School lunch and snacking patterns among high school students: Associations with school food environment and policies

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Story Mary

2005-10-01

Full Text Available Abstract Objectives This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. Methods A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Results Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p Conclusion School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars.

WHO European Childhood Obesity Surveillance Initiative: School nutrition environment and body mass index in primary schools.

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Wijnhoven, Trudy M A; van Raaij, Joop M A; Sjöberg, Agneta; Eldin, Nazih; Yngve, Agneta; Kunešová, Marie; Starc, Gregor; Rito, Ana I; Duleva, Vesselka; Hassapidou, Maria; Martos, Eva; Pudule, Iveta; Petrauskiene, Ausra; Sant'Angelo, Victoria Farrugia; Hovengen, Ragnhild; Breda, João

2014-10-30

Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. To assess differences in school nutrition environment and body mass index (BMI) in primary schools between and within 12 European countries. Data from the World Health Organization (WHO) European Childhood Obesity Surveillance Initiative (COSI) were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively). School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children's weight and height; BMI-for-age (BMI/A) Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children's BMI/A Z-scores was calculated. Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%-95% of schools) and school nutrition environment scores (range: 0.30-0.93). Low-score countries (Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania) graded less than three characteristics as supportive. High-score (≥0.70) countries were Ireland, Malta, Norway, Portugal, Slovenia and Sweden. The combined absence of cold drinks containing sugar, sweet snacks and salted snacks were more observed in high-score countries than in low-score countries. Largest within-country school nutrition environment scores were found in Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania. All country-level BMI/A Z-scores were positive (range: 0.20-1.02), indicating higher BMI values than the 2007 WHO growth reference. With the exception of Norway and Sweden, a country-specific association between the school nutrition environment score and the school BMI/A Z

Real-time continuous glucose monitoring systems in the classroom/school environment.

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Benassi, Kari; Drobny, Jessica; Aye, Tandy

2013-05-01

Children with type 1 diabetes (T1D) spend 4-7 h/day in school with very little supervision of their diabetes management. Therefore, families have become more dependent on technology, such as use of real-time continuous glucose monitoring (RT-CGM), to provide increased supervision of their diabetes management. We sought to assess the impact of RT-CGM use in the classroom/school environment. Children with T1D using RT-CGM, their parents, and teachers completed a questionnaire about RT-CGM in the classroom/school environment. The RT-CGM was tolerated well in the classroom/school environment. Seventy percent of parents, 75% of students, and 51% of teachers found RT-CGM useful in the classroom/school environment. The students found the device to be more disruptive than did their parents and teachers. However, all three groups agreed that RT-CGM increased their comfort with diabetes management at school. Our study suggests that RT-CGM is useful and not disruptive in the classroom/school environment. The development of education materials for teachers could further increase its acceptance in the classroom/school environment.

Spatial variation of particle number concentration in school microscale environments and its impact on exposure assessment.

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Salimi, Farhad; Mazaheri, Mandana; Clifford, Sam; Crilley, Leigh R; Laiman, Rusdin; Morawska, Lidia

2013-05-21

It has not yet been established whether the spatial variation of particle number concentration (PNC) within a microscale environment can have an effect on exposure estimation results. In general, the degree of spatial variation within microscale environments remains unclear, since previous studies have only focused on spatial variation within macroscale environments. The aims of this study were to determine the spatial variation of PNC within microscale school environments, in order to assess the importance of the number of monitoring sites on exposure estimation. Furthermore, this paper aims to identify which parameters have the largest influence on spatial variation as well as the relationship between those parameters and spatial variation. Air quality measurements were conducted for two consecutive weeks at each of the 25 schools across Brisbane, Australia. PNC was measured at three sites within the grounds of each school, along with the measurement of meteorological and several other air quality parameters. Traffic density was recorded for the busiest road adjacent to the school. Spatial variation at each school was quantified using coefficient of variation (CV). The portion of CV associated with instrument uncertainty was found to be 0.3, and, therefore, CV was corrected so that only noninstrument uncertainty was analyzed in the data. The median corrected CV (CVc) ranged from 0 to 0.35 across the schools, with 12 schools found to exhibit spatial variation. The study determined the number of required monitoring sites at schools with spatial variability and tested the deviation in exposure estimation arising from using only a single site. Nine schools required two measurement sites and three schools required three sites. Overall, the deviation in exposure estimation from using only one monitoring site was as much as 1 order of magnitude. The study also tested the association of spatial variation with wind speed/direction and traffic density, using partial

Evaluation of the School Environment of Public and Private Schools in Enugu to Ensure Child Health Promotion.

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Bisi-Onyemaechi, A I; Akani, N A; Ikefuna, A N; Tagbo, B N; Chinawa, J M

2018-02-01

Poor maintenance of school environment can cause or worsen illnesses among schoolchildren. The objective of this study was to assess the healthfulness of school environments of primary schools in Enugu East, Nigeria, and to compare the difference if any between public and private schools. This was a cross-sectional noninterventional study of the school environments in Enugu East, Nigeria. Multistage sampling method was used to select the sample population. The participating schools were inspected and their head teachers were interviewed using a questionnaire. Scores were awarded using the School Health Program Evaluation scale. Results: Thirty-three schools were studied. The most common source of water for most schools was well. Eleven schools dump refuse openly. Three public schools only had functional toilets. All public schools were adequately ventilated and lit. One private school had a foodservice area. Ten schools did not have a play field, while three public schools had soaps for handwashing. The mean scores for public and private schools were 33.00 and 37.86, respectively. Three schools only attained the minimum score of 57 of a maximum of 66. The environment of primary schools in Enugu east, Nigeria, is unhealthy and unfriendly and currently cannot promote and protect the health of the schoolchildren.

Television Viewing, Educational Quality of the Home Environment, and School Readiness.

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Clarke, Angela Teresa; Kurtz-Costes, Beth

1997-01-01

Researchers examined relationships among children's television viewing, school readiness, parental employment, and the home environment's educational quality. Thirty low-income parents completed surveys. Their preschoolers completed IQ and school readiness assessments. Television viewing adversely related to school readiness and the home…

Perceptions about interpersonal relationships and school environment among middle school students with asthma.

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Rhee, Hyekyun; McQuillan, Brenda; Chen, Ding-Geng; Atis, Shannska

2017-11-01

To examine interpersonal relationships involving peers and teachers and perceptions about school environment among middle school students with asthma in comparison to their healthy counterparts. The study also assesses asthma prevalence in a large sample of middle school students representing different geographic locations. Cross-sectional data were collected from 1059 middle school students in grades 6-8 enrolled in schools in a northeastern region of the United States. Students reported their chronic health conditions including asthma and completed questionnaires measuring perceptions about their relationships with peers and teachers as well as school environment. Analyses of covariance (ANCOVAs) were used to compare students with asthma and their healthy counterparts in the study variables. Asthma was reported by 16.5% of the sample (n = 169). The rate was higher among minority students (23%) than their white counterparts (15%). Greater proportion of urban students (28%) reported asthma than rural (18%) and suburban (14%) students. Students with asthma reported significantly poorer relationships with peers (B = -1.74, p asthma prevalence was substantially higher than the national average of adolescent asthma, particularly those residing in the urban area. Poor perceptions of interpersonal relationships with peers and teachers among students with asthma may indicate compromised quality of life. Suboptimal interpersonal relationships and school environment need to be identified and adequately addressed, given their implications for asthma management at the school setting among middle school students.

Is the environment near school associated with active commuting to school among preschoolers?

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Jose Cazuza Farias Junior

2013-05-01

Full Text Available Available studies show that environmental factors may influence how parentes choose to commute their children from home to school. Thus, the aim of this study was to analyze the association between the characteristics of the physical and social environment near school and active commuting to school among preschool children. A school-based cross-sectional study with a sample of children aged 3to 5 years (n=914 was undertaken. Participants were selected by a single-stage cluster sampling process. To obtain data on commuting to school and demographicand socioeconomic variables, a previously validated questionnaire was used while an audit tool was used to assess the environment near school. Binarylogistic regression was used to analyze the association and results were presented as Odds Ratio values. Results showed that 28.3% (95%CI 25.5-31.3 ofthe children were active commuters from home to school. A positive association was found between public transportation (p=0.002 and social environment(p=0.004 domains and active commuting. However, this association was foundonly among children from families that did not have a car. The likelihood of achild being an active commuter was higher among those who are enrolled in schools with better environmental surroundings (OR=1.88; 95%CI 1.31-2.70. It was concluded that there was a positive association between some of the environmental factors near school and active commuting to school among children from families that did not have a car.

WHO European Childhood Obesity Surveillance Initiative: School Nutrition Environment and Body Mass Index in Primary Schools

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Trudy M.A. Wijnhoven

2014-10-01

Full Text Available Background: Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. Objective: To assess differences in school nutrition environment and body mass index (BMI in primary schools between and within 12 European countries. Methods: Data from the World Health Organization (WHO European Childhood Obesity Surveillance Initiative (COSI were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively. School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children’s weight and height; BMI-for-age (BMI/A Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children’s BMI/A Z-scores was calculated. Results: Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%-95% of schools and school nutrition environment scores (range: 0.30-0.93. Low-score countries (Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania graded less than three characteristics as supportive. High-score (≥0.70 countries were Ireland, Malta, Norway, Portugal, Slovenia and Sweden. The combined absence of cold drinks containing sugar, sweet snacks and salted snacks were more observed in high-score countries than in low-score countries. Largest within-country school nutrition environment scores were found in Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania. All country-level BMI/A Z-scores were positive (range: 0.20-1.02, indicating higher BMI values than the 2007 WHO growth reference. With the exception of Norway and Sweden, a country-specific association between the

WHO European Childhood Obesity Surveillance Initiative: School Nutrition Environment and Body Mass Index in Primary Schools

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Wijnhoven, Trudy M.A.; van Raaij, Joop M.A.; Sjöberg, Agneta; Eldin, Nazih; Yngve, Agneta; Kunešová, Marie; Starc, Gregor; Rito, Ana I.; Duleva, Vesselka; Hassapidou, Maria; Martos, Éva; Pudule, Iveta; Petrauskiene, Ausra; Farrugia Sant’Angelo, Victoria; Hovengen, Ragnhild; Breda, João

2014-01-01

Background: Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. Objective: To assess differences in school nutrition environment and body mass index (BMI) in primary schools between and within 12 European countries. Methods: Data from the World Health Organization (WHO) European Childhood Obesity Surveillance Initiative (COSI) were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively). School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children’s weight and height; BMI-for-age (BMI/A) Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children’s BMI/A Z-scores was calculated. Results: Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%−95% of schools) and school nutrition environment scores (range: 0.30−0.93). Low-score countries (Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania) graded less than three characteristics as supportive. High-score (≥0.70) countries were Ireland, Malta, Norway, Portugal, Slovenia and Sweden. The combined absence of cold drinks containing sugar, sweet snacks and salted snacks were more observed in high-score countries than in low-score countries. Largest within-country school nutrition environment scores were found in Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania. All country-level BMI/A Z-scores were positive (range: 0.20−1.02), indicating higher BMI values than the 2007 WHO growth reference. With the exception of Norway and Sweden, a country-specific association between the school

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…

Slow progress in changing the school food environment: nationally representative results from public and private elementary schools.

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Turner, Lindsey; Chaloupka, Frank J

2012-09-01

Children spend much of their day in school, and authorities have called for improvements in the school food environment. However, it is not known whether changes have occurred since the federal wellness policy mandate took effect in 2006-2007. We examined whether the school food environment in public and private elementary schools changed over time and examined variations by school type and geographic division. Survey data were gathered from respondents at nationally representative samples of elementary schools during the 2006-2007 and 2009-2010 school years (respectively, 578 and 680 public schools, and 259 and 313 private schools). Topics assessed included competitive foods, school meals, and other food-related practices (eg, school gardens and nutrition education). A 16-item food environment summary score was computed, with possible scores ranging from 0 (least healthy) to 100 (healthiest). Multivariate regression models were used to examine changes over time in the total school food environment score and component items, and variations by US census division. Many practices improved, such as participation in school gardens or farm-to-school programs, and availability of whole grains and only lower-fat milks in lunches. Although the school food environment score increased significantly, the magnitude of change was small; as of 2009-2010 the average score was 53.5 for public schools (vs 50.1 in 2006-2007) and 42.2 for private schools (vs 37.2 in 2006-2007). Scores were higher in public schools than in private schools (Pschool size. For public schools, scores were higher in the Pacific and West South Central divisions compared with the national average. Changes in the school food environment have been minimal, with much room remaining for improvement. Additional policy changes may be needed to speed the pace of improvement. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Prioritizing the School Environment in School Violence Prevention Efforts

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Johnson, Sarah Lindstrom; Burke, Jessica G.; Gielen, Andrea C.

2011-01-01

Background: Numerous studies have demonstrated an association between characteristics of the school environment and the likelihood of school violence. However, little is known about the relative importance of various characteristics of the school environment or their differential impact on multiple violence outcomes. Methods: Primarily…

School Environment and Satisfaction with Schooling among Primary School Pupils in Ondo State, Nigeria

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Aina, Stephen Ileoye

2015-01-01

Modern school environments put emphasis on adequate and qualitative facilities to promote conducive teaching and learning environments, the deplorable conditions of the primary schools has become worrisome to the state government and education stakeholders. The study investigated the school environment and pupils' satisfaction with schooling in…

Neuropsychological Assessment in Schools. ERIC Digest.

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Merz, William R., Sr.; And Others

The nature of neuropsychological assessment and its application in the school environment are discussed. Neuropsychology is the study of how the brain and nervous system affect thinking and behavior. A complete neuropsychological assessment requires gathering and analyzing information on a child's: (1) physical, social, and psychological…

Students' perception of school environment and life satisfaction at Sinhala-medium secondary schools in the Colombo District, Sri Lanka.

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Nonaka, Daisuke; Gunawardena, Nalika S; Indrawansa, Susantha; Nanri, Akiko; Rajapakse, Lalini; Mizoue, Tetsuya; Samarasinghe, Diyanath

2012-11-01

The objective of this study was to examine the associations between students' perception of physical and psychosocial school environment and satisfaction with life among secondary school students in Colombo District, Sri Lanka. Data were collected from 20 Sinhala-medium secondary schools between January and February in 2010. A questionnaire-based survey was conducted with students in grade seven (n = 342) and grade ten (n = 446). Multivariate logistic regression analysis, adjusted for confounding variables, was used to assess the associations between students'satisfaction with life measured by Cantril ladders, and scores of perceived physical and psychosocial school environment that focused on school cleanliness and attractiveness, relations with teachers and peers, satisfaction with school and bullying. Students in the highest quartile of school environment score were significantly more likely to have high life satisfaction, compared to those in the lowest quartile (adjusted odds ratio 2.32; 95% confidence interval 1.35-3.99). Odds ratio of high life satisfaction increased with increasing school environment scores (p for trendenvironment were significantly more likely to have high life satisfaction. Positive changes in the focused areas of school environment have the potential to lead to improved life satisfaction of students.

Impact of Maine's statewide nutrition policy on high school food environments.

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Whatley Blum, Janet E; Beaudoin, Christina M; O'Brien, Liam M; Polacsek, Michele; Harris, David E; O'Rourke, Karen A

2011-01-01

We assessed the effect on the food environments of public high schools of Maine's statewide nutrition policy (Chapter 51), which banned "foods of minimal nutritional value" (FMNV) in public high schools that participated in federally funded meal programs. We documented allowable exceptions to the policy and describe the school food environments. We mailed surveys to 89 high school food-service directors to assess availability pre-Chapter 51 and post-Chapter 51 of soda, other sugar-sweetened beverages, and junk food. Frequency data were tabulated pre-Chapter 51 and post-Chapter 51, and Fisher exact test was used to assess significance in changes. We conducted food and beverage inventories at 11 high schools. The survey return rate was 61% (N = 54). Availability of soda in student vending significantly decreased pre-Chapter 51 versus post-Chapter 51 (P = .04). No significant changes were found for other sugar-sweetened beverages and junk food. Exceptions to Chapter 51 were permitted to staff (67%), to the public (86%), and in career and technical education programs (31%). Inventories in a subset of schools found no availability of soda for students, whereas other sugar-sweetened beverages and junk food were widely available in à la carte, vending machines, and school stores. Candy, considered a FMNV, was freely available. Soda advertisement on school grounds was common. Student vending choices improved after the implementation of Chapter 51; however, use of FMNV as the policy standard may be limiting, as availability of other sugar-sweetened beverages and junk food was pervasive. School environments were not necessarily supportive of the policy, as advertisement of soda was common and some FMNV were available. Furthermore, local exceptions to Chapter 51 likely reduced the overall effect of the policy.

Relationships between the School-Level and Classroom-Level Environment in Secondary Schools in South Africa

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Aldridge, Jill M.; Fraser, Barry J.; Laugksch, Rüdiger C.

2011-01-01

We report research into associations between the school-level and classroom-level environment in science classrooms in South Africa. An instrument, developed to assess students' perceptions of their classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8…

Investigating How to Align Schools' Marketing Environments With Federal Standards for Competitive Foods.

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Polacsek, Michele; O'Brien, Liam M; Pratt, Elizabeth; Whatley-Blum, Janet; Adler, Sabrina

2017-03-01

Limiting food and beverage marketing to children is a promising approach to influence children's nutrition behavior. School-based marketing influences nutrition behavior and studies have consistently found marketing for nonnutritious foods and beverages in schools. No studies have examined the resources necessary to align school marketing environments with federal school nutrition standards. The purpose of this study was to determine how to improve school marketing environments so that they align with new federal competitive food nutrition standards. We assessed food marketing environments in 3 Portland, Maine schools using the Food and Beverage Marketing Survey (FBMS) and provided technical assistance to bring their marketing environments into conformity with the federal competitive food regulations, tracking resources and strategies for marketing removal. Noncompliant marketing was significantly reduced pre- to postintervention. Intervention strategies were facilitated by the School Health Coordinator and school-based wellness teams. Low monetary resources were required to remove marketing not compliant with federal nutrition standards for foods sold in schools. Several key challenges remain to sustain efforts. This study provides timely information for policymakers to support crafting policies that address the realities of school nutrition environments and universal enforcement challenges. © 2017, American School Health Association.

Youth Walking and Biking Rates Vary by Environments around 5 Louisiana Schools

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Gustat, Jeanette; Richards, Katherine; Rice, Janet; Andersen, Lori; Parker-Karst, Kathryn; Cole, Shalanda

2015-01-01

Background: The prevalence of obesity in children is high, and many do not meet physical activity recommendations. The Safe Routes to School (SRTS) program encourages school-aged children to walk and bike to school. We assessed the condition of the walking/biking environment around schools in Louisiana prior to the state's first SRTS program.…

Unsecure School Environment and School Phobic Behavior

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Tukur, Abubakar Hamman; Muhammad, Khadijatu

2017-01-01

This study determines the level of student's school phobic behavior as a result of insecurity of school environment. The study was guided by one research question and one null hypothesis. The population of the study was all the secondary schools in Maiduguri, Borno state numbering about the same of the study was senior secondary students in…

School Food Environment of Charter Schools in St. Louis

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Linsenmeyer, Whitney; Kelly, Patrick; Jenkins, Steve; Mattfeldt-Berman, Mildred

2013-01-01

Purpose/Objectives: The purpose of this study was to explore the school food environment of charter schools in Saint Louis, Missouri. The objectives were to: (1) describe the participation of charter schools in the National School Lunch Program and (2) describe the prevalence of competitive foods in charter schools. Methods: School administrators…

The school environment and sugar-sweetened beverage consumption among Guatemalan adolescents.

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Godin, Katelyn M; Chacón, Violeta; Barnoya, Joaquin; Leatherdale, Scott T

2017-11-01

The current study sought to examine Guatemalan adolescents' consumption of sugar-sweetened beverages (SSB), identify which individual-level characteristics are associated with SSB consumption and describe school characteristics that may influence students' SSB consumption. Within this observational pilot study, a questionnaire was used to assess students' consumption of three varieties of SSB (soft drinks, energy drinks, sweetened coffees/teas), as well as a variety of sociodemographic and behavioural characteristics. We collected built environment data to examine aspects of the school food environment. We developed Poisson regression models for each SSB variety and used descriptive analyses to characterize the sample. Guatemala City, Guatemala. Guatemalan adolescents (n 1042) from four (two public, two private) secondary schools. Built environment data revealed that students from the two public schools lacked access to water fountains/coolers. The SSB industry had a presence in the schools through advertisements, sponsored food kiosks and products available for sale. Common correlates of SSB consumption included school type, sedentary behaviour, frequency of purchasing lunch in the cafeteria, and frequency of purchasing snacks from vending machines in school and off school property. Guatemalan adolescents frequently consume SSB, which may be encouraged by aspects of the school environment. Schools represent a viable setting for equitable population health interventions designed to reduce SSB consumption, including increasing access to clean drinking-water, reducing access to SSB, restricting SSB marketing and greater enforcement of existing food policies.

[Healthy school environments].

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Quintero-Corzo, Josefina; Munévar-Molina, Raúl A; Munévar-Quintero, Fabio I

2015-04-01

Objective To determine factors that characterizes school environments and their relationship with student learning, welfare and health. Method This is a case study supported by a comprehensive qualitative paradigm applied to classroom ecology. The fieldwork was carried out in six public schools for students in economic strata one and two that use computers in virtual classrooms. The information was collected through field journals, film recordings, observation, and recordings of interviews. The information was analyzed by categories in open general and focused cycles. Results The virtual era has enriched the debate about the importance of the environment in pedagogical processes. Nonetheless, the emergence of new diseases is a risk which students are exposed to. Pollution and overcrowding factors prevail in traditional classroom activities, while in the computer rooms the environment is healthier. Hence the need to incorporate these issues into the curriculum reforms and action plans to guide healthy living of schoolchildren and their families. Despite budget constraints, innovative ideas and projects were found. Schools have developed free preventive and corrective strategies such as workshops, talks and lectures by invited specialists, trainees, and students writing theses. They have also introduced controlled Internet access. Conclusion The educational community understands that the concept of health is at the heart of a comprehensive concept of education. In addition, classroom ecology has determining implications for learning and living together in pleasant and healthy environments that are incorporated into institutional educational projects.

Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls.

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Cribb, Victoria L; Haase, Anne M

2016-01-01

As society continues to advocate an unrealistically thin body shape, awareness and internalization of appearance and its consequent impact upon self-esteem has become increasingly of concern, particularly in adolescent girls. School gender environment may influence these factors, but remains largely unexplored. This study aimed to assess differences between two different school environments in appearance attitudes, social influences and associations with self-esteem. Two hundred and twelve girls (M = 13.8 years) attending either a single-sex or co-educational school completed measures on socio-cultural attitudes towards appearance, social support and self-esteem. Though marginal differences between school environments were found, significantly higher internalization was reported among girls at the co-educational school. School environment moderated relations between internalization and self-esteem such that girls in co-educational environments had poorer self-esteem stemming from greater internalization. Thus, in a single-sex school environment, protective factors may attenuate negative associations between socio-cultural attitudes towards appearance and self-esteem in adolescent girls. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Public Schools as a Work Environment

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McIntire, Walter G.; Drummond, Robert J.

1975-01-01

Examines the perceptions of elementary and secondary school teachers, and school board members, of the school as a work environment. The Work Environment Preferences Scale, an instrument based on Weber's components of bureaucratic organizations, was administered to all the teachers and board members of a small Maine school district. (Author)

Characteristics of Israeli School Teachers in Computer-based Learning Environments

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Noga Magen-Nagar

2013-01-01

Full Text Available The purpose of this research is to investigate whether there are differences in the level of computer literacy, the amount of implementation of ICT in teaching and learning-assessment processes and the attitudes of teachers from computerized schools in comparison to teachers in non-computerized schools. In addition, the research investigates the characteristics of Israeli school teachers in a 21st century computer-based learning environment. A quantitative research methodology was used. The research sample included 811 elementary school teachers from the Jewish sector of whom 402 teachers were from the computerized school sample and 409 were teachers from the non-computerized school sample. The research findings show that teachers from the computerized school sample are more familiar with ICT, tend to use ICT more and have a more positive attitude towards ICT than teachers in the non-computerized school sample. The main conclusion which can be drawn from this research is that positive attitudes of teachers towards ICT are not sufficient for the integration of technology to occur. Future emphasis on new teaching skills of collective Technological Pedagogical Content Knowledge is necessary to promote the implementation of optimal pedagogy in innovative environments.

Sustainability and public health nutrition at school: assessing the integration of healthy and environmentally sustainable food initiatives in Vancouver schools.

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Black, Jennifer L; Velazquez, Cayley E; Ahmadi, Naseam; Chapman, Gwen E; Carten, Sarah; Edward, Joshua; Shulhan, Stephanie; Stephens, Teya; Rojas, Alejandro

2015-09-01

To describe the development and application of the School Food Environment Assessment Tools and a novel scoring system to assess the integration of healthy and environmentally sustainable food initiatives in elementary and secondary schools. The cross-sectional study included direct observations of physical food environments and interviews with key school personnel regarding food-related programmes and policies. A five-point scoring system was then developed to assess actions across six domains: (i) food gardens; (ii) composting systems; (iii) food preparation activities; (iv) food-related teaching and learning activities; and availability of (v) healthy food; and (vi) environmentally sustainable food. Vancouver, Canada. A purposive sample of public schools (n 33) from all six sectors of the Vancouver Board of Education. Schools scored highest in the areas of food garden and compost system development and use. Regular integration of food-related teaching and learning activities and hands-on food preparation experiences were also commonly reported. Most schools demonstrated rudimentary efforts to make healthy and environmentally sustainable food choices available, but in general scored lowest on these two domains. Moreover, no schools reported widespread initiatives fully supporting availability or integration of healthy or environmentally sustainable foods across campus. More work is needed in all areas to fully integrate programmes and policies that support healthy, environmentally sustainable food systems in Vancouver schools. The assessment tools and proposed indicators offer a practical approach for researchers, policy makers and school stakeholders to assess school food system environments, identify priority areas for intervention and track relevant changes over time.

