of systematic development of a Web-based coaching intervention to support teachers in their implementation of a school-based sexual health program. The intervention mapping (IM) protocol was applied for the development of a theory- and evidence-based intervention. The IM process begins with (1) a needs assessment, followed by (2) the formulation of change objectives, (3) the selection of theory-based intervention methods and practical applications that take the parameters for effectiveness into consideration, (4) integration of practical applications into an organized program, (5) planning for adoption, implementation, and sustainability of the program, and finally, (6) generating an evaluation plan to measure program effectiveness. Teacher's implementation behavior was characterized by inconsistently selecting parts of the program and not delivering (all) lessons as intended by program developers. Teachers, however, did not perceive this behavior as problematic, revealing the discrepancy between teacher's actual and perceived need for support in delivering Long Live Love lessons with completeness and fidelity. Teachers did, however, acknowledge different difficulties they encountered which could potentially negatively influence the quality of implementation. With the IM protocol, this Web-based coaching intervention was developed based on a concept

Innovatively Supporting Teachers’ Implementation of School-Based Sex Education: Developing A Web-Based Coaching Intervention From Problem to Solution

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Kok, Gerjo; Meijer, Suzanne; Mevissen, Fraukje EF

2016-01-01

Background Full program implementation is crucial for effectiveness but is often overlooked or insufficiently considered during development of behavioral change interventions. For school-based health promotion programs, teachers are key players in program implementation, but teacher support in this phase is mostly limited to technical support and information. To ensure optimal implementation of the Dutch school-based sexual health program Long Live Love, a Web-based coaching website was developed to support teachers in completeness and fidelity of program implementation. Objective The aim of this paper is to provide insight into the process of systematic development of a Web-based coaching intervention to support teachers in their implementation of a school-based sexual health program. Methods The intervention mapping (IM) protocol was applied for the development of a theory- and evidence-based intervention. The IM process begins with (1) a needs assessment, followed by (2) the formulation of change objectives, (3) the selection of theory-based intervention methods and practical applications that take the parameters for effectiveness into consideration, (4) integration of practical applications into an organized program, (5) planning for adoption, implementation, and sustainability of the program, and finally, (6) generating an evaluation plan to measure program effectiveness. Results Teacher’s implementation behavior was characterized by inconsistently selecting parts of the program and not delivering (all) lessons as intended by program developers. Teachers, however, did not perceive this behavior as problematic, revealing the discrepancy between teacher’s actual and perceived need for support in delivering Long Live Love lessons with completeness and fidelity. Teachers did, however, acknowledge different difficulties they encountered which could potentially negatively influence the quality of implementation. With the IM protocol, this Web-based coaching

Using Intervention Mapping for Program Design and Production of iCHAMPSS: An Online Decision Support System to Increase Adoption, Implementation, and Maintenance of Evidence-Based Sexual Health Programs

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Melissa F. Peskin

2017-08-01

Full Text Available In Texas and across the United States, unintended pregnancy, HIV, and sexually transmitted infections (STIs among adolescents remain serious public health issues. Sexual risk-taking behaviors, including early sexual initiation, contribute to these public health problems. Over 35 sexual health evidence-based programs (EBPs have been shown to reduce sexual risk behaviors and/or prevent teen pregnancies or STIs. Because more than half of these EBPs are designed for schools, they could reach and impact a considerable number of adolescents if implemented in these settings. Most schools across the U.S. and in Texas, however, do not implement these programs. U.S. school districts face many barriers to the successful dissemination (i.e., adoption, implementation, and maintenance of sexual health EBPs, including lack of knowledge about EBPs and where to find them, perceived lack of support from school administrators and parents, lack of guidance regarding the adoption process, competing priorities, and lack of specialized training on sexual health. Therefore, this paper describes how we used intervention mapping (Steps 3 and 4, in particular, a systematic design framework that uses theory, empirical evidence, and input from the community to develop CHoosing And Maintaining Effective Programs for Sex Education in Schools (iCHAMPSS, an online decision support system to help school districts adopt, implement, and maintain sexual health EBPs. Guided by this systematic intervention design approach, iCHAMPSS has the potential to increase dissemination of sexual health EBPs in school settings.

Pollution prevention program implementation plan

International Nuclear Information System (INIS)

Engel, J.A.

1996-09-01

The Pollution Prevention Program Implementation Plan (the Plan) describes the Pacific Northwest National Laboratory's (PNNL) Pollution Prevention (P2) Program. The Plan also shows how the P2 Program at PNNL will be in support of and in compliance with the Hanford Site Waste Minimization and Pollution Prevention (WMin/P2) Awareness Program Plan and the Hanford Site Guide for Preparing and Maintaining Generator Group Pollution Prevention Program Documentation. In addition, this plan describes how PNNL will demonstrate compliance with various legal and policy requirements for P2. This plan documents the strategy for implementing the PNNL P2 Program. The scope of the P2 Program includes implementing and helping to implement P2 activities at PNNL. These activities will be implemented according to the Environmental Protection Agency's (EPA) hierarchy of source reduction, recycling, treatment, and disposal. The PNNL P2 Program covers all wastes generated at the Laboratory. These include hazardous waste, low-level radioactive waste, radioactive mixed waste, radioactive liquid waste system waste, polychlorinated biphenyl waste, transuranic waste, and sanitary waste generated by activities at PNNL. Materials, resource, and energy conservation are also within the scope of the PNNL P2 Program

National School Lunch Program

Science.gov (United States)

US Department of Agriculture, 2009

2009-01-01

The National School Lunch Program is a federally assisted meal program operating in over 101,000 public and non-profit private schools and residential child care institutions. It provides nutritionally balanced, low-cost or free lunches to more than 30.5 million children each school day in 2008. In 1998, Congress expanded the National School Lunch…

Targeting Obesity through Health Promotion Programs for School Staff

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Herbert, Patrick C.; Lohrmann, David K.; Hall, Cougar

2017-01-01

Health promotion programs for school staff are an overlooked and under-utilized resource that can lead to reductions in overweight and obesity among teachers and other staff members if implemented properly. In addition to increasing the overall staff wellness, boosting morale, increasing productivity, improving academic achievement, providing…

Evaluation Of Career Guidance Program In Vocational High School

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Martaningsih Sri Tutur

2018-01-01

This review of career guidance program evaluation is conducted qualitatively through surveys, interviews and leiterature studies to provide an overview of evaluation program and its relevance to the necessity. Understanding the quality, weaknesses, obstacles to service implementation, and potential utilization are expected to improve career guidance effectiveness services in vocational high school. An evaluation on the overall career guidance program, will provide feedback for ongoing improvement. Various evaluation models are available, it needs to be selected about the relevance to the career counseling program characteristics, so that evaluation feedback is more optimal.

Revisiting "No Easy Answers": Application of Sally Smith's Methods in the Lab School of Washington High School Program

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Reynolds, Meredith

2010-01-01

The first edition of "No Easy Answers" (Smith, 1995) was published in 1979, thirty years ago. That seminal work is as relevant today as it was when the book first appeared. This article provides a description of how Sally Smith's Academic Club Method is implemented in the High School program of The Lab School of Washington.

EAP: Employee Assistance Programs in the Public Schools. Reference & Resource Series.

Science.gov (United States)

Hacker, Carol

Employee assistance programs (EAP's) have been set up by many businesses and organizations to help employees resolve their personal problems so they can maintain or resume an acceptable job performance level. So far, only a few public school districts have considered or implemented such programs. This monograph examines EAP's in general and…

Evaluating the implementation process of a participatory organizational level occupational health intervention in schools.

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Schelvis, Roosmarijn M C; Wiezer, Noortje M; Blatter, Birgitte M; van Genabeek, Joost A G M; Oude Hengel, Karen M; Bohlmeijer, Ernst T; van der Beek, Allard J

2016-12-01

The importance of process evaluations in examining how and why interventions are (un) successful is increasingly recognized. Process evaluations mainly studied the implementation process and the quality of the implementation (fidelity). However, in adopting this approach for participatory organizational level occupational health interventions, important aspects such as context and participants perceptions are missing. Our objective was to systematically describe the implementation process of a participatory organizational level occupational health intervention aimed at reducing work stress and increasing vitality in two schools by applying a framework that covers aspects of the intervention and its implementation as well as the context and participants perceptions. A program theory was developed, describing the requirements for successful implementation. Each requirement was operationalized by making use of the framework, covering: initiation, communication, participation, fidelity, reach, communication, satisfaction, management support, targeting, delivery, exposure, culture, conditions, readiness for change and perceptions. The requirements were assessed by quantitative and qualitative data, collected at 12 and 24 months after baseline in both schools (questionnaire and interviews) or continuously (logbooks). The intervention consisted of a needs assessment phase and a phase of implementing intervention activities. The needs assessment phase was implemented successfully in school A, but not in school B where participation and readiness for change were insufficient. In the second phase, several intervention activities were implemented at school A, whereas this was only partly the case in school B (delivery). In both schools, however, participants felt not involved in the choice of intervention activities (targeting, participation, support), resulting in a negative perception of and only partial exposure to the intervention activities. Conditions, culture and

Evaluating the implementation process of a participatory organizational level occupational health intervention in schools

Directory of Open Access Journals (Sweden)

Roosmarijn M. C. Schelvis

2016-12-01

Full Text Available Abstract Background The importance of process evaluations in examining how and why interventions are (un successful is increasingly recognized. Process evaluations mainly studied the implementation process and the quality of the implementation (fidelity. However, in adopting this approach for participatory organizational level occupational health interventions, important aspects such as context and participants perceptions are missing. Our objective was to systematically describe the implementation process of a participatory organizational level occupational health intervention aimed at reducing work stress and increasing vitality in two schools by applying a framework that covers aspects of the intervention and its implementation as well as the context and participants perceptions. Methods A program theory was developed, describing the requirements for successful implementation. Each requirement was operationalized by making use of the framework, covering: initiation, communication, participation, fidelity, reach, communication, satisfaction, management support, targeting, delivery, exposure, culture, conditions, readiness for change and perceptions. The requirements were assessed by quantitative and qualitative data, collected at 12 and 24 months after baseline in both schools (questionnaire and interviews or continuously (logbooks. Results The intervention consisted of a needs assessment phase and a phase of implementing intervention activities. The needs assessment phase was implemented successfully in school A, but not in school B where participation and readiness for change were insufficient. In the second phase, several intervention activities were implemented at school A, whereas this was only partly the case in school B (delivery. In both schools, however, participants felt not involved in the choice of intervention activities (targeting, participation, support, resulting in a negative perception of and only partial exposure to the

Guidelines for School and Community Cooperation: Implementation on a Gang Prevention Program.

Science.gov (United States)

Thompson, Ronnie; Karr-Kidwell, PJ

Youth gangs are not a new phenomena in the United States; however, in the past decade the number of gang members has increased dramatically. Gang prevention-intervention programs are a necessary part of every school's curriculum. Students join gangs for a variety of reasons ranging from boredom to intent on criminal behavior. One characteristic…

Assessing cost-effectiveness in obesity: active transport program for primary school children--TravelSMART Schools Curriculum program.

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Moodie, Marj; Haby, Michelle M; Swinburn, Boyd; Carter, Robert

2011-05-01

To assess from a societal perspective the cost-effectiveness of a school program to increase active transport in 10- to 11-year-old Australian children as an obesity prevention measure. The TravelSMART Schools Curriculum program was modeled nationally for 2001 in terms of its impact on Body Mass Index (BMI) and Disability-Adjusted Life Years (DALYs) measured against current practice. Cost offsets and DALY benefits were modeled until the eligible cohort reached age 100 or died. The intervention was qualitatively assessed against second stage filter criteria ('equity,' 'strength of evidence,' 'acceptability to stakeholders,' 'feasibility of implementation,' 'sustainability,' and 'side-effects') given their potential impact on funding decisions. The modeled intervention reached 267,700 children and cost $AUD13.3M (95% uncertainty interval [UI] $6.9M; $22.8M) per year. It resulted in an incremental saving of 890 (95%UI -540; 2,900) BMI units, which translated to 95 (95% UI -40; 230) DALYs and a net cost per DALY saved of $AUD117,000 (95% UI dominated; $1.06M). The intervention was not cost-effective as an obesity prevention measure under base-run modeling assumptions. The attribution of some costs to nonobesity objectives would be justified given the program's multiple benefits. Cost-effectiveness would be further improved by considering the wider school community impacts.

Nationally Certified School Psychologists' use and reported barriers to using evidence-based interventions in schools: the influence of graduate program training and education.

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Hicks, Taylor B; Shahidullah, Jeffrey D; Carlson, John S; Palejwala, Mohammed H

2014-12-01

The purpose of this study was to empirically investigate Nationally Certified School Psychologists' (NCSP) training in and use of evidence-based interventions (EBIs) for child behavior concerns as well as their reported implementation barriers. A modified Tailored Design Method (TDM; Dillman, Smyth, & Christian, 2009) using up to four mail-based participant contacts was used to obtain survey data (72% usable response rate; n = 392) from a randomly selected national sample of 548 currently practicing NCSPs. Lack of time was rated as the most serious barrier to behavioral EBI implementation, followed by a lack of necessary resources, and financial constraints. Nearly three-quarters (71%) of respondents reported a perceived inadequacy of graduate program training in behavioral EBIs, with a statistically significant difference found between respondents who attended American Psychological Association (APA)-accredited/National Association of School Psychologists (NASP)-approved programs and those who did not. These findings highlight the significant barriers school psychologists encounter when attempting to implement behavioral EBIs within applied practice, as well as the importance of graduate program training in implementation science. Implications for training, practice, and research are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The effect of implementation of health promotion program in school to control risk factors for obesity in adolescents

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Arman Azadi

2009-02-01

Full Text Available Background: Obesity in children and adolescents is a significant health problem that requires comprehensive prevention and intervention efforts. The present study was carried out to assess the effect of implementation of health promotion program in school on control of risk factor for obesity in obese adolescents and those at risk of obesity. Methods: This quasi-experimental study was carried out involving two groups (case and control in 1385 in Tehran. Two boys’ secondary schools were selected randomly from secondary schools of 6th region of Education Ministry in Tehran. Body weight and height of the students were measured and body mass indexes (BMI were calculated. They were divided into two case and control groups, each containing 35 students. The case group consisted overweight and at risk for overweight students (Overweight and at risk for overweight were defined as ≥ 85th and ≥ 95th percentile of age-sex-specific CDC 2000 BMI values, respectively. The tools for data collection included electronic scale, stadiometer, demographic questionnaires of adolescents and parents, Food Frequency Questionnaire (FFQ, nutritional knowledge and a questionnaire for recording physical activity and watching TV in one week. They were distributed to be filled out by students before and one month after the intervention. The interventional program was done in four months included separate educational sessions for teachers, parents and adolescents and changes in school environment. Results: There was no significant differences between the adolescents’ mean Body Mass Index (BMI in two group after intervention (P>0.05. There was a significant difference between mean nutritional knowledge score in the case group before and after the intervention (P=0.0015. We found significant differences between the mean of intake of dairy products, salty snack, sweets, carbonated beverages and fast food in the case group after and before the intervention (P=0.001, P=0

75 FR 13735 - Office of Innovation and Improvement; Overview Information; Charter Schools Program (CSP): State...

Science.gov (United States)

2010-03-23

... financial assistance for the planning, program design, and initial implementation of charter schools, and to... process for the denial of an application for a charter school. Priority 4--High Degree of Autonomy (10 points). The State ensures that each charter school has a high degree of autonomy over the charter school...