Food and beverage environment analysis and monitoring system: a reliability study in the school food and beverage environment.

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Bullock, Sally Lawrence; Craypo, Lisa; Clark, Sarah E; Barry, Jason; Samuels, Sarah E

2010-07-01

States and school districts around the country are developing policies that set nutrition standards for competitive foods and beverages sold outside of the US Department of Agriculture's reimbursable school lunch program. However, few tools exist for monitoring the implementation of these new policies. The objective of this research was to develop a computerized assessment tool, the Food and Beverage Environment Analysis and Monitoring System (FoodBEAMS), to collect data on the competitive school food environment and to test the inter-rater reliability of the tool among research and nonresearch professionals. FoodBEAMS was used to collect data in spring 2007 on the competitive foods and beverages sold in 21 California high schools. Adherence of the foods and beverages to California's competitive food and beverage nutrition policies for schools (Senate Bills 12 and 965) was determined using the data collected by both research and nonresearch professionals. The inter-rater reliability between the data collectors was assessed using the intraclass correlation coefficient. Researcher vs researcher and researcher vs nonresearcher inter-rater reliability was high for both foods and beverages, with intraclass correlation coefficients ranging from .972 to .987. Results of this study provide evidence that FoodBEAMS is a promising tool for assessing and monitoring adherence to nutrition standards for competitive foods sold on school campuses and can be used reliably by both research and nonresearch professionals. Copyright 2010 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

Indoor air in school environment and the impact on children’s health

International Nuclear Information System (INIS)

Krajcova, D.; Vondrova, D.; Hirosova, K.; Sevcikova, L.

2014-01-01

More attention is paid to assessing the quality of not only outdoor but also indoor air. Since children spend large part of their time at schools, several studies are aimed at indoor air monitoring in schools. These studies confirmed association between poor quality of indoor environment and the incidence of asthma and other respiratory diseases of children. The most serious indoor air pollutants includes dust particles, inorganic and volatile organic compounds, components of tobacco smoke, mold and dust mites. Providing healthy school environment should be one of the basic methods to protect and support physical and mental health and development of children. (author)

Protocol for a systematic review of the effects of schools and school-environment interventions on health: evidence mapping and syntheses.

Science.gov (United States)

Bonell, Chris; Harden, Angela; Wells, Helene; Jamal, Farah; Fletcher, Adam; Petticrew, Mark; Thomas, James; Whitehead, Margaret; Campbell, Rona; Murphy, Simon; Moore, Laurence

2011-06-09

Schools may have important effects on students' and staff's health. Rather than treating schools merely as sites for health education, 'school-environment' interventions treat schools as settings which influence health. Evidence concerning the effects of such interventions has not been recently synthesised. Systematic review aiming to map and synthesise evidence on what theories and conceptual frameworks are most commonly used to inform school-environment interventions or explain school-level influences on health; what effects school-environment interventions have on health/health inequalities; how feasible and acceptable are school-environment interventions; what effects other school-level factors have on health; and through what processes school-level influences affect health.We will examine interventions aiming to promote health by modifying schools' physical, social or cultural environment via actions focused on school policies and practices relating to education, pastoral care and other aspects of schools beyond merely providing health education. Participants are staff and students age 4-18 years.We will review published research unrestricted by language, year or source. Searching will involve electronic databases including Embase, ERIC, PubMed, PsycInfo and Social Science Citation Index using natural-language phrases plus reference/citation checking.Stage 1 will map studies descriptively by focus and methods. Stage 2 will involve additional inclusion criteria, quality assessment and data extraction undertaken by two reviewers in parallel. Evidence will be synthesised narratively and statistically where appropriate (undertaking subgroup analyses and meta-regression and where no significant heterogeneity of effect sizes is found, pooling these to calculate a final effect size). We anticipate: finding a large number of studies missed by previous reviews; that non-intervention studies of school effects examine a greater breadth of determinants than are addressed

Socialization and School Environment in an Inclusive Learning Community in the Province of Talca , Chile

OpenAIRE

Marí­a Teresa Muñoz Quezada; Boris Andrés Lucero Mondaca; Claudia Alejandra Cornejo Araya; Pablo Andrés Muñoz Molina; Nelson Eduardo Araya Saravia

2014-01-01

Currently there is concern for promoting healthy and inclusive coexistence in schools. The aim of this research was to assess the perception of socialization and school environment in an inclusive school in the Province of Talca, Chile. We conducted a cross-sectional case study in a sample of 180 students, 193 parents and 21 teachers. A questionnaire evaluating school life was applied to students, parents and teachers and another assessing the school's social climate and bullying was applied ...

School environment and school type as correlates of secondary ...

African Journals Online (AJOL)

Indiscipline among secondary school students has been the topic of most intellectual debates worldwide because it's adverse effects on educational achievement and performance. This research therefore examines the influence of school types and school environment (facilities) on students' disciplinary behavior in some ...

The effects on student health of interventions modifying the school environment: systematic review.

Science.gov (United States)

Bonell, C; Wells, H; Harden, A; Jamal, F; Fletcher, A; Thomas, J; Campbell, R; Petticrew, M; Whitehead, M; Murphy, S; Moore, L

2013-08-01

Owing to the limited effectiveness of traditional health education curricula in schools, there is increasing interest in interventions aiming to promote young people's health by modifying the school environment. Existing systematic reviews cannot determine whether environmental intervention is effective because they examine interventions combining environmental modifications and traditional health education. This gap is significant because school-environment interventions are complex to implement and may be sidelined in underfunded and attainment-focused school systems without evidence to support such an approach. This systematic review examined the effectiveness of school-environment interventions without health-education components on student health and inequalities. This was a systematic review of experimental/quasi-experimental studies of school-environment interventions. Sixteen databases were searched, eliciting 62 329 references which were screened, with included studies quality assessed, data extracted and narratively synthesised. Sixteen reports of 10 studies were included, all from the USA and the UK. Five evaluations of interventions aiming to develop a stronger sense of community and/or improve relationships between staff and students suggested potential benefits particularly regarding violence and aggression. Two trials of interventions enabling students to advocate for changes in school catering and physical activity reported benefits for physical activity but not diet. Three evaluations of improvements to school playgrounds offered weak evidence of effects on physical activity. School environment interventions show the potential to improve young people's health particularly regarding violence, aggression and physical activity. Further trials are required to provide a stronger and more generalisable evidence base.

Associations between home environment and after-school physical activity and sedentary time among 6th grade children

Science.gov (United States)

Lau, Erica Y; Barr-Anderson, Daheia J; Dowda, Marsha; Forthofer, Melinda; Saunders, Ruth P; Pate, Russell R

2015-01-01

This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 sixth-grade children (Mage = 11.49 ± 0.5 years). Children’s after-school total physical activity (TPA), moderate-to-vigorous physical activity (MVPA) and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children’s after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school TPA and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school TPA and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys’ after-school physical activity and sedentary time, whereas the home social environment was associated with girls’ after-school physical activity and sedentary time. PMID:25386734

Relations between the school physical environment and school social capital with student physical activity levels.

Science.gov (United States)

Button, Brenton; Trites, Stephen; Janssen, Ian

2013-12-17

The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

School-Based Caries Prevention, Tooth Decay, and the Community Environment.

Science.gov (United States)

Ruff, R R; Niederman, R

2018-04-01

The school and community context can contribute to inequity in child oral health. Whether the school and community affect the effectiveness of school-based caries prevention is unknown. The association between the school and community environment and dental caries, as well as their moderating effects with school-based caries prevention, was assessed using multilevel mixed-effects regression. Data were derived from a 6-y prospective cohort study of children participating in a school-based caries prevention program. For the school and community, living in a dental-shortage area and the proportion of children receiving free or reduced lunch were significantly related to an increased risk of dental caries at baseline. Caries prevention was associated with a significant per-visit decrease in the risk of untreated caries, but the rate of total caries experience increased over time. Caries prevention was more effective in children who had prior dental care at baseline and in schools with a higher proportion of low socioeconomic status students. There was significant variation across schools in the baseline prevalence of dental caries and the effect of prevention over time, although effects were modest. The school and community environment have a direct impact on oral health and moderate the association between school-based caries prevention and dental caries. Knowledge Transfer Statement: School-based caries prevention can be an effective means to reduce oral health inequity by embedding dental care within schools. However, the socioeconomic makeup of schools and characteristics of the surrounding community can affect the impact of school-based care.

School environment and sanitation in rural India

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J P Majra

2010-01-01

Full Text Available Context : A school child educated about the benefits of sanitation and good hygiene behavior is a conduit for carrying those messages far beyond the school walls, bringing lasting improvement to community hygienic practices. Aims : To study the status of school environment and sanitation in rural India. Settings and Design: Government schools in rural Karnataka, cross sectional study. Materials and Methods: Twenty schools were randomly selected for the study. Informed consent was taken from the Heads of the schools. A pre tested close ended questionnaire was used to get the information. The minimum standards for sanitation of the school and its environment in India were used as the guiding principles to evaluate the appropriateness/ adequacy of the various attributes. Statistical analysis used: Percentages and proportions. Results : Out of 20 schools selected, one fourth of the schools were located/ sited at inappropriate places. Only half of the schools had appropriate/ adequate structure. Eighteen (90% of the schools were overcrowded. Ventilation and day light was adequate for 12(60% and 14(70% of the schools respectively. Cleanliness of school compound/classrooms was adequate in 80% of the schools. There were no separate rooms for serving the midday meals in any of the schools under study. Eighteen (90% of the schools were having drinking water points. Liquid and solid waste disposal was insanitary in six (30% and eight (40% of the schools respectively. Only half of the schools had adequate latrines for boys and 60% for girls. Only two (10% of the schools had adequate hand washing points with soap. Conclusions : Environment and sanitation facilities at many of the schools are not fully satisfactory.

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.

Science.gov (United States)

Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E

2017-01-01

Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (-0.26 point drop in addition to yearly change, effect size = 0.52, p effect size = 0.14, p work-life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning

Nutrition Knowledge and Training Needs in the School Environment

Science.gov (United States)

Jones, Anna Marie

The nutrition environment in schools can influence the risk for childhood overweight and obesity, which in turn can have life-long implications for risk of chronic disease. This dissertation aimed to examine the nutrition environment in primary public schools in California with regards to the amount of nutrition education provided in the classroom, the nutrition knowledge of teachers, and the training needs of school nutrition personnel. In order to determine nutrition knowledge of teachers, a valid and reliable questionnaire was developed to assess knowledge. The systematic process involved cognitive interviews, a mail-based pretest that utilized a random sample of addresses in California, and validity and reliability testing in a sample of university students. Results indicated that the questionnaire had adequate construct validity, internal consistency reliability, and test-retest reliability. Following the validation of the knowledge questionnaire, it was used in a study of public school teachers in California to determine the relationship between demographic and classroom characteristics and nutrition knowledge, in addition to barriers to nutrition education and resources used to plan nutrition lessons. Nutrition knowledge was not found to be associated with teaching nutrition in the classroom, however it was associated with gender, identifying as Hispanic or Latino, and grade level grouping taught. The most common barriers to nutrition education were time, and unrelated subject matter. The most commonly used resources to plan nutrition lessons were Dairy Council of California educational materials. The school nutrition program was the second area of the school nutrition environment to be examined, and the primary focus was to determine the perceived training needs of California school nutrition personnel. Respondents indicated a need for training in topics related to: program management; the Healthy, Hunger-Free Kids Act of 2010; nutrition, health and

Postpartum Teens' Perception of the Food Environments at Home and School.

Science.gov (United States)

Tabak, Rachel G; Joshu, Corinne E; Clarke, Megan A; Schwarz, Cynthia D; Haire-Joshu, Debra L

2016-02-01

An environment that supports healthy eating is one factor to prevent obesity. However, little is known about postpartum teen's perceptions of their home and school environments and how this relates to dietary behaviors. This study explores the relationship between home and school environments and dietary behaviors for postpartum teens. Conducted cross-sectionally during 2007-2009 across 27 states and included 889 postpartum teens enrolled in Parents as Teachers Teen Program. Data included measures of sociodemographics and perceptions of school and home food environments. A 7-day recall of snack and beverage frequency assessed dietary behaviors. Logistic regression explored associations between baseline environment measures and dietary behaviors at baseline and postintervention (approximately 5 months after baseline) for the control group. Respondents reported greater access and selection (i.e., variety of choices) of healthy foods and beverages at home than school. At baseline, fruit and vegetable intake was associated with home selection (1.9, 95% confidence interval [CI: 1.3, 2.9]) and availability (1.8, 95% CI [1.3, 2.6]), sweet snack consumption was associated with selection (1.5, 95% CI [1.0, 2.1]), and total snack consumption and sugar-sweetened beverage intake were associated with selection (snack: 2.1, 95% CI [1.5, 3.0]; beverage: 1.7, 95% CI [1.2, 2.4]) and availability (snack: 2.1, 95% CI [1.4, 3.1]; beverage: 1.5, 95% CI [1.0, 2.3]). Water intake at baseline and at the postintervention for control group teens was associated with selection (1.6, 95% CI [1.1, 2.2]). No significant associations were identified between the school environment and dietary behaviors. Interventions should target improvements in the home environment for high-risk, postpartum teens. © 2015 Society for Public Health Education.

CONSTRUCTIVE EDUCATIONAL ENVIRONMENT SCHOOL-UNIVERSITY

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Natalya Petrovna Shatalova

2016-02-01

Full Text Available The article presents the results of the study the key components of the development of constructive thinking of students on the basis of model building constructive educational environment school-University. It was conducted from a position of constructive approach in education, as a process of systemic-structural methodology of cognitive and creative activity of the student, promotes development and formation of various constructive qualities of the individual. The functions of constructive educational environment school-University aimed at developing constructive thinking of students, defined by its structural components and connections, shows the consistency of self-development of constructive thinking and job satisfaction the development of constructive skills. The findings reveal innovative possibilities of cooperation of schools and universities in the design and functioning model of constructive educatio-nal space that contributes to the development of constructive thinking of all its stakeholders.Purpose: measuring the effectiveness of the model constructive educational environment school-University aimed at the development of students.Methodology: the Programme of research included: (1 diagnosis of the development level of constructive thinking on the questionnaire developed in the context of the constructive theory of education, (2 augmented and revised by the author the diagnosis of satisfaction and importance model of constructive educational environment school-University by the method of G.A. Gagarin, as well as theoretical modeling, method of involved observation, formal teaching method.Results. The article introduces the concept of «constructive learning environments», which are considered in relation to the organization and conduct of joint activities of teachers, teachers and students. The authors give a theoretical comparative analysis of scientific works of colleagues in the context of the problem. Offer a brief

Source apportionment and health risk assessment of PM10 in a naturally ventilated school in a tropical environment.

Science.gov (United States)

Mohamad, Noorlin; Latif, Mohd Talib; Khan, Md Firoz

2016-02-01

This study aimed to investigate the chemical composition and potential sources of PM10 as well as assess the potential health hazards it posed to school children. PM10 samples were taken from classrooms at a school in Kuala Lumpur's city centre (S1) and one in the suburban city of Putrajaya (S2) over a period of eight hours using a low volume sampler (LVS). The composition of the major ions and trace metals in PM10 were then analysed using ion chromatography (IC) and inductively coupled plasma-mass spectrometry (ICP-MS), respectively. The results showed that the average PM10 concentration inside the classroom at the city centre school (82µg/m(3)) was higher than that from the suburban school (77µg/m(3)). Principal component analysis-absolute principal component scores (PCA-APCS) revealed that road dust was the major source of indoor PM10 at both school in the city centre (36%) and the suburban location (55%). The total hazard quotient (HQ) calculated, based on the formula suggested by the United States Environmental Protection Agency (USEPA), was found to be slightly higher than the acceptable level of 1, indicating that inhalation exposure to particle-bound non-carcinogenic metals of PM10, particularly Cr exposure by children and adults occupying the school environment, was far from negligible. Copyright © 2015 Elsevier Inc. All rights reserved.

Body perception of teenagers in school environments

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Valentin Gavídia Catalan

2011-12-01

Full Text Available Objective: To assess body perception of teenagers in school environments. Methods: We conducted a qualitative study in a secondary public school from the city of Fortaleza-CE, Brazil, with students from the ninth grade, aged 14 to 16 years old, independent of sex, from March to June, 2009. The first phase consisted of the selection of ten students, using a schematic drawing of the human body. In the second phase, there was a focal group with guiding questions about body awareness and desire for change. Results: For the students, the idea of good posture would be a person who had good education and to be straightwhen walking and sitting. We perceived dissatisfaction and important misunderstanding in relation to their body and posture, and there was unanimity concerning the desire of achieving changes. Conclusion: There are mixed feelings related to the body, by teenage students, when you inquire about their image and desire to change. If, on one hand, they refer to perceive themselves with proper and correct posture, on the other hand, they are eager for change, easily identified with present standard body reported in the media and worshiped as “ideal body”. It is urgent and necessary to consolidate the culture of health promotion in schools as well as build healthy educational environment.

Promoting Safety Environment for School Sports | Aluko | AFRREV ...

African Journals Online (AJOL)

The purpose of this study was to examine the safety environment under which school sports programme is organized in Nigeria schools. The paper noted that poor environment under which PES is administered militated against smooth attainment of physical education and sports in schools. In this regard the paper explored ...

Classroom Learning Environment and Motivation towards Mathematics among Secondary School Students in Uganda

Science.gov (United States)

Opolot-Okurut, Charles

2010-01-01

This article reports a study of secondary students' perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening…

Strategies for Creating Supportive School Nutrition Environments

Science.gov (United States)

Centers for Disease Control and Prevention, 2014

2014-01-01

Good nutrition is vital to optimal health. The school environment plays a fundamental role in shaping lifelong healthy behaviors and can have a powerful influence on students' eating habits. A supportive school nutrition environment includes multiple elements: access to healthy and appealing foods and beverages available to students in school…

Does the local food environment around schools affect diet? Longitudinal associations in adolescents attending secondary schools in East London

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Smith Dianna

2013-01-01

Full Text Available Abstract Background The local retail food environment around schools may act as a potential risk factor for adolescent diet. However, international research utilising cross-sectional designs to investigate associations between retail food outlet proximity to schools and diet provides equivocal support for an effect. In this study we employ longitudinal perspectives in order to answer the following two questions. First, how has the local retail food environment around secondary schools changed over time and second, is this change associated with change in diet of students at these schools? Methods The locations of retail food outlets and schools in 2001 and 2005 were geo-coded in three London boroughs. Network analysis in a Geographic Information System (GIS ascertained the number, minimum and median distances to food outlets within 400 m and 800 m of the school location. Outcome measures were ‘healthy’ and ‘unhealthy’ diet scores derived from adolescent self-reported data in the Research with East London Adolescents: Community Health Survey (RELACHS. Adjusted associations between distance from school to food retail outlets, counts of outlets near schools and diet scores were assessed using longitudinal (2001–2005 n=757 approaches. Results Between 2001 and 2005 the number of takeaways and grocers/convenience stores within 400 m of schools increased, with many more grocers reported within 800 m of schools in 2005 (p Conclusions The results provide some evidence that the local food environment around secondary schools may influence adolescent diet, though effects were small. Further research on adolescents’ food purchasing habits with larger samples in varied geographic regions is required to identify robust relationships between proximity and diet, as small numbers, because of confounding, may dilute effect food environment effects. Data on individual foods purchased in all shop formats may clarify the frequent, overly simple

Recess Physical Activity and Perceived School Environment among Elementary School Children

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Kaori Ishii

2014-07-01

Full Text Available Differences in recess physical activity (PA according to perceived school environment among elementary school children were examined. Participants were 103 children from two schools in Japan. PA was measured using accelerometry for seven consecutive days. Time spent in sedentary or PA (light, moderate, or vigorous during their morning recess (25 min and lunch recess (15 min was determined. The School Physical Activity Environment Scale (three factors: equipment, facility, and safety was used to investigate perceived school environment. Environmental factor scores were assigned to low or high groups for each factor by median. An analysis of covariance, with grade as the covariate, was conducted separately by gender to examine differences in PA between two groups. During lunch recess, boys in the high-equipment group spent significantly more time in moderate PA (high: 1.5; low: 0.8 min whereas girls in this group spent less time in light PA (9.3, 11.0. Boys in the high-facility group spent significantly less time in sedentary (2.3, 3.9 and more time in vigorous PA (2.4, 1.4 during lunch recess, and girls spent more time in moderate (2.1, 1.2 and vigorous PA (1.9, 1.3 during morning recess. Differences were observed in recess PA according to school environment perceptions. The present study may be useful for further intervention studies for the promotion of PA during recess.

The picture of health: examining school-based health environments through photographs.

Science.gov (United States)

Kontak, Julia C H; McIsaac, Jessie-Lee D; Penney, Tarra L; Kuhle, Stefan; Kirk, Sara F L

2017-04-01

Health-promoting schools (HPS) is an effective approach to enhance the health and well-being of children and youth, but its measurement remains a challenge considering contextual differences across school environments. The purpose of this study was to qualitatively explore the physical features of the school environment through photographs of schools that had implemented an HPS approach compared with schools that had not. This study used a descriptive approach, wherein physical features of the school environment were distilled through visual images and qualitatively analyzed. School environment data were collected from 18 elementary schools (10 HPS, 8 comparison schools) from a school board in rural Nova Scotia (Canada). Evaluation assistants captured photographs of the physical school environment as part of a broader environment audit. Overarching themes included the promotion, access and availability of opportunities for healthy eating and physical activity, healthy school climate and safety and accessibility of the school. The photographs characterized diverse aspects of the school environment and revealed differences between schools that had implemented an HPS approach compared with schools that had not. There were increased visual cues to support healthy eating, physical activity and mental well-being, and indications of a holistic approach to health among schools that implemented an HPS approach. This research adds to understanding the environmental elements of HPS. The use of photographic data to understand school environments provided an innovative method to explore the physical features of schools that had implemented an HPS approach. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

A repeated measures experiment of school playing environment to increase physical activity and enhance self-esteem in UK school children.

Science.gov (United States)

Wood, Carly; Gladwell, Valerie; Barton, Jo

2014-01-01

School playtime provides daily opportunities for children to be active outdoors, but only makes small contributions to physical activity (PA) requirements. Natural environments facilitate unstructured PA and children report a preference for play in nature. Thus, play on the school field might encourage children to be more active during playtime. The primary aim of this study was to examine the impact of the school playing environment on children's PA. Descriptive data and fitness were assessed in 25 children aged 8-9 years from a single primary school. Over two consecutive weeks participants were allocated to either play on the school field or playground during playtime. The order of play in the two areas was randomised and counterbalanced. Moderate to vigorous PA (MVPA) was assessed during playtime on the last two days of each week using accelerometers. There was a significant interaction of environment and sex on MVPA during morning play (F(1,22) = 6.27; P0.05; np2 = 0.060) or all of playtime combined (P>0.05; np2 = 0.140). During morning play boys were significantly more active than girls on the playground (t(23) = 1.32; P0.05; n2 = 0.071). For lunch (F(1,22) = 24,11; Psex during lunch (F(1,22) = 11.56; Pschools should encourage greater use of their natural areas to increase PA.

Evaluation of the School Environment of Public and Private Schools ...

African Journals Online (AJOL)

2018-02-23

Feb 23, 2018 ... of school environments of primary schools in Enugu East, Nigeria, and to compare ... Nigeria, is unhealthy and unfriendly and currently cannot promote and protect the ... capable of providing a good platform for improving child.

Introducing an environmental assessment and intervention program in inner-city schools.

Science.gov (United States)

Huffaker, Michelle; Phipatanakul, Wanda

2014-12-01

Home-based environmental interventions have demonstrated clinical benefit for children with asthma. Although much is known about school-based exposures, few studies have comprehensively examined the role the school environment plays in asthma and how effectively changing the environment might reduce morbidity when adjusting for exposures in the home. This review summarizes the importance and common challenges of school-based environmental assessment and intervention studies linked to health effects. We focus on the key components of study development and the challenges and benefits to implementation. Copyright © 2014 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

A repeated measures experiment of school playing environment to increase physical activity and enhance self-esteem in UK school children.

Directory of Open Access Journals (Sweden)

Carly Wood

Full Text Available School playtime provides daily opportunities for children to be active outdoors, but only makes small contributions to physical activity (PA requirements. Natural environments facilitate unstructured PA and children report a preference for play in nature. Thus, play on the school field might encourage children to be more active during playtime. The primary aim of this study was to examine the impact of the school playing environment on children's PA. Descriptive data and fitness were assessed in 25 children aged 8-9 years from a single primary school. Over two consecutive weeks participants were allocated to either play on the school field or playground during playtime. The order of play in the two areas was randomised and counterbalanced. Moderate to vigorous PA (MVPA was assessed during playtime on the last two days of each week using accelerometers. There was a significant interaction of environment and sex on MVPA during morning play (F(1,22 = 6.27; P0.05; np2 = 0.060 or all of playtime combined (P>0.05; np2 = 0.140. During morning play boys were significantly more active than girls on the playground (t(23 = 1.32; P0.05; n2 = 0.071. For lunch (F(1,22 = 24,11; P<0.001; np2 = 0.523 and all of playtime combined (F(1,22 = 33.67; P<0.001; np2 = 0.616 there was a significant effect of environment. There was also a significant main effect of sex during lunch (F(1,22 = 11.56; P<0.01; np2 = 0.344 and all of playtime combined (F(1,22 = 12.37; P<0.01; np2 = 0.371. MVPA was higher on the field and boys were more active than girls. Play on the field leads to increases in MVPA, particularly in girls. The promising trend for the effect of the natural environment on MVPA indicates that interventions aimed at increasing MVPA should use the natural environment and that schools should encourage greater use of their natural areas to increase PA.

Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

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Kai-Yang Lo

2017-01-01

Full Text Available The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI, bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump. Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed

Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

Science.gov (United States)

Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang

2017-01-01

The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in

Health behaviour and the school environment in New South Wales, Australia.

Science.gov (United States)

McLellan, L; Rissel, C; Donnelly, N; Bauman, A

1999-09-01

The relationship between the school environment and health has infrequently been examined. This study sought to examine the association between school students' perceptions of their school environment, teachers' and peers' support and their health behaviours. A cross sectional descriptive survey by supervised self-administration was conducted in 1996 based on the international WHO collaborative survey of school children's health and lifestyle (the HBSC Study) and extended in an Australian setting. Randomly sampled primary and secondary schools from Catholic, Independent and Government education sectors throughout New South Wales (NSW), Australia, were invited to participate. The final sample included 3918 school students attending Year 6 (primary school), Year 8 and Year 10 (high school) from 115 schools. The main outcome measures were self-reported health status and 7 health behaviours (tobacco use, alcohol use, physical activity, dental hygiene, nutritional intake, seat belt and bicycle helmet use). Independent variables included student perceptions of the school environment, perceptions of teachers' and peers' support. Girls, Year 6 students and students who have less than $19 a week to spend were significantly more likely to have positive perceptions towards their school environment, teacher(s) and peers. Students who had positive perceptions regarding their school environment and perceived their teachers as supportive were significantly more likely to engage in health promoting behaviours adjusting for age, sex and average weekly pocket money. A supportive peer environment was not associated with positive health behaviour. Health promotion practitioners need to consider the impact of the school environment on health behaviours of school students. In particular, practitioners should consider intervention models that improve the school environment as a key strategy within a health promoting school.

The school food environment associations with adolescent soft drink and snack consumption.

Science.gov (United States)

van der Horst, Klazine; Timperio, Anna; Crawford, David; Roberts, Rebecca; Brug, Johannes; Oenema, Anke

2008-09-01

Because students may purchase food and drinks in and around their schools, the school food environment may be important for obesity-related eating behaviors such as soft drink and snack consumption. However, research exploring the associations between school environments and specific eating behaviors is sparse. Associations of the availability of canteen food and drinks, the presence of food stores around schools, and individual cognitions (attitudes, norms, modeling, perceived behavioral control, and intentions) with soft drink and snack consumption were examined in a cross-sectional study (2005-2006) among 1,293 adolescents aged 12-15 years. Soft drink and snack consumption and related cognitions were assessed with self-administered questionnaires. The presence of food stores and the distance to the nearest food store were calculated within a 500-meter buffer around each school. Data on the availability of soft drinks and snacks in school canteens were gathered by observation. In 2007, multilevel regression models were run to analyze associations and mediation pathways between cognitions, environmental factors, and behaviors. Adolescents' attitudes, subjective norms, parental and peer modeling, and intentions were positively associated with soft drink and snack consumption. There was an inverse association between the distance to the nearest store and the number of small food stores with soft drink consumption. These effects were mediated partly by cognitions. This study provided little evidence for associations of environmental factors in the school environment with soft drink and snack consumption. Individual cognitions appeared to be stronger correlates of intake than physical school-environmental factors. Longitudinal research is needed to confirm these findings.

The healthy options for nutrition environments in schools (Healthy ONES group randomized trial: using implementation models to change nutrition policy and environments in low income schools

Directory of Open Access Journals (Sweden)

Coleman Karen J

2012-06-01

Full Text Available Abstract Background The Healthy Options for Nutrition Environments in Schools (Healthy ONES study was an evidence-based public health (EBPH randomized group trial that adapted the Institute for Healthcare Improvement’s (IHI rapid improvement process model to implement school nutrition policy and environmental change. Methods A low-income school district volunteered for participation in the study. All schools in the district agreed to participate (elementary = 6, middle school = 2 and were randomly assigned within school type to intervention (n = 4 and control (n =4 conditions following a baseline environmental audit year. Intervention goals were to 1 eliminate unhealthy foods and beverages on campus, 2 develop nutrition services as the main source on campus for healthful eating (HE, and 3 promote school staff modeling of HE. Schools were followed across a baseline year and two intervention years. Longitudinal assessment of height and weight was conducted with second, third, and sixth grade children. Behavioral observation of the nutrition environment was used to index the amount of outside foods and beverages on campuses. Observations were made monthly in each targeted school environment and findings were presented as items per child per week. Results From an eligible 827 second, third, and sixth grade students, baseline height and weight were collected for 444 second and third grade and 135 sixth grade students (51% reach. Data were available for 73% of these enrolled students at the end of three years. Intervention school outside food and beverage items per child per week decreased over time and control school outside food and beverage items increased over time. The effects were especially pronounced for unhealthy foods and beverage items. Changes in rates of obesity for intervention school (28% baseline, 27% year 1, 30% year 2 were similar to those seen for control school (22% baseline, 22% year 1, 25% year 2 children

Work Environment on Job Satisfaction with mediating effect of Motivation among School Teachers in Lahore, Pakistan

OpenAIRE

Hafiz M Imran Saeed; Nadia Nasir

2017-01-01

Abstract—This study was aimed to assess the relationship between work environment, motivation and job satisfaction in private school teachers of Lahore, Pakistan. Standardized questionnaires were used to collect the data from 300 private school’s teachers. The data was analyzed through SPSS by using correlation, principle component analysis and multiple regression. The results indicates that there is a positive relationship between work environment and job satisfaction in school teachers. Res...

Assessing School Wellness Policies and Identifying Priorities for Action: Results of a Bi-State Evaluation.

Science.gov (United States)

Harvey, Susan P; Markenson, Deborah; Gibson, Cheryl A

2018-05-01

Obesity is a complex health problem affecting more than one-third of school-aged youth. The increasing obesity rates in Kansas and Missouri has been particularly concerning, with efforts being made to improve student health through the implementation of school wellness policies (SWPs). The primary purpose of this study was to conduct a rigorous assessment of SWPs in the bi-state region. SWPs were collected from 46 school districts. The Wellness School Assessment Tool (WellSAT) was used to assess comprehensiveness and strength. Additionally, focus group discussions and an online survey were conducted with school personnel to identify barriers and supports needed. Assessment of the SWPs indicated that most school districts failed to provide strong and specific language. Due to these deficiencies, districts reported lack of enforcement of policies. Several barriers to implementing the policies were reported by school personnel; supports needed for effective implementation were identified. To promote a healthful school environment, significant improvements are warranted in the strength and comprehensiveness of the SWPs. The focus group discussions provided insight as to where we need to bridge the gap between the current state of policies and the desired beneficial practices to support a healthy school environment. © 2018, American School Health Association.

High School Students' Recommendations to Improve School Food Environments: Insights From a Critical Stakeholder Group.

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Asada, Yuka; Hughes, Alejandro G; Read, Margaret; Schwartz, Marlene B; Chriqui, Jamie F

2017-11-01

The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) directed the US Department of Agriculture (USDA) to revise school meal standards. Students are most affected by efforts to improve the school food environment; yet, few studies directly include students. This study examined high school students' experiences of school meal reform to gain insight into implementation recommendations. We conducted 5 focus groups with high school students (N = 15) from high schools across 9 states. We also conducted follow-up interviews to further explore personal experiences. Focus groups and interview transcripts were coded and organized in Atlas.ti v7 by analysts, following principles of constant comparative analysis. Students reported overall positive perceptions of the revised school meal standards and supported continued efforts to improve the food environment. Recommendations to improve the food environment included engaging students, focusing on the quality and palatability of meal items, moving toward scratch-cooking, and addressing cafeteria infrastructure. Students' recommendations point to opportunities where school districts, as well as local, state, and federal organizations can work to improve the school food environment. Their insights are directly relevant to USDA's recently released Local School Wellness Policy final rule, of which school meal standards are one provision. © 2017, American School Health Association.

Urban Students' Perceptions of the School Environment's Influence on School Violence

Science.gov (United States)

Johnson, Sarah Lindstrom; Burke, Jessica Griffin; Gielen, Andrea Carlson

2012-01-01

This article provides information about aspects of the school environment students perceive to influence the occurrence of school violence. Concept mapping, a mixed-methods methodology, was used with two groups of urban, primarily African American high school students (N = 27) to create conceptual frameworks of their understanding of the school…

School and workplace as learning environments in VET

DEFF Research Database (Denmark)

Jørgensen, Christian Helms

as limitations for learning, and thus frame the opportunities for learning. The second, the socio-cultural learning environment is constituted by the social and cultural relations and communities in the workplace and in school. I distinguish between three different types of social relations in the workplace......The aim of this paper is to present an analytical model to study school and workplace as different learning environments and discuss some findings from the application of the model on a case study. First the paper tries to answer the question: what is a learning environment? In most other studies...... schools and workplaces are not only considered to be different learning environment, but are also analysed using different approaches. In this paper I will propose a common model to analyse and compare the two learning environments, drawing on sociology of work (Kern & Schumann 1984; Braverman 1976...

Parents and Students and Healthy Indoor School Environments

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School-aged children spend a great deal of time inside school buildings. Parents can play an important role in creating healthy indoor school environments. Parents and students alike can make a powerful case for protecting health in schools.

A Well Designed School Environment Facilitates Brain Learning.

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Chan, Tak Cheung; Petrie, Garth

2000-01-01

Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

The association between organic school food policy and school food environment: results from an observational study in Danish schools.

Science.gov (United States)

He, Chen; Mikkelsen, Bent E

2014-03-01

School food in many countries has become the object of change and innovation processes, not only in relation to policies for healthier eating but also in relation to policies for more sustainable food consumption and procurement. The purpose of this study was to examine the possible influence that organic food sourcing policies in Danish school meal systems may have on the development of healthier school food environments. The study was a cross-sectional analysis undertaken among 179 school food coordinators (SFCs) through a web-based questionnaire (WBQ) in a sample of Danish public primary schools. The 'organic' schools were compared to 'non-organic' schools. The questionnaire explored the attitudes, intentions/policies and actions in relation to organic and healthy foods served in the schools. Data indicates that 20 'organic' schools were associated with the indicators of healthier school environments, including adopting a Food and Nutrition Policy (FNP) in the school (p = .032), recommending children to eat healthily (p = .004). The study suggests that organic food policies in schools may have potential to support a healthier school food environment.

IMPROVING THE SCHOOL ENVIRONMENT.

Science.gov (United States)

PETERS, JON S.; SCHNEIDER, RAYMOND C.

GUIDELINES FOR CREATING IMPROVED EDUCATIONAL ENVIRONMENTS ARE PRESENTED WITH SUPPLEMENTARY DRAWINGS, DIAGRAMS, AND PHOTOGRAPHS. POLICY DECISIONS ARE RELATED TO--(1) THE SCHOOL'S RESPONSIBILITY TO THE FUTURE, (2) INDUSTRY'S RULE IN EDUCATION, AND (3) BUILDING PROGRAM RESPONSIBILITIES. EDUCATIONAL PLANNING IS DISCUSSED IN TERMS OF--(1) ART…

Assessment of School Image

Directory of Open Access Journals (Sweden)

Ludvík Eger

2018-06-01

Full Text Available There seems to be a gap in the literature on educational management that focuses on school image and its assessment. This paper addresses this issue by reviewing the state of the art regarding school image and communication with the public.School image can be defined as the overall impression and mosaic synthesised from numerous impressions of individuals of school publics (pupils/students, teachers and deputies of school management, parents, and other stakeholders. School image is not what the headteachers understand it to be, but the feelings and beliefs about the school and its educational programme that exist in the minds of the school publics. The present study contributes to the literature by providing an overview of school image and by providing a practical application of a useful tool for assessing the content of corporate image. Semantic differential scales are used for marketing purposes and as a useful technique for measuring and assessing school image. Communication with publics and the development and sustainability of a positive school image influence not only the marketing of the school but also the educational process in the school. Today, shaping and maintaining a school image is even more important because of the curriculum reform, focusing on higher study process outputs, quality assessments, and accountability. The findings of this study have important implications for school marketing experts and researchers, headteachers, education policymakers, as well as teachers at schools.

Teacher Victimization in Authoritative School Environments

Science.gov (United States)

Kapa, Ryan R.; Luke, Jeremy; Moulthrop, Dorothy; Gimbert, Belinda

2018-01-01

Background: Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative…

Healthy environment — indoor air quality of Brazilian elementary schools nearby petrochemical industry

International Nuclear Information System (INIS)

Godoi, Ricardo H.M.; Godoi, Ana F.L.; Gonçalves Junior, Sérgio J.; Paralovo, Sarah L.; Borillo, Guilherme C.; Gonçalves Gregório Barbosa, Cybelli; Arantes, Manoela G.; Charello, Renata C.; Rosário Filho, Nelson A.; Grassi, Marco T.; Yamamoto, Carlos I.; Potgieter-Vermaak, Sanja; Rotondo, Giuliana G.; De Wael, Karolien; Grieken, Rene van

2013-01-01

The mitigation of pollution released to the environment originating from the industrial sector has been the aim of all policy-makers and its importance is evident if the adverse health effects on the world population are considered. Although this concern is controversial, petroleum refinery has been linked to some adverse health effects for people living nearby. Apart from home, school is the most important indoor environment for children and there is increasing concern about the school environment and its impact on health, also in developing countries where the prevalence of pollution is higher. As most of the children spend more than 40% of their time in schools, it is critical to evaluate the pollution level in such environment. In the metropolitan region of Curitiba, South Brazil, five schools nearby industries and highways with high density traffic, were selected to characterize the aerosol and gaseous compounds indoor and outdoor of the classrooms, during 2009–2011. Size segregated aerosol samples were collected for analyses of bulk and single particle elemental profiles. They were analyzed by electron probe X-ray micro-analysis (EPXMA), and by energy-dispersive X-ray fluorescence (EDXRF), to investigate the elemental composition of individual particles and bulk samples. The concentrations of benzene, toluene, ethylbenzene, and xylene (BTEX); NO 2 ; SO 2 ; acetic acid; and formic acid were assessed indoor and outdoor using passive diffusion tubes. BTEX were analyzed by GC–MS and other collected gasses by ion chromatography. Individual exposition of BTEX was assessed by personal passive diffusion tubes. Results are interpreted separately and as a whole with the specific aim of identifying compounds that could affect the health of the scholars. In view of the chemical composition and size distribution of the aerosol particles, local deposition efficiencies in the children's respiratory systems were calculated, revealing the deposition of particles at

Healthy environment — indoor air quality of Brazilian elementary schools nearby petrochemical industry

Energy Technology Data Exchange (ETDEWEB)

Godoi, Ricardo H.M., E-mail: rhmgodoi@ufpr.br [Department of Environmental Engineering, Federal University of Paran UFPR, Curitiba, PR (Brazil); Godoi, Ana F.L.; Gonçalves Junior, Sérgio J.; Paralovo, Sarah L.; Borillo, Guilherme C.; Gonçalves Gregório Barbosa, Cybelli; Arantes, Manoela G.; Charello, Renata C. [Department of Environmental Engineering, Federal University of Paran UFPR, Curitiba, PR (Brazil); Rosário Filho, Nelson A. [Department of Pediatric, Div. of Allergy and Pneumol, Federal University of Paran Curitiba, PR (Brazil); Grassi, Marco T. [Department of Chemistry, Federal University of Paraná, Curitiba, PR (Brazil); Yamamoto, Carlos I. [Department of Chemistry Engineering, Federal University of Paraná, Curitiba, PR (Brazil); Potgieter-Vermaak, Sanja [Division of Chemistry and Environmental Science, School of Science and the Environment, Manchester Metropolitan University, Manchester (United Kingdom); Rotondo, Giuliana G.; De Wael, Karolien; Grieken, Rene van [Department of Chemistry, University of Antwerp, Universiteitsplein 1, B-2610 Antwerp (Belgium)

2013-10-01

The mitigation of pollution released to the environment originating from the industrial sector has been the aim of all policy-makers and its importance is evident if the adverse health effects on the world population are considered. Although this concern is controversial, petroleum refinery has been linked to some adverse health effects for people living nearby. Apart from home, school is the most important indoor environment for children and there is increasing concern about the school environment and its impact on health, also in developing countries where the prevalence of pollution is higher. As most of the children spend more than 40% of their time in schools, it is critical to evaluate the pollution level in such environment. In the metropolitan region of Curitiba, South Brazil, five schools nearby industries and highways with high density traffic, were selected to characterize the aerosol and gaseous compounds indoor and outdoor of the classrooms, during 2009–2011. Size segregated aerosol samples were collected for analyses of bulk and single particle elemental profiles. They were analyzed by electron probe X-ray micro-analysis (EPXMA), and by energy-dispersive X-ray fluorescence (EDXRF), to investigate the elemental composition of individual particles and bulk samples. The concentrations of benzene, toluene, ethylbenzene, and xylene (BTEX); NO{sub 2}; SO{sub 2}; acetic acid; and formic acid were assessed indoor and outdoor using passive diffusion tubes. BTEX were analyzed by GC–MS and other collected gasses by ion chromatography. Individual exposition of BTEX was assessed by personal passive diffusion tubes. Results are interpreted separately and as a whole with the specific aim of identifying compounds that could affect the health of the scholars. In view of the chemical composition and size distribution of the aerosol particles, local deposition efficiencies in the children's respiratory systems were calculated, revealing the deposition of

School Food Environment Promotion Program: Applying the Socio-ecological Approach

Directory of Open Access Journals (Sweden)

Fatemeh Bakhtari Aghdam

2018-01-01

Full Text Available Background Despite of healthy nutrition recommendations have been offered in recent decades, researches show an increasing rate of unhealthy junk food consumption among primary school children. The aim of this study was to investigate the effects of health promotion intervention on the school food buffets and the changes in nutritional behaviors of the students. Materials and Methods In this Quasi-interventional study, eight schools agreed to participate in Tabriz city, Iran. The schools were randomly selected and divided into an intervention and a control group, and a pretest was given to both groups. A four weeks interventional program was conducted in eight randomly selected schools of the city based on the socio-ecological model. A check list was designed for the assessment of food items available at the schools’ buffets, a 60-item semi-quantitative food frequency questionnaire (FFQ was used to assess the rate of food consumption and energy intake. Results evaluation and practice were analyzed using the Wilcoxon, Mann Whitney-U and Chi-square tests. Results The findings revealed reduction in the intervention group between before and after intervention with regard the range of junk food consumption, except for the sweets consumption. The number of junk foods provided in the schools buffets reduced in the intervention group. After the intervention on the intervention group significant decreases were found in the intake of energy, fat and saturated fatty acids compared to the control group (p = 0.00.   Conclusion In order to design effective school food environment promotion programs, school healthcare providers should consider multifaceted approaches.

Managing Workplace Conflict in the School Environment ...

African Journals Online (AJOL)

Managing Workplace Conflict in the School Environment: Challenges, ... Annals of Humanities and Development Studies ... in a working environment, differences in opinion, attitudes and beliefs are bound to ... Conflict, if constructively handled, can be very helpful in making necessary changes within the work environment.

Multicultural Leadership, Sustainable Total School Environment

Science.gov (United States)

Yeung, See-Wai Alison; Lee, Yeung; Yue, K. W. Ryan

2006-01-01

Banks (2002) stated that to implement multicultural education successfully, we must think of the school as a social system. Therefore, if educational equity and excellence are to be provided to all students, a systemic Total School Environment [Banks (2001) "Cultural diversity and education: Foundations curriculum and teaching, 4th ed." Allyn and…

We Can Do That! Collaborative Assessment of School Environments to Promote Healthy Adolescent Nutrition and Physical Activity Behaviors

Science.gov (United States)

Williams, Susan L.; Mummery, W. Kerry

2015-01-01

Evidence for effectiveness of school-based studies for prevention of adolescent obesity is equivocal. Tailoring interventions to specific settings is considered necessary for effectiveness and sustainability. The PRECEDE framework provides a formative research approach for comprehensive understanding of school environments and identification of…

Geographic Disparity in Funding for School Nutrition Environments: Evidence from Mississippi Schools

Science.gov (United States)

Chang, Yunhee; Carithers, Teresa; Leeke, Shannon; Chin, Felicia

2016-01-01

Background: Despite the federal initiatives on equitable provision of school nutrition programs, geographic disparity in childhood obesity persists. It may be partly because built-in school nutrition environments rely on each school's efficient use of existing operational funds or its ability to obtain expanded financial support. This study…

Changes in School Competitive Food Environments after a Health Promotion Campaign

Science.gov (United States)

Green, Sarah H.; Mallya, Giridhar; Brensinger, Colleen; Tierney, Ann; Glanz, Karen

2018-01-01

Background: Schools can reduce student access to competitive foods and influence healthy food choices by improving the school nutrition environment. This study describes changes in competitive nutrition environments in 100 K-8 schools participating in the Philadelphia Campaign for Healthier Schools. Methods: Interviews with school staff were used…

School environment and mental health in early adolescence - a longitudinal study in Sweden (KUPOL).

Science.gov (United States)

Galanti, Maria Rosaria; Hultin, Hanna; Dalman, Christina; Engström, Karin; Ferrer-Wreder, Laura; Forsell, Yvonne; Karlberg, Martin; Lavebratt, Catharina; Magnusson, Cecilia; Sundell, Knut; Zhou, Jia; Almroth, Melody; Raffetti, Elena

2016-07-16

Longitudinal studies indicate strong associations between school proficiency and indicators of mental health throughout adulthood, but the mechanisms of such associations are not fully elucidated. The Kupol study is a prospective cohort study in Sweden set up in order to: (i) describe the association of school pedagogic and social environment and its specific dimensions with the risk of mental ill-health and psychiatric disorders in adolescence; (ii) evaluate the direct effects of school pedagogic and social environment on mental health and the effects mediated by the individual's academic achievements; and (iii) assess if school pedagogic and social environment are associated with mental ill-health through epigenetic mechanisms, in particular those involving genes regulating the response to stress. The Kupol cohort at baseline consists of 3959 children attending the 7th grade of compulsory school (13-14 years old) in 8 regions of central Sweden in the school years 2013-2014 or 2014-2015. Three follow-up surveys in subsequent years are planned. Teachers' and students' perceptions of the culture, climate and ethos of their schools, and students' mental ill-health are assessed at the whole school level by annual questionnaire surveys. In order to conduct epigenetic analyses saliva specimens are collected from a nested sample of students at inception and two years later. Further, class-, family- and child-level information is collected at baseline and during each year of follow-up. Self-reported information is being complemented with register data via record-linkages to national and regional health and administrative registers. The topic being investigated is new, and the sample constitutes the largest adolescent cohort in Sweden involved in an ad hoc study. Epigenetic analyses centered on environmental cues to stress response are a thoroughly new approach. Finally a notable feature is the multi-informant and multi-method data collection, with surveys at the school

"DREEM" comes true - Students′ perceptions of educational environment in an Indian medical school

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H S Kiran

2013-01-01

Full Text Available Background: The accomplishment and contentment of students depends upon their educational environment. Very few studies in India have looked at the impact of educational environment on students, there are few such studies in our country despite having a large number of medical schools. Objective: This study was performed to assess the undergraduate students′ perceptions of medical education in general and educational environment in our medical school in particular. Materials and Methods: The Dundee Ready Education Environment Measure (DREEM, a validated inventory was distributed among undergraduate students in final Bachelor of Medicine and Bachelor of Surgery (MBBS (2010-2011 and students who were undergoing internship (2010-2011 and various scores were calculated and the means were compared using Mann-Whitney test. Results: The mean total DREEM score was found to be 121.5/200 for final MBBS students (n = 115 and 118.4/200 (n = 109 for the internship batch students. There was no statistically significant difference between the scores of the two batches. The overall DREEM score for our Medical School during the academic year 2010-2011 (for the final MBBS and internship batch was 120/200 (n = 224, which showed that the students′ perceptions were more positive. Conclusion: The study showed that the students′ perception of the educational environment was positive. There was no statistically significant difference between the scores of the two batches (final MBBS and internship. This study helped us to introspect and identify remediable areas in the educational environment of our medical school and hence we could suggest some measures to modify them.

Air pollution and the school air environment

OpenAIRE

Fsadni, Peter; Montefort, Stephen

2015-01-01

There is growing concern about the association of school indoor air quality (SIAQ) with asthma, rhinitis, and rhinoconjunctivitis. Students and school staff deserve the highest standards of school air quality to ensure a safe and productive environment for our children’s education. Existing studies highlight the presence of several air pollutants present within school classrooms that have a direct association with poor health and poor student performance. Very little data exist ab...