Appendix N. Implementation of the RUPS System in a Total School District.

Science.gov (United States)

Jung, Charles; And Others

The implementation in a school district of the Research Utilization and Problem Solving (RUPS) System is demonstrated. RUPS is an instructional system for an inservice program designed to provide the needed competencies for an entire staff to engage in systems analysis and systems synthesis procedures prior to assessing educational needs and…

Implementing Open Approaches in the School.

Science.gov (United States)

O'Brien, E.

Describing implementation procedures for an open educational approach in a rural English middle school (Necton Middle School located 25 miles outside Norwich, England), this paper presents the philosophies of the school's Head Mistress as she reflects upon the first year of operation. Emphasizing community involvement and sensitivity to the human…

A Theory of Secondary Teachers' Adaptations When Implementing a Reading Intervention Program

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Leko, Melinda M.; Roberts, Carly A.; Pek, Yvonne

2015-01-01

This study examined the causes and consequences of secondary teachers' adaptations when implementing a research-based reading intervention program. Interview, observation, and artifact data were collected on five middle school intervention teachers, leading to a grounded theory composed of the core component, reconciliation through adaptation, and…

The Implementation Of Character Education Values In Integrated Physical Education Subject In Elementary School

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Suherman Ayi

2018-01-01

Full Text Available The issue of this research emphasizes on the implementation of character building values through physical education learning in elementary school. The effort in developing this character building practice is essential to be done in order to tackle moral and character crises, which already occur in both individual and collective levels reflected in educational institution from elementary school to higher education. Hence, to form culture and national character, educational program and process are inseparable from environmental factor including the values of society, culture, and humanity. Physical education subject that is based on 2013 Curriculum has significant difference compared to the previous physical education subject. This is due to the fact that integrated physical education has its own uniqueness in terms of planning, systematic implementation, and instructional medium. This research aims at producing guidance in implementing character values integrated in physical education in elementary school. The method used in this research is research and development (R&D method, which includes preliminary research, model designing, limited trial, and extensive trial, as well as validation and dissemination. The findings of the research show that character values can be implemented in physical education in elementary schools in Sumedang Regency.

Implementation of non-pharmaceutical interventions by New York City public schools to prevent 2009 influenza A.

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Simon G Agolory

Full Text Available INTRODUCTION: Children are important transmitters of influenza in the community and a number of non-pharmaceutical interventions (NPIs, including hand washing and use of hand sanitizer, have been recommended to mitigate the transmission of influenza, but limited information is available regarding schools' ability to implement these NPIs during an influenza outbreak. We evaluated implementation of NPIs during fall 2009 in response to H1N1 pandemic influenza (pH1N1 by New York City (NYC public schools. METHODS: From January 25 through February 9, 2010, an online survey was sent to all the 1,632 NYC public schools and principals were asked to participate in the survey or to designate a school nurse or other school official with knowledge of school policies and characteristics to do so. RESULTS: Of 1,633 schools, 376(23% accessed and completed the survey. Nearly all respondents (99% implemented at least two NPIs. Schools that had a Flu Response Team (FRT as a part of school emergency preparedness plan were more likely to implement the NPI guidelines recommended by NYC public health officials than schools that did not have a FRT. Designation of a room for isolating ill students, for example, was more common in schools with a FRT (72% than those without (53% (p<0.001. CONCLUSIONS: Implementing an NPI program in a large school system to mitigate the effects of an influenza outbreak is feasible, but there is potential need for additional resources in some schools to increase capacity and adherence to all recommendations. Public health influenza-preparedness plans should include school preparedness planning and FRTs.

Qualitative process evaluation of an Australian alcohol media literacy study: recommendations for designing culturally responsive school-based programs

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Chloe S. Gordon

2017-02-01

Full Text Available Abstract Background Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children’s drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings. Methods Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews, program evaluation questionnaires completed by children (n = 166, lesson observations completed by teachers (n = 35 observations, and reflective journal entries completed by the researcher (n = 44 entries. A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data. Results Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students’ life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper

Qualitative process evaluation of an Australian alcohol media literacy study: recommendations for designing culturally responsive school-based programs.

Science.gov (United States)

Gordon, Chloe S; Kervin, Lisa K; Jones, Sandra C; Howard, Steven J

2017-02-02

Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children's drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings. Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews), program evaluation questionnaires completed by children (n = 166), lesson observations completed by teachers (n = 35 observations), and reflective journal entries completed by the researcher (n = 44 entries). A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data. Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students' life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper-elementary school classrooms were identified. These included topic

A School-Based Program for Overweight and Obese Adolescents: A Randomized Controlled Trial

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Pbert, Lori; Druker, Susan; Barton, Bruce; Schneider, Kristin L.; Olendzki, Barbara; Gapinski, Mary A.; Kurtz, Stephen; Osganian, Stavroula

2016-01-01

Background: Given the dramatic increase in adolescent overweight and obesity, models are needed for implementing weight management treatment through readily accessible venues. We evaluated the acceptability and efficacy of a school-based intervention consisting of school nurse-delivered counseling and an afterschool exercise program in improving…

An analysis of program planning in schools with emerging excellence in science instructional design

Science.gov (United States)

Carroll, Karen Marie

Science educators agree on many of the program elements that characterize exemplary science instructional programs, but it has not been clear how the processes of planning and implementation lead to excellence in program design. This study focuses on two K--12 school clusters located in unified school districts and one K--12 school cluster spanning two non-unified districts that are in the midst of building new science programs. The clusters were selected for support by an organization of educators, scientists, and businesspersons because they were recognized as likely to produce good programs. The investigation centers on three research questions: (1) To what extent have schools engaged in science education reform achieved excellence? (2) How did schools engaged in science program improvement go about achieving their goals, and (3) What contextual factors are most closely related to the realization of quality program elements? The degree to which each program studied met indicators of quality suggested by the National Science Education Standards (NSES) are described according to an Innovation Configuration (IC) Chart. Using a Stream Diagnostic method of analysis, levels of practice were associated with contextual factors categorized as Social, Organizing, and Resource. Findings reveal the importance of a balanced and synchronized function of all components, including administrative commitment, teacher participation, and favorable logistical aspects. Individual reform projects were more likely to be successful if they included exemplary program elements and mechanisms for program managers to access district personnel and procedures needed to implement programs. A review of the cluster case histories also revealed the positive impact of cooperation between the funding organization and the project, the degree to which professional development is directly related to the new program, and the availability of resources and support for each exemplary program element.

School Health: Findings from Evaluated Programs.

Science.gov (United States)

Public Health Service (DHHS), Rockville, MD. Office of Disease Prevention and Health Promotion.

This publication presents findings from evaluations of many school health programs from across the United States. Each program includes at least one of the following eight components of a comprehensive school health program: health education, clinical services, counseling and mental health services, school environment, school food programs,…

An Evaluation of the Getz - Roanoke County School Division's School Counselor Peer Group Clinical Supervision Program

OpenAIRE

Agnew, David T.

1998-01-01

(G-PGCS) was designed and implemented for K-6 school counselors. G-PGCS began in the fall of 1994 and has continued to the present; however, there have been no studies on the effects of the program. Therefore, the purpose of this study was to conduct a qualitative evaluation of G-PGCS. The evaluation participants included current Roanoke County K-5 school counselors, and selected administrators. The sources of data for the evalu...

Expanding Free School-based Human Papilloma Virus (HPV Vaccination Programs to Include School-aged Males in Nova Scotia, Canada

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Hannah Krater-Melamed

2017-06-01

Full Text Available Bill 70 (HPV Vaccine Act was presented to the Nova Scotia House of Assembly with the aim of expanding the current Nova Scotia school-based HPV vaccination program to include males. In recent years, increased awareness of HPV and HPV-caused cancers has led to the implementation of school-based female HPV vaccination programs across Canada. Changing guidelines, based on recent evidence, suggest that males should also be included in these programs. Program expansion to include males aims to reduce the prevalence of HPV-causing cancers and their ensuing costs, to promote equal access to healthcare services, and to make Nova Scotia a leader in HPV prevention. Support from the Canadian public and high profile political actors along with pressure from other provinces and interest groups, including the Society of Obstetricians and Gynaecologists of Canada, influenced the passing of the HPV Vaccine Act. In order to implement this reform, the provincial financial commitment to the previous HPV program was expanded to cover the cost of male vaccination.

Strategies for implementing school-located influenza vaccination of children: a systematic literature review.

Science.gov (United States)

Cawley, John; Hull, Harry F; Rousculp, Matthew D

2010-04-01

The Advisory Committee on Immunization Practices (ACIP) recommends influenza vaccinations for all children 6 months to 18 years of age, which includes school-aged children. Influenza immunization programs may benefit schools by reducing absenteeism. A systematic literature review of PubMed, PsychLit, and Dissertation Abstracts available as of January 7, 2008, was conducted for school-located vaccinations, using search words "School Health Services" and "Immunization Programs"; limited to "Child" (6-12 years) and "Adolescent" (13-18 years) for PubMed and "mass or universal" and (immuniz(*) or immunis(*) or vaccin(*)) and (school or Child or Adolescen(*)) for PsychLit and Dissertation Abstracts. Fifty-nine studies met the criteria for review. Strategies such as incentives, education, the design of the consent form, and follow-up can increase parental consent and number of returned forms. Minimizing out-of-pocket cost, offering both the intramuscular (shot) and intranasal (nasal spray) vaccination, and using reminders can increase vaccination coverage among those whose parents consented. Finally, organization, communication, and planning can minimize the logistical challenges. Schools-based vaccination programs are a promising option for achieving the expanded ACIP recommendation; school-located vaccination programs are feasible and effective. Adhering to lessons from the peer-reviewed scientific literature may help public health officials and schools implement the expanded recommendation to provide the greatest benefit for the lowest cost. Given the potential benefits of the expanded recommendation, both directly to the vaccinated children and indirectly to the community, prospective, well-controlled trials to establish the cost-effectiveness of specific vaccination strategies should be high priorities for future research.

Are U.S. Schools Filling the Gap With Programs that Promote Weight Stigma?

Centers for Disease Control (CDC) Podcasts

2017-12-21

In this edition of PCD Sound Bites, author Erica Kenney, ScD, answers questions about her study, which looked at how frequently U.S. schools used evidence-based obesity prevention programs and how often schools implement programs that may unintentionally worsen weight stigma among students.  Created: 12/21/2017 by Preventing Chronic Disease (PCD), National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 12/21/2017.

Barriers and Facilitators to Sustaining School Health Teams in Coordinated School Health Programs.

Science.gov (United States)

Cheung, Karen; Lesesne, Catherine A; Rasberry, Catherine N; Kroupa, Elizabeth; Fisher, Deborah; Robin, Leah; Pitt Barnes, Seraphine

2017-05-01

Coordinated school health (CSH) programs address multiple factors related to students' overall health, thereby increasing their physical and mental readiness to learn. A formative evaluation of three school districts in 2010-2011 examined strategies for sustaining the school health teams (SHTs) that lead CSH efforts. Qualitative data from 39 interviews and 13 focus groups revealed facilitators and barriers for sustaining SHTs. Quantitative data from 68 questionnaires completed by SHT members and school principals examined factors associated with having more active SHTs and district and school characteristics SHT members believed to be important to their schools' efforts to implement CSH. Facilitators of sustaining SHTs included administrative support, staff engagement in the SHT, and shared goals and responsibility. Barriers to sustaining SHTs included limited time and competing priorities, budget and funding constraints, and staff turnover. Findings provide valuable insight into challenges and potential solutions for improving the sustainability of SHTs to enable them to better support CSH efforts.

“Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program

Directory of Open Access Journals (Sweden)

Kimberly G. Noble

2012-01-01

Full Text Available Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.

Catalyst Schools' Implementation of the Learning School Approach. Catalyst Schools Research Study Report

Science.gov (United States)

Hammer, Patricia Cahape

2016-01-01

"Catalyst schools" were 28 elementary and secondary schools selected to participate in a pilot project begun in July 2014, which explored how best to support teacher professional learning through decentralization of decision making and implementation of the Learning School approach. The pilot project was the first phase in a statewide…

School Wellness Programs: Magnitude and Distribution in New York City Public Schools

Science.gov (United States)

Stiefel, Leanna; Elbel, Brian; Prescott, Melissa Pflugh; Aneja, Siddhartha; Schwartz, Amy Ellen

2016-01-01

BACKGROUND Public schools provide students with opportunities to participate in many discretionary, unmandated wellness programs. Little is known about the number of these programs, their distribution across schools, and the kinds of students served. We provide evidence on these questions for New York City (NYC) public schools. METHODS Data on wellness programs were collected from program websites, NYC’s Office of School Food and Wellness, and direct contact with program sponsors for 2013. Programs were grouped into categories, nutrition, fitness, and comprehensive, and were combined with data on school characteristics available from NYC’s Department of Education. Numbers of programs and provision of programs were analyzed for relationships with demographic and school structural characteristics, using descriptive statistics and multiple regression. RESULTS Discretionary wellness programs are numerous, at 18 programs. Little evidence supports inequity according to student race/ethnicity, income, or nativity, but high schools, new schools, co-located schools, small schools, and schools with larger proportions of inexperienced teachers are less likely to provide wellness programs. CONCLUSIONS Opportunities exist to further the reach of wellness programs in public schools by modifying them for high school adoption and building capacity in schools less likely to have the administrative support to house them. PMID:27917485

The Impact of a School-Based Cultural Awareness Program on Students Ethnic Identity and Self-Esteem

Science.gov (United States)

Braswell, Charley Alexandria

2011-01-01

The purpose of this quantitative study was to examine the influences of a school-based cultural awareness program on ethnic identity and self-esteem in fifth grade early adolescents. The development and implementation of a school-based cultural awareness program was intended to offer students a basic foundation for the development and/or…

78 FR 79567 - National School Lunch Program and School Breakfast Program: Nutrition Standards for All Foods...

Science.gov (United States)

2013-12-31

... Program: Nutrition Standards for All Foods Sold in Schools as Required by the Healthy, Hunger-Free Kids... interim rule entitled National School Lunch Program and School Breakfast Program: Nutrition Standards for..., 2013 / Rules and Regulations [[Page 79567

Implementation Guide: Leading School Change

Science.gov (United States)

Whitaker, Todd

2010-01-01

This two-part "Implementation Guide" will help to deepen your understanding and sharpen your ability to implement each of the strategies discussed in "Leading School Change: Nine Strategies to Bring Everybody on Board" (ED509821). Part One offers discussion questions and activities which focus on each of the nine strategies. They can be completed…

Pilot Study of a School-Based Parent Training Program for Preschoolers with ASD

Science.gov (United States)

Ingersoll, Brooke R; Wainer, Allison L

2013-01-01

This study investigated the feasibility and preliminary effectiveness of a parenting training program designed for early intervention and early childhood special education (EI/ESCE) programs serving students with autistic spectrum disorders. Thirteen teachers representing three intermediate school districts implemented the intervention with 27…

The Adopt-a-School Service-Learning Program: Igniting Comprehensive School Physical Activity Programs through School and University Partnerships

Science.gov (United States)

Linker, Jenny M.; Ford, Kristen M.; Knutson, Julie M.; Goplen, Hailey A.