Does the school food environment influence the dietary behaviours of Norwegian 11-year-olds? The HEIA study.

Science.gov (United States)

Gebremariam, Mekdes K; Andersen, Lene F; Bjelland, Mona; Klepp, Knut-Inge; Totland, Torunn H; Bergh, Ingunn H; Lien, Nanna

2012-07-01

The aim of the study is to investigate the influence of the school food environment on the dietary behaviours of 11-year-old Norwegian children in elementary schools. Baseline data from a school-based intervention study: the Health In Adolescents study was used. A total of 1425 11-year-old children from 35 schools from the eastern part of Norway were included. School administrators provided information on the physical, political, and sociocultural school food environment and students reported their intake of fruits, vegetables, sugar-sweetened beverages (SSB), and snacks. Multilevel modelling was used to assess the school-level variance in dietary behaviours and to investigate the association of school food environmental factors with these dietary behaviours. After adjustment for student characteristics, the school level accounted for a small proportion (1.1%-3.0%) of the variance in the dietary behaviours investigated. None of the investigated school food environmental factors were found to be related to the children's reported intake of fruits, vegetables, snacks or SSB. Most of the variance in the dietary behaviours investigated was at the personal level. Thus in this sample, the investigated school-level factors do not appear to exert a strong influence on the dietary behaviours of children. Longitudinal studies using validated measures of the school food environment are needed.

Is an Iranian Health Promoting School status associated with improving school food environment and snacking behaviors in adolescents?

Science.gov (United States)

Yazdi-Feyzabadi, Vahid; Omidvar, Nasrin; Keshavarz Mohammadi, Nastaran; Nedjat, Saharnaz; Karimi-Shahanjarini, Akram; Rashidian, Arash

2017-08-29

The Iranian Health Promoting Schools (IHPS) program was first piloted and then formally established in Iran in 2011 as a framework to promote healthy environment and behaviors such as proper dietary practice among adolescents. This study examined the role of IHPS in improving the school food environment and snacking behaviors among adolescents. In this cross-sectional study, 1320 eighth grade students from 40 middle schools with IHPS and non-IHPS program were selected using a proportional stratified random sampling method. A modified 55-item qualitative Food Frequency Questionnaire was used to assess the frequency of consumption of healthy and unhealthy snacks in the studied adolescents. Mixed effect negative binomial regression models were used to analyze the data. The association was also adjusted for individual variables, including gender, socio-economic status, pocket money, family structure and nutritional knowledge level. No significant difference was observed between the average of healthy and unhealthy snack items in IHPS and non-IHPS schools (p > 0.05). On the basis of adjusted analysis, being from/in IHPS was not associated with weekly frequency consumption of unhealthy [prevalence rate ratio (PRR) = 0.99; 95% CI: 0.85-1.16] and healthy (PRR = 1.08; 95% CI: 0.96-1.2) snacks among the adolescents. There was no difference regarding school food environment and snacking behaviors in IHPS and non-IHPS schools. This might indicate that there has been a weakness in institutionalizing the comprehensive concepts of the HPS approach in the studied schools. Addressing the proper understanding of HPS approach and the need for development of HPS through matching and adaptability with health promotion actions to reach defined standards, is necessary. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

"HealthKick": formative assessment of the health environment in low-resource primary schools in the Western Cape Province of South Africa.

Science.gov (United States)

de Villiers, Anniza; Steyn, Nelia P; Draper, Catherine E; Fourie, Jean M; Barkhuizen, Gerhard; Lombard, Carl J; Dalais, Lucinda; Abrahams, Zulfa; Lambert, Estelle V

2012-09-17

This study evaluated the primary school environment in terms of being conducive to good nutrition practices, sufficient physical activity and prevention of nicotine use, with the view of planning a school-based health intervention. A sample of 100 urban and rural disadvantaged schools was randomly selected from two education districts of the Western Cape Education Department, South Africa. A situation analysis, which comprised an interview with the school principal and completion of an observation schedule of the school environment, was done at all schools. Schools, on average, had 560 learners and 16 educators. Principals perceived the top health priorities for learners to be an unhealthy diet (50%) and to far lesser degree, lack of physical activity (24%) and underweight (16%). They cited lack of physical activity (33%) and non-communicable diseases (NCDs; 24%) as the main health priorities for educators, while substance abuse (66%) and tobacco use (31%) were prioritised for parents. Main barriers to health promotion programmes included lack of financial resources and too little time in the time table. The most common items sold at the school tuck shops were crisps (100%), and then sweets (96%), while vendors mainly sold sweets (92%), crisps (89%), and ice lollies (38%). Very few schools (8%) had policies governing the type of food items sold at school. Twenty-six of the 100 schools that were visited had vegetable gardens. All schools reported having physical activity and physical education in their time tables, however, not all of them offered this activity outside the class room. Extramural sport offered at schools mainly included athletics, netball, and rugby, with cricket and soccer being offered less frequently. The formative findings of this study contribute to the knowledge of key environmental and policy determinants that may play a role in the health behaviour of learners, their parents and their educators. Evidently, these show that school environments

Socio-Ecological School Environments and Children's Health and Wellbeing Outcomes

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John-Akinola, Yetunde O.; Gabhainn, Saoirse Nic

2015-01-01

Purpose: Attention to improving the school environment is a common activity in school health promotion. The role of the school environment in supporting improved health and wellbeing has a theoretical base, but has rarely been directly investigated empirically. The purpose of this paper is to investigate the associations between school…

School environment as predictor of teacher sick leave: data-linked prospective cohort study.

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Ervasti, Jenni; Kivimäki, Mika; Kawachi, Ichiro; Subramanian, S V; Pentti, Jaana; Oksanen, Tuula; Puusniekka, Riikka; Pohjonen, Tiina; Vahtera, Jussi; Virtanen, Marianna

2012-09-11

Poor indoor air quality (IAQ) and psychosocial problems are common in schools worldwide, yet longitudinal research on the issue is scarce. We examined whether the level of or a change in pupil-reported school environment (IAQ, school satisfaction, and bullying) predicts recorded sick leaves among teachers. Changes in the school environment were assessed using pupil surveys at two time points (2001/02 and 2004/05) in 92 secondary schools in Finland. Variables indicating change were based on median values at baseline. We linked these data to individual-level records of teachers' (n = 1678) sick leaves in 2001-02 and in 2004-05. Multilevel multinomial logistic regression models adjusted for baseline sick leave and covariates showed a decreased risk for short-term (one to three days) sick leaves among teachers working in schools with good perceived IAQ at both times (OR = 0.6, 95% CI: 0.5-0.9), and for those with a positive change in IAQ (OR = 0.6, 95% CI: 0.4-0.9), compared to teachers in schools where IAQ was constantly poor. Negative changes in pupil school satisfaction (OR = 1.8, 95% CI: 1.1-2.8) and bullying (OR = 1.5, 95% CI: 1.0-2.3) increased the risk for short-term leaves among teachers when compared to teachers in schools where the level of satisfaction and bullying had remained stable. School environment factors were not associated with long-term sick leaves. Good and improved IAQ are associated with decreased teacher absenteeism. While pupil-related psychosocial factors also contribute to sick leaves, no effect modification or mediation of psychosocial factors on the association between IAQ and sick leave was observed.

The Association Between the Physical Environment of Primary Schools and Active School Transport

NARCIS (Netherlands)

Kann, D.H.H. van; Kremers, S.P.J.; Gubbels, J.S.; Bartelink, N.H.M.; Vries, S.I. de; Vries, N.K. de; Jansen, M.W.J.

2015-01-01

This study examined the relationship between the physical environment characteristics of primary schools and active school transport among 3,438 5- to 12-year-old primary school children in the Netherlands. The environmental characteristics were categorized into four theory-based clusters (function,

Healthy environment--indoor air quality of Brazilian elementary schools nearby petrochemical industry.

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Godoi, Ricardo H M; Godoi, Ana F L; Gonçalves Junior, Sérgio J; Paralovo, Sarah L; Borillo, Guilherme C; Gonçalves Gregório Barbosa, Cybelli; Arantes, Manoela G; Charello, Renata C; Rosário Filho, Nelson A; Grassi, Marco T; Yamamoto, Carlos I; Potgieter-Vermaak, Sanja; Rotondo, Giuliana G; De Wael, Karolien; van Grieken, Rene

2013-10-01

The mitigation of pollution released to the environment originating from the industrial sector has been the aim of all policy-makers and its importance is evident if the adverse health effects on the world population are considered. Although this concern is controversial, petroleum refinery has been linked to some adverse health effects for people living nearby. Apart from home, school is the most important indoor environment for children and there is increasing concern about the school environment and its impact on health, also in developing countries where the prevalence of pollution is higher. As most of the children spend more than 40% of their time in schools, it is critical to evaluate the pollution level in such environment. In the metropolitan region of Curitiba, South Brazil, five schools nearby industries and highways with high density traffic, were selected to characterize the aerosol and gaseous compounds indoor and outdoor of the classrooms, during 2009-2011. Size segregated aerosol samples were collected for analyses of bulk and single particle elemental profiles. They were analyzed by electron probe X-ray micro-analysis (EPXMA), and by energy-dispersive X-ray fluorescence (EDXRF), to investigate the elemental composition of individual particles and bulk samples. The concentrations of benzene, toluene, ethylbenzene, and xylene (BTEX); NO2; SO2; acetic acid; and formic acid were assessed indoor and outdoor using passive diffusion tubes. BTEX were analyzed by GC-MS and other collected gasses by ion chromatography. Individual exposition of BTEX was assessed by personal passive diffusion tubes. Results are interpreted separately and as a whole with the specific aim of identifying compounds that could affect the health of the scholars. In view of the chemical composition and size distribution of the aerosol particles, local deposition efficiencies in the children's respiratory systems were calculated, revealing the deposition of particles at extrathoracic

Socialization and School Environment in an Inclusive Learning Community in the Province of Talca , Chile

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Marí­a Teresa Muñoz Quezada

2014-06-01

Full Text Available Currently there is concern for promoting healthy and inclusive coexistence in schools. The aim of this research was to assess the perception of socialization and school environment in an inclusive school in the Province of Talca, Chile. We conducted a cross-sectional case study in a sample of 180 students, 193 parents and 21 teachers. A questionnaire evaluating school life was applied to students, parents and teachers and another assessing the school's social climate and bullying was applied to students in the last two grades. The results indicate that students perceive a positive social climate with a low risk of bullying. Issues of conflict were students’ respect for the rules, being on friendly terms with the teachers, and disciplinary actions on the part of the families. We observed that the inclusive learning system contributes to school life and a positive climate and interactions.

Associations between children's diets and features of their residential and school neighbourhood food environments.

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Van Hulst, Andraea; Barnett, Tracie A; Gauvin, Lise; Daniel, Mark; Kestens, Yan; Bird, Madeleine; Gray-Donald, Katherine; Lambert, Marie

2012-07-26

Among studies of the built environment, few examine neighbourhood food environments in relation to children's diets. We examined the associations of residential and school neighbourhood access to different types of food establishments with children's diets. Data from QUALITY (Quebec Adipose and Lifestyle Investigation in Youth), an ongoing study on the natural history of obesity in 630 Quebec youth aged 8-10 years with a parental history of obesity, were analyzed (n=512). Three 24-hour diet recalls were used to assess dietary intake of vegetables and fruit, and sugar-sweetened beverages. Questionnaires were used to determine the frequency of eating/snacking out and consumption of delivered/take-out foods. We characterized residential and school neighbourhood food environments by means of a Geographic Information System. Variables included distance to the nearest supermarket, fast-food restaurant and convenience store, and densities of each food establishment type computed for 1 km network buffers around each child's residence and school. Retail Food Environment indices were also computed. Multivariable logistic regressions (residential access) and generalized estimating equations (school access) were used for analysis. Residential and school neighbourhood access to supermarkets was not associated with children's diets. Residing in neighbourhoods with lower access to fast-food restaurants and convenience stores was associated with a lower likelihood of eating and snacking out. Children attending schools in neighbourhoods with a higher number of unhealthful relative to healthful food establishments scored most poorly on dietary outcomes. Further investigations are needed to inform policies aimed at shaping neighbourhood-level food purchasing opportunities, particularly for access to fast-food restaurants and convenience stores.

Differences in school environment, school policy and actions regarding overweight prevention between Dutch schools. A nationwide survey

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Buijs Goof

2010-01-01

Full Text Available Abstract Background Schools are regarded as an important setting for the prevention of overweight. This study presents a nationally representative picture of the obesogenity of the school environment, the awareness of schools regarding overweight, and actions taken by the schools aiming at overweight prevention. In addition, differences between school levels were studied. Methods In 2006-2007, questionnaires were sent to all Dutch secondary schools (age group 12-18 years. Prevalences of the outcome variables were calculated for the schools in total and by school level. The association between school level and outcome variables were analysed by a log linear regression. Results Unhealthy foods and drinks are widely available at secondary schools. One third of the schools indicated that overweight has increased among students and half of the schools agreed that schools were (coresponsible for the prevention of overweight. Only 3% of the schools have a policy on overweight prevention. Small differences were observed between vocational education schools and higher education schools. The presence of vending machines did not differ by school level, but at vocational education schools, the content of the vending machines was less healthy. Conclusion This study describes the current situation at schools which is essential for the development and evaluation of future overweight prevention policies and interventions. In general, secondary schools are not actively involved in overweight prevention and the nutritional environment at most schools could be improved. The small differences between school levels do not give reason for a differential approach for a certain school level for overweight prevention.

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.

School Nurses' Experiences and Perceptions of Healthy Eating School Environments.

Science.gov (United States)

Muckian, Jean; Snethen, Julia; Buseh, Aaron

School nurses provide health promotion and health services within schools, as healthy children have a greater potential for optimal learning. One of the school nurses' role is in encouraging healthy eating and increasing the availability of fruits and vegetables in the school. The purpose of this study was to explore and describe school nurses' perceptions of their role in promoting increased fruit and vegetable consumption in the school setting. One avenue to increased availability of fruits and vegetables in schools is Farm to School programs mandated by the Federal government to improve the health of school children. School nurses are optimally positioned to work with Farm to School programs to promote healthy eating. A secondary aim was to explore school nurses' knowledge, experiences and/or perceptions of the Farm to School program to promote fruit and vegetable consumption in the school setting. Three themes emerged from the focus groups: If There Were More of Me, I Could Do More; Food Environment in Schools; School Nurses Promote Health. School nurses reported that they addressed health issues more broadly in their roles as educator, collaborator, advocate and modeling healthy behaviors. Most of the participants knew of Farm to School programs, but only two school nurses worked in schools that participated in the program. Consequently, the participants reported having little or no experiences with the Farm to School programs. Copyright © 2017 Elsevier Inc. All rights reserved.

Nutrition Knowledge and Training Needs in the School Environment

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Jones, Anna Marie

2013-01-01

The nutrition environment in schools can influence the risk for childhood overweight and obesity, which in turn can have life-long implications for risk of chronic disease. This dissertation aimed to examine the nutrition environment in primary public schools in California with regards to the amount of nutrition education provided in the…

A comparison of the vending environment among three rural subtypes of secondary schools.

Science.gov (United States)

Kehm, Rebecca; Davey, Cynthia S; Kubik, Martha Y; Nanney, Marilyn S

2018-01-01

The purpose of this study was to further explore the rural school food environment. This study assessed trends in prevalence of vending machines and vending items within and between Minnesota schools located in 3 rural subtypes: town/rural fringe, town/rural distant, and remote rural. Generalized estimating equation models were employed to analyze data from the 2006 through 2012 School Health Profiles Principal's Surveys (Profiles). All 3 rural subtypes had a statistically significant decrease in the prevalence of low nutrient energy dense (LNED) vending items between 2006 and 2012, with the exception of sports drinks. However, different vending practices were observed between rural subtypes, with town/rural fringe schools providing more LNED vending options and experiencing less positive change over time compared to town/rural distant and remote rural schools. Differences in vending machine practices emerge when rural schools are subtyped.

Associations between Students' Perceptions of Mathematics Classroom Environment and Self-Handicapping in Australian and Canadian High Schools

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Dorman, Jeffrey P.; Ferguson, Janet M.

2004-01-01

Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian and Canadian high schools. A sample of 2,006 students responded to a questionnaire that assessed student perceptions of classroom environment and self-handicapping. Simple and multiple correlational analyses showed that classroom…

Immigrant parents' perceptions of school environment and children's mental health and behavior.

Science.gov (United States)

Hamilton, Hayley A; Marshall, Lysandra; Rummens, Joanna A; Fenta, Haile; Simich, Laura

2011-06-01

Research has increasingly identified the perception of school environment as an influential factor in children's lives. There has been sparse research attention, however, on the potential importance of parents' perceptions of school environment on child adjustment. This study examined the relationship between parents' perceptions of school environment and children's emotional and behavioral problems. Data were derived from the New Canadian Children and Youth Study, a study of the children (aged 4-6 and 11-13) of immigrant parents. Analyses focused on a subsample of Mainland Chinese, Hong Kong Chinese, and Filipino immigrants in a large metropolitan area. Parental perception of school environment was negatively associated with physical aggression in children even after controlling for child age and gender, parental characteristics, family functioning, and aspects of acculturation. In contrast, parental perception was not significantly related to symptoms of emotional distress in children. There were some ethnic differences in perception of school environment. Parental perception of school environment is important to the well-being of the children of immigrant parents, and reinforces the relevance of initiatives to improve the dynamics between parents and schools. © 2011, American School Health Association.

Understanding mass school shootings: links between personhood and power in the competitive school environment.

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Thompson, Stephen; Kyle, Ken

2005-09-01

This paper explores perspectives about certain individual and social characteristics that may contribute to school shootings by students. It begins with perspectives on individual/environment fit, arguing first that persons marginalized by their caregivers during their upbringing, and by their peers, are lacking in the social interactions that help develop ethical behavior. Our argument contends that lacking such interactions may result in the failure to develop a sound moral philosophy. Further, we argue that when such persons enter the highly competitive environment found in some suburban and rural schools, some will be continually and consistently marginalized, finding their means of self-expression and sense of significance subdued. Their need for self-expression and a sense of significance as persons will surface, but without the benefit of a moral philosophy to guide that expression, this may result in deviant means of expression, such as violence--even extraordinary violence. We do not attempt to identify a list of specific traits of school shooters, which might lead to the development of a profile of school shooters. Rather, we are concerned with the characteristics of the environment in which shootings might occur, and how students not fully prepared for that environment might react. Thus, this paper is an overview of how seeds of the neglect of the basic needs of personhood, when sown early in life, and nurtured by peers, might come to fruition in the fertile field of the competitive school environment.

Alternative Learning Environments in the Elementary School.

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Davis, Eugene D.

This paper outlines a program utilized in the Countryside School which offers alternative learning environments in the elementary school. The program includes (1) semi-departmentalization; (2) team teaching; and (3) an open-alternatives program. Each of these areas is outlined and fully discussed in terms of student and parent needs. (YRJ)

Medical school clinical placements - the optimal method for assessing the clinical educational environment from a graduate entry perspective.

Science.gov (United States)

Hyde, Sarah; Hannigan, Ailish; Dornan, Tim; McGrath, Deirdre

2018-01-05

Educational environment is a strong determinant of student satisfaction and achievement. The learning environments of medical students on clinical placements are busy workplaces, composed of many variables. There is no universally accepted method of evaluating the clinical learning environment, nor is there consensus on what concepts or aspects should be measured. The aims of this study were to compare the Dundee ready educational environment measure (DREEM - the current de facto standard) and the more recently developed Manchester clinical placement index (MCPI) for the assessment of the clinical learning environment in a graduate entry medical student cohort by correlating the scores of each and analysing free text comments. This study also explored student perceptionof how the clinical educational environment is assessed. An online, anonymous survey comprising of both the DREEM and MCPI instruments was delivered to students on clinical placement in a graduate entry medical school. Additional questions explored students' perceptions of instruments for giving feedback. Numeric variables (DREEM score, MCPI score, ratings) were tested for normality and summarised. Pearson's correlation coefficient was used to measure the strength of the association between total DREEM score and total MCPI scores. Thematic analysis was used to analyse the free text comments. The overall response rate to the questionnaire was 67% (n = 180), with a completed response rate for the MCPI of 60% (n = 161) and for the DREEM of 58% (n = 154). There was a strong, positive correlation between total DREEM and MCPI scores (r = 0.71, p < 0.001). On a scale of 0 to 7, the mean rating for how worthwhile students found completing the DREEM was 3.27 (SD 1.41) and for the MCPI was 3.49 (SD 1.57). 'Finding balance' and 'learning at work' were among the themes to emerge from analysis of free text comments. The present study confirms that DREEM and MCPI total scores are strongly correlated

Improving the School Environment to Reduce School Violence: A Review of the Literature

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Johnson, Sarah Lindstrom

2009-01-01

Background: School violence can impact the social, psychological, and physical well-being of both students and teachers and disrupt the learning process. This review focuses on a new area of research, the mechanisms by which the school environment determines the likelihood of school violence. Methods: A search for peer-reviewed articles was made…

“HealthKick”: Formative assessment of the health environment in low-resource primary schools in the Western Cape Province of South Africa

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de Villiers Anniza

2012-09-01

Full Text Available Abstract Background This study evaluated the primary school environment in terms of being conducive to good nutrition practices, sufficient physical activity and prevention of nicotine use, with the view of planning a school-based health intervention. Methods A sample of 100 urban and rural disadvantaged schools was randomly selected from two education districts of the Western Cape Education Department, South Africa. A situation analysis, which comprised an interview with the school principal and completion of an observation schedule of the school environment, was done at all schools. Results Schools, on average, had 560 learners and 16 educators. Principals perceived the top health priorities for learners to be an unhealthy diet (50% and to far lesser degree, lack of physical activity (24% and underweight (16%. They cited lack of physical activity (33% and non-communicable diseases (NCDs; 24% as the main health priorities for educators, while substance abuse (66% and tobacco use (31% were prioritised for parents. Main barriers to health promotion programmes included lack of financial resources and too little time in the time table. The most common items sold at the school tuck shops were crisps (100%, and then sweets (96%, while vendors mainly sold sweets (92%, crisps (89%, and ice lollies (38%. Very few schools (8% had policies governing the type of food items sold at school. Twenty-six of the 100 schools that were visited had vegetable gardens. All schools reported having physical activity and physical education in their time tables, however, not all of them offered this activity outside the class room. Extramural sport offered at schools mainly included athletics, netball, and rugby, with cricket and soccer being offered less frequently. Conclusion The formative findings of this study contribute to the knowledge of key environmental and policy determinants that may play a role in the health behaviour of learners, their parents and their

Virtual Tour Environment of Cuba's National School of Art

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Napolitano, R. K.; Douglas, I. P.; Garlock, M. E.; Glisic, B.

2017-08-01

Innovative technologies have enabled new opportunities for collecting, analyzing, and sharing information about cultural heritage sites. Through a combination of two of these technologies, spherical imaging and virtual tour environment, we preliminarily documented one of Cuba's National Schools of Art, the National Ballet School.The Ballet School is one of the five National Art Schools built in Havana, Cuba after the revolution. Due to changes in the political climate, construction was halted on the schools before completion. The Ballet School in particular was partially completed but never used for the intended purpose. Over the years, the surrounding vegetation and environment have started to overtake the buildings; damages such as missing bricks, corroded rebar, and broken tie bars can be seen. We created a virtual tour through the Ballet School which highlights key satellite classrooms and the main domed performance spaces. Scenes of the virtual tour were captured utilizing the Ricoh Theta S spherical imaging camera and processed with Kolor Panotour virtual environment software. Different forms of data can be included in this environment in order to provide a user with pertinent information. Image galleries, hyperlinks to websites, videos, PDFs, and links to databases can be embedded within the scene and interacted with by a user. By including this information within the virtual tour, a user can better understand how the site was constructed as well as the existing types of damage. The results of this work are recommendations for how a site can be preliminarily documented and information can be initially organized and shared.

Teacher Candidates' Experiences with Clinical Teaching in Reading Instruction: A Comparison between the Professional Development School Environment and the Non-Professional Development School Environment

Science.gov (United States)

Hopper, Cynthia J.

2016-01-01

Teacher candidates experience a variety of school settings when enrolled in teacher education methods courses. Candidates report varied experiences when in public school classrooms. This dissertation investigated clinical experiences of teacher candidates when placed in two different environments for clinical teaching. The two environments were a…

Effect of Insecurity of School Environment on the Academic Performance of Secondary School Students in Imo State

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Ojukwu M.O.

2017-01-01

Full Text Available The major aim of this study was to investigate the effect of insecurity of school environment on the academic performance of secondary school students in Imo state, Nigeria. A total of 1000 made up of 500 each of male and female students responded to a self-structured validated questionnaire designed for the study. Two research questions and two hypotheses were formulated to guide the study. Means and standard deviations were calculated to answer the research questions and independent samples t-tests were used for testing the hypotheses. Major findings revealed that insecurity of school environment significantly affects the academic performance of secondary school students while students’ gangsterism, smoking of Indian hemp, abusing other hard drugs, cult and related violent activities were some of the factors that constituted insecurity of the school environment which eventually cause boys to leave school and join trading while leading girls to drop out and settle for marriage. Based on the findings, it was recommended that owners of schools and other stakeholders in education should take bold steps to fence and protect school environments from intruders to ensure safety of the students.

School environment factors were associated with BMI among adolescents in Xi'an City, China

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Dibley Michael J

2011-10-01

Full Text Available Abstract Background School environment influences students' behaviours. The purpose of this research was to identify school environment factors associated with BMI. Methods A cross-sectional study was conducted among 1792 school-aged adolescents from 30 schools in six districts in Xi'an City in 2004. Height and weight were taken from students by trained field staff. School environment characteristics such as physical factors (school facilities, school shops and fast food outlets in school area, school curricula and policies were collected from school doctors using school environment questionnaire. School environment factors were identified in linear mixed effect models with BMI as outcome and adjusted for socio-demographic factors. Results After adjusted for socio-demographic factors, BMI was associated with the availability of soft drinks at school shops, the availability and the number of western food outlet in the school vicinity. School curricula such as sports-meeting and health education session were also associated with BMI. Conclusions Urgent actions are needed to address the obesogenic elements of school environments. Community and school policy makers should make efforts for students to avoid exposure to fast food outlet in school area and soft drinks at school shops, and to improve school curricula to promote healthy behaviours.

Construction environment education development activity for children pre-school

OpenAIRE

MA. TRAN THI THUY NGA; MA. PHAM THI YEN

2015-01-01

Education motor development contribute to the comprehensive development of pre-school children. Building educational environment for young athletes develop in pre-school is one of many issues of concern in the current stage of pre-school education in Vietnam.

A dynamic perspective on School Learning Environment and its impact on student learning outcomes

NARCIS (Netherlands)

Kyriakides, Leonidas; Creemers, Bert P.M.; Kuger, Susanne; Jude, Nina; Kaplan, David

2016-01-01

In this chapter, a brief review of studies looking at various psychological dimensions of the School Learning Environment (SLE) is provided, and the methods used to measure these dimensions of SLE are presented. Since the focus of the Programme for International Student Assessment (PISA) 2015 was on

Built environment predictors of active travel to school among rural adolescents.

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Dalton, Madeline A; Longacre, Meghan R; Drake, Keith M; Gibson, Lucinda; Adachi-Mejia, Anna M; Swain, Karin; Xie, Haiyi; Owens, Peter M

2011-03-01

Most studies of active travel to school (ATS) have been conducted in urban or suburban areas and focused on young children. Little is known about ATS among rural adolescents. To describe adolescent ATS in two predominantly rural states and determine if school neighborhood built environment characteristics (BECs) predict ATS after adjusting for school and individual characteristics. Sixteen BECs were assessed through census data and onsite observations of 45 school neighborhoods in 2007. ATS and individual characteristics were assessed through telephone surveys with 1552 adolescents and their parents between 2007 and 2008. Active travelers were defined as those who walked/cycled to/from school ≥1 day/week. Hierarchic linear modeling was used for analysis, conducted in 2009. Slightly less than half (n=735) of the sample lived within 3 miles of school, of whom 388 (52.8%) were active travelers. ATS frequency varied by season, ranging from a mean of 1.7 (SD=2.0) days/week in the winter to 3.7 (SD=1.6) in the spring. Adolescents who attended schools in highly dense residential neighborhoods with sidewalks were most likely to be active travelers. ATS frequency was greater in school neighborhoods with high residential and intersection densities, on-street parking, food outlets, and taller and continuous buildings with small setbacks. The BECs that support safe travel may be necessary to allow for ATS, whereas ATS frequency among adolescents may be influenced by a wider variety of design characteristics. Additional strategies to promote ATS and physical activity are needed in rural areas because of long commuting distances for many students. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Postpartum Teens' Perception of the Food Environments at Home and School

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Tabak, Rachel G.; Joshu, Corinne E.; Clarke, Megan A.; Schwarz, Cynthia D.; Haire-Joshu, Debra L.

2016-01-01

Background: An environment that supports healthy eating is one factor to prevent obesity. However, little is known about postpartum teen's perceptions of their home and school environments and how this relates to dietary behaviors. Purpose: This study explores the relationship between home and school environments and dietary behaviors for…

Making Schools the Model for Healthier Environments Toolkit: General School Nutrition Resources

Science.gov (United States)

Robert Wood Johnson Foundation, 2012

2012-01-01

The federal school nutrition programs are the keystones to the diets of millions of American children. Schools have the opportunity to support healthy nutrition habits early in life by creating environments that encourage the consumption of healthy foods and beverages. This paper provides resources which offer general information about the…

Work environment and school dropout

DEFF Research Database (Denmark)

Hansen, Claus D.; Andersen, Johan Hviid; Lund, Thomas

Aim The aim of this presentation is to examine the possible impact of work environment (and especially psychosocial work environment) on school dropout. The questions raised are: to what extent do psychosocial work environment and especially the social relations between young apprentices...... and their colleagues and managers play a role in dropping out of upper secondary education? Methods A cohort of 3058 adolescents born in 1989 and a cohort of approximately 2000 young adults born in 1983 are used to examine the associations between work environment and subsequent dropout in upper secondary educational...... indicated that ‘being treated badly by superior’ was part of the reason for doing so. Further analyses show that reporting repetitive and monotonous work tasks increases the risk of dropping out (OR: 1.74) and that reporting bad working climate at ones work place increases the risk of considering...

The Effect of Principal's Leadership Style on School Environment and Outcome

Science.gov (United States)

Al-Safran, Eissa; Brown, David; Wiseman, Alexander

2014-01-01

The main objective of this study was to investigate the effect of principal's leadership style on school outcome. This study focused on the indirect relationship between the leadership style and the school environment. An additional objective was to investigate the impact of culture on leadership style as related to school environment and outcome.…

Bedtime activities, sleep environment, and sleep/wake patterns of Japanese elementary school children.

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Oka, Yasunori; Suzuki, Shuhei; Inoue, Yuich

2008-01-01

Bedtime activities, sleep environment, and their impact on sleep/wake patterns were assessed in 509 elementary school children (6-12 years of age; 252 males and 257 females). Television viewing, playing video games, and surfing the Internet had negative impact on sleep/wake parameters. Moreover, presence of a television set or video game in the child's bedroom increased their activity before bedtime. Time to return home later than 8 p.m. from after-school activity also had a negative impact on sleep/wake patterns. Health care practitioners should be aware of the potential negative impact of television, video games, and the Internet before bedtime, and also the possibility that late after-school activity can disturb sleep/wake patterns.

Towards environment and health promoting South African schools.

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Mathee, A; Byrne, J

1996-03-01

This article describes the activities of the Greater Johannesburg Healthy Schools Program of the World Health Organization's (WHO) Healthy Cities Project in South Africa. Healthy Cities projects emphasize community participation, intersectoral action, supportive environments for health, and a settings approach. Children in South Africa, are exposed to environmental and health hazards in the school setting including poor building design, poor equipment, and understaffing. The Healthy Schools initiative in Greater Johannesburg, is a pilot for enhancing environmental quality, health, and well-being among students. Schools include those in an informal settlement in an industrial area, an inner city district, and in a suburban area. The initiative includes research, establishment of environmental and health committees, development of an action plan, and evaluation and feedback. The plan aims to promote environmental and health sustainability, to empower children to become full participants in the community, and to support teachers and parents in the promotion of health-enhancing school environments. The program builds upon the lessons learned from several local school initiatives. Initiatives include an anti-smoking poster competition involving over 10,000 students, special environmental and health awareness days, consciousness raising among high school students about air pollution, and local efforts to engage students in environmental clean-up days.

Environmental Comfort Indicators for School Buildings in Sustainability Assessment Tools

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Tatiana Santos Saraiva

2018-06-01

Full Text Available Decades ago, the only requirement to construct a building was to give men the right conditions for the execution of their work or leisure activities. With the development of knowledge about the internal and external environments of buildings, other requirements have been added such as the issue of user comfort. New construction techniques have been incorporated and new products have been created to improve internal environment comfort. This research addressed the importance of using indicators related to environmental comfort in sustainability assessment tools applied to school buildings. It also considered the importance of environmental issues for the good performance of human beings, and the harmonious coexistence of the comfort indicators indoor air quality, thermal comfort, visual comfort, acoustic comfort and ergonomic comfort based on data gathered in research carried out with users of high schools (only students. This research was carried out in two different cities of different countries, Guimarães (Portugal and Juiz de Fora (Brazil, that have similar characteristics of teaching standards and climate conditions (temperature and air humidity. In this study, interviews were made through questionnaires and, later, the information collected was analyzed. This study demonstrates the need to include an ergonomic indicator for school buildings in sustainability assessment tools.

Evaluation and assessment of social accountability in medical schools.

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Leinster, Sam

2011-01-01

Social accountability as an outcome must be measured at institutional (evaluation) and individual (assessment) level. The definitions used in the measurement will be dependent on the social setting of the medical school being scrutinised. A formal framework is needed so that comparisons can be made and progress measured. The World Health Organisation suggests that there are four principles that delineate social accountability--relevance, quality, cost-effectiveness and equity. Medical schools are evaluated according to their planning, doing and impact in relation to these principles. Boelen and Woollard have clarified the ideas of planning, doing and impact into Conceptualisation, Production and Usability. THEnet group of medical schools use a shortened version of Boelen and Woollard's framework with 20 criteria to evaluate their programmes. At the individual level, there is considerable overlap between the concepts of 'social accountability' and 'professionalism'. Attempts are being made to define and measure professionalism, however, if the behaviour and attitudes of individual graduates is a significant component in defining social responsibility new methods of assessment need to be developed. Factors such as the available resources and the structure of the health services have a very large effect on doctors' attitudes and behaviour. As a result, the task of evaluating and assessing the extent to which medical schools are socially accountable is complex. Judgments on how well a school is meeting the standards will have to make allowance for the local political and economic environment.

Assessment: besides the “school form”

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Luiz Carlos de Freitas

2010-07-01

Full Text Available The form assumed by assessment in a capitalist school cannot be decoupled from thevery format of a school which is built to meet certain social functions of society. Toexclude and subordinate have been the favorite functions that underpin the organizationof the current school form. It occurs because, from this view, society is presented as aready and finished datum and youth must resign to it. School is isolated by life andclassroom is chosen as a privileged stage of the educational process. The structuretook by assessment owes these decisions. By isolating itself from life, school isolatesitself from the socially useful work, in its widest sense, what could be a key element inthe constitution of the assessment process of school. But for that, school would have toassume another form, also making possible other systems of assessment

Nutritional environment at secondary schools in Bloemfontein, South ...

African Journals Online (AJOL)

Objective: The objective was to determine the nutritional environment at secondary schools in Bloemfontein, Free State province. Design: This was a cross-sectional, descriptive study. Subjects and setting: The subjects were secondary school principals in Bloemfontein, Free State province, in 2006. Method: Principals of 10 ...

Effect of changes to the school food environment on eating behaviours and/or body weight in children: a systematic review.

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Driessen, C E; Cameron, A J; Thornton, L E; Lai, S K; Barnett, L M

2014-12-01

Previous school obesity-prevention reviews have included multi-component interventions. Here, we aimed to review the evidence for the effect of isolated food environment interventions on both eating behaviours (including food purchasing) and/or body weight. Five electronic databases were searched (last updated 30 November 2013). Of the 1,002 unique papers identified, 55 reported on school food environment changes, based on a review of titles and abstracts. Thirty-seven further papers were excluded, for not meeting the inclusion criteria. The final selection consisted of 18 papers (14 United States, 4 United Kingdom). Two studies had a body mass index (BMI) outcome, 14 assessed purchasing or eating behaviours and two studies assessed both weight and behaviour. Seventeen of 18 papers reported a positive outcome on either BMI (or change in BMI) or the healthfulness of food sold or consumed. Two studies were rated as strong quality and 11 as weak. Only three studies included a control group. A school environment supportive of healthy eating is essential to combat heavy marketing of unhealthy food. Modification of the school food environment (including high-level policy changes at state or national level) can have a positive impact on eating behaviours. A need exists, however, for further high-quality studies. © 2014 World Obesity.

Differences in the Psychosocial Work Environment of Different Types of Schools.

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Docker, John G.; And Others

1989-01-01

Discusses the use of the Work Environment Scale (WES) to measure teachers' perceptions of psychosocial dimensions of their school environment. Describes an application of WES in which work climates of different school types were compared and contrasted. (RJC)

Children's participation in school: a cross-sectional study of the relationship between school environments, participation and health and well-being outcomes.

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John-Akinola, Yetunde O; Nic-Gabhainn, Saoirse

2014-09-17

Schools are a key setting for health promotion and improvement activities and the psycho-social environment of the school is an important dimension for promoting the health and well-being of children. The development of Health Promoting Schools (HPS) draws on the settings-based approach to health promotion and includes child participation as one of its basic values. This paper investigates the relationships between child participation, the school environment and child outcomes. Study participants were recruited from nine primary schools, three of which were designated as Health Promoting Schools (HPS). Each HPS was matched with two non-HPS (NHPS) with similar characteristics. Two hundred and thirty-one pupils in the 4th-6th class groups completed self-report questionnaires to document their perspectives on the school socio-ecological environment, how they take part in school life, school processes and their health and well-being. School participation was measured with four scales: participation in school decisions and rules, school activities, school events and positive perception of school participation. The differences in the reported mean score for three of the four scales were marginal and not statistically significant. However, the mean score for reported positive perception of school participation was significantly lower (χ2 = 5.13, df =1, p school decisions and rules (OR 1.22, 95% CI 1.12-1.33), participating in school activities (OR 1.20, 95% CI 1.10-1.31), participating in school events (OR 1.19, 95% CI 1.10-1.29) and reported positive perception of school participation (OR 1.26, 95% CI 1.15-1.39) were all positively associated with health and well-being outcomes for all pupils. Logistic regression analyses indicated positive associations between school participation and school socio-ecological environment. These findings suggest that school participation is important for children in schools and is relevant for improved school environment

The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel

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Ellerbeck Edward F

2007-05-01

Full Text Available Abstract Objectives To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Methods Semi-structured interviews were conducted with the principal (n = 8 and dietitian/food service manager (n = 7 at 8 schools (4 rural, 4 suburban participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Results Principal themes included: 1 Obesity is a problem in general, but not at their school, 2 Schools have been unfairly targeted above more salient factors (e.g., community and home environment, 3 Attempts at change should start before high school, 4 Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5 Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1 Obesity is not a problem at their school; school food service is not the cause, 2 Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3 A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4 Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Conclusion Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the

Perceptions of sexual harassment in Swedish high schools: experiences and school-environment problems.

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Witkowska, Eva; Menckel, Ewa

2005-02-01

Sexual harassment in schools is recognized as a public-health problem detrimental to girls' psychosomatic health. This study examines the magnitude of sexual harassment and types of behaviours related to sexual harassment that female students are exposed to in a school environment, and their perceptions of them as problems in school. A random sample of 540 female high school students, from all over Sweden, responded to an anonymous self-report mail questionnaire consisting of items related to personal experiences of different behaviours related to sexual harassment during the previous school year. Sexual harassment was identified by 49% of the female students as a problem present in their schools. The most common types were verbal behaviours, such as: sexualized conversations, attractiveness rating, demeaning comments about gender, name-calling, and sexual personal comments. The most common non-verbal displays were: sexualized contact seeking and sexual looks. Behaviours in the sexual assault and teacher-to-student categories were less prevalent. In all four categories, the respondents who reported exposure to a particular behaviour were significantly more likely to identify that behaviour as a problem in their school. However, many non-exposed respondents also perceived such behaviours as problems in their school. Female high-school students in Sweden are exposed to a variety of inappropriate and/or unacceptable behaviours of a sexual nature, or based on sex, that may infringe their right to a supportive, respectful and safe learning environment or their dignity. Greater efforts are needed to analyse and prevent sexual harassment in schools.

Measuring school climate in high schools: a focus on safety, engagement, and the environment.

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Bradshaw, Catherine P; Waasdorp, Tracy E; Debnam, Katrina J; Johnson, Sarah Lindstrom

2014-09-01

School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model. Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model. The results indicated adequate model fit with the theorized 3-factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School-level interclass correlation coefficients ranged from 0.04 to .10 for the scales. Findings supported the USDOE 3-factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56-item measure may be a potentially efficient, yet comprehensive measure of school climate. © 2014, American School Health Association.

School education on energy and environment problems

International Nuclear Information System (INIS)

Imakita, Manami

2005-01-01

In Japanese school, elementary and junior- and senior-high, it is widely agreed that teaching of energy and environment is desirable, as has been adopted in a course of study of the Ministry of Education, Culture, Sports, Science and Technology. This paper reports the present state of affairs on these problems from elementary schools to high schools, describing of each school year or grade and each lessons separately. It contains the results of the author's investigation on curriculum and syllabus including some classroom practices and measurement of natural radioactivity and radiation with the help of adequate measuring instruments and visits to some related facilities. Methods of learning and teaching are also studied together with some future prospect. (S. Ohno)

VIRTUAL TOUR ENVIRONMENT OF CUBA’S NATIONAL SCHOOL OF ART

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R. K. Napolitano

2017-08-01

Full Text Available Innovative technologies have enabled new opportunities for collecting, analyzing, and sharing information about cultural heritage sites. Through a combination of two of these technologies, spherical imaging and virtual tour environment, we preliminarily documented one of Cuba’s National Schools of Art, the National Ballet School.The Ballet School is one of the five National Art Schools built in Havana, Cuba after the revolution. Due to changes in the political climate, construction was halted on the schools before completion. The Ballet School in particular was partially completed but never used for the intended purpose. Over the years, the surrounding vegetation and environment have started to overtake the buildings; damages such as missing bricks, corroded rebar, and broken tie bars can be seen. We created a virtual tour through the Ballet School which highlights key satellite classrooms and the main domed performance spaces. Scenes of the virtual tour were captured utilizing the Ricoh Theta S spherical imaging camera and processed with Kolor Panotour virtual environment software. Different forms of data can be included in this environment in order to provide a user with pertinent information. Image galleries, hyperlinks to websites, videos, PDFs, and links to databases can be embedded within the scene and interacted with by a user. By including this information within the virtual tour, a user can better understand how the site was constructed as well as the existing types of damage. The results of this work are recommendations for how a site can be preliminarily documented and information can be initially organized and shared.

Deaf children attending different school environments: sign language abilities and theory of mind.

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Tomasuolo, Elena; Valeri, Giovanni; Di Renzo, Alessio; Pasqualetti, Patrizio; Volterra, Virginia

2013-01-01

The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind (ToM) tasks. Three groups of Italian participants (age range: 6-14 years) participated in the study: Two groups of deaf signing children and one group of hearing-speaking children. The two groups of deaf children differed only in their school environment: One group attended a school with a teaching assistant (TA; Sign Language is offered only by the TA to a single deaf child), and the other group attended a bilingual program (Italian Sign Language and Italian). Linguistic abilities and understanding of false belief were assessed using similar materials and procedures in spoken Italian with hearing children and in Italian Sign Language with deaf children. Deaf children attending the bilingual school performed significantly better than deaf children attending school with the TA in tasks assessing lexical comprehension and ToM, whereas the performance of hearing children was in between that of the two deaf groups. As for lexical production, deaf children attending the bilingual school performed significantly better than the two other groups. No significant differences were found between early and late signers or between children with deaf and hearing parents.

The Independent School Experience: Aspects of the Normative Environments of Single-Sex and Coed Secondary Schools.

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Trickett, Edison J.; And Others

1982-01-01

The normative environments of single-sex independent schools were found to be more academic, with greater task and competition orientation, than coeducational independent schools. Representative independent schools were compared to each other and to public schools with a discussion of learning involvement, function, purpose, and student and…

Parental education and exposure of female and male students to bulling in school environment

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Polovina Nada

2009-01-01

Full Text Available The paper presents the results of research exploring the correlation between exposure of elementary school students to various types of bulling at school (stealing of personal belongings, violence, coercion, mockery, shunning and their parents' educational level. Special emphasis was put on connections in mother-daughter and father-son dyads were explored. The research is a part TIMSS 2007 International Project covered a representative sample of 2447 8th Grade students (1161 boys and 1286 girls from 36 elementary schools in Serbia. A questionnaire was used to collect the information on assessment of school environment, as well as students' experience of peer victimization. Overall, 48.1% students (in male sub-sample 54.4%; in female sub-sample 42.7% reported being subjected to some kind of bullying in the preceding month. Much more frequently than girls, boys were subjected to theft of personal belongings, coercion and shunning. Correlation is found between educational level of mothers and bullying of their daughters at schools (especially violence, coercion and mockery. While students/daughters of highly educated mothers were more frequently subjected to coercion (forced to do something they did not want to do, daughters of poorly educated mothers were more frequently subjected to shunning. The sub-sample of boys did not indicate any correlation between educational level of fathers and peer victimization in school environment.

Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

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Girard, Beverly Lawler

2010-01-01

This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

Violence, bullying and academic achievement: a study of 15-year-old adolescents and their school environment.

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Strøm, Ida Frugård; Thoresen, Siri; Wentzel-Larsen, Tore; Dyb, Grete

2013-04-01

This study investigated academic achievement among adolescents exposed to violence, sexual abuse and bullying. Moreover, we sought to determine the individual and contextual influence of the adolescents' school environment in terms of bullying, classmate relationships and teacher support on academic achievement. Finally, we wished to assess whether school-level influence is different for the adolescents exposed to violence and sexual abuse versus the adolescents not exposed to these forms of abuse. This is a cross-sectional study of a sample of 7,343 adolescents between the ages of 15 and 16 from 56 schools in Oslo, Norway. We investigated associations between violence, sexual abuse, bullying, classmate relationships, teacher support and academic achievement. Linear regression was used to investigate associations on the individual level. Multilevel analyses were conducted to test for school level differences while controlling for both individual and contextual factors. On the individual level, all combinations of violence and sexual abuse categories were significantly associated with lower grades. This was also true for bullying, while teacher support resulted in better grades. At the school level, the analysis showed that students in schools with higher levels of bullying performed worse academically. Each unit of increment in bullying in school corresponded to an average 0.98 point decrease in grades (pschool environment and adolescent exposure to violence, indicating that the school environment affects all students. Factors on both levels can contribute to reduced grades. This stresses the need to investigate individual and contextual factors simultaneously when examining academic achievement. Our results indicated that students attending schools with higher levels of bullying may show poorer school performance. This was true for all students regardless of previous exposure to violence and sexual abuse. This emphasizes the need for preventive efforts that focus

Effectiveness of school food environment policies on children's dietary behaviors: A systematic review and meta-analysis.

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Micha, Renata; Karageorgou, Dimitra; Bakogianni, Ioanna; Trichia, Eirini; Whitsel, Laurie P; Story, Mary; Peñalvo, Jose L; Mozaffarian, Dariush

2018-01-01

School food environment policies may be a critical tool to promote healthy diets in children, yet their effectiveness remains unclear. To systematically review and quantify the impact of school food environment policies on dietary habits, adiposity, and metabolic risk in children. We systematically searched online databases for randomized or quasi-experimental interventions assessing effects of school food environment policies on children's dietary habits, adiposity, or metabolic risk factors. Data were extracted independently and in duplicate, and pooled using inverse-variance random-effects meta-analysis. Habitual (within+outside school) dietary intakes were the primary outcome. Heterogeneity was explored using meta-regression and subgroup analysis. Funnel plots, Begg's and Egger's test evaluated potential publication bias. From 6,636 abstracts, 91 interventions (55 in US/Canada, 36 in Europe/New Zealand) were included, on direct provision of healthful foods/beverages (N = 39 studies), competitive food/beverage standards (N = 29), and school meal standards (N = 39) (some interventions assessed multiple policies). Direct provision policies, which largely targeted fruits and vegetables, increased consumption of fruits by 0.27 servings/d (n = 15 estimates (95%CI: 0.17, 0.36)) and combined fruits and vegetables by 0.28 servings/d (n = 16 (0.17, 0.40)); with a slight impact on vegetables (n = 11; 0.04 (0.01, 0.08)), and no effects on total calories (n = 6; -56 kcal/d (-174, 62)). In interventions targeting water, habitual intake was unchanged (n = 3; 0.33 glasses/d (-0.27, 0.93)). Competitive food/beverage standards reduced sugar-sweetened beverage intake by 0.18 servings/d (n = 3 (-0.31, -0.05)); and unhealthy snacks by 0.17 servings/d (n = 2 (-0.22, -0.13)), without effects on total calories (n = 5; -79 kcal/d (-179, 21)). School meal standards (mainly lunch) increased fruit intake (n = 2; 0.76 servings/d (0.37, 1.16)) and reduced total fat (-1.49%energy; n = 6 (-2

Is Learner Self-Assessment Reliable and Valid in a Web-Based Portfolio Environment for High School Students?

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Chang, Chi-Cheng; Liang, Chaoyun; Chen, Yi-Hui

2013-01-01

This study explored the reliability and validity of Web-based portfolio self-assessment. Participants were 72 senior high school students enrolled in a computer application course. The students created learning portfolios, viewed peers' work, and performed self-assessment on the Web-based portfolio assessment system. The results indicated: 1)…

Examining the interaction between food outlets and outdoor food advertisements with primary school food environments.