2018-01-01

Physical educators have been identified as ideal school champions to lead comprehensive school physical activity program (CSPAP) efforts within their schools. As such, they should be adequately prepared to take on this role. Faculty from three physical and health education teacher education programs have collaboratively developed the…

The primary school teachers’ competence in implementing the 2013 curriculum

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Maba Wayan

2018-01-01

Full Text Available This study was conducted to analyze the competence of primary school teachers in implementing the 2013 curriculum. The 2013 curriculum has been implemented in almost all schools and there are still many unsuccessful implementations in several Indonesian schools. Therefore it is important to study the teachers’ competence in implementing the 2013 curriculum. A qualitative research design was carried out in this study by utilizing argumentative descriptive analysis. The data was collected by carrying out in depth interviews to the primary schools teachers who were selected by random sampling techniques. The results of this study indicated that primary school teachers have insufficient competence in implementing the 2013 curriculum especially in designing lesson plan, lesson plan implementation and assessment practices. Consequently, it is recommended that further intensive training and focus group discussion should be held to improve the teachers’ competence in implementing the 2013 curriculum.

Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness.

Science.gov (United States)

Barrett-Williams, Shannon L; Franks, Padra; Kay, Christi; Meyer, Adria; Cornett, Kelly; Mosier, Brian

Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity-related professional development time (42% [136 of 323] vs 14% [48 of 341]). The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity

Walking school bus programs in U.S. public elementary schools.

Science.gov (United States)

Turner, Lindsey; Chriqui, Jamie F; Chaloupka, Frank J

2013-07-01

Active transportation to school provides an important way for children to meet physical activity recommendations. The "walking school bus" (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws. School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008-2009 and 2009-2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained. Nationwide, 4.2% of schools organized a WSB program during 2008-2009, increasing to 6.2% by 2009-2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P law requiring crossing guards around schools (OR = 2.72, P laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.

Toward interdependence: Implementation of cooperative learning in primary schools

NARCIS (Netherlands)

Krol-Pot, K.

2005-01-01

The present dissertation concerns the implementation of cooperative learning in Dutch primary schools. The focus was on the process of implementation in four experimental schools and on the outcomes at the levels of the school, the teacher and the student. Chapters 1, 2, and 3 constitute the

14 CFR 1214.505 - Program implementation.

Science.gov (United States)

2010-01-01

... Administrators) before implementation. 5 See footnote 1 to § 1214.502(e). (2) A management review process to... Critical Space System Personnel Reliability Program § 1214.505 Program implementation. (a) The Director of... 14 Aeronautics and Space 5 2010-01-01 2010-01-01 false Program implementation. 1214.505 Section...

A Model Intervention Program for Secondary School Education

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Brian Gerber

2012-01-01

Full Text Available Valdosta State University and the Valdosta City Schools (Valdosta, GA partnered in 2008 to form the Valdosta Early College Academy (VECA. VECA epitomizes the early college concept of (a admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college and (b providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85% of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a innovations that complement the implementation of higher standards and high-quality assessments and (b innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.

How best to measure implementation of school health curricula: a comparison of three measures.

Science.gov (United States)

Resnicow, K; Davis, M; Smith, M; Lazarus-Yaroch, A; Baranowski, T; Baranowski, J; Doyle, C; Wang, D T

1998-06-01

The impact of school health education programs is often attenuated by inadequate teacher implementation. Using data from a school-based nutrition education program delivered in a sample of fifth graders, this study examines the discriminant and predictive validity of three measures of curriculum implementation: class-room observation of fidelity, and two measures of completeness, teacher self-report questionnaire and post-implementation interview. A fourth measure, obtained during teacher observations, that assessed student and teacher interaction and student receptivity to the curriculum (labeled Rapport) was also obtained. Predictive validity was determined by examining the association of implementation measures with three study outcomes; health knowledge, asking behaviors related to fruit and vegetables, and fruit and vegetable intake, assessed by 7-day diary. Of the 37 teachers observed, 21 were observed for two sessions and 16 were observed once. Implementation measures were moderately correlated, an indication of discriminant validity. Predictive validity analyses indicated that the observed fidelity, Rapport and interview measures were significantly correlated with post-test student knowledge. The association between health knowledge and observed fidelity (based on dual observation only), Rapport and interview measures remained significant after adjustment for pre-test knowledge values. None of the implementation variables were significantly associated with student fruit and vegetable intake or asking behaviors controlling for pre-test values. These results indicate that the teacher self-report questionnaire was not a valid measure of implementation completeness in this study. Post-implementation completeness interviews and dual observations of fidelity and Rapport appear to be more valid, and largely independent methods of implementation assessment.

Green Building Implementation at Schools in North Sulawesi, Indonesia

Science.gov (United States)

Harimu, D. A. J.; Tumanduk, M. S. S. S.

2018-02-01

This research aims at investigating the green building implementation at schools in North Sulawesi, Indonesia; and to analysis the relationship between implementation of green building concept at school with students’ green behaviour. This research is Survey Research with quantitative descriptive method. The analysis unit is taken purposively, that is school that had been implemented the green building concept, Manado’s 3rd Public Vocational High School, Lokon High School at Tomohon, Manado Independent School at North Minahasa, and Tondano’s 3rd Public Vocational High School. Data collecting is acquired by observation and questionnaire. The Assessment Criteria of green building on Analysis Unit, is taken from Greenship Existing Building ver 1. There are 4 main points that being assessed, which are Energy Conservation and Efficiency; Water Conservation; Indoor Health and Comfort; Waste Managerial. The Analysis technique used in this research is the simple regression analysis. The result of the research shows that there is a significant relation between green building implementation at school and students’ green behavior. The result is accordance with the Gesalts Psychologist theories, that architecture can change the user’s behaviour.

Diffusion of school-based prevention programs in two urban districts: adaptations, rationales, and suggestions for change.

Science.gov (United States)

Ozer, Emily J; Wanis, Maggie G; Bazell, Nickie

2010-03-01

The diffusion of school-based preventive interventions involves the balancing of high-fidelity implementation of empirically-supported programs with flexibility to permit local stakeholders to target the specific needs of their youth. There has been little systematic research that directly seeks to integrate research- and community-driven approaches to diffusion. The present study provides a primarily qualitative investigation of the initial roll-out of two empirically-supported substance and violence prevention programs in two urban school districts that serve a high proportion of low-income, ethnic minority youth. The predominant ethnic group in most of our study schools was Asian American, followed by smaller numbers of Latinos, African Americans, and European Americans. We examined the adaptations made by experienced health teachers as they implemented the programs, the elicitation of suggested adaptations to the curricula from student and teacher stakeholders, and the evaluation of the consistency of these suggested adaptations with the core components of the programs. Data sources include extensive classroom observations of curricula delivery and interviews with students, teachers, and program developers. All health teachers made adaptations, primarily with respect to instructional format, integration of real-life experiences into the curriculum, and supplementation with additional resources; pedagogical and class management issues were cited as the rationale for these changes. Students and teachers were equally likely to propose adaptations that met with the program developers' approval with respect to program theory and implementation logistics. Tensions between teaching practice and prevention science-as well as implications for future research and practice in school-based prevention-are considered.

'It's just so much waste.' A qualitative investigation of food waste in a universal free School Breakfast Program.

Science.gov (United States)

Blondin, Stacy A; Djang, Holly Carmichael; Metayer, Nesly; Anzman-Frasca, Stephanie; Economos, Christina D

2015-06-01

To understand stakeholders' perspectives on food waste in a universal free School Breakfast Program implementing a Breakfast in the Classroom model. Semi-structured focus groups and interviews were conducted with school district stakeholders. Inductive methods were used to code resulting transcripts, from which themes were identified. The analysis provides a thematic analysis of stakeholders' perspectives on food waste in the School Breakfast Program. Ten elementary schools in a large urban school district implementing a universal free Breakfast in the Classroom model of the US national School Breakfast Program. Elementary-school students (n 85), parents (n 86), teachers (n 44), cafeteria managers (n 10) and school principals (n 10). Stakeholders perceived food waste as a problem and expressed concern regarding the amount of food wasted. Explanations reported for food waste included food-related (palatability and accessibility), child-related (taste preferences and satiation) and programme-related (duration, food service policies, and coordination) factors. Milk and fruit were perceived as foods particularly susceptible to waste. Several food waste mitigation strategies were identified by participants: saving food for later, actively encouraging children's consumption, assisting children with foods during mealtime, increasing staff support, serving smaller portion sizes, and composting and donating uneaten food. Stakeholders recognized food waste as a problem, reported myriad contributing factors, and have considered and employed multiple and diverse mitigation strategies. Changes to the menu and/or implementation logistics, as well as efforts to use leftover food productively, may be possible strategies of reducing waste and improving the School Breakfast Program's economic, environmental and nutritional impact.

Effectiveness of a multi-strategy intervention in increasing the implementation of vegetable and fruit breaks by Australian primary schools: a non-randomized controlled trial.

Science.gov (United States)

Nathan, Nicole; Wolfenden, Luke; Bell, Andrew C; Wyse, Rebecca; Morgan, Philip J; Butler, Michelle; Sutherland, Rachel; Milat, Andrew J; Hector, Debra; Wiggers, John

2012-08-13

Limited evidence exists describing the effectiveness of strategies in facilitating the implementation of vegetable and fruit programs by schools on a population wide basis. The aim of this study was to examine the effectiveness of a multi-strategy intervention in increasing the population-wide implementation of vegetable and fruit breaks by primary schools and to determine if intervention effectiveness varied by school characteristics. A quasi-experimental study was conducted in primary schools in the state of New South Wales, Australia. All primary schools in one region of the state (n = 422) received a multi-strategy intervention. A random sample of schools (n = 406) in the remainder of the state served as comparison schools. The multi-strategy intervention to increase vegetable and fruit breaks involved the development and provision of: program consensus and leadership; staff training; program materials; incentives; follow-up support; and implementation feedback. Comparison schools had access to routine information-based Government support. Data to assess the prevalence of vegetable and fruit breaks were collected by telephone from Principals of the intervention and comparison schools at baseline (2006-2007) and 11 to 15 months following the commencement of the intervention (2009-2010). GEE analysis was used to examine the change in the prevalence of vegetable and fruit breaks in intervention schools compared to comparison schools. At follow-up, prevalence of vegetable and fruit breaks increased significantly in both intervention (50.3% to 82.0%, p strategy intervention can significantly increase the implementation of vegetable and fruit breaks by a large number of Australian primary schools.

Appropriating Public Private Partnership in Senior High School Program: A Socio-Cultural Approach to Policy Making

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Peter G. Romerosa

2018-05-01

Full Text Available The implementation of the Senior High School program in the Philippines illuminates the State’s response to the changing landscape of the global market economy. Its salient features focus on the additional two year-senior high school program which highlights the development of middle level skills for national development and global competitiveness. In order to concretize the implementation of the program, the State entered into collaboration with the private schools which is commonly known as Public Private Partnership (PPP. In this collaboration, the government provides the guidelines and financing while the private educational institutions provide the academic service. Framed from a socio-cultural approach to policy making in education, this study aimed to unpack a particular implementation of PPP of a private institution in an urban area, examine the institutional policies that were created in response to PPP, and interrogate the impacts of these policies on micro social processes. Using interviews and focus group discussions for methodology, the researcher drew narratives and insights from on-the-ground actors. Further, the investigation looked into how authorized policy actors (school administrators and nonauthorized policy actors (teachers, parents, and students are appropriating policies within the operational framework of the PPP in the implementation of the senior high school program. The results demonstrated that multi- layered appropriation and exercise of the agency were explicitly and implicitly deployed in diverse social spaces by actors as a pragmatic and creative response to the new educational arrangement. The paper provides a lens to further develop under-standing on how policy appropriation and production from the local context can inform institutional approaches in facilitating relevant student experience within the realm of PPP in education.

Direct Certification in the National School Lunch Program: State Implementation Progress School Year 2010-2011. Report to Congress. Nutrition Assistance Program Report Series. Special Nutrition Programs Report Number CN-11-DC

Science.gov (United States)

Moore, Quinn; Conway, Kevin; Kyler, Brandon

2011-01-01

This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (P.L.110-246) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local…

Program Implementation Plan

International Nuclear Information System (INIS)

1987-06-01

The Program Implementation Plan (PIP) describes the US Department of Energy's (DOE's) current approaches for managing the permanent disposal of defense high-level waste (HLW), transuranic (TRU) waste, and low-level waste (LLW) from atomic energy defense activities. It documents the implementation of the HLW and TRU waste policies as stated in the Defense Waste Management Plan (DWMP) (DOE/DP-0015), dated June 1983, and also addresses the management of LLW. The narrative reflects both accomplishments and changes in the scope of activities. All cost tables and milestone schedules are current as of January 1987. The goals of the program, to provide safe processing and utilization, storage, and disposal of DOE radioactive waste and byproducts to support defense nuclear materials production activities, and to implement cost-effective improvements in all of its ongoing and planned activities, have not changed

Implementation of school based physical activity interventions: a systematic review.