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Walton, Mat; Pearce, Jamie; Day, Peter

2009-09-01

Schools are commonly seen as a site of intervention to improve children's nutrition, and prevent excess weight gain. Schools may have limited influence over children's diets; however, with home and community environments also exerting an influence within schools. This study considered the environment of food outlets and outdoor food advertisements surrounding four case study primary schools in New Zealand, and the impact of that external environment on within-school food environments. The shortest travel route between school and home addresses, and the number of food outlets and advertisements passed on that route, was calculated for each student. Interviews with school management were conducted. The schools with a higher percentage of students passing food outlets and advertisements considered that their presence impacted on efforts within schools to improve the food environment. Limiting students' exposure to food outlets and outdoor food adverts through travel route planning, reducing advertising, or limiting the location of food outlets surrounding schools could be explored as intervention options to support schools in promoting nutrition.

State school nutrition and physical activity policy environments and youth obesity.

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Nanney, Marilyn S; Nelson, Toben; Wall, Melanie; Haddad, Tarek; Kubik, Martha; Laska, Melissa Nelson; Story, Mary

2010-01-01

With the epidemic of childhood obesity, there is national interest in state-level school policies related to nutrition and physical activity, policies adopted by states, and relationships to youth obesity. This study develops a comprehensive state-level approach to characterize the overall obesity prevention policy environment for schools and links the policy environments to youth obesity for each state. Using 2006 School Health Policies and Programs Study (SHPPS) state data, qualitative and quantitative methods were used (2008-2009) to construct domains of state-level school obesity prevention policies and practices, establish the validity and reliability of the domain scales, and examine their associations with state-level obesity prevalence among youth aged 10-17 years from the 2003 National Survey of Children's Health. Nearly 250 state-level obesity prevention-policy questions were identified from the SHPPS. Three broad policy topic areas containing 100 food service and nutrition (FSN) questionnaire items; 146 physical activity and education (PAE) items; and two weight assessment (WA) items were selected. Principal components analysis and content validity assessment were used to further categorize the items into six FSN, ten PAE, and one WA domain. Using a proportional scaled score to summarize the number of policies adopted by states, it was found that on average states adopted about half of the FSN (49%), 38% of the PAE, and 17% of the WA policies examined. After adjusting for state-level measures of ethnicity and income, the average proportion of FSN policies adopted by states was correlated with the prevalence of youth obesity at r =0.35 (p=0.01). However, no correlation was found between either PAE or WA policies and youth obesity (PAE policies at r =0.02 [p=0.53] and WA policies at r =0.16 [p=0.40]). States appear to be doing a better job adopting FSN policies than PA or WA policies, and adoption of policies is correlated with youth obesity. Continued

Ergonomic considerations in school environments - the need for widening the scope.

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Jayaratne, Kapila

2012-01-01

Behaviour patterns specific to children pose them at greater risk of environmental hazards than adults. Ergonomics is the science of matching human interaction with the proximate environment. Conventionally ergonomic principles were applied on adult work places to ensure safety of the working environment. With emerging scientific evidence, school environments are being a focus to apply ergonomic principles. Children spend more time within schools during critical developmental stages of their life. Everybody feels that the schools are safe places, but they are not. A multitude of ergonomic hazards have been identified in school settings. Widespread mismatches between anthropometry and school furniture, heavy schoolbag carriage and unhealthy bag behaviour are significant. Negative effects range from general tiredness, musculoskeletal pains, spinal deviations, shoulder level shifts, injuries and psychological disturbances. There are fragmented efforts to widen ergonomic concepts to health care professionals and other stakeholders of child health. Addressing ergonomic issues will ensure that children, the future productive generation contributing to economic growth and development of a country, are provided with opportunities in a healthy environment. This paper emphasizes the need for a concerted effort on widening the scope of ergonomics to cater for the evolving demand.

School Refusal: Assessment and Intervention within School Settings.

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Wimmer, Mary B.

Anxiety-based school refusal occurs in 2% of school-age children. The reasons why they refuse to go school range from mental illness and learning problems to general defiance and a desire for attention. Early identification and multi-faceted assessment and interventions are critical to addressing the problem. This book offers concise, practical…

Student perceptions of the education environment in a Spanish medical podiatry school.

Science.gov (United States)

Palomo-López, Patricia; Becerro-de-Bengoa-Vallejo, Ricardo; Calvo-Lobo, César; Tovaruela-Carrión, Natalia; Rodríguez-Sanz, David; Elena Losa-Iglesias, Marta; López-López, Daniel

2018-01-01

The aim of this study was to explore students' perceptions of the educational environment (EE) in a Spanish school of podiatry. Various aspects of EE were compared by academic year in the program. This was a cross-sectional study using a questionnaire to collect perceptions using data from a 2015 survey. Podiatric medical students from Extremadura University participated in this study. EE was assessed with the Dundee Ready Education Environment Measure (DREEM) tool.The DREEM questionnaire covers five domains of student perceptions, including learning, teachers, academic self-perceptions, atmosphere, and social self-perceptions. Two hundred thirty-five students participated, resulting in a 90.73% response rate. Participants included similar numbers of students from different years in the program, and most were women. The global EE score was 2.58 out of 4, indicating that students' perceptions were more positive than negative. Although some weaknesses were detected in this school, students viewed the EE positively in all five DREEM domains. Academic year in the program were generally not related to perceptions of EE. Podiatric medical students declared, in general, that the EE was more positive than negative in our school, according to the DREEM questionnaire. However, although the results are on the whole good, some areas need to be revised to make improvements.

Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways

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San Pedro, Maria Ofelia Z.

2015-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…

Assessment for Exemplary Schools: Productive School Management

Science.gov (United States)

Johnson, William L.; Johnson, Annabel M.

2009-01-01

The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind (NCLB) legislation, has been called the most far-reaching federal education bill in nearly four decades. The law's comprehensive assessment provisions address areas from school choice to low-performing schools and increased…

How well do modelled routes to school record the environments children are exposed to?: a cross-sectional comparison of GIS-modelled and GPS-measured routes to school

Science.gov (United States)

2014-01-01

Background The school journey may make an important contribution to children’s physical activity and provide exposure to food and physical activity environments. Typically, Geographic Information Systems (GIS) have been used to model assumed routes to school in studies, but these may differ from those actually chosen. We aimed to identify the characteristics of children and their environments that make the modelled route more or less representative of that actually taken. We compared modelled GIS routes and actual Global Positioning Systems (GPS) measured routes in a free-living sample of children using varying travel modes. Methods Participants were 175 13-14 yr old children taking part in the Sport, Physical activity and Eating behaviour: Environmental Determinants in Young people (SPEEDY) study who wore GPS units for up to 7 days. Actual routes to/from school were extracted from GPS data, and shortest routes between home and school along a road network were modelled in a GIS. Differences between them were assessed according to length, percentage overlap, and food outlet exposure using multilevel regression models. Results GIS routes underestimated route length by 21.0% overall, ranging from 6.1% among walkers to 23.2% for bus users. Among pedestrians food outlet exposure was overestimated by GIS routes by 25.4%. Certain characteristics of children and their neighbourhoods that improved the concordance between GIS and GPS route length and overlap were identified. Living in a village raised the odds of increased differences in length (odds ratio (OR) 3.36 (1.32-8.58)), while attending a more urban school raised the odds of increased percentage overlap (OR 3.98 (1.49-10.63)). However none were found for food outlet exposure. Journeys home from school increased the difference between GIS and GPS routes in terms of food outlet exposure, and this measure showed considerable within-person variation. Conclusions GIS modelled routes between home and school were not

School food environment: Quality and advertisement frequency of child-oriented packaged products within walking distance of public schools.

Science.gov (United States)

Missbach, Benjamin; Pachschwöll, Caterina; Kuchling, Daniel; König, Jürgen

2017-06-01

Food marketing for children is a major concern for public health nutrition and many schools make efforts to increase healthy eating. Food environments surrounding schools in urban areas may undermine these efforts for healthy nutrition within school programs. Our study aim is to describe the nutrition environment within walking distance of schools in terms of food quality and food marketing and to explore the degree to which elements of the nutrition environment varies by proximity to schools. In a cross-sectional study, we analyzed the surrounding food environments of a convenience sample of 46 target schools within 950m walking distance in 7 different urban districts across Vienna, Austria. In total, we analyzed data from 67 fast food outlets and 54 supermarkets analyzing a total of 43.129 packaged snack food and beverage products, from which 85% were for adults and 15% of the products were child-oriented. Proximity to the schools did not affect the availability of child-oriented products and dedicated food advertisements for children. After applying nutrient profiling using the Nutrient Profiling Model (NPM) on child-oriented products, results showed that 15.8% of the packaged snack food were categorized as "healthy" foods and 84.2% as "less healthy"; for beverages 65.7% were categorized as "healthy" and 34.3% as "less healthy". In conclusion, our results show that child-oriented snacks are not more frequently advertised around schools but substantially lack in nutritional quality with the potential to undermine efforts for promoting healthy eating practices within schools.

School food environment: Quality and advertisement frequency of child-oriented packaged products within walking distance of public schools

Directory of Open Access Journals (Sweden)

Benjamin Missbach

2017-06-01

Full Text Available Food marketing for children is a major concern for public health nutrition and many schools make efforts to increase healthy eating. Food environments surrounding schools in urban areas may undermine these efforts for healthy nutrition within school programs. Our study aim is to describe the nutrition environment within walking distance of schools in terms of food quality and food marketing and to explore the degree to which elements of the nutrition environment varies by proximity to schools. In a cross-sectional study, we analyzed the surrounding food environments of a convenience sample of 46 target schools within 950m walking distance in 7 different urban districts across Vienna, Austria. In total, we analyzed data from 67 fast food outlets and 54 supermarkets analyzing a total of 43.129 packaged snack food and beverage products, from which 85% were for adults and 15% of the products were child-oriented. Proximity to the schools did not affect the availability of child-oriented products and dedicated food advertisements for children. After applying nutrient profiling using the Nutrient Profiling Model (NPM on child-oriented products, results showed that 15.8% of the packaged snack food were categorized as “healthy” foods and 84.2% as “less healthy”; for beverages 65.7% were categorized as “healthy” and 34.3% as “less healthy”. In conclusion, our results show that child-oriented snacks are not more frequently advertised around schools but substantially lack in nutritional quality with the potential to undermine efforts for promoting healthy eating practices within schools.

Changes in a middle school food environment affect food behavior and food choices.

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Wordell, Doug; Daratha, Kenn; Mandal, Bidisha; Bindler, Ruth; Butkus, Sue Nicholson

2012-01-01

Increasing rates of obesity among children ages 12 to 19 years have led to recommendations to alter the school food environment. The purpose of this study was to determine whether there are associations between an altered school food environment and food choices of middle school students both in and outside of school. In a midsized western city, two of six middle schools allowed only bottled water in vending machines, only milk and fruit on à la carte menus, and offered a seasonal fruit and vegetable bar. Three years after the intervention was initiated, seventh- and eighth-grade students attending the two intervention schools and four control middle schools were surveyed about their food choices. A total of 2,292 surveys were completed. Self-reported frequency of consumption for nine food groups in the survey was low; consumption was higher outside than in school. Boys consumed more milk than girls although girls consumed more fruits and vegetables. Significant socioeconomic differences existed. Compared with students who paid the full lunch fee, students qualifying for free and reduced-price meals consumed more milk and juice in schools but less outside school; more candy and energy drinks in school; and more sweet drinks, candy, pastries, and energy drinks outside school. Students in intervention schools were 24% more likely to consume milk outside school, 27% less likely to consume juice in school, and 56% less likely to consume sweet pastries in school. There were no differences in fruit and vegetable consumption reported by children in control and intervention schools. Overall, there was a positive association between a modified school food environment and student food behavior in and outside school. Policies related to the school food environment are an important strategy to address the obesity epidemic in our country. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Emotional and Motivational Engagement at School Transition: A Qualitative Stage-Environment Fit Study

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Symonds, Jennifer; Hargreaves, Linda

2016-01-01

Adolescents typically like school less after making age-graded school transitions. Stage-environment fit theory (Eccles & Midgley, 1989) attributes this to a mismatch between developmental needs and new school environments. Our in vivo study provides a basis for future quantitative designs by uncovering the most prevalent stage-environment…

Business Ecosystem Definition in Built Environment Using a Stakeholder Assessment Process

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Tuomas Lappi

2015-06-01

Full Text Available Actors and their relationships are core elements of the business ecosystem concept, a trending model of business collaboration emphasizing organizational diversity, relationship dependency and joint evolution. This study approaches a built environment business ecosystem to structure the acknowledged complexity of ecosystem definition by applying a three-step stakeholder assessment process. The process is based on a stakeholder network diagram, Mitchell, Agle, and Wood’s (1997 well-recognized stakeholder salience model and a two-dimensional stakeholder matrix. The assessment process is applied to a school campus case study to define a built environment business ecosystem and the salience of the ecosystem actors. Results, including salience score calculation, validate the applicability of the proposed process. The findings provide novel insights for ecosystem researchers into how stakeholder theory concepts can be applied to broaden the understanding of business ecosystem dynamics.

Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment

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Bradshaw, Catherine P.; Waasdorp, Tracy E.; Debnam, Katrina J.; Johnson, Sarah Lindstrom

2014-01-01

Background: School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model.…

Effectiveness of school food environment policies on children’s dietary behaviors: A systematic review and meta-analysis

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Bakogianni, Ioanna; Trichia, Eirini; Whitsel, Laurie P.; Story, Mary; Peñalvo, Jose L.; Mozaffarian, Dariush

2018-01-01

Background School food environment policies may be a critical tool to promote healthy diets in children, yet their effectiveness remains unclear. Objective To systematically review and quantify the impact of school food environment policies on dietary habits, adiposity, and metabolic risk in children. Methods We systematically searched online databases for randomized or quasi-experimental interventions assessing effects of school food environment policies on children’s dietary habits, adiposity, or metabolic risk factors. Data were extracted independently and in duplicate, and pooled using inverse-variance random-effects meta-analysis. Habitual (within+outside school) dietary intakes were the primary outcome. Heterogeneity was explored using meta-regression and subgroup analysis. Funnel plots, Begg’s and Egger’s test evaluated potential publication bias. Results From 6,636 abstracts, 91 interventions (55 in US/Canada, 36 in Europe/New Zealand) were included, on direct provision of healthful foods/beverages (N = 39 studies), competitive food/beverage standards (N = 29), and school meal standards (N = 39) (some interventions assessed multiple policies). Direct provision policies, which largely targeted fruits and vegetables, increased consumption of fruits by 0.27 servings/d (n = 15 estimates (95%CI: 0.17, 0.36)) and combined fruits and vegetables by 0.28 servings/d (n = 16 (0.17, 0.40)); with a slight impact on vegetables (n = 11; 0.04 (0.01, 0.08)), and no effects on total calories (n = 6; -56 kcal/d (-174, 62)). In interventions targeting water, habitual intake was unchanged (n = 3; 0.33 glasses/d (-0.27, 0.93)). Competitive food/beverage standards reduced sugar-sweetened beverage intake by 0.18 servings/d (n = 3 (-0.31, -0.05)); and unhealthy snacks by 0.17 servings/d (n = 2 (-0.22, -0.13)), without effects on total calories (n = 5; -79 kcal/d (-179, 21)). School meal standards (mainly lunch) increased fruit intake (n = 2; 0.76 servings/d (0.37, 1.16)) and

A Large Scale Study of the Assessment of the Social Environment of Middle and Secondary Schools: The Validity and Utility of Teachers' Ratings of School Climate, Cultural Pluralism, and Safety Problems for Understanding School Effects and School Improvement

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Brand, Stephen; Felner, Robert D.; Seitsinger, Anne; Burns, Amy; Bolton, Natalie

2008-01-01

Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young…

Food for Thought: Analysing the Internal and External School Food Environment

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Callaghan, Mary; Molcho, Michal; Nic Gabhainn, Saoirse; Kelly, Colette

2015-01-01

Purpose: Availability and access to food is a determinant of obesity. The purpose of this paper is to examine food availability within and outside of post-primary schools in Ireland. Design/methodology/approach: Data on the internal school food environment were collected from 63 post-primary schools using questionnaires. The external school food…

Effect of a school environment intervention on adolescent adiposity and physical fitness

DEFF Research Database (Denmark)

Breum, Lars; Toftager, M; Boyle, E

2013-01-01

The aim of this study was to evaluate the effect of an intervention targeting the physical and organizational school environment for noncurricular physical activity (SPACE) on adiposity, aerobic fitness, and musculo-skeletal strength in Danish adolescents. The study used a cluster randomized...... controlled design. Fourteen schools and 1348 adolescents aged 11-14 years were included at baseline. Seven schools were randomized to the intervention, which was designed to change the organizational and physical environment of the school. The analysis revealed no significant differences between...... the adolescents in the intervention group compared to the comparison group after a 2-year follow-up. Adjusted for baseline, sex, age, and clustering within schools, the difference between the intervention schools compared to the comparison schools was 6 m in the shuttle run test [95% confidence interval (CI): -21...

A humanistic environment for dental schools: what are dental students experiencing?

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Quick, Karin K

2014-12-01

A Commission on Dental Accreditation (CODA) standard now requires that dental schools commit to establishing a "humanistic culture and learning environment" for all members of the academic environment. The aim of this study was to identify students' perceptions of factors that affect the dental school environment and to test differences in their experiences in terms of gender and year. This picture of the existing environment was meant to serve as a first step toward creating and supporting a more humanistic academic environment. A mixed-methods approach was used for data collection during the 2009-10 and 2010-11 academic years at one U.S. dental school. Four focus groups were first conducted to explore challenges and conflicts faced by students during their dental education. A written survey informed by the focus group results was then used to obtain quantitative data. The survey response rate was 47 percent (N=188). Faculty inconsistency, cheating, and belittlement/disrespect were experienced by many of the responding dental students during their education, similar to what has been documented in medicine. These students also reported experiencing both constructive communication (90 percent) and destructive communication (up to 32 percent). The female students reported more gender discrimination and sexual harassment than their male peers, and the clinical students reported more experience with belittlement and destructive communication than the preclinical students. The results suggest that greater effort should be directed toward creating a more humanistic environment in dental schools. Based on the issues identified, steps academic institutions can take to improve these environments and student skills are outlined.

Raising Awareness of Urban Environment Development in Primary Schools

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Rosi Maja

2016-12-01

Full Text Available In the past few years, excessive efforts have been made to increase the city’s attractiveness and its international positioning. Also studies on the so-called city destination branding are on the rise. Theorists, as Ramirez (2001, Marzano and Scott (2009, among many others, are discussing different aspects of this complex process. Many approaches and strategies are dealing with the positioning of urban environments and city destinations, trying to provide at least some partial answers about achieving this objective. With proper marketing and branding, cities can do a lot to attract tourists and visitors. For successful city marketing and branding and for the successful long-term positioning of the destination in general, it is necessary to involve the key stakeholders and collaborate with as many as possible despite the fact that the branding of a city destination (or any destination for that matter is a complex process. It is significant that all the stakeholders, who are always carriers of different interests, are invited to collaborate in the planning of the tourism development and tourism development strategies, from the government, the private sector, schools etc. It is also important to involve the citizens, who can provide a valuable opinion about the environment they live in – what they like about their environment, what suggestion would they give to tourists about gastronomy, attractions, shops, events, etc. It is significant that citizens are proud of their urban environment, that they know their own environment, and that they have the motivation for the involvement in the process of improvement of their home environment (through projects, discussions, etc.. It is impossible to create attractive urban environments or cities if residents do not have a positive opinion about the place they live in. That is why it is essential for the education institutions at all levels, but especially for the institutions at the primary levels to

Classroom Environments That Promote Learning from the Perspective of School Children

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Marianella Castro-Pérez

2015-09-01

Full Text Available The following paper is based on a research41 made on school environments that promote learning in children. Its objective was “to determine the physical and socio-emotional factors of school environments that promote learning.” To this end, the investigation had both an exploratory and descriptive approach in terms of the various physical and emotional elements that influence the classroom environment and, therefore, the learning process. In this paper, reference is made only to the data provided by the child population. Such group was comprised of 307 boys and girls of public schools from six provinces in the country, intentionally selected through coordination and negotiation with the authorities of schools that agreed to participate. The data collection instruments used were two questionnaires with closed and open questions, an anecdotal record, and a guide on which the observation technique was performed. The analysis of the information derived from the technique and instruments used was developed by complementing quantitative data with qualitative data. Emerging categories were created to interpret the latter. The information provided by the boys and girls will hopefully serve as input to raise awareness among universities, authorities and teachers about the imperative need for school environments that are aesthetic, pleasant, motivating, comfortable, clean and promote the emotional stability every human being requires for the learning process to be successful.

The school environment and student health: a systematic review and meta-ethnography of qualitative research.

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Jamal, Farah; Fletcher, Adam; Harden, Angela; Wells, Helene; Thomas, James; Bonell, Chris

2013-09-03

There is increasing interest in promoting young people's health by modifying the school environment. However, existing research offers little guidance on how the school context enables or constrains students' health behaviours, or how students' backgrounds relate to these processes. For these reasons, this paper reports on a meta-ethnography of qualitative studies examining: through what processes does the school environment (social and physical) influence young people's health? Systematic review of qualitative studies. Sixteen databases were searched, eliciting 62,329 references which were screened, with included studies quality assessed, data extracted and synthesized using an adaptation of Noblit and Hare's meta-ethnographic approach. Nineteen qualitative studies were synthesised to explore processes through which school-level influences on young people's health might occur. Four over-arching meta-themes emerged across studies focused on a range of different health issues. First, aggressive behaviour and substance use are often a strong source of status and bonding at schools where students feel educationally marginalised or unsafe. Second, health-risk behaviours are concentrated in unsupervised 'hotspots' at the school. Third, positive relationships with teachers appear to be critical in promoting student wellbeing and limiting risk behaviour; however, certain aspects of schools' organisation and education policies constrain this, increasing the likelihood that students look for a sense of identity and social support via health-risk behaviours. Fourth, unhappiness at school can cause students to seek sources of 'escape', either by leaving school at lunchtime or for longer unauthorized spells or through substance use. These meta-themes resonate with Markham and Aveyard's theory of human functioning and school organisation, and we draw on these qualitative data to refine and extend this theory, in particular conceptualising more fully the role of young people

Powerful Learning Environments: The Critical Link between School and Classroom Cultures.

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Finnan, Christine; Schnepel, Katherine C.; Anderson, Lorin W.

2003-01-01

Evaluated classrooms within four Accelerated Schools Project (ASP) schools, operationalizing the ASP principles, values, and concepts of a "powerful learning environment" (PLE), examining how similarly PLE was implemented in different classrooms and schools, and analyzing the relation between degree of implementation and differences in…

Assessing School Emergency Care Preparedness.

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Hale, Charles; Varnes, Jill

A study assessed the emergency health care preparedness of a north central Florida public school district in light of seven criteria: (1) school policies regarding delivery of emergency health care; (2) identification of school personnel responsible for rendering emergency care; (3) training levels of emergency health care providers (first aid and…

Work Environment and Productivity among Primary School Teachers ...

African Journals Online (AJOL)

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International Multidisciplinary Journal, Ethiopia. Vol. 5 (5), Serial No. ... work environment of Nigeria primary school teachers to greater productivity ... changes on the structure and curriculum, recommend and prescribed teaching methods and ...

Initiating change locally in bullying and aggression through the school environment (INCLUSIVE): study protocol for a cluster randomised controlled trial.

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Bonell, Chris; Allen, Elizabeth; Christie, Deborah; Elbourne, Diana; Fletcher, Adam; Grieve, Richard; LeGood, Rosa; Mathiot, Anne; Scott, Stephen; Wiggins, Meg; Viner, Russell M

2014-09-30

Systematic reviews suggest that interventions that address school organisation are effective in reducing victimisation and bullying. We successfully piloted a school environment intervention modified from international studies to incorporate 'restorative justice' approaches. This trial aims to establish the effectiveness and cost-effectiveness of the INCLUSIVE intervention in reducing aggression and bullying in English secondary schools. cluster randomised trial. 40 state-supported secondary schools. OUTCOMES assessed among the cohort of students in year 8 (n = approximately 6,000) in intervention year 1. INCLUSIVE is a school-led intervention which combines changes to the school environment with the promotion of social and emotional skills and restorative practices through: the formation of a school action group involving students and staff supported by an external facilitator to review local data on needs, determine priorities, and develop and implement an action plan for revising relevant school policies/rules and other actions to improve relationships at school and reduce aggression; staff training in restorative practices; and a new social and emotional skills curriculum. The intervention will be delivered by schools supported in the first two years by educational facilitators independent of the research team, with a third locally facilitated intervention year.Comparator: normal practice. primary: 2 primary outcomes at student level assessed at baseline and at 36 months:1. Aggressive behaviours in school: Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale (ESYTC)2. Bullying and victimisation: Gatehouse Bullying Scale (GBS)Secondary outcomes assessed at baseline, 24 and 36 months will include measures relating to the economic evaluation, psychosocial outcomes in students and staff and school-level truancy and exclusion rates. 20 schools per arm will provide 90% power to identify an effect size of 0.25 SD with a 5% significance level

School and the Cultural-Heritage Environment: Pedagogical, Creative and Artistic Aspects

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Hicela Ivon

2013-01-01

Full Text Available The present paper explores the idea that learning, both in and out of school, is a cultural act, and that school and its cultural-heritage environment stamp their own characteristics on pupils. This implies that pupils gradually, with the help of teachers and other relevant adults from their close social environment, develop and adjust their behaviour and lifestyle to their cultural and civilisational milieu. An integrative approach to learning and teaching, through the concept of “learning-centred teaching”, can be instrumental in this regard (Terhart, 2001. This approach aims at linking cognitive, social and moral teachings. According to this teaching concept, pupils learn to appreciate the value of their cultural-heritage environment by living and reliving its experience, while freely and reflexively nterpreting and becoming active participants in the culture of those who “learn about life by living” (Terhart, 2001. The relationship between school and its cultural-heritage environment is discussed from a creative and artistic perspective in the second part of the paper. By visually stimulating artistic expression when learning about the culturalheritage and natural environment of school, and through the concept of “action-centred learning”, we explain how pupils can be motivated to learn and display creative-artistic expression, and how they can be actively involved in their communities (participating in organising art exhibitions in their neighbourhood, working in museum workshops, etc.. Pupils’ art projects, inspired by the historical, cultural and natural heritage of their environment, confirm that such projects are an effective way of encouraging pupils’ identity development and sensitivity towards the arts. They teach pupils about the importance of preserving cultural heritage, which is one of the basic principles in the upbringing of future participants and creators of new cultural values. Children’s artistic works

Indicating the Attitudes of High School Students to Environment

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Ozkan, Recep

2013-01-01

Within this work in which it has been aimed to indicate the attitudes of High School Students to environment, indication of the attitudes of high school students in Nigde has been regarded as the problem matter. This analysis has the qualification of survey model and techniques of questionnaire and observation have been used. The investigation has…

The feasibility of an EAP in the school environment

OpenAIRE

2008-01-01

M.A. Employee assistance program (EAP) is one service model that are designed to assist troubled employees in the workplace. Its feasibility has been experienced in many different contexts. However, the school is somewhat neglected in this respect, and few EAP’s are known to exist in the school system. This study will contribute to the introduction of EAP’s within the school environment because EAP is perceived as only applicable on the companies and organisations. The goal of the study is...