Science.gov (United States)

Naylor, Patti-Jean; Nettlefold, Lindsay; Race, Douglas; Hoy, Christa; Ashe, Maureen C; Wharf Higgins, Joan; McKay, Heather A

2015-03-01

Implementation science is an emerging area in physical activity (PA) research. We sought to establish the current state of the evidence related to implementation of school-based PA models to explore 1) the relationship between implementation and health outcomes, and 2) factors that influence implementation. We searched 7 electronic databases (1995-2014) and included controlled studies of school-based PA programmes for healthy youth (6-18 y) measuring at least one physical health-related outcome. For objective 1, studies linked implementation level to student-level health outcome(s). For objective 2, studies reported factors associated with implementation. There was substantial variability in how health outcomes and implementation were assessed. Few studies linked implementation and health outcomes (n=15 interventions). Most (11/15) reported a positive relationship between implementation and at least one health outcome. Implementation factors were reported in 29 interventions. Of 22 unique categories, time was the most prevalent influencing factor followed by resource availability/quality and supportive school climate. Implementation evaluation supports scale-up of effective school-based PA interventions and thus population-level change. Our review serves as a call to action to 1) address the link between implementation and outcome within the school-based PA literature and 2) improve and standardize definitions and measurement of implementation. Copyright © 2015 Elsevier Inc. All rights reserved.

Training of Teachers and Teaching Services Specialists for the Design and Implementation of the "School Psychology Master Program

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Maksimova L.A.

2015-11-01

Full Text Available The article presents the experience of organizing the training courses for teachers and teaching services specialists for design and implementation of the basic professional educational pedagogical master program in a psycho-pedagogical training direction (educational psychologist with enhanced internship for students in a context of networking. The authors submit a modular design of training program. The first module includes methodological bases of the design and implementation of the basic professional educational master program. The second module includes legal coverage of the design and implementation of the basic professional educational master program. The third module consists of design and implementation of the basic professional educational master program in a psycho-pedagogical training direction (educational psychologist. The program involves a variety of active and interactive educational technology, providing the development of professional activities: remote technology, expert seminars, design stations, panels and plenary discussions, business games, round-table discussions.

The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

Science.gov (United States)

Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges

2018-01-01

This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether…

School Psychologists' Stages of Concern with RTI Implementation

Science.gov (United States)

Bogue, Heidi; Marrs, Heath; Little, Suzanne

2017-01-01

Responsiveness to intervention has been an important change in models of service delivery within school systems in the recent past. However, there are a significant number of challenges to implementing the paradigm shift that these changes entail (Reschly 2008). Therefore, implementation of RTI varies among states, districts, and schools and some…

Solar for Schools program

Energy Technology Data Exchange (ETDEWEB)

Egles, D.; Lee, A. [Carmanah Technologies Corp., Victoria, BC (Canada)

2005-07-01

Carmanah Technologies proposed a nation wide program to bring photovoltaic (PV) power to secondary schools across Canada in 2004.The objectives of the Solar 4 Schools program were to improve awareness of energy issues within schools and to increase the acceptance of PV power through visibility in the community. The British Columbia Ministry of Energy and Mines provided a $300,000 grant to install the first 2 systems; one in Fort Nelson and one in Vernon, British Columbia. This paper described the 2 installed and fully functional 10 KW PV power systems and their expected electrical contributions to the schools. It also described the Internet based production monitoring software developed as part of the program. The incentives for renewable energy technologies stem from the increased demand for energy at a time when conventional energy supplies are declining. Another incentive is to reduce greenhouse gas (GHG) emissions associated with the combustion of fossil fuel. It is expected that PV technology will be competitive with fossil fuel generated electricity in Canada within the next decade. Currently, PV is cost effective in Canada at about 25 cents per kilowatt-hour. Cost projections and the cost of future electrical energy in Canada were presented. The Solar 4 Schools program raises awareness that there are viable alternatives to fossil fuel for producing electricity. At completion, the program anticipates to see PV power used by 1000 schools across Canada with an addition of 10 MW of solar capacity to Canada's current 7 MW. The program would deliver GHG offsets of about 12,000 tons of carbon dioxide equivalent per year if fossil fuel was the primary energy source. In addition to the energy savings that schools will gain from this program, other benefits will be gained by students, the community, industry and Canada, which currently lags behind most industrialized nations in the installation of renewable energy. 2 refs., 1 tab., 5 figs.

Integration оf Foreign Educational Technologies іn the Content of Program of Pre-School Education in Ukraine

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Nadiia Frolenkova

2017-02-01

Full Text Available Reveals the integration and implementation of foreign educational technologies in the content of educational programs of preschool education in Ukraine. The emphasis on the implementation of programs for the ideas of Waldorf education, Montessori programs, “SelfEsteem”, “Step by Step”, “Education for sustainable development for children of pre-school age”. It is proved that the integration of foreign educational technologies in the process of optimizing the scientific and methodological support preschool education content Ukraine simulated based priority, primarily oriented humanistic, pedagogical ideas and technologies.Key words: educational technologies, integration, educational program, content of preschool education, children of pre-school age.

Implementation, Sustainability, and Scaling up of Social-Emotional and Academic Innovations in Public Schools

Science.gov (United States)

Elias, Maurice J.; Zins, Joseph E.; Graczyk, Patricia A.; Weissberg, Roger P.

2003-01-01

Many attempts at bringing successful educational programs and products "to scale" as part of school reform, particularly in urban districts, have been disappointing. Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about…

Educational program for the prevention and management of school violence

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Viriam Leiva Díaz

2013-04-01

Full Text Available This article presents the main results of the implementation of an educational program for the preventionand management of violence in public schools by teachers of first and second cycle, the program was taught bythe School of Nursing at the University of Costa Rica, with a total of 40 hours from January to February 2011. Weused various teaching strategies based on the educational needs of this group of teachers, which were shown in aprevious study and application of a needs assessment. Attended by 33 teachers, 32 women and one man. Of theparticipants, 30 completed the program. The main results are as follows: participants were able to acquire, buildor improve their knowledge about the prevention and treatment of school violence, and also learned varioustechniques and strategies for prevention and control of violence in schools. It is concluded that success inachieving the goals set for each of the sessions is directly related to the fact that the entire educational programstuck to the educational needs expressed by the participating population and its characteristics as teachers, usingprinciples of andragogy, which allowed understanding learning as a knowledge sharing among stakeholders

School Gardens: A Qualitative Study on Implementation Practices

Directory of Open Access Journals (Sweden)

Nele Huys

2017-11-01

Full Text Available School gardens have beneficial effects on children’s dietary behaviors but information on its implementation is scarce. The current study aimed to gain insight in implementation practices of school gardens and in perceptions of key members and children towards a school garden. We conducted twelve interviews involving 14 key members and five focus groups with 38 children from fifth to sixth grade (10–13 years old in four primary schools in Ghent (Flanders, Belgium. We analyzed the interviews and focus groups in NVivo, using thematic analysis. School gardens were mainly initiated to involve children in nature, not to improve vegetable consumption. Participants were positive about having a school garden, experienced facilitating factors (e.g., adaptability of the garden, having a person responsible for the garden, but also various barriers (e.g., difficulties with startup, maintenance during summer holidays and integration in the school curriculum and suggested some solutions (e.g., involving external organizations and parents, expanding the garden and motivating factors for children (e.g., colorful plants, use of gloves. In order to improve implementation and to contribute to children’s health, future school gardening projects should take the recommendations of key members and children into account.

Implementation and evaluation of the Johns Hopkins University School of Medicine leadership program for women faculty.

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Levine, Rachel B; González-Fernández, Marlís; Bodurtha, Joann; Skarupski, Kimberly A; Fivush, Barbara

2015-05-01

Women continue to be underrepresented in top leadership roles in academic medicine. Leadership training programs for women are designed to enhance women's leadership skills and confidence and increase overall leadership diversity. The authors present a description and evaluation of a longitudinal, cohort-based, experiential leadership program for women faculty at the Johns Hopkins University School of Medicine. We compared pre- and post-program self-assessed ratings of 11 leadership skills and specific negotiation behaviors from 3 cohorts of leadership program participants (n=134) from 2010 to 2013. Women reported significant improvements in skills across 11 domains with the exceptions of 2 domains, Public Speaking and Working in Teams, both of which received high scores in the pre-program assessment. The greatest improvement in rankings occurred within the domain of negotiation skills. Although women reported an increase in their negotiation skills, we were not able to demonstrate an increase in the number of times that women negotiated for salary, space, or promotion following participation in the program. The Johns Hopkins School of Medicine Leadership Program for Women Faculty has demonstrable value for the professional development of participants and addresses institutional strategies to enhance leadership diversity and the advancement of women.

Implementing Nunavut Education Act: Compulsory School Attendance Policy

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Kwarteng, E. Fredua

2006-01-01

This paper discusses the implementation of Nunavut compulsory school attendance policy as part of the Nunavut Education Act (2002). Using a bottom-up approach to policy implementation in the literature and the author's six years teaching experience in Nunavut, the paper argues that the compulsory school attendance policy may not achieve its…

Habituation Model of Implementing Environmental Education in Elementary School

DEFF Research Database (Denmark)

Zaenuri, Z.; Sudarmin, S.; Utomo, Y.

2017-01-01

is designed using a qualitative approach. This study is focused on the implementation of environmental education in primary schools. Data collection uses observation sheet instrument (observation), focused interview, and Focus Group Discussion (FGD). The research data were analyzed descriptively. The results......The purpose of this study is to analyze the implementation of environmental education in Elementary School. The study was conducted at SDN 1 Kota Banda Aceh. The research subjects are school residents (students, teachers, education personnel, principals, and school committees). This research...... show that the implementation of environmental education can be realized in habituation to maintain personal hygiene, class cleanliness, and worship together according to his beliefs and sports....

Evaluating the Impact of a Connecticut Program to Reduce Availability of Unhealthy Competitive Food in Schools

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Long, Michael W.; Henderson, Kathryn E.; Schwartz, Marlene B.

2010-01-01

Background: This article seeks to inform state and local school food policies by evaluating the impact of Connecticut's Healthy Food Certification (HFC), a program which provides monetary incentives to school districts that choose to implement state nutrition standards for all foods sold to students outside reimbursable school meals. Methods: Food…

Strategies for enhancing the implementation of school-based policies or practices targeting risk factors for chronic disease.

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Wolfenden, Luke; Nathan, Nicole K; Sutherland, Rachel; Yoong, Sze Lin; Hodder, Rebecca K; Wyse, Rebecca J; Delaney, Tessa; Grady, Alice; Fielding, Alison; Tzelepis, Flora; Clinton-McHarg, Tara; Parmenter, Benjamin; Butler, Peter; Wiggers, John; Bauman, Adrian; Milat, Andrew; Booth, Debbie; Williams, Christopher M

2017-11-29

A number of school-based policies or practices have been found to be effective in improving child diet and physical activity, and preventing excessive weight gain, tobacco or harmful alcohol use. Schools, however, frequently fail to implement such evidence-based interventions. The primary aims of the review are to examine the effectiveness of strategies aiming to improve the implementation of school-based policies, programs or practices to address child diet, physical activity, obesity, tobacco or alcohol use.Secondary objectives of the review are to: Examine the effectiveness of implementation strategies on health behaviour (e.g. fruit and vegetable consumption) and anthropometric outcomes (e.g. BMI, weight); describe the impact of such strategies on the knowledge, skills or attitudes of school staff involved in implementing health-promoting policies, programs or practices; describe the cost or cost-effectiveness of such strategies; and describe any unintended adverse effects of strategies on schools, school staff or children. All electronic databases were searched on 16 July 2017 for studies published up to 31 August 2016. We searched the following electronic databases: Cochrane Library including the Cochrane Central Register of Controlled Trials (CENTRAL); MEDLINE; MEDLINE In-Process & Other Non-Indexed Citations; Embase Classic and Embase; PsycINFO; Education Resource Information Center (ERIC); Cumulative Index to Nursing and Allied Health Literature (CINAHL); Dissertations and Theses; and SCOPUS. We screened reference lists of all included trials for citations of other potentially relevant trials. We handsearched all publications between 2011 and 2016 in two specialty journals (Implementation Science and Journal of Translational Behavioral Medicine) and conducted searches of the WHO International Clinical Trials Registry Platform (ICTRP) (http://apps.who.int/trialsearch/) as well as the US National Institutes of Health registry (https://clinicaltrials.gov). We

School-Within-A-School (Hawaii Nui High) Hilo High School Report 1969-70.

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Hawaii Univ., Honolulu. Social Welfare Development and Research Center.

The second year of operation of Hilo High School's "School-Within-A-School" [SWS] program is evaluated in this paper. Planning, training, and program implementation are described in the document. The following are the results of the program: There was an improvement in attendance among project students when compared to their record in…

Promoting social-emotional learning in Chinese schools: A feasibility study of PATHS implementation in Hong Kong

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Chi-Ming Kam

2011-04-01

Full Text Available This paper describes a pilot study of a reduced version of the PATHS Curriculum, a Usdeveloped evidence-based SEL program, among schools in Hong Kong SAR (China. Three hundred and sixteen 12th grade students in three elementary schools participated in the study. A limited number of first grade PATHS lessons were adapted and translated into Chinese. Twelve teachers learned and adopted these lessons in their teaching. Students in these classrooms learned about different emotions and practiced self-control. The intervention lasted four months. After the intervention, students showed improvement in emotion understanding, emotion regulation and prosocial behavior. No change was observed in the level of children's problem behaviors. Over 65% of the teachers reported a high degree of satisfaction and willingness to adopt the intervention. The effects of the intervention varied among schools, with variations in the level of intervention and principal support, but not in the quality of implementation. Discussion is focused on the factors that could shape the adoption and implementation of SEL programs, especially the role of the difference in school systems between Hong Kong and the United States.

High impact of implementation on school-based smoking prevention

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Bast, Lotus Sofie; Due, Pernille; Bendtsen, Pernille

2016-01-01

prevention trial-the X:IT study. METHODS: A cluster-randomized trial testing is a multi-component intervention to prevent smoking among adolescents in 94 Danish elementary schools (51 intervention, 43 control schools). Participants were grade 7 pupils (mean age 12.5 years). Data was collected by electronic...... into account the complexity of the concept nor the intervention. The objective of the present study was to develop an overall quantitative measure of implementation fidelity, to examine the degree of implementation fidelity and the association of implementation and effect of a randomized school-based smoking...... questionnaires among pupils at baseline (n = 4161), the first follow-up (n = 3764), and the second follow-up (n = 3269) and among school coordinators at intervention schools at the first and second follow-up (50 and 39 coordinators). INTERVENTION: The intervention included three components: (1) smoke-free school...