Developing School Heads as Instructional Leaders in School-Based Assessment: Challenges and Next Steps

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Lingam, Govinda Ishwar; Lingam, Narsamma

2016-01-01

The study explored challenges faced by school leaders in the Pacific nation of Solomon Islands in school-based assessment, and the adequacy of an assessment course to prepare them. A questionnaire including both open and closed-ended questions elicited relevant data from the school leaders. Modelling best practices in school-based assessment was…

The GLSEN Workbook: A Development Model for Assessing, Describing and Improving Schools for Lesbian, Gay, Bisexual and Transgender (LGBT) People.

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Gay, Lesbian, and Straight Education Network, New York, NY.

This workbook provides an instrument to objectively analyze a school's current climate with regard to lesbian, gay, bisexual, and transgendered (LGBT) people and the steps needed to move that school toward a more inclusive environment. It provides a detailed assessment survey (to be completed by key school stakeholders), descriptive data, and…

Analysing the physics learning environment of visually impaired students in high schools

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Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-07-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.

The Association Between Supportive High School Environments and Depressive Symptoms and Suicidality Among Sexual Minority Students.

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Denny, Simon; Lucassen, Mathijs F G; Stuart, Jaimee; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Rossen, Fiona V; Utter, Jennifer

2016-01-01

The purpose of this study was to determine if sexual minority students in supportive school environments experienced fewer depressive symptoms and lower rates of suicide ideation, plans and attempts ("suicidality") than sexual minority students in less supportive school environments. In 2007, a nationally representative sample (N = 9,056) of students from 96 high schools in New Zealand used Internet tablets to complete a health and well-being survey that included questions on sexual attractions, depressive symptoms, and suicidality. Students reported their experience of supportive environments at school and gay, lesbian, bisexual, and transgender (GLBT) bullying, and these items were aggregated to the school level. Teachers (n = 2,901) from participating schools completed questionnaires on aspects of school climate, which included how supportive their schools were toward sexual minority students. Multilevel models were used to estimate school effects on depressive symptoms and suicidality controlling for background characteristics of students. Sexual minority students were more likely to report higher levels of depressive symptoms and suicidality than their opposite-sex attracted peers (p school environments for GLBT students were associated with fewer depressive symptoms among male sexual minority students (p = .006) but not for female sexual minority students (p = .09). Likewise in schools where students reported a more supportive school environment, male sexual minority students reported fewer depressive symptoms (p = .006) and less suicidality (p schools where students reported less favorable school climates. These results suggest that schools play an important role in providing safe and supportive environments for male sexual minority students.

The negative impact of living environment on intelligence quotient of primary school children in Baghdad City, Iraq: a cross-sectional study

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Ghazi Hasanain

2012-07-01

Full Text Available Abstract Background Environmental factors play a very important role in the child development process, especially in a situation like that of Iraq. Thirteen years of economic sanctions followed by the 2003 war and 8 years of unstable security have affected the daily life of Iraqi families and children. The objective of this study was to assess the associations between living environment domains and child intelligence quotient (IQ score. Methods A cross-sectional survey was conducted among 529 children aged 7–8 years from five primary schools in Baghdad during September–October, 2011. The five schools represent people living a range of conditions, and include of both high and low socio-economic groups. Living environment was assessed by 13 questionnaire items, consists of three domains: physical safety , mental stress and public services. While IQ was assessed by Raven Colored progressive matrices. Results Among the participants, 22% were of low intelligence versus 77% of high intelligence and 19% lived in a poor environment. There were significant associations between the mental stress and service living environment domains and child IQ (p = 0.009 and p = 0.001, respectively. Conclusion In Iraq, child IQ was found to be associated with the mental stress and service domains of the living environment. This study findings will help authorities in their efforts to improve living environment.

The negative impact of living environment on intelligence quotient of primary school children in Baghdad City, Iraq: a cross-sectional study.

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Ghazi, Hasanain Faisal; Isa, Zaleha Md; Aljunid, Syed; Shah, Shamsul Azhar; Tamil, Azmi Mohd; Abdalqader, Mohammed A

2012-07-27

Environmental factors play a very important role in the child development process, especially in a situation like that of Iraq. Thirteen years of economic sanctions followed by the 2003 war and 8 years of unstable security have affected the daily life of Iraqi families and children. The objective of this study was to assess the associations between living environment domains and child intelligence quotient (IQ) score. A cross-sectional survey was conducted among 529 children aged 7-8 years from five primary schools in Baghdad during September-October, 2011. The five schools represent people living a range of conditions, and include of both high and low socio-economic groups. Living environment was assessed by 13 questionnaire items, consists of three domains: physical safety , mental stress and public services. While IQ was assessed by Raven Colored progressive matrices. Among the participants, 22% were of low intelligence versus 77% of high intelligence and 19% lived in a poor environment. There were significant associations between the mental stress and service living environment domains and child IQ (p = 0.009 and p = 0.001, respectively). In Iraq, child IQ was found to be associated with the mental stress and service domains of the living environment. This study findings will help authorities in their efforts to improve living environment.

Assessing the environmental characteristics of cycling routes to school: a study on the reliability and validity of a Google Street View-based audit.

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Vanwolleghem, Griet; Van Dyck, Delfien; Ducheyne, Fabian; De Bourdeaudhuij, Ilse; Cardon, Greet

2014-06-10

Google Street View provides a valuable and efficient alternative to observe the physical environment compared to on-site fieldwork. However, studies on the use, reliability and validity of Google Street View in a cycling-to-school context are lacking. We aimed to study the intra-, inter-rater reliability and criterion validity of EGA-Cycling (Environmental Google Street View Based Audit - Cycling to school), a newly developed audit using Google Street View to assess the physical environment along cycling routes to school. Parents (n = 52) of 11-to-12-year old Flemish children, who mostly cycled to school, completed a questionnaire and identified their child's cycling route to school on a street map. Fifty cycling routes of 11-to-12-year olds were identified and physical environmental characteristics along the identified routes were rated with EGA-Cycling (5 subscales; 37 items), based on Google Street View. To assess reliability, two researchers performed the audit. Criterion validity of the audit was examined by comparing the ratings based on Google Street View with ratings through on-site assessments. Intra-rater reliability was high (kappa range 0.47-1.00). Large variations in the inter-rater reliability (kappa range -0.03-1.00) and criterion validity scores (kappa range -0.06-1.00) were reported, with acceptable inter-rater reliability values for 43% of all items and acceptable criterion validity for 54% of all items. EGA-Cycling can be used to assess physical environmental characteristics along cycling routes to school. However, to assess the micro-environment specifically related to cycling, on-site assessments have to be added.

Changes in school environments with implementation of Arkansas Act 1220 of 2003.

Science.gov (United States)

Phillips, Martha M; Raczynski, James M; West, Delia S; Pulley, LeaVonne; Bursac, Zoran; Gauss, C Heath; Walker, Jada F

2010-02-01

Changes in school nutrition and physical activity policies and environments are important to combat childhood obesity. Arkansas Act 1220 of 2003 was among the first and most comprehensive statewide legislative initiatives to combat childhood obesity through school-based change. Annual surveys of principals and superintendents have been analyzed to document substantial and important changes in school environments, policies, and practices. For example, results indicate that schools are more likely to require that healthy options be provided for student parties (4.5% in 2004, 36.9% in 2008; P ban commercial advertising by food or beverage companies (31.7% in 2005, 42.6% in 2008; P vending machines available during the lunch period (72.3% in 2004, 37.2% in 2008; P vending machines (83.8% in 2004, 73.5% in 2008; P school events, as well as in fund-raising and physical activity practices. A significant number of school districts have modified physical education requirements for elementary schools and developed policies prohibiting the use of physical activity as a punishment. We conclude that Arkansas Act 1220 of 2003 is associated with a number of changes in school environments and policies, resulting from both statewide and local initiatives spawned by the Act.

Correlates of parental influence, school environment, learners ...

African Journals Online (AJOL)

The study examined the predicting effects of parental influence, school environment, Learners\\' interest, and self–efficacy on academic performance of police children in Ibadan Metropolis, Oyo state, Nigeria. The sample consisted of 200 primary IV, V and VI pupils (Mean age = 9 years). The results of the multiple regression ...

An Evaluation of the Health Status of the School Environment in ...

African Journals Online (AJOL)

Alasia Datonye

school environment in public primary schools in Bonny. Local Government Area of ... Data was analyzed using SPSS version 11.0. Results: Pupil ..... effectiveness of the learning process . Children studying .... Education. Revised edition. Abuja ...

Development of a structured observational method for the systematic assessment of school food-choice architecture.

Science.gov (United States)

Ozturk, Orgul D; McInnes, Melayne M; Blake, Christine E; Frongillo, Edward A; Jones, Sonya J

2016-01-01

The objective of this study is to develop a structured observational method for the systematic assessment of the food-choice architecture that can be used to identify key points for behavioral economic intervention intended to improve the health quality of children's diets. We use an ethnographic approach with observations at twelve elementary schools to construct our survey instrument. Elements of the structured observational method include decision environment, salience, accessibility/convenience, defaults/verbal prompts, number of choices, serving ware/method/packaging, and social/physical eating environment. Our survey reveals important "nudgeable" components of the elementary school food-choice architecture, including precommitment and default options on the lunch line.

Positive School and Classroom Environment: Precursors of Successful Implementation of Positive Youth Development Programs

Directory of Open Access Journals (Sweden)

Rachel C. F. Sun

2008-01-01

Full Text Available This case study was based on a school where the Tier 1 Program of the Project P.A.T.H.S. was integrated into the formal curriculum. In this case study, an interview with the school principal, vice-principal, and social worker was conducted in order to understand their perceptions of administrative arrangements and issues in the school, implementation characteristics, program effectiveness, program success, and overall impression. Results showed that several positive school and classroom attributes were conducive to program success, including positive school culture and belief in students' potentials, an inviting school environment, an encouraging classroom environment, high involvement of school administrative personnel, and systematic program arrangement.

Assessing the assessments: Pharmaceuticals in the environment

International Nuclear Information System (INIS)

Enick, O.V.; Moore, M.M.

2007-01-01

The relatively new issue of pharmaceutical contamination of the environment offers the opportunity to explore the application of values to the construction, communication and management of risk. The still-developing regulatory policies regarding environmental contamination with pharmaceuticals provide fertile ground for the introduction of values into the definition and management of risk. In this report, we summarize the current knowledge regarding pharmaceutical contamination of the environment and discuss specific attributes of pharmaceuticals that require special consideration. We then present an analysis showing that if values are incorporated into assessing, characterizing and managing risk, the results of risk assessments will more accurately reflect the needs of various stakeholders. Originating from an acknowledgement of the inherent uncertainty and value-laden nature of risk assessment, the precautionary principle (and later, the multi-criteria, integrated risk assessment), provides a direction for further research and policy development

School Health Index: A Self-Assessment and Planning Guide. Middle School/High School.

Science.gov (United States)

Barrios, Lisa C.; Burgeson, Charlene R.; Crossett, Linda; Harrykissoon, Samantha D.; Pritzl, Jane; Wechsler, Howell; Kuester, Sarah A.; Pederson, Linda; Graffunder, Corinne; Rainford, Neil; Sleet, David

2004-01-01

The "School Health Index" is a self-assessment and planning guide that will enable schools to: (1) identify the strengths and weaknesses of school policies and programs for promoting health and safety; (2) develop an action plan for improving student health and safety, and (3) involve teachers, parents, students, and the community in improving…

Vigorous physical activity and the neighborhood school environment: cross-sectional study

DEFF Research Database (Denmark)

Svastisalee, Chalida; Schipperijn, Jasper; Holstein, Bjørn Evald

Purpose: To investigate the association between likelihood of frequent vigorous physical activity (VPA) outside of school hours and aspects of the built environment that support exercise. Methods: Self-reported VPA measured in 6046 boys and girls in 80 schools. Multi-level logistic regression...... analyses were conducted to examine the relationship between frequency of VPA and objective exercise resources within 2 km from each school. Results: Total walking paths was the strongest built environment correlate of frequent VPA. Boys from low socioeconomic backgrounds or attending schools with little...... walking paths had lower odds (OR = 0.66 and 0.68, respectively) of frequent VPA. Girls from low socioeconomic backgrounds had lower odds (OR = 0.62) of frequent VPA. Interactions between socioeconomic background and total paths showed a decreased likelihood of frequent VPA for boys and girls from low...

Analysing the physics learning environment of visually impaired students in high schools

NARCIS (Netherlands)

Toenders, F.G.C.; de Putter - Smits, L.G.A.; Sanders, W.T.M.; den Brok, P.J.

2017-01-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp

Tobacco Free School Environment Initiative (Eritrea) | CRDI - Centre ...

International Development Research Centre (IDRC) Digital Library (Canada)

Tobacco Free School Environment Initiative (Eritrea). The looming tobacco epidemic and its potential for thwarting the development process, has prompted most governments in sub-Saharan Africa to ratify the World Health Organization's Framework Convention on Tobacco Control (WHO FCTC). Ratifying countries must ...

Understanding the school journey: integrating data on travel and environment

OpenAIRE

Colin Pooley; Duncan Whyatt; Marion Walker; Gemma Davies; Paul Coulton; Will Bamford

2010-01-01

Travel to and from school is a regular part of life for most children. Such movement can also have important social, economic, and environmental implications, both for individuals and for wider society. This paper uses innovative methods to examine the complexity of the school journey, and to relate it to exposure to air pollution and engagement with the environment through which children pass. Some thirty lower secondary school pupils used mobile-phone and global positioning system technolog...

Effects of Gender on Teachers' Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction

Science.gov (United States)

Tran, Van Dat

2015-01-01

This study investigates how teachers' perceptions of school environment factors, teaching efficacy, teacher stress and job satisfaction, and to determine whether gender was a differentiating factor. A total of 387 Vietnamese junior high school teachers completed one questionnaire for four sections about school-level environment, teaching efficacy,…

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

Science.gov (United States)

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…

Health promotion in school environment in Brazil.

Science.gov (United States)

Horta, Rogério Lessa; Andersen, Cristine Scattolin; Pinto, Raquel Oliveira; Horta, Bernardo Lessa; Oliveira-Campos, Maryane; Andreazzi, Marco Antonio Ratzsch de; Malta, Deborah Carvalho

2017-03-30

Evaluate the school environments to which ninth-year students are exposed in Brazil and in the five regions of the country according to health promotion guidelines. Cross-sectional study from 2012, with a representative sample of Brazil and its macroregions. We interviewed ninth-year schoolchildren and managers of public and private schools. We proposed a score of health promotion in the school environment (EPSAE) and estimated the distribution of school members according to this score. Crude and adjusted odds ratios (OR) were used, by ordinal regression, to determine the schoolchildren and schools with higher scores, according to the independent variables. A student is more likely to attend a school with a higher EPSAE in the South (OR = 2.80; 95%CI 2.67-2.93) if the school is private (OR = 4.52; 95%CI 4.25-4.81) and located in a state capital, as well as if the student is 15 years of age or older, has a paid job, or has parents with higher education. The inequalities among the country's regions and schools are significant, demonstrating the need for resources and actions that promote greater equity. Avaliar os ambientes escolares aos quais estão expostos estudantes do nono ano no Brasil e nas cinco regiões do país segundo diretrizes de promoção da saúde. Estudo transversal, de 2012, com amostra representativa do Brasil e suas macrorregiões. Escolares do nono ano e gestores de escolas públicas e privadas foram entrevistados. Foi proposto o Escore de Promoção de Saúde no Ambiente Escolar (EPSAE) e foi estimada a distribuição dos escolares segundo esse escore e segundo odds ratio (OR) brutas e ajustadas, por regressão ordinal, para exposição dos escolares a escolas com escores mais elevados, segundo as variáveis independentes. Um escolar tem mais probabilidade de frequentar escola com EPSAE elevado na região Sul (OR = 2,80; IC95% 2,67-2,93) se a escola for privada privada (OR = 4,52; IC95% 4,25-4,81) e estiver localizada em capital de estado e se o

Interrater Reliability of the ENERGY Photo-Rating Instrument for School Environments Related to Physical Activity and Eating

NARCIS (Netherlands)

Altenburg, T.; te Velde, S.; Chiu, K.-J.; Moschonis, G.; Manios, Y.; De Bourdeaudhuij, I.; Vik, F.N.; Lien, N.; Brug, J.; Chinapaw, M.

Background: The school environment can play an important role in the prevention of childhood overweight and obesity. Photos of the school environment may contribute to more adequate measurement of the school environment, as photos can be rated by different assessors. We aimed to examine the

Influence of School Environment on Student Lunch Participation and Competitive Food Sales

Science.gov (United States)

Litchfield, Ruth E.; Wenz, Betsy

2011-01-01

Purpose/Objectives: The school nutrition environment includes food policy and practices, advertising, and presence of competitive foods (CF). CF provide schools with revenue; however, CF decrease National School Lunch Program (NSLP) participation and reimbursement as well as the nutrient density of children's diets. Local wellness policies (LWPs)…

The Toxic Food Environment Around Elementary Schools and Childhood Obesity in Mexican Cities.

Science.gov (United States)

Barrera, Lucia Hernandez; Rothenberg, Stephen J; Barquera, Simon; Cifuentes, Enrique

2016-08-01

The childhood obesity epidemic is a global concern. There is limited evidence in Mexico linking the local food environment to obesity. The purpose of this study is to describe the links between the local food environment around elementary schools and schoolchildren's BMI in two Mexican cities. Cross-sectional surveys were conducted in 60 elementary schools in two Mexican cities (i.e., Cuernavaca and Guadalajara) in 2012-2013. Anthropometric measurements on schoolchildren were collected, as well as environmental direct audits and observations in a 100-m buffer around schools. Children's BMI was evaluated according to WHO-recommended procedures. In BMI models, the explanatory variable was the number of retail food sources. These models were adjusted for child's characteristics, schools' socioeconomic background, compliance with federal guidelines concerning unhealthy foods within schools' facilities, and corresponding city. Analysis was conducted in 2014. The number of mobile food vendors was higher around public schools than outside private schools (passociation between children's BMI and the number of mobile food vendors around schools. Schoolchildren from the highest tertile of mobile food vendors showed 6.8% higher BMI units than those from the lowest tertile. Children attending schools within the highest tertile of food stores also had 4.7% higher BMI units than children from schools in the lowest tertile. Health policy in Mexico should target the obesogenic environment surrounding elementary schools, where children may be more exposed to unhealthy foods. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

High School STEM Teachers' Perceptions of the Work Environment

Science.gov (United States)

Pedersen, Daphne E.; West, Robert R.

2017-01-01

How do secondary STEM teachers perceive the environments in which they teach? To what degree is STEM teaching at the secondary level situated in a gendered workplace organization? Using data from the 1999-2000 Schools and Staffing Survey, we examined how men and women who were full-time secondary school teachers in STEM fields (N = 5,617)…

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

Science.gov (United States)

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.

Cultural Capital in Context: Heterogeneous Returns to Cultural Capital Across Schooling Environments

DEFF Research Database (Denmark)

Andersen, Ida Gran; Jæger, Mads Meier

2015-01-01

This paper tests two competing explanations of differences in returns to cultural capital across schooling environments: Cultural reproduction (cultural capital yields a higher returns in high-achieving environments than in low-achieving ones) and cultural mobility (cultural capital yields higher...... returns in low-achieving environments). Using multilevel mixture models, empirical results from analyses based on PISA data from three countries (Canada, Germany, and Sweden) show that returns to cultural capital tend to be higher in low-achieving schooling environments than in high-achieving ones....... These results principally support the cultural mobility explanation and suggest that research should pay explicit attention to the institutional contexts in which cultural capital is converted into educational success....

Cognitive Assessment Practices: A Survey of School Psychologists

Science.gov (United States)

Sotelo-Dynega, Marlene; Dixon, Shauna G.

2014-01-01

The present article describes an exploratory study regarding the preferred cognitive assessment practices of current school psychologists. Three hundred and twenty-three school psychologists participated in the survey. The results suggest that the majority of school psychologists endorsed that they base their assessment practices on an underlying…

Musical Home Environment, Family Background, and Parenting Style on Success in School Music and in School

Science.gov (United States)

Zdzinski, Stephen; Dell, Charlene; Gumm, Alan; Rinnert, Nathan; Orzolek, Douglas; Yap, Ching Ching; Cooper, Shelly; Keith, Timothy; Russell, Brian

2015-01-01

The purpose of this study was to examine influences of parental involvement-home music environment, family background, and parenting style factors on success in school music and in school. Participants (N = 1114) were music students in grades 4-12 from six regions of the United States. Data were gathered about parental involvement-home environment…

Relationship between Risk Assessment and Compliance to Health and Safety in Ugandan Secondary Schools

Science.gov (United States)

Sekiwu, Denis; Kabanda, Milly; Naluwemba, Esther Frances; Kaggwa, Victoria Tamale

2015-01-01

Health hazards are part and parcel of human life necessitating the provision of safety in every organizational environment (WHO regional Office for Africa, 2004). Likewise, the area of safety and accident prevention is of great concern to school improvement. The study sought to investigate the relationship between Risk Assessment and Compliancy to…

Research Methods Identifying Correlation Between Physical Environment of Schools and Educational Paradigms

Directory of Open Access Journals (Sweden)

Grėtė Brukštutė

2016-04-01

Full Text Available The article is analysing the research that was already carried out in order to determine correlation between a physical environment of schools and educational paradigms. While selecting materials for the analysis, the attention was focused on studies conducted in the USA and European countries. Based on these studies the methodological attitudes towards coherence of the education and spatial structures were tried to identify. Homogeneity and conformity of an educational character and a physical learning environment became especially important during changes of educational conceptions. The issue how educational paradigms affect the architecture of school buildings is not yet analysed in Lithuania, therefore the results of this research could actualize a theme on correlation between educational paradigms and the architecture of school buildings and form initial guidelines for the development of the modern physical learning environment.

Perspectives on the Eco-Schools Programme: An Environment ...

African Journals Online (AJOL)

Perspectives on the Eco-Schools Programme: An Environment/Education Dialogue. K Ward, K Schnack. Abstract. No Abstract. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT · Creative Commons License This work is licensed under a Creative Commons ...

Model-Based Learning Environment Based on The Concept IPS School-Based Management

Directory of Open Access Journals (Sweden)

Hamid Darmadi

2017-03-01

Full Text Available The results showed: (1 learning model IPS-oriented environment can grow and not you love the cultural values of the area as a basis for the development of national culture, (2 community participation, and the role of government in implementing learning model of IPS-based environment provides a positive impact for the improvement of management school resources, (3 learning model IPS-based environment effectively creating a way of life together peacefully, increase the intensity of togetherness and mutual respect (4 learning model IPS-based environment can improve student learning outcomes, (5 there are differences in the expression of attitudes and results learning among students who are located in the area of conflict with students who are outside the area of conflict (6 analysis of the scale of attitudes among school students da SMA result rewards high school students to the values of unity and nation, respect for diversity and peaceful coexistence, It is recommended that the Department of Education authority as an institution of Trustees and the development of social and cultural values in the province can apply IPS learning model based environments.

Forensic aspects and assessment of school bullying.

Science.gov (United States)

Freeman, Bradley W; Thompson, Christopher; Jaques, Cory

2012-12-01

This article describes school's obligations related to bullying behavior, the assessment of bullying students and their victims, the evaluation of claimed damages due to bullying, and potential interventions for both individuals and school systems to reduce the frequency of bullying behavior. This article assists evaluators when assessing youth who are involved in bullying behavior, either as victims or perpetrators. Key areas highlighted include an overview of bullying behaviors, legal issues related to a school's responsibility in preventing or curtailing bullying behaviors, important components of a bullying assessment, and proposed interventions to minimize bullying. Copyright © 2012 Elsevier Inc. All rights reserved.