Predicting the implementation of environmental education in Indiana K--8 schools

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Yang, Li-Ling

-service exposure to EE, their competencies in teaching EE, and the barrier "EE not relevant to what I teach" are approximately the same. The findings of this study provide educational agencies, institutions and administrators with the information that is required to improve EE implementation in Indiana K--8 schools and teacher education programs.

Assessment of the Teaching Behavior of the Instructors of an Out-of-School Program

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Rodríguez-Naveiras, Elena; Borges, África

2015-01-01

Out-of-school programs for students with high abilities are especially relevant when their needs are not covered in formal education. The evaluation of these programs is essential and it can be carried out from different evaluative approaches. The evaluation of the behavior of the people who implement the programs is an important aspect in the…

“Yet” ~ A Brief School-Based Program for Fourth Graders

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Sandra L. Rogelberg

2016-12-01

Full Text Available “Yet” is a school-based youth development program intended to introduce elementarygrade students to concepts of growth mindset, self-leadership, resilience and self-talk to promote healthy coping strategies to persist in tasks toward more positive educational outcomes.  Drawing from psychology, education, and management literature focusing on self-leadership, the “Yet” program encourages interaction and internalization of concepts such as “growing the brain,” and “stinkin’ thinking,” while modeling how to reframe set-backs to things students have not mastered…”yet,” and practicing adaptive self-talk to promote coping and persistence.  This unique program holds promise because it is approximately 30 minutes long, occurs within the context of a regular school day, and can be implemented with a high measure of fidelity because it is script-based.  The success of the program may be augmented by principal and teacher support along with online videos.

Using Intervention Mapping for Program Design and Production of iCHAMPSS: An Online Decision Support System to Increase Adoption, Implementation, and Maintenance of Evidence-Based Sexual Health Programs.

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Peskin, Melissa F; Hernandez, Belinda F; Gabay, Efrat K; Cuccaro, Paula; Li, Dennis H; Ratliff, Eric; Reed-Hirsch, Kelly; Rivera, Yanneth; Johnson-Baker, Kimberly; Emery, Susan Tortolero; Shegog, Ross

2017-01-01

In Texas and across the United States, unintended pregnancy, HIV, and sexually transmitted infections (STIs) among adolescents remain serious public health issues. Sexual risk-taking behaviors, including early sexual initiation, contribute to these public health problems. Over 35 sexual health evidence-based programs (EBPs) have been shown to reduce sexual risk behaviors and/or prevent teen pregnancies or STIs. Because more than half of these EBPs are designed for schools, they could reach and impact a considerable number of adolescents if implemented in these settings. Most schools across the U.S. and in Texas, however, do not implement these programs. U.S. school districts face many barriers to the successful dissemination (i.e., adoption, implementation, and maintenance) of sexual health EBPs, including lack of knowledge about EBPs and where to find them, perceived lack of support from school administrators and parents, lack of guidance regarding the adoption process, competing priorities, and lack of specialized training on sexual health. Therefore, this paper describes how we used intervention mapping (Steps 3 and 4, in particular), a systematic design framework that uses theory, empirical evidence, and input from the community to develop CH oosing A nd M aintaining Effective P rograms for S ex Education in S chools ( iCHAMPSS ), an online decision support system to help school districts adopt, implement, and maintain sexual health EBPs. Guided by this systematic intervention design approach, iCHAMPSS has the potential to increase dissemination of sexual health EBPs in school settings.

Solving the Policy Implementation Problem

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Gregg A. Garn

1999-08-01

Full Text Available When Republican legislators in Arizona failed to approve educational vouchers in four consecutive legislative sessions, a charter school program was approved as a compromise. The charter school policy was written during a special summer session and within three years, over 30,000 students were enrolled in 260 charter schools across the state. Republican policy makers, who failed to enact voucher legislation, proclaimed the charter school program to be an overwhelming success and protected it from amendments by Democrats and potential actions of bureaucrats that could have altered the policy intent. Research on the implementation of policy indicates that state and local implementors frequently undermine or alter legislative intentions. However, when Arizona policy makers approved the charter school policy, they overcame this persistent implementation phenomenon and, in fact, succeeded in preserving the legislative intentions in the working program. This policy study analyzes how they were able to achieve this elusive result. Key policy makers attended to four significant features of policy implementation in creating the charter school policy: communication, financial resources, implementor attitudes, and bureaucratic structure. Manipulating these key variables allowed policy makers to reduce implementation slippage.

A Meta-Analysis of Empirically Tested School-Based Dating Violence Prevention Programs

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Sarah R. Edwards

2014-05-01

Full Text Available Teen dating violence prevention programs implemented in schools and empirically tested were subjected to meta-analysis. Eight studies met criteria for inclusion, consisting of both within and between designs. Overall, the weighted mean effect size (ES across studies was significant, ESr = .11; 95% confidence interval (CI = [.08, .15], p < .0001, showing an overall positive effect of the studied prevention programs. However, 25% of the studies showed an effect in the negative direction, meaning students appeared to be more supportive of dating violence after participating in a dating violence prevention program. This heightens the need for thorough program evaluation as well as the need for decision makers to have access to data about the effectiveness of programs they are considering implementing. Further implications of the results and recommendations for future research are discussed.

Accreditation of Spanish engineering programs, first experiences. The case of the Terrassa School of Engineering

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Mª Dolores Álvarez

2016-03-01

Full Text Available The implementation of the European Space for Higher Education has entailed new requirements for Spanish Higher Education Programs. Regulations (RD 1393, 2007 stablish that university programs, in order to have official validity, must be submitted to an external evaluation process before their official implementation, denominated Validation, and to an ex-post process or Accreditation. Terrassa School of Engineering (EET was one of the first schools in Spain to adapt to the European Space for Higher Education, in the academic period 2009-10 and then, one of the first university institutions submitted to an accreditation process. In this communication, the important role of the Internal Quality Assurance System in the assessment of the school’s programs is exposed as well as the approach followed in the key steps of the process: Accreditation

Reducing School Violence: School-Based Curricular Programs and School Climate

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Greene, Michael B.

2008-01-01

This article examines two different, but interrelated approaches to reduce school violence: school-based curricular programs and efforts to change school climate. The state of the research for each is reviewed and the relationship between them is explored.

Clinical Trial of Second Step Middle School Program: Impact on Bullying, Cyberbullying, Homophobic Teasing, and Sexual Harassment Perpetration

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Espelage, Dorothy L.; Low, Sabina; Van Ryzin, Mark J.; Polanin, Joshua R.

2015-01-01

Social-emotional learning programs are increasingly being implemented in U.S. schools to address a wide range of problematic behaviors (e.g., bullying, delinquency) and to promote academic success. The current study examined the direct and indirect impact of the Second Step Middle School Program (Committee for Children, 2008) on bullying,…

Connecting Marketing and Implementation Research and Library Program Development: A Case Study of the Implementation of [U.S.] National Guidelines and Standards.

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Haycock, Ken; Cavill, Pat

This case study examined: (1) what market research is required for planning for the implementation of "Information Power: Building Partnerships for Learning," the 1998 national guidelines for effective school library media programs; (2) what issues need to be addressed and what target audiences are required to effect change, as well as…

The Nexus of Knowledge and Behavior for School-Aged Children: Implementation of Health Education Programs and a Nutritional Symbol System

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Miller, Judith; Graham, Lorraine; Pennington, Jim

2013-01-01

Health-related knowledge has been assumed to inform lifestyle choices for school-aged students. A "health-promoting school" provides the conceptual framework for this intervention. A large boarding school developed, implemented and refined a Nutritional Symbol System for their dining hall. The effectiveness of this social marketing…

Advanced Placement Academy: Case Study of a Program within a School

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Swanson, Julie Dingle; Nagy, Steven

2014-01-01

The focus of this study was the first year of implementation of the Advanced Placement Academy (APA), a program within a high school providing honors and Advanced Placement coursework for high-ability African American students with previously limited access to rigorous courses. The qualitative investigation explores practical solutions from…

A Pilot Study Exploring After-School Care Providers' Response to the Incredible Years Classroom Management Program

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Hicks-Hoste, Taylor B.; Carlson, John S.; Tiret, Holly B.

2015-01-01

The need for and importance of bringing evidence-based interventions into school settings has been firmly established. Adapting and adjusting intervention programs to meet the unique needs of a school district requires personnel to use a data-based approach to implementation. This pilot study is the first to report on after-school care providers'…

"PCI Reading Program": The Final Report of a Three Year Experimental Study in Brevard Public Schools and Miami-Dade County Public Schools. Research Report

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Toby, Megan; Jaciw, Andrew; Ma, Boya; Lipton, Akiko

2011-01-01

PCI Education conducted a three-year longitudinal study to determine the comparative effectiveness of the "PCI Reading Program" ("PCI") for students with severe disabilities as implemented in Florida's Brevard Public Schools and Miami-Dade County Public Schools. The primary question addressed by the study is whether students…

Evaluation of a Family-based Substance Abuse Prevention Program Targeted for the Middle School Years.

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Abbey, Antonia; Pilgrim, Colleen; Hendrickson, Peggy; Buresl, Sue

2000-01-01

Evaluates family-based substance abuse prevention program implemented in a rural community for families with middle school students. In comparison with nonparticipants, students had higher family cohesion, less family fighting, greater school attachment, higher self-esteem, and believed alcohol should be consumed at an older age, at one-year…

SHPPS 2006: School Health Policies and Programs Study--Foods and Beverages Sold Outside of the School Meals Programs

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Centers for Disease Control and Prevention, 2007

2007-01-01

The School health Policies and Programs Study (SHPPS) is a national survey periodically conducted to assess school health policies and programs at the state, district, school, and classroom levels. This brief reports study results in the area of foods and beverages sold outside of the school meals program. (Contains 3 tables, 1 figure, and 2…

Examining Barriers to Sustained Implementation of School-Wide Prevention Practices

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Turri, Mary G.; Mercer, Sterett H.; McIntosh, Kent; Nese, Rhonda N. T.; Strickland-Cohen, M. Kathleen; Hoselton, Robert

2016-01-01

The purpose of this study was to determine if an experimental 5-item measure of barriers to implementing and sustaining school-wide prevention practices, the "Assessment of Barriers to Implementation and Sustainability in Schools" (ABISS), would relate to objective measures of school-wide positive behavioral interventions and supports…

Implementing corporate wellness programs: a business approach to program planning.

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Helmer, D C; Dunn, L M; Eaton, K; Macedonio, C; Lubritz, L

1995-11-01

1. Support of key decision makers is critical to the successful implementation of a corporate wellness program. Therefore, the program implementation plan must be communicated in a format and language readily understood by business people. 2. A business approach to corporate wellness program planning provides a standardized way to communicate the implementation plan. 3. A business approach incorporates the program planning components in a format that ranges from general to specific. This approach allows for flexibility and responsiveness to changes in program planning. 4. Components of the business approach are the executive summary, purpose, background, ground rules, approach, requirements, scope of work, schedule, and financials.

The Development of International Programs in a School of Social Work

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Frank B. Raymond

2014-04-01

Full Text Available During the last decade increasing numbers of schools of social work have adopted an international mission and have developed a variety of activities to reflect their global perspective. In earlier years, however, relatively few schools expressed a global mission, offered coursework on international social work, provided field placements or other opportunities to expose students to international learning, or extended components of their academic programs to other countries. An early leader in doing such things was the College of Social Work at the University of South Carolina (COSW, where the author was privileged to serve as dean for 22 years (1980-2002 when many of these developments occurred. This paper will discuss how this school acquired an international mission and developed various programs to manifest this commitment. The paper will describe, in particular, the college’s signature achievement in international social work education – the development and implementation of a Korea-based MSW program. The COSW was the first school of social work in the US to offer a master’s degree in its entirety in a foreign country. It is hoped that the recounting of this school’s experiences will offer guidance to other social work education programs that are exploring ways of expanding their international initiatives.

Assessing the accuracy and feasibility of a refractive error screening program conducted by school teachers in pre-primary and primary schools in Thailand.

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Teerawattananon, Kanlaya; Myint, Chaw-Yin; Wongkittirux, Kwanjai; Teerawattananon, Yot; Chinkulkitnivat, Bunyong; Orprayoon, Surapong; Kusakul, Suwat; Tengtrisorn, Supaporn; Jenchitr, Watanee

2014-01-01

As part of the development of a system for the screening of refractive error in Thai children, this study describes the accuracy and feasibility of establishing a program conducted by teachers. To assess the accuracy and feasibility of screening by teachers. A cross-sectional descriptive and analytical study was conducted in 17 schools in four provinces representing four geographic regions in Thailand. A two-staged cluster sampling was employed to compare the detection rate of refractive error among eligible students between trained teachers and health professionals. Serial focus group discussions were held for teachers and parents in order to understand their attitude towards refractive error screening at schools and the potential success factors and barriers. The detection rate of refractive error screening by teachers among pre-primary school children is relatively low (21%) for mild visual impairment but higher for moderate visual impairment (44%). The detection rate for primary school children is high for both levels of visual impairment (52% for mild and 74% for moderate). The focus group discussions reveal that both teachers and parents would benefit from further education regarding refractive errors and that the vast majority of teachers are willing to conduct a school-based screening program. Refractive error screening by health professionals in pre-primary and primary school children is not currently implemented in Thailand due to resource limitations. However, evidence suggests that a refractive error screening program conducted in schools by teachers in the country is reasonable and feasible because the detection and treatment of refractive error in very young generations is important and the screening program can be implemented and conducted with relatively low costs.

THE ERASMUS PLUS PROGRAM AS A FACTOR TO INTERNATIONAL COOPERATION IN SCHOOLS: A CASE STUDY

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Magdalena Kugiejko

2016-06-01

Full Text Available Content and methods of education implemented in schools are changing rapidly. One of the reasons fuelling these changes is implementation of such programs like the Lifelong Learning Program (LLP Erasmus Plus, which motto „Learning for life” is gaining more and more followers. For the purpose of proving this theory, the researcher presents below the profiles of two primary schools (Primary School in Krosno and CEIP Villa Romana in Spain, which participate in this international cultural and educational exchange. The researcher paid special attention to the assumptions of the LLP project, tourism mobility and achievements resulting from the international cooperation between the educational institutions. To present the problem, the researcher used one of the qualitative research methods for case studies. It determined the careful analysis of the individual interviews as well as participating observation of the program coordinators and teachers’ behavior showed how much potential lies in the cooperation of teachers and pupils participating in such educational exchanges. The undertaken research (including interviews with the staff and observation of the projects management and its analysis confirmed the hypothesis that every type of school, regardless of its location (city or countryside can benefit from participation in an international exchange. The main limiting factor, noticeable especially in the schools located in rural areas, is the mentality and fear from participation in an international program, challenging the language skills of the staff and resulting in more administrative work. However, the success of the Erasmus Plus program is best measured by the fact that after initial participating, both village schools continued the project in the following years.

Leadership Challenges in the Implementation of ICT in Public Secondary Schools, Kenya

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Mingaine, Laaria

2013-01-01

Many authors argue that school leadership determines how Information Communication Technology (ICT) is implemented and its subsequent impact on teaching and learning. This involves Principal as a school leader to lead in implementation. A positive attitude of school leader towards implementation of ICT will encourage the school community to be…

The Prenatal Care at School Program

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Griswold, Carol H.; Nasso, Jacqueline T.; Swider, Susan; Ellison, Brenda R.; Griswold, Daniel L.; Brooks, Marilyn

2013-01-01

School absenteeism and poor compliance with prenatal appointments are concerns for pregnant teens. The Prenatal Care at School (PAS) program is a new model of prenatal care involving local health care providers and school personnel to reduce the need for students to leave school for prenatal care. The program combines prenatal care and education…

Adherence and delivery: Implementation quality and program outcomes for the 7th grade keepin’ it REAL program

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Pettigrew, Jonathan; Graham, John W.; Miller-Day, Michelle; Hecht, Michael L.; Krieger, Janice L.; Shin, Young Ju

2014-01-01

Poor implementation quality (IQ) is known to reduce program effects making it important to consider IQ for evaluation and dissemination of prevention programs. However, less is known about the ways specific implementation variables relate to outcomes. In this study, two versions of the keepin’ it REAL, 7th grade drug prevention intervention were implemented in 78 classrooms in 25 schools in rural districts in Pennsylvania and Ohio. IQ was measured through observational coding of 276 videos. IQ variables included adherence to the curriculum, teacher engagement (attentiveness, enthusiasm, seriousness, clarity, positivity), student engagement (attention, participation), and a global rating of teacher delivery quality. Factor analysis showed that teacher engagement, student engagement, and delivery quality formed one factor, which was labeled delivery. A second factor was adherence to the curriculum. Self-report student surveys measured substance use, norms (beliefs about prevalence and acceptability of use), and efficacy (beliefs about one’s ability to refuse substance offers) at two waves (pretest, immediate posttest). Mixed model regression analysis which accounted for missing data and controlled for pretest levels examined implementation quality’s effects on individual level outcomes, statistically controlling for cluster level effects. Results show that when implemented well, students show positive outcomes compared to students receiving a poorly implemented program. Delivery significantly influenced substance use and norms, but not efficacy. Adherence marginally significantly predicted use and significantly predicted norms, but not efficacy. Findings underscore the importance of comprehensively measuring and accounting for IQ, particularly delivery, when evaluating prevention interventions. PMID:24442403

An evaluation of the California Instructional School Garden Program.

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Hazzard, Eric L; Moreno, Elizabeth; Beall, Deborah L; Zidenberg-Cherr, Sheri

2012-02-01

California Assembly Bill 1535 awarded $US 15 million to California public schools to promote, develop and sustain instructional school gardens through the California Instructional School Garden Program (CISGP). The present study was designed to assess the effectiveness of the CISGP at assisting schools in implementing, maintaining and sustaining an academic school garden programme, determine how schools utilized the funding they received and assess the impact of the California state budget crisis on the CISGP. A mid-term evaluation was used to assess the degree to which schools achieved their instructional garden-related goals. California. Only schools that applied for the CIGSP grant as part of a school district and also provided a contact email and had a unique contact person were included in the study (n 3103, 80·6 %). In general, many schools reported not achieving their predicted goals with regard to the CISGP grant. Only 39·4 % of schools reported accomplishing all of their garden-related goals. Over one-third (37·8 %) of schools reported that their school gardens were negatively affected by the California budget deficit. The difference between predicted and actual utilization of the CISGP grants may be due to a combination of the effects of budget shortfall and insufficiency of the grant award amount.

Interests and Conflicts: Exploring the Context for Early Implementation of a Dual Language Policy in One Middle School

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Forman, Stephanie

2016-01-01

Dual language immersion program models represent a potentially effective way to serve growing numbers of English language learners (ELLs) in schools and districts. However, local challenges, such as interpersonal conflict, can impact the process of implementing dual language policies and programs, limiting the extent to which they are able to meet…

Implementation of the thinking skills for work program in a psychosocial clubhouse.

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McGurk, Susan R; Schiano, Diane; Mueser, Kim T; Wolfe, Rosemarie

2010-01-01

Cognitive remediation programs aimed at improving role functioning have been implemented in a variety of different mental health treatment settings, but not in psychosocial clubhouses. This study sought to determine the feasibility and preliminary outcomes of providing a cognitive remediation program (the Thinking Skills for Work program), developed and previously implemented in supported employment programs at mental health agencies, in a psychosocial club-house. Twenty-three members with a history of difficulties getting or keeping jobs, who were participating in a supported employment program at a psychosocial clubhouse, were enrolled in the Thinking Skills for Work program. A neurocognitive battery was administered at baseline and 3 months later after completion of the computer cognitive training component of the program. Hours of competitive work were tracked for the 2 years before enrollment and 2 years following enrollment. Other work-related activities (school, volunteer) were also tracked for 2 years following enrollment. Twenty-one members (91%) completed 6 or more computer cognitive training sessions. Participants demonstrated significant improvements on neurocognitive measures of processing speed, verbal learning and memory, and executive functions. Sixty percent of the members obtained a competitive job during the 2-year follow-up, and 74% were involved in some type of work-related activity. Participants worked significantly more competitive hours over the 2 years after joining the Thinking Skills for Work program than before. The findings support the feasibility and promise of implementing the Thinking Skills for Work program in the context of supported employment provided at psychosocial clubhouses.

The "Generacion Diez" after-school program and Latino parent involvement with schools.

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Riggs, Nathaniel R; Medina, Carmen

2005-11-01

The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

Assessment of Changes in School Nutrition Programs and the School Environment as a Result of Following the HealthierUS School Challenge Program

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Brown, Jennifer S.; Bednar, Carolyn; DiMarco, Nancy M.; Connors, Priscilla L.

2012-01-01

Purpose/Objectives: The purpose of this study was to determine changes in school nutrition programs and the school environment as reported by school nutrition directors who are following the U.S. Department of Agriculture's HealthierUS School Challenge (HUSSC) program. The objective was to determine before and after changes in the average lunch…

Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

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Carson, Russell L; Castelli, Darla M; Pulling Kuhn, Ann C; Moore, Justin B; Beets, Michael W; Beighle, Aaron; Aija, Rahma; Calvert, Hannah G; Glowacki, Elizabeth M

2014-12-01

A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school. Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior. Published by Elsevier Inc.

Developing an Implementation Guideline to International Standard School for Schools under Secondary Educational Service Area Office 25

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Worawut Poltree

2017-09-01

Full Text Available The objectives of developing an implementation guideline to international standard school for schools under secondary educational service area office 25 were ; 1 to study present and problem an implementation guideline to international standard school for schools under secondary educational service area office 25 and 2 to develop an implementation guideline to international standard school for schools under secondary educational service area office 25. There were 68 samples ; administrators, deputy administrators, head of quality management systems, and academic teachers by purposive sampling. The tools used to collect the data were the five level scale questionnaire and structured interviews. Data were analyzed using mean, standard deviation, and descriptive analysis. The researcher set the research by 2 phase. The first phase educated present and problem an implementation guideline to international standard school for schools under secondary educational service area office 25. The research was assessed feasibility of developing an implementation guideline to international standard school for schools under secondary educational service area office 25 by 5 experts. The research results were: 1. The present and problem an implementation guideline to international standard school for schools under secondary educational service area office 25 found that the overall present were at the high level and each one was at the high level. The overall problem were at the low and each one was at the moderate 2 aspects ; The leadership and the focus on personnel. Then it was at the low level. 2. Developing an implementation guideline to international standard school for schools under secondary educational service area office 25 found that 1 the leadership had set with the vision, values, performance of the school’s senior leadership, including good governance of the school, implementation of the ethics law, and responsibility for the community, 2 strategic

Information for Participants Implementing Integrated Pest Management in Schools

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Parents, school faculty and staff, school administrators, and pest management professionals all have important roles in planning and implementing school IPM. Find out about these roles and resources available to help.

A school peer mediation program as a context for exploring therapeutic jurisprudence (TJ): Can a peer mediation program inform the law?

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McWilliam, Nicky

2010-01-01

This paper reports an exploratory study of a school peer mediation program implemented as an alternative way to manage bullying and other destructive conflict. The study explores the effects of the program on the well-being of members of the school community by examining perceptions of students, staff and a sample of parents and former students. Drawing on therapeutic jurisprudence (TJ) the study explores whether the component parts of the program, separately or together, promote intended or unintended therapeutic effects. The preliminary findings of the study emphasise the importance of peer mediation training and suggest that existing scholarship in the area of school conflict resolution and peer mediation, when viewed through a TJ lens, may provide valuable insights into how to optimally configure programs for development and adoption in schools and other community settings. The study highlights the lack of attention paid by the legal system to valuable scholarship in the area of school conflict resolution and peer mediation, which may have implications for the understanding and development of legal processes and the law in general. Copyright © 2010 Elsevier Ltd. All rights reserved.

Adolescent Literacy Programs: Costs of Implementation. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy

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Levin, Henry M.; Catlin, Doran; Elson, Alex

2010-01-01

Many educators and researchers have proposed reforms for dealing with the ongoing adolescent literacy crisis. Progress in strengthening young people's literacy now depends on schools a) choosing appropriate programs and b) implementing them consistently and effectively. Yet the history of school reform is littered with reforms that were adopted…

A coalition partnership of vision health through a health-promoting school program for primary school students in Taiwan.

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Chang, Li-Chun; Guo, Jong-Long; Liao, Li-Ling; Peng, Hsiu-Ying; Hsieh, Pei-Lin

2017-09-01

Myopia, the most common refractive error, is the most common cause of avoidable visual impairment among children and has reached epidemic proportions among children and young adults in urban areas of East and Southeast Asia that contain populations of Chinese ancestry. Moreover, vision health is an important theme of the health-promoting school program issued by the Ministry of Education in Taiwan. The aim of this study is to assess the impact of pre- and post-intervention proposed by the health-promoting school (HPS) model. The objectives are to understand whether the HPS model influenced the vision screening results and the attitude, knowledge level, and vision care behavior of the students involved. A prospective cohort study design was used to evaluate a vision health program. Four elementary schools, local education authorities, and one university in northern Taiwan established a coalition partnership to design a six-month program to combat myopia among students. The target population was 6668 school children from local elementary schools. For the purpose of this study, the outcome of visual acuity testing (in logMAR) was analyzed with a sampling of 373 school children (aged 11-12 years old) who were chosen from high prevalence of poor vision classes. After the HPS program, the attitudes, behaviors, and knowledge levels of the school children regarding vision health were significantly improved. The pre-intervention mean logMAR of all participating students ( N = 373) was -.10, which increased to -.19 after the intervention. Analysis using the Wilcoxon signed-rank test showed that the logMAR value was significantly improved after the intervention ( t = 2.13, p < 0.05). Our findings highlight the relevance and effectiveness of the coalition's efforts, which reinforces the usefulness of co-operatively implementing the HPS program.

The Roles of School Principal in the Implementation of Character Education at Boarding School

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Asmendri Asmendri

2014-07-01

Full Text Available The success or failures of educational institutions in the implementation of character education in boarding schools or madrasah is determined by its leaders.  The school principal as a leader and educator should be a good model to all teachers and learners in the school.  In other words,  he or she will create a healthy school life, conducive and supportive school performance. There are seven principal’s roles in implementing character building the school. He or she should has a clear vision, rely on more collaborative approach,  responsive and proactive in responding to what is happening outside of school, be consistent in enforcing the rules, be active, give  many social rewards, and create a variety of rides or activities that can develop pro-social skills and devotion of students.

Intersectorality in the 'Health in Schools' Program: an evaluation of the political-management process and working practices.

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Sousa, Marta Caires de; Esperidião, Monique Azevedo; Medina, Maria Guadalupe

2017-06-01

This study analyzed inter-sectoral activities between the health and education sectors in implementing the Health in Schools program in a city within a metropolitan region in northeast Brazil. Analysis of the political-management process looked at the following dimensions: professional practices and subject understanding of intersectorality. The results show that subjects define intersectorality as partnership and joint efforts. Regarding decision making and resource mobilization, during program implementation we noticed that healthcare leads, and education tends to play a more peripheral role. Health activities in the schools use a biomedical approach and primarily consist of lectures. We believe that the program strengthened the relationship between these two sectors. However, intersectoral coordination in the political-management process and practices show weaknesses and limitations.

Effect evaluation of a web-based coaching intervention to support implementation of sex education among secondary school teachers : randomized controlled trial

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Schutte, Lisette; Mevissen, Fraukje E F; Meijer, Suzanne; Paulussen, Theo; van Empelen, Pepijn; Kok, Gerjo

2017-01-01

BACKGROUND: The quality of implementation is important to ensure the effectiveness of behavioral change interventions in practice. Implementing such programs with completeness and adherence is not an automatic process and may require additional support. In school settings, the support teachers

Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate.

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McCormick, Meghan P; Cappella, Elise; O'Connor, Erin E; McClowry, Sandee G

2015-09-01

This paper examines whether three dimensions of school climate-leadership, accountability, and safety/respect-moderated the impacts of the INSIGHTS program on students' social-emotional, behavioral, and academic outcomes. Twenty-two urban schools and N = 435 low-income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social-Emotional Learning program implementation, replication, and scale-up are discussed.

A Qualitative Content Analysis of Sexual Abuse Prevention and Awareness Programming in Texas Private School Athletics

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Naterman, Shane

2014-01-01

The purpose of this study is to determine to what extent private school athletic administrators have implemented programming specifically aimed at combatting the problem of childhood sexual abuse in sport. The study examined published policies and procedures overseen by private school athletic administrators to determine to what extent their…

Experiences of Rehabilitation Professionals with the Implementation of a Back School for Patients with Chronic Low Back Pain: A Qualitative Study

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Stefan Peters

2016-01-01

Full Text Available A standardized curriculum back school (CBS has been recommended for further dissemination in medical rehabilitation in Germany. However, implementation of self-management education programs into practice is challenging. In low back pain care, individual factors of professionals could be decisive regarding implementation fidelity. The study aim was to explore attitudes and experiences of professionals who conducted the back school. Qualitative interviews were led with 45 rehabilitation professionals. The data were examined using thematic analysis. Three central themes were identified: (a “back school as a common thread,” (b “theory versus practice,” and (c “participation and patient-centeredness.” The CBS and its manual were frequently described positively because they provide structure. However, specified time was mentioned critically and there were heterogeneous perceptions regarding flexibility in conducting the CBS. Theory and practice in the CBS were discussed concerning amount, distribution, and conjunction. Participation and patient-centeredness were mainly mentioned in terms of amount and heterogeneity of participation as well as the demand for competences of professionals. Factors were detected that may either positively or negatively influence the implementation fidelity of self-management education programs. The results are explorative and provide potential explanatory mechanisms for behavior and acceptance of rehabilitation professionals regarding the implementation of biopsychosocial back schools.