International study of medical school learning environments and their relationship with student well-being and empathy.

Science.gov (United States)

Tackett, Sean; Wright, Scott; Lubin, Robert; Li, Jianing; Pan, Hui

2017-03-01

To assess whether favourable perceptions of the learning environment (LE) were associated with better quality of life, less burnout and more empathy across three undergraduate medical education programmes in Israel, Malaysia and China. Cross-sectional surveys were administered at the end of the 2013-2014 academic year at three medical schools: Technion American Medical Students Program (TAMS) in Israel, Perdana University-Royal College of Surgeons in Ireland School of Medicine (PURCSI) in Malaysia and Peking Union Medical College (PUMC) in China. LE perceptions were assessed using the Johns Hopkins Learning Environment Scale (JHLES). Well-being was assessed using validated items for quality of life and the depersonalisation and emotional exhaustion domains of burnout. The 20-item Jefferson Empathy Scale assessed empathy. Statistical analyses included bivariate regressions and multivariate regressions that adjusted for gender, school, class year and perceived academic rank. Overall, 400/622 (64.3%) students responded, with the following rates by site: TAMS 92/121 (76.0%), PURCSI 160/198 (80.1%) and PUMC 148/303 (48.8%). In multivariate models, favourable overall LE perceptions were associated with higher odds of good quality of life (odds ratio [OR], 3.2; 95% confidence interval [CI], 1.8-5.8; p < 0.001) and lower odds of emotional exhaustion (OR, 0.34; 95% CI, 0.24-0.50; p < 0.001) and depersonaliation (OR, 0.30; 95% CI, 0.24-0.37; p = 0.001). 'Community of Peers', one of seven factors in the JHLES, was the only one to be independently associated with better quality of life and less emotional exhaustion and depersonalisation. After adjusting for covariates, there was not a statistically significant association between overall LE and empathy (OR, 1.4; 95% CI, 0.91-2.2; p = 0.12). Students' LE perceptions are closely associated with their well-being, and fostering peer community may hold promise for enhancing quality of life and protecting against burnout. Across

Multiage Assessment: One School's Plan.

Science.gov (United States)

Arnold, Sue Beth; Kidwell, Barbara; Rossman, David

1998-01-01

Describes one elementary school's multiage assessment plan. Describes how standards were developed, and describes the assessment plan's guiding element: the progress report arranged as a continuum of objectives that serve as a goal indicator and a reporting mechanism. Discusses how objectives are assessed, record keeping and documentation, and the…

Risk assessment and the environment

International Nuclear Information System (INIS)

Fisk, D.J.

1992-01-01

This paper reviews the use of risk assessment techniques in the field of environment protection. I will argue that in some important instances the development of environment policy has been a source of fruitful development of a risk based methodologies. In other cases the importation of risk assessment techniques has proved much more problematic. As the scope of environmental regulation increases so does the possibility of inconsistent and arbitrary solutions to problems. The need for a more systematic approach to the development of environmental regulation has never been stronger, so it is important to understand the reasons for the mixed success of risk assessment. This applies equally to those nations with long traditions of the regulation of private sector industry and those just beginning on this course. The way ahead may be to extend our ideas of how to express risk and uncertainty. Some of the recent cause celebres of environment policy show this challenge very clearly. As an example, this paper will look at the problem of assessing the risk of man-made climate change

Risk assessment and the environment

Energy Technology Data Exchange (ETDEWEB)

Fisk, D J [Department of the Environment (United Kingdom)

1992-07-01

This paper reviews the use of risk assessment techniques in the field of environment protection. I will argue that in some important instances the development of environment policy has been a source of fruitful development of a risk based methodologies. In other cases the importation of risk assessment techniques has proved much more problematic. As the scope of environmental regulation increases so does the possibility of inconsistent and arbitrary solutions to problems. The need for a more systematic approach to the development of environmental regulation has never been stronger, so it is important to understand the reasons for the mixed success of risk assessment. This applies equally to those nations with long traditions of the regulation of private sector industry and those just beginning on this course. The way ahead may be to extend our ideas of how to express risk and uncertainty. Some of the recent cause celebres of environment policy show this challenge very clearly. As an example, this paper will look at the problem of assessing the risk of man-made climate change.

HEALTH INDICATORS IN SCHOOL: ASSESSMENT OF NUTRITIONAL STATUS AND MOTOR PERFORMANCE

Directory of Open Access Journals (Sweden)

Andressa Ribeiro Contreira

2013-11-01

Full Text Available Objective: This study aimed to investigate the relationship among motor performance and nutritional status in students. Methods: Attended by 27 adolescents of both sexes, aged between 11-13 years (average 11.74 ± 0.70 years from a private school in Florianópolis/SC. The motor performance was assessed using the MABC-2. For assess the nutritional status was used the BMI calculus. Results: Among 27 participants, 6 had a risk / indicative of motor difficulties and 9 had overweight. The vast majority of participants had adequate height for age. There was negative significant statistically correlation, but moderate, among BMI and total performance in the MABC-2, indicating that as higher the BMI, worse is the motor performance. Conclusion: Based on these results and the literature, it is suggested that in addition to the identification of children with overweight and motor difficulties, programs targeted physical activity and motor interventions are implemented, especially in the school environment, aiming to maintain the health conditions.

Contextualizing physical literacy in the school environment: The challenges

Directory of Open Access Journals (Sweden)

Darla M. Castelli

2015-06-01

Full Text Available The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recommendations are made to assist teachers in overcoming such barriers: (a whole of school approach, (b effective, differentiated pedagogy, (c integration of technology for individualized tracking of progress, (d supportive school climate, and (e alignment of local efforts with national initiatives.

School Indoor Air Quality Assessment and Program Implementation.

Science.gov (United States)

Prill, R.; Blake, D.; Hales, D.

This paper describes the effectiveness of a three-step indoor air quality (IAQ) program implemented by 156 schools in the states of Washington and Idaho during the 2000-2001 school year. An experienced IAQ/building science specialist conducted walk-through assessments at each school. These assessments documented deficiencies and served as an…

Preparing Professional School Counselors as Collaborators in Culturally Competent School Administration

Science.gov (United States)

Nelson, Judith; Bustamante, Rebecca M.

2009-01-01

In collaboration with principals and other leadership team members, professional school counselors have ethical responsibilities in promoting culturally competent school environments. Pre-service training is the ideal time for school counselors and principals to develop the necessary background information, tools, and assessment skills to assist…

Cultural capital in context: heterogeneous returns to cultural capital across schooling environments.

Science.gov (United States)

Andersen, Ida Gran; Jæger, Mads Meier

2015-03-01

This paper tests two competing explanations of differences in returns to cultural capital across schooling environments: Cultural reproduction (cultural capital yields a higher returns in high-achieving environments than in low-achieving ones) and cultural mobility (cultural capital yields higher returns in low-achieving environments). Using multilevel mixture models, empirical results from analyses based on PISA data from three countries (Canada, Germany, and Sweden) show that returns to cultural capital tend to be higher in low-achieving schooling environments than in high-achieving ones. These results principally support the cultural mobility explanation and suggest that research should pay explicit attention to the institutional contexts in which cultural capital is converted into educational success. Copyright © 2014 Elsevier Inc. All rights reserved.

Comparison of student's satisfaction on school food service environment by the eating place and gender

Science.gov (United States)

Jung, Jisook; Oh, Yu-jin

2009-01-01

The purpose of this study was to compare student's satisfaction with school food service environment to improve the quality of middle school meal service. A survey was conducted of 680 students (boys 246, girls 433) from 6 middle schools providing school meals from October to November 2007. The questionnaires were directly distributed to the subjects for comparison of satisfaction of school meals depending on the eating place. As for the quantity of food, classroom group (3.40) expressed significantly higher satisfaction than cafeteria group (3.16, P < 0.01), but as for the satisfaction on hygiene, classroom group (2.76) showed significantly lower satisfaction than cafeteria group (3.03, P < 0.01). About the satisfaction of school meal environment, classroom group showed more satisfaction on distribution time, eating place, eating atmosphere (P < 0.001). The classroom group showed higher satisfaction than cafeteria group in cases of quantity, diversity of types of soup, dessert, and the cost of school meal. To improve eating place and hygiene of school meal, sufficient cafeteria space and pleasant environment is needed to be established. PMID:20098582

Creating sustainable learning environments in schools by means of ...

African Journals Online (AJOL)

Creating sustainable learning environments in schools by means of strategic ... be addressed by means of proper strategic planning of the education system as such ... The authors who are academics at a university and who are specializing in ...

Utilising learning environment assessments to improve teaching ...

African Journals Online (AJOL)

We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class?

Perceptions of nursing students of educational environment at a private undergraduate School of Nursing in Karachi.

Science.gov (United States)

Farooq, Salima; Rehman, Rehana; Hussain, Mehwish; Dias, Jacqueline Maria

2018-02-01

To assess educational environment at a nursing school.. The cross-sectional survey was carried out from May to October 2016 at Aga Khan University School of Nursing and Midwifery, Karachi, using the Dundee Ready Educational Environment Measure tool. The scores were obtained by merging five sub-scales of the inventory. The average scores of the scale and sub-scales were compared in terms of age, year of study, and living status using Mann-Whitney U test, and among years of study by Kruskal Wallis test.. Of the 442 students, 228(51.6%) had age below 20 years. Overall, 131(29.1%) subjects were in the first year, 152(33.8%) second year, 91(20.2%) third year and 76(16.9%) fourth year. The average Dundee Ready Educational Environment Measure score was 129.92±19.97 with reliability of 88.9%. Students aged 20 years and less had more positive perceptions than students over 20 years (pnursing students attained significant highest scores in all sub-scales compared to the rest (pnursing students, as well as those living in the hostel and those who were in their initial years of nursing education.

The Relationship between the Physical Environment of Schools and Teacher Morale, Sense of Belonging, and Work Ethic

Science.gov (United States)

Wiley, Ben D.

2017-01-01

This study examines the physical environment of school buildings and the effects it has on teacher morale, sense of belonging, and work ethic. Within this mixed-method study, four New York State schools were given the researcher developed School Environment Survey, and multiple school stakeholders were interviewed to determine the extent of these…

Assessing attachment in school-aged children: Do the School-Age Assessment of Attachment and Family Drawings work together as complementary tools?

Science.gov (United States)

Carr-Hopkins, Rebecca; De Burca, Calem; Aldridge, Felicity A

2017-07-01

Our goal was to identify an assessment package that could improve treatment planning for troubled children and their families. To assess the validity of our tools, we tested the relations among the School-Age Assessment of Attachment, the Family Drawing and children's risk status. We used the Dynamic-Maturational Model of Attachment and Adaptation to interpret the assessments in the hope of identifying a gradient of risk, and explore whether a new coding method improved the validity of Family Drawings and their utility as a tool to complement the School-Age Assessment of Attachment. The participants were 89 children, aged between 5 and 12 years; 32 children were involved with mental health services or child protection. Each child completed a School-Age Assessment of Attachment and a Family Drawing. Both assessments differentiated between clinical and normative referrals with moderate effect sizes when dichotomizing risk versus non-risk attachment. When the analysis incorporated a gradient of six attachment classifications, the effect sizes decreased, but specificity of risk increased. The School-Age Assessment of Attachment had greater validity for discriminating risk, and type of risk, than the Family Drawings. With a School-Age Assessment of Attachment and family history, the Family Drawing can provide information about distress that some children do not provide verbally. Integration of the two assessment tools alongside information about parental and family functioning appears to be the key to formulating children's problems.

Principals as Assessment Leaders in Rural Schools

Science.gov (United States)

Renihan, Patrick; Noonan, Brian

2012-01-01

This article reports a study of rural school principals' assessment leadership roles and the impact of rural context on their work. The study involved three focus groups of principals serving small rural schools of varied size and grade configuration in three systems. Principals viewed assessment as a matter of teacher accountability and as a…

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

Science.gov (United States)

2014-01-01

Background High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Methods Elementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007–08 (N = 513) and 2011–12 (N = 490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income. Results After policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time. Conclusion Positive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools. PMID:24731514

Assessing the validity of commercial and municipal food environment data sets in Vancouver, Canada.

Science.gov (United States)

Daepp, Madeleine Ig; Black, Jennifer

2017-10-01

The present study assessed systematic bias and the effects of data set error on the validity of food environment measures in two municipal and two commercial secondary data sets. Sensitivity, positive predictive value (PPV) and concordance were calculated by comparing two municipal and two commercial secondary data sets with ground-truthed data collected within 800 m buffers surrounding twenty-six schools. Logistic regression examined associations of sensitivity and PPV with commercial density and neighbourhood socio-economic deprivation. Kendall's τ estimated correlations between density and proximity of food outlets near schools constructed with secondary data sets v. ground-truthed data. Vancouver, Canada. Food retailers located within 800 m of twenty-six schools RESULTS: All data sets scored relatively poorly across validity measures, although, overall, municipal data sets had higher levels of validity than did commercial data sets. Food outlets were more likely to be missing from municipal health inspections lists and commercial data sets in neighbourhoods with higher commercial density. Still, both proximity and density measures constructed from all secondary data sets were highly correlated (Kendall's τ>0·70) with measures constructed from ground-truthed data. Despite relatively low levels of validity in all secondary data sets examined, food environment measures constructed from secondary data sets remained highly correlated with ground-truthed data. Findings suggest that secondary data sets can be used to measure the food environment, although estimates should be treated with caution in areas with high commercial density.

Functional Assessment of School Attendance Problems : An Adapted Version of the School Refusal Assessment Scale-Revised

NARCIS (Netherlands)

Heyne, D. A.; Vreeke, L. J.; Maric, M.; Boelens, H.; Van Widenfelt, B. M.

2017-01-01

The School Refusal Assessment Scale (SRAS) was developed to identify four factors that might maintain a youth’s school attendance problem (SAP), and thus be targeted for treatment. There is still limited support for the four-factor model inherent to the SRAS and its revision (SRAS-R). Recent studies

Assessing the active living environment in three rural towns with a high proportion of Native Hawaiians and other Pacific Islanders.

Science.gov (United States)

Hafoka, Siosaia F

2017-01-01

Background: Existing literature on the built environment and physical activity in rural areas is very limited. Studies have shown that residents in rural areas are less likely to meet physical activity requirements than their counterparts living in urban and suburban areas. They are also less likely to have access to amenities and programs that promote physical activity. This study seeks to fill gaps in the literature by assessing the built environment in three rural towns in Hawai'i that have a high proportion of Native Hawaiians and other Pacific Islanders. Methods: The Rural Active Living Assessment (RALA) tools will be used to assess the built environment. The RALA has three components - Policy and Program Assessment (PPA), Town Wide Assessment (TWA), and Street Segment Assessment (SSA) which will be used to provide a comprehensive assessment of the active living environment. Assessments were completed in September and October 2016. Results: One assessment was completed in each town for the TWA and PPA. The SSA was completed with 60 segments (20 from each town). Conclusion: The RALA tools identified supports in these three rural towns. The assessment also identified barriers and gaps - especially with the town and school polices of each town.

Preventing School Violence

Science.gov (United States)

Rulloda, Rudolfo Barcena

2011-01-01

School violence has mushroomed into a devastating epidemic and is deteriorating the basic foundation of education. In this article, the author will present several teaching strategies for preventing school violence from becoming an arduous enigma within the classroom and school environments, and focus on assessment and reflection in order to…

School environments and obesity: The mediating role of personal stress.

Science.gov (United States)

Milam, Adam J; Jones, Chandria D; Debnam, Katrina J; Bradshaw, Catherine P

2017-01-01

Youth spend a large amount of time in the school environment. Given the multiple influences of teachers, peers, and food and physical activity options, youth are likely to experience stressors that can influence their weight. This study examines the association between school climate and weight status. Students ( n = 28,582; 58 schools) completed an online, anonymous school climate survey as part of the Maryland Safe and Supportive Schools Project. Multilevel structural equation modeling was used to explore the association between school climate, personal stress, and obesity. Analyses were stratified by gender. At the individual level, poor school climate (bullying, physical safety, and lack of whole-school connectedness) was associated with an increased likelihood of being overweight among females ( β =.115, p = .019) but not males ( β = .138; p =.244), after controlling for age, race, and physical activity. There was no association between school climate at the school level and being overweight among males or females. A second model included stress as a potential mediator; stress attenuated the relationship between poor school-related climate and being overweight ( β = .039; p = .048) among females. Findings suggest that stress related to school climate can play a role in the health and weight status of youth.

A large scale study of the assessment of the social environment of middle and secondary schools: the validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement.

Science.gov (United States)

Brand, Stephen; Felner, Robert D; Seitsinger, Anne; Burns, Amy; Bolton, Natalie

2008-10-01

Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young adolescents. Teachers' climate ratings exhibited a robust dimensional structure, high levels of internal consistency, and moderate levels of stability over 1-and 2-year time spans. Teachers' climate ratings were also found to be related consistently with students' ratings. In three large-scale samples of schools, teachers' climate ratings were associated significantly and consistently with students' performance on standardized tests of academic achievement, and with indexes of their academic, behavioral, and socio-emotional adjustment.

Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience

Science.gov (United States)

Kraft, Matthew A.; Papay, John P.

2014-01-01

Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years. PMID:25866426

Effect of Insecurity of School Environment on the Academic Performance of Secondary School Students in Imo State

Science.gov (United States)

Ojukwu, M. O.

2017-01-01

The major aim of this study was to investigate the effect of insecurity of school environment on the academic performance of secondary school students in Imo state, Nigeria. A total of 1000 made up of 500 each of male and female students responded to a self-structured validated questionnaire designed for the study. Two research questions and two…

Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

Science.gov (United States)

Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

2011-01-01

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

Quantification of differences between occupancy and total monitoring periods for better assessment of exposure to particles in indoor environments

Science.gov (United States)

Wierzbicka, A.; Bohgard, M.; Pagels, J. H.; Dahl, A.; Löndahl, J.; Hussein, T.; Swietlicki, E.; Gudmundsson, A.

2015-04-01

For the assessment of personal exposure, information about the concentration of pollutants when people are in given indoor environments (occupancy time) are of prime importance. However this kind of data frequently is not reported. The aim of this study was to assess differences in particle characteristics between occupancy time and the total monitoring period, with the latter being the most frequently used averaging time in the published data. Seven indoor environments were selected in Sweden and Finland: an apartment, two houses, two schools, a supermarket, and a restaurant. They were assessed for particle number and mass concentrations and number size distributions. The measurements using a Scanning Mobility Particle Sizer and two photometers were conducted for seven consecutive days during winter in each location. Particle concentrations in residences and schools were, as expected, the highest during occupancy time. In the apartment average and median PM2.5 mass concentrations during the occupancy time were 29% and 17% higher, respectively compared to total monitoring period. In both schools, the average and medium values of the PM2.5 mass concentrations were on average higher during teaching hours compared to the total monitoring period by 16% and 32%, respectively. When it comes to particle number concentrations (PNC), in the apartment during occupancy, the average and median values were 33% and 58% higher, respectively than during the total monitoring period. In both houses and schools the average and median PNC were similar for the occupancy and total monitoring periods. General conclusions on the basis of measurements in the limited number of indoor environments cannot be drawn. However the results confirm a strong dependence on type and frequency of indoor activities that generate particles and site specificity. The results also indicate that the exclusion of data series during non-occupancy periods can improve the estimates of particle concentrations and

Initiating change locally in bullying and aggression through the school environment (INCLUSIVE) trial: update to cluster randomised controlled trial protocol.

Science.gov (United States)

Bonell, Chris; Mathiot, Anne; Allen, Elizabeth; Bevilacqua, Leonardo; Christie, Deborah; Elbourne, Diana; Fletcher, Adam; Grieve, Richard; Legood, Rosa; Scott, Stephen; Warren, Emily; Wiggins, Meg; Viner, Russell M

2017-05-25

Systematic reviews suggest that multi-component interventions are effective in reducing bullying victimisation and perpetration. We are undertaking a phase III randomised trial of the INCLUSIVE multi-component intervention. This trial aims to assess the effectiveness and cost-effectiveness of the INCLUSIVE intervention in reducing aggression and bullying victimisation in English secondary schools. This paper updates the original trial protocol published in 2014 (Trials 15:381, 2014) and presents the changes in the process evaluation protocol and the secondary outcome data collection. The methods are summarised as follows. cluster randomised trial. 40 state secondary schools. Outcomes assessed among the cohort of students at the end of year 7 (n = 6667) at baseline. INCLUSIVE is a multi-component school intervention including a social and emotional learning curriculum, changes to school environment (an action group comprising staff and students reviews local data on needs to review rules and policies and determine other local actions) and staff training in restorative practice. The intervention will be delivered by schools supported in the first two years by educational facilitators independent of the research team, with a third intervention year involving no external facilitation but all other elements. Comparator: normal practice. Primary: Two primary outcomes at student level assessed at baseline and at 36 months: 1. Aggressive behaviours in school: Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale (ESYTC) 2. Bullying and victimisation: Gatehouse Bullying Scale (GBS) Secondary outcomes assessed at baseline, 24 and 36 months will include measures relating to the economic evaluation, psychosocial outcomes in students and staff and school-level truancy and exclusion rates. 20 schools per arm will provide 90% power to identify an effect size of 0.25 SD with a 5% significance level. Randomisation: eligible consenting schools were

Associations among school characteristics and foodservice practices in a nationally representative sample of United States schools

Science.gov (United States)

Despite knowledge that the school food environment can have a significant impact on children’s nutritional health, few studies have taken a comprehensive approach to assessing this environment. The purpose of this study was to determine school characteristics that were associated with healthy and u...

School environments and social risk factors for child pedestrian-motor vehicle collisions: A case-control study.

Science.gov (United States)

Rothman, Linda; Howard, Andrew; Buliung, Ron; Macarthur, Colin; Richmond, Sarah A; Macpherson, Alison

2017-01-01

Child pedestrian-motor vehicle collisions (PMVCs) have decreased in Canada in the past 20 years. Many believe this trend is explained by the rise in automobile use for all travel. Initiatives to increase walking to school need to consider PMVC risk. Potential risk factors related to walking to school, the built environment and social factors were examined for schools with historically high child PMVC rates. Child PMVCs (age 4-12 years) from 2000 to 2013 and built environment features were mapped within school attendance boundaries in the City of Toronto, Canada. Case and control schools were in the highest and lowest PMVC quartiles respectively. Observational counts of travel mode to school were conducted. Logistic regression evaluated walking to school, built environment and social risk factors for higher PMVC rates, stratified by geographic location (downtown vs. inner suburbs). The mean PMVC rates were 18.8/10,000/year (cases) and 2.5/10,000/year (controls). One-way street density (OR=4.00), school crossing guard presence (OR=3.65) and higher social disadvantage (OR=1.37) were associated with higher PMVCs. Higher residential land use density had a protective effect (OR=0.56). More walking was not a risk factor. While several built environment risk factors were identified for the inner suburbs; only social disadvantage was a risk factor within older urban neighbourhoods. Several modifiable environmental risk factors were identified for child PMVCs. More walking to school was not associated with increased PMVCs after controlling for the environment. School social disadvantage was associated with higher PMVCs with differences by geographic location. These results have important implications for the design of roadways around schools. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

THE ENVIRONMENT AS A CRUCIAL LEARNING FACTOR AT PRE-SCHOOL

Directory of Open Access Journals (Sweden)

Snježana Močinić

2016-01-01

Full Text Available In this essay, the author hypothesizes that physical environment is an essential factor for developing an educational project. The environment is considered a sort of "third educator", playing a decisive role in determining the quality of learning. Classrooms, laboratory, the corridor, the structure of the building itself and the context in which the building is placed; the colours of the walls, the quality of natural and artificial light in the building, the furniture and materials for learning are variables which determine the environment where a child lives, learns, experiences, begins relationships with other people. The educator is very important in the process of a child's development. By means of direct and indirect action, he/she can create an attractive space in the building, more accessible for the processes of functional learning. The empirical research, described in the present survey, underlines the importance of pre-schools as an important place for meeting, interaction, listening and reciprocity leading toward an improvement in the relationship between the child and the school environment. In particular, this empirical research will show the diversity of the places and materials teachers made available to children.

Male and Female Middle School Students' Perceptions of Maternal Employment as a Function of Gender and School Environment.

Science.gov (United States)

Farrell, Debi; Lindquist, Mia; Strauss, Aviva; Gorton, Larua; McCauley, Joyce; Nyce, Susan; Johnson, Lisa; Covert, Stephanie; Maggi, Leigh; Fields, Susan; Eddy, Preethy; Black, Aimee; Denis, Lauren; Chambliss, Catherine

This study examined middle school students' perceptions of maternal employment, as a function of their gender and type of school environment (suburban vs. urban). A four-part survey, which included information about the respondents' mother's work status, the Beliefs About Consequences of Maternal Employment for Children (BACMEC) scale, and…

Assess So You Can Address Indoor Air Quality in Your School – Use EPA’s New IAQ School Assessment Mobile App

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Provides overview of Assessing IAQ by downloading EPA's School Assessment Mobile App. “One-stop shop” for accessing guidance from EPA’s IAQ Tools for Schools Action Kit with proven strategies for specifically addressing important IAQ issues.

Home environment, brain injury, & school performance in LBW