Literacy Infrastructure, Access to Books, and the Implementation of the School Literacy Movement in Primary Schools in Indonesia

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Laksono, K.; Retnaningdyah, P.

2018-01-01

Literacy Infrastructure and access to books are the foundation of literacy activity. Indonesia has regulations from the Ministry of Education and Culture requiring that 15 minutes should be used each day before the learning begins to read books other than textbooks. However, many schools are not yet obeying this requirement. The purposes of this study are to describe the literacy infrastructure in primary schools in Indonesia, to analyze access to books in primary schools, to explain the School Literacy Movement implementation, and to identify issues around the implementation of reading strategies in a context in which there is limited access to books. The questionnaire and interview study were conducted in 30 primary schools in East Java, Indonesia. The study concluded that the literacy infrastructure and access to books in 30 primary schools are below standard, but the school community enthusiastically implements the objectives of the School Literacy Movement. Many primary schools are already implementing good many reading strategies although there are some problems related to teacher competence.

Implementing an Employee Assistance Program.

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Gam, John; And Others

1983-01-01

Describes in detail the implementation of an employee assistance program in a textile plant. Reviews the historical development, referral process, and termination guidelines of the program and contains descriptive statistics for six periods of the program's operation. (Author/JAC)

Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program.

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Trip, Simona; Bora, Carmen; Sipos-Gug, Sebastian; Tocai, Ioana; Gradinger, Petra; Yanagida, Takuya; Strohmeier, Dagmar

2015-10-01

The effectiveness of a class-based antibullying prevention program on cognitions, emotions, and behaviors was investigated. The program consists of a cognitive-behavioral (Rational Emotive Behavioral Education; REBE) and a behavioral (Viennese Social Competence; ViSC) component. The REBE program is based on rational emotive behavioral theory and contains 9 student lessons. The ViSC program is based on social learning theory and comprises 10 student lessons. The order of the programs was experimentally manipulated. The REBE-ViSC program was implemented in 5 schools (14 classes), the ViSC-REBE program was implemented in 3 schools (9 classes), and 3 schools (11 classes) served as an untreated control group. Data were collected during 1 school year at pretest, midpoint, and posttest. Emotions (overt and internalizing anger), cognitions (learning and entitlement), and behaviors (bullying perpetration and bullying victimization) were measured with self-assessments. To examine the effectiveness of the REBE-ViSC/ViSC-REBE program, multilevel growth models were applied (time points at Level 1, individuals at Level 2, and classes at Level 3). The analyses revealed that the program effects differed depending on the order of the programs. The REBE-ViSC condition was more effective in changing negative emotions than the ViSC-REBE condition; both experimental conditions were effective in reducing dysfunctional cognitions, whereas no behavioral change was found in the 2 experimental groups when compared with the control group. To improve program effectiveness regarding behavioral changes, a multilevel whole-school approach including a teacher component is recommended. (c) 2015 APA, all rights reserved).

Estimating impacts of a breakfast in the classroom program on school outcomes.

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Anzman-Frasca, Stephanie; Djang, Holly Carmichael; Halmo, Megan M; Dolan, Peter R; Economos, Christina D

2015-01-01

Short-term impacts of breakfast consumption on diet quality and cognitive functioning have been reported, but more evidence is needed to draw causal inferences about long-term impacts of school breakfast on indicators of school engagement and academic achievement. To estimate the impact of a Breakfast in the Classroom (BIC) program on School Breakfast Program participation, school attendance, and academic achievement. This quasi-experimental study included a sample of 446 public elementary schools from a large, urban US school district that served predominantly low-income, racial/ethnic minority students. A total of 257 schools (57.6%) implemented a BIC program during the 2012-2013 academic year, whereas 189 (42.4%) did not. School- and grade-level data from 2012-2013 and grade-level achievement data from the prior year were collected from school district records across the elementary schools. Hypotheses that a BIC program would improve school breakfast participation at the school level, school attendance at the grade level (kindergarten through sixth grade), and academic achievement at the grade level (second through sixth grades) were tested using propensity score weights to adjust for demographic differences between the BIC and non-BIC schools. The BIC program was linked with increased breakfast participation during the academic year (F10,414=136.90, Pperforming attendance analyses in the subset of grade levels for which achievement data were available, results were mostly consistent, although there was a group × time interaction (F10,1891=1.94, P=.04) such that differences between least squares means in the BIC vs non-BIC groups did not reach statistical significance at every month. There were no group differences in standardized test performance in math (57.9% in the BIC group vs 57.4% in the non-BIC group; F1,1890=0.41, P=.52) or reading (44.9% in the BIC group vs 44.7% in the non-BIC group; F1,1890=0.15, P=.70). Findings add to the evidence that BIC can

Evaluation of a health-promoting school program to enhance correct medication use in Taiwan

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Hsueh-Yun Chi

2014-06-01

Full Text Available This study was an evaluation of the Health Promoting School (HPS program in Taiwan and its effectiveness in enhancing students' knowledge and abilities with regard to correct medication usage. In 2011, baseline and follow-up self-administered online surveys were received from 3520 middle-school and primary students from intervention schools, and 3738 students from comparison primary and secondary schools completed the same survey. The results indicated that after implementing the correct medication use HPS program, students' knowledge and abilities concerning correct medication usage (i.e., the need to express clearly personal conditions to physicians, to check information on the medication packages, to take medication correctly and adhere to prescribed medication regimens, not to buy or acquire medication from unlicensed sources, and to consult pharmacists/physicians were significantly increased among the students in the intervention schools (p < 0.001. In addition, students' knowledge and abilities concerning correct medication usage were significantly higher in the intervention schools compared with the comparison schools (p < 0.001. In conclusion, the correct medication use HPS program significantly enhanced students' knowledge and abilities concerning correct medication usage.

Evaluation of a Dutch school-based depression prevention program for youths in highrisk neighborhoods: study protocol of a two-armed randomized controlled trial

NARCIS (Netherlands)

Kindt, K.C.M.; Zundert, R.M.P. van; Engels, R.C.M.E.

2012-01-01

Background Research has indicated that depression prevention programs attenuate the development of symptoms of depression in adolescents. To implement these programs on a large scale, implementation in a school setting with teachers providing the programs is needed. In the present study, the

School Libraries and Language Skills in Indian Primary Schools: A Randomized Evaluation of the Akshara Library Program. NBER Working Paper No. 18183

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Borkum, Evan; He, Fang; Linden, Leigh L.

2012-01-01

We conduct a randomized evaluation of a school library program on children's language skills. We find that the program had little impact on students' scores on a language test administered 16 months after implementation. The estimates are sufficiently precise to rule out effects larger than 0.13 and 0.11 standard deviations based on the 95 and 90…

Big Bang! An Evaluation of NASA's Space School Musical Program for Elementary and Middle School Learners

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Haden, C.; Styers, M.; Asplund, S.

2015-12-01

Music and the performing arts can be a powerful way to engage students in learning about science. Research suggests that content-rich songs enhance student understanding of science concepts by helping students develop content-based vocabulary, by providing examples and explanations of concepts, and connecting to personal and situational interest in a topic. Building on the role of music in engaging students in learning, and on best practices in out-of-school time learning, the NASA Discovery and New Frontiers program in association with Jet Propulsion Laboratory, Marshall Space Flight Center, and KidTribe developed Space School Musical. Space School Musical consists of a set of nine songs and 36 educational activities to teach elementary and middle school learners about the solar system and space science through an engaging storyline and the opportunity for active learning. In 2014, NASA's Jet Propulsion Laboratory contracted with Magnolia Consulting, LLC to conduct an evaluation of Space School Musical. Evaluators used a mixed methods approach to address evaluation questions related to educator professional development experiences, program implementation and perceptions, and impacts on participating students. Measures included a professional development feedback survey, facilitator follow-up survey, facilitator interviews, and a student survey. Evaluation results showed that educators were able to use the program in a variety of contexts and in different ways to best meet their instructional needs. They noted that the program worked well for diverse learners and helped to build excitement for science through engaging all learners in the musical. Students and educators reported positive personal and academic benefits to participating students. We present findings from the evaluation and lessons learned about integration of the arts into STEM education.

Evaluation of a Dutch school-based depression prevention program for youths in highrisk neighborhoods: study protocol of a two-armed randomized controlled trial

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Kindt Karlijn CM

2012-03-01

Full Text Available Abstract Background Research has indicated that depression prevention programs attenuate the development of symptoms of depression in adolescents. To implement these programs on a large scale, implementation in a school setting with teachers providing the programs is needed. In the present study, the effectiveness of the Dutch depression prevention program Op Volle Kracht (OVK provided by school teachers during school hours with adolescents from high risk neighborhoods will be tested. The mediating effects of cognitive distortions and alexithymia will be evaluated as well. We hypothesize that the OVK program will prevent or decrease reported depressive symptoms, and that this association will be mediated by cognitive distortions and alexithymia. Methods/Design Schools with at least 30% of their pupils living in low income areas in the Netherlands are invited to participate in the study. Classes from vocational training up to pre-university level are eligible and 1324 adolescents (11-14 years will be participating in the study. Randomisation will be done at class level, randomly assigning participants to an intervention group (OVK and a control group (care as usual, stratifying by school level (high versus low. Trained school teachers will be delivering the program, which covers cognitive-behavioral and social problem-solving skills. Longitudinal data will be collected with self-report measurements administered in the school setting at baseline, post intervention and at two follow ups (at 6 and 12 months. Primary outcome is the level of depressive symptoms, and secondary outcomes include: cognitive errors, response style, attributional style, alexithymia, stressful life events, substance use, happiness, and school grades. Discussion If the OVK program proves to be effective when it is provided by school teachers, a structural implementation of the program in the school curriculum will enhance the quality of the lives of adolescents and their

Medical school accreditation in Australia: Issues involved in assessing major changes and new programs

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Michael J. Field

2011-06-01

Full Text Available The Australian Medical Council (AMC is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

Economic Security Environment and Implementation of Planning, Programming, Budgeting, Execution (PPBE) System in Georgia

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2004-06-01

Roy J. What Determines Economic Growth? Economic Review – Second Quarter 1993 [References: Barro (1991); Mankiw , Romer, and Well (1992); De Long...NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release: distribution unlimited ECONOMIC SECURITY...DATES COVERED Master’s Thesis 4. TITLE AND SUBTITLE: Economic Security Environment and Implementation of Planning, Programming, Budgeting, Execution

Implementing an Alcohol and Other Drug Use Prevention Program Using University-High School Partnerships: Challenges and Lessons Learned

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Milroy, Jeffrey J.; Orsini, Muhsin Michael; Wyrick, David L.; Fearnow-Kenney, Melodie; Wagoner, Kimberly G.; Caldwell, Rebecca

2015-01-01

Background: School-based alcohol and other drug use prevention remains an important national strategy. Collaborative partnerships between universities and high schools have the potential to enhance prevention programming; however, there are challenges to sustaining such partnerships. Purpose: The purpose of this commentary is to underscore…

Effects of a Kundalini Yoga Program on Elementary and Middle School Students' Stress, Affect, and Resilience.

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Sarkissian, Meliné; Trent, Natalie L; Huchting, Karen; Singh Khalsa, Sat Bir

2018-04-01

The Your Own Greatness Affirmed (YOGA) for Youth program delivers yoga to urban inner-city schools with the goal of providing practical benefits that support underserved children at high risk of behavioral and emotional problems. A 10-week YOGA for Youth program delivered 1 to 2 times per week was implemented in 3 schools in urban neighborhoods to examine the effect of the program on student stress, affect, and resilience. Thirty children were administered the Perceived Stress Scale, the Positive and Negative Affect Schedule, and the Resilience Scale before and after the yoga program. After the program, informal qualitative interviews were conducted with school teachers, yoga teachers, and students to determine the overall impact of the yoga program. The quantitative results of this study indicated that the yoga program significantly improved students stress (p < 0.05), positive affect (p < 0.05), and resilience (p < 0.001). The qualitative results indicated that students, school teachers, and yoga teachers all found the program to be beneficial for students' well-being. Taken together, these data suggest that the YOGA for Youth program may provide students in low-income urban schools with behavioral skills that will protect against risk factors associated with the development of behavioral and emotional problems.

Why did soft drink consumption decrease but screen time not? Mediating mechanisms in a school-based obesity prevention program

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Chin A Paw, M.J.M.; Singh, A.S.; Brug, J.; Mechelen, van, W.

2008-01-01

Abstract Objectives This paper aims to identify the mediating mechanisms of a school-based obesity prevention program (DOiT). Methods The DOiT-program was implemented in Dutch prevocational secondary schools and evaluated using a controlled, cluster-randomised trial (September 2003 to May 2004). We examined mediators of effects regarding (1) consumption of sugar containing beverages (SCB); (2) consumption of high caloric snacks; (3) screen-viewing behaviour; and (4) active commuting to school...

Implementation of a new advanced graduate education program in oral implantology.

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Gallucci, German O; Weber, Hans Peter; Kalenderian, Elsbeth

2012-10-01

The academic program for the Harvard School of Dental Medicine's Advanced Graduate Program in Oral Implantology is based on scientific evidence applied to educational quality, translational research, patient care, and service. The objective of the program is to enable highly motivated individuals with proven scholarship and excellence in patient care to achieve academic leadership in the clinical and scientific fields of implant dentistry and tissue regeneration. A detailed curriculum describing the academic program, as well as a business plan (which included a management plan describing the organizational structure, financial implications, and market forces) and implementation and communication plans, were developed before moving forward. With careful academic and business planning, the result was a vibrant implant program, in which all placements and restorations of implants are coordinated with regard to practice management. The program is integrated into the existing clinical care model and has been financially self-sustaining from its inception. Six students have participated in the last two years. On average, each student performed seventy-nine procedures on twenty-nine patients, generating over $46,000 in production. The curriculum includes didactics, hands-on clinical learning, and research activities. Research is a critical component as well. The results demonstrate that the time taken to develop a detailed curriculum and business plan for a new academic program, which anticipated and resolved potential barriers to success, was instrumental in the successful implementation of an oral implantology residency program.

Stakeholder engagement for improved school policy: development and implementation.

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2010-01-01

The health and education departments of government share a responsibility for promoting the health of children through policies in the school setting. These policies can be enhanced through the involvement of such stakeholders as school personnel, students, parents or caregivers, health professionals, the non-profit sector and industry. Although there is little evidence-based literature on the roles of stakeholders in school policy development and implementation, stakeholder involvement appears to be critical throughout the policy process. This article discusses stakeholder involvement in the development and implementation of school policies that promote and support healthy eating and physical activity. Canadian examples illustrate stakeholder engagement in this context.

The Abbott School Construction Program: NJ Department of Education Proposed Facilities Regulations. Analysis of Preschool Issues

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Ponessa, Joan; Boylan, Ellen

2004-01-01

This report on preschool facilities analyzes regulations proposed by the New Jersey Department of Education (NJDOE) to implement the Educational Facilities Construction and Financing Act. (EFCFA). EFCFA, which authorizes and governs New Jersey's public school construction program, was enacted in July 2000 to implement the State Supreme Court's…

An analysis of curriculum implementation on high schools in Yogyakarta

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Febriana, Beta Wulan; Arlianty, Widinda Normalia; Diniaty, Artina; Fauzi'ah, Lina

2017-12-01

This study aims to find out how the implementation of the curriculum at three schools in Yogyakarta. The selection of these three schools is based on the use of different curriculum in each school. The analysis was done by distributing questionnaire analysis of eight national education standards (NES). The purpose of this questionnaire is to find out how the curriculum implemented in the schools. In addition, to find out whether or not the implementation was done in accordance with the expectations of the curriculum. The questionnaire distributed in the form of indicators on each NES. These indicators include, Content Standards, Process Standards, Graduates Competency Standards, Teacher and Education Staff Standards, Facility and Infrastructure Standards, Management Standards, Financing Standards and Assessment Standards. Results of the observation indicate that there is a discrepancy between the expectations and the reality of the three schools observed.

Developing a nutrition and health education program for primary schools in Zambia.

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Sherman, Jane; Muehlhoff, Ellen

2007-01-01

School-based health and nutrition interventions in developing countries aim at improving children's nutrition and learning ability. In addition to the food and health inputs, children need access to education that is relevant to their lives, of good quality, and effective in its approach. Based on evidence from the Zambia Nutrition Education in Basic Schools (NEBS) project, this article examines whether and to what extent school-based health and nutrition education can contribute directly to improving the health and nutrition behaviors of school children. Initial results suggest that gains in awareness, knowledge and behavior can be achieved among children and their families with an actively implemented classroom program backed by teacher training and parent involvement, even in the absence of school-based nutrition and health services.

Community led active schools programme (CLASP) exploring the implementation of health interventions in primary schools: headteachers' perspectives.

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Christian, Danielle; Todd, Charlotte; Davies, Helen; Rance, Jaynie; Stratton, Gareth; Rapport, Frances; Brophy, Sinead

2015-03-13

Schools are repeatedly utilised as a key setting for health interventions. However, the translation of effective research findings to the school setting can be problematic. In order to improve effective translation of future interventions, it is imperative key challenges and facilitators of implementing health interventions be understood from a school's perspective. Nineteen semi-structured interviews were conducted in primary schools (headteachers n = 16, deputy headteacher n = 1, healthy school co-ordinator n = 2). Interviews were transcribed verbatim and analysed using thematic analysis. The main challenges for schools in implementing health interventions were; government-led academic priorities, initiative overload, low autonomy for schools, lack of staff support, lack of facilities and resources, litigation risk and parental engagement. Recommendations to increase the application of interventions into the school setting included; better planning and organisation, greater collaboration with schools and external partners and elements addressing sustainability. Child-centred and cross-curricular approaches, inclusive whole school approaches and assurances to be supportive of the school ethos were also favoured for consideration. This work explores schools' perspectives regarding the implementation of health interventions and utilises these thoughts to create guidelines for developing future school-based interventions. Recommendations include the need to account for variability between school environments, staff and pupils. Interventions with an element of adaptability were preferred over the delivery of blanket fixed interventions. Involving schools in the developmental stage would add useful insights to ensure the interventions can be tailored to best suit each individual schools' needs and improve implementation.

The Development and Assessment of Particle Physics Summer Program for High School Students

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Prefontaine, Brean; Kurahashi Neilson, Naoko, , Dr.; Love, Christina, , Dr.

2017-01-01

A four week immersive summer program for high school students was developed and implemented to promote awareness of university level research. The program was completely directed by an undergraduate physics major and included a hands-on and student-led capstone project for the high school students. The goal was to create an adaptive and shareable curriculum in order to influence high school students' views of university level research and what it means to be a scientist. The program was assessed through various methods including a survey developed for this program, a scientific attitudes survey, weekly blog posts, and an oral exit interview. The curriculum included visits to local laboratories, an introduction to particle physics and the IceCube collaboration, an introduction to electronics and computer programming, and their capstone project: planning and building a scale model of the IceCube detector. At the conclusion of the program, the students participated an informal outreach event for the general public and gave an oral presentation to the Department of Physics at Drexel University. Assessment results and details concerning the curriculum and its development will be discussed.

The effects of teacher fidelity of implementation of pathways to health on student outcomes.

Science.gov (United States)

Little, Melissa A; Riggs, Nathaniel R; Shin, Hee-Sung; Tate, Eleanor B; Pentz, Mary Ann

2015-03-01

Previous research has demonstrated the importance of ensuring that programs are implemented as intended by program developers in order to achieve desired program effects. The current study examined implementation fidelity of Pathways to Health (Pathways), a newly developed obesity prevention program for fourth- through sixth-grade children. We explored the associations between self-reported and observed implementation fidelity scores and whether implementation fidelity differed across the first 2 years of program implementation. Additionally, we examined whether implementation fidelity affected program outcomes and whether teacher beliefs were associated with implementation fidelity. The program was better received, and implementation fidelity had more effects on program outcomes in fifth grade than in fourth grade. Findings suggest that implementation in school-based obesity programs may affect junk food intake and intentions to eat healthfully and exercise. School support was associated with implementation fidelity, suggesting that prevention programs may benefit from including a component that boosts school-wide support. © The Author(s) 2013.

Process evaluation of a school-based weight gain prevention program: the Dutch Obesity Intervention in Teenagers (DOiT)

NARCIS (Netherlands)

Singh, A.S.; Chin A Paw, J.M.M.; Brug, J.; Mechelen, van W.

2009-01-01

Health promotion programs benefit from an accompanying process evaluation since it can provide more insight in the strengths and weaknesses of a program. A process evaluation was conducted to assess the reach, implementation, satisfaction and maintenance of a school-based program aimed at the

(SWASH-D for Worms: A pilot study investigating the differential impact of school- versus community-based integrated control programs for soil-transmitted helminths.

Directory of Open Access Journals (Sweden)

Naomi E Clarke

2018-05-01

Full Text Available Soil-transmitted helminths (STH infect nearly 1.5 billion individuals globally, and contribute to poor physical and cognitive development in children. STH control programs typically consist of regular delivery of anthelminthic drugs, targeting school-aged children. Expanding STH control programs community-wide may improve STH control among school-aged children, and combining deworming with improvements to water, sanitation and hygiene (WASH may further reduce transmission. The (SWASH-D for Worms pilot study aims to compare the differential impact of integrated WASH and deworming programs when implemented at primary schools only versus when additionally implemented community-wide.A two-arm, non-randomized cluster intervention study was conducted. Six communities were identified by partner WASH agencies and enrolled in the study. All communities received a school-based WASH and deworming program, while three additionally received a community-based WASH and deworming program. STH infections were measured in school-aged children at baseline and six months after deworming. Over 90% of eligible children were recruited for the study, of whom 92.3% provided stool samples at baseline and 88.9% at follow-up. The school WASH intervention improved school sanitation, while the community WASH intervention reduced open defecation from 50.4% (95% CI 41.8-59.0 to 23.5% (95% CI 16.7-32.0. There was a trend towards reduced odds of N. americanus infection among children who received the community-wide intervention (OR 0.42, 95% CI 0.07-2.36, p = 0.32.This pilot study provides proof of principle for testing the hypothesis that community-wide STH control programs have a greater impact on STH infections among children than school-based programs, and supports the rationale for conducting a full-scale cluster randomized controlled trial. High recruitment and participation rates and successful implementation of school WASH programs demonstrate study feasibility and

Standards for School Guidance Programs in Maryland.

Science.gov (United States)

Maryland State Dept. of Education, Baltimore. Div. of Compensatory, Urban, and Supplementary Programs.

This brochure is a checklist to rate school compliance with the standards for school guidance programs in Maryland, which were developed by the Maryland State Department of Education. The first set of standards addresses the philosophy and goals of school guidance programs in Maryland and the extent to which program goals and objectives are…

Conjoint behavioral consultation: implementing a tiered home-school partnership model to promote school readiness.

Science.gov (United States)

Clarke, Brandy L; Sheridan, Susan M; Woods, Kathryn E

2014-01-01

An ecological perspective to school readiness focuses on child and family readiness by enhancing the developmental contexts and relationships within which children reside (e.g., home environment, parent-child relationship, home-school relationships). The Getting Ready intervention is an ecological, relationally based, tiered intervention providing both universal and intensive services to children and families to promote child and family school readiness. Intensive level consultation services were provided via Conjoint Behavioral Consultation (CBC; Sheridan & Kratochwill, 1992 , 2008 ). The purpose of this article is to describe the implementation and effects of CBC within the Getting Ready intervention to promote child and family school readiness. Keys to successful implementation of the CBC intervention and issues needing further investigation are discussed.

Middle School Teachers' Views and Approaches to Implement Mathematical Tasks

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Yesildere-Imre, Sibel; Basturk-Sahin, Burcu Nur

2016-01-01

This research examines middle school mathematics teachers' views regarding implementation of mathematical tasks and their enactments. We compare their views on tasks and their implementation, and determine the causes of difference between the two using qualitative research methods. We interview sixteen middle school mathematics teachers based on…

NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services

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Johnsen, Susan K., Ed.

2012-01-01

The new Pre-K-Grade 12 Gifted Education Programming Standards should be part of every school district's repertoire of standards to ensure that the learning needs of advanced students are being met. "NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services" details six standards that…

Impact of a Technology-Infused Middle School Writing Program on Sixth-Grade Students' Writing Ability and Engagement

Science.gov (United States)

Goldenberg, Lauren; Meade, Terri; Midouhas, Emily; Cooperman, Naomi

2011-01-01

Process-oriented approaches are increasingly used in schools to improve writing. One of these approaches, known as the writing workshop model, is challenging for teachers to implement without supports. This quasi-experimental study evaluated the effectiveness of a middle school writing program that incorporates this model along with technological…

Analysis of the implementation of guidance and counseling supervision at senior high schools

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Abdul Basith

2017-04-01

Full Text Available The aim of this research is: (1 to analyze the implementation of guidance and counseling supervision, and (2 to find main factors inhibiting the implementation of guidance and counseling supervisory at the Senior High Schools of Singkawang City. The results show that: (1 the implementation of the guidance and counseling supervision has still many weaknesses on each stage done by the supervisors, such as unidentified guidance and counseling teachers‘ needs, the program planning is not yet organized well, the supervisors do not use particular approaches, and they do not control the supervisions carried out, (2 some factors inhibiting the implementation of guidance and counseling supervision include lack of guidance and counseling supervision forces that so many guidance and counseling teachers are not supervised optimally, lack of knowledge and understanding by the supervisors on the implementation, and also minimal development of supervisory competencies in the guidance and counseling field.

Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

Science.gov (United States)

Cook, Nicole D.

This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

Examining teachers’ views on the implementation of English as L3 into primary schools: A case of Kazakhstan

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Bakhytgul A Zhetpisbayeva

2016-06-01

Full Text Available The Ministry of Education and Science of the Republic of Kazakhstan changed the State Educational Program for primary education and the curriculum for teaching English as a third language (L3 to grades 1-4in 2013. As with many changes in the curriculum, English language teaching has also been changed and the starting age for learning of English language has been lowered to 6-7 years of age (Grade 1. However, implementation of the curriculum requires readiness on the part of the teachers and teachers' views about teaching English in primary school is important for successful implementation of English language policy. Thus, this research aims to investigate the teachers’ views about the starting age for L3 learning, teachers' professional development, teaching materials and problems of implementation of a language policy in primary schools in Kazakhstan. The data for the study was gathered from 105 English teachers working in different primary schools. The study revealed that most have not yet made a transition to the organized system of teaching English languages in primary school.

76 FR 12719 - Safe Schools/Healthy Students Program; Office of Safe and Drug-Free Schools; Safe Schools/Healthy...

Science.gov (United States)

2011-03-08

... DEPARTMENT OF EDUCATION Safe Schools/Healthy Students Program; Office of Safe and Drug- Free Schools; Safe Schools/Healthy Students Program; Catalog of Federal Domestic Assistance (CFDA) Numbers: 84... priorities, requirements, and definitions under the Safe Schools/Healthy Students (SS/HS) program. Since...

School IPM Recognition and Certification

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Schools and school districts can get support and recognition for implementation of school IPM. EPA is developing a program to provide recognition for school districts that are working towards or have achieved a level of success with school IPM programs.

A Staff Development Program Designed To Reach the Partnership School's Goals: Cooperative Learning Strategies, Coaching Sessions and a Narrowed Academic Performance Gap among Student Populations.

Science.gov (United States)

Cook, Kathy; Karr-Kidwell, PJ

This paper describes the design and implementation of a staff-development program at Vivian Field Junior High School in Carrollton, Texas. The school is a member of the Texas Partnership School Initiative, which was created to give schools latitude in raising student achievement. The goal of the staff-development program was to identify gains in…

The Implementation of One-Week-One-Article Program in a Reading Class: A Reflective Practice

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Yudi Rahmatullah

2017-07-01

Full Text Available This article presents my reflections on the implementation of one-week-one-article program. Fifty-three students participated in this program. Every week they presented the article they had read. I found that the majority of students actively participated in this program, showing seriousness in understanding the content of the article, the pronunciation of difficult words, and the flow of the presentation. This program at least promoted three aspects: students’ motivation, cooperative learning, and their critical thinking. Even though this program was conducted for university students, it is likely to be working with students of junior and senior secondary school with some modification

Implementation of radioecological education in secondary school by a 'Radiation and man' elective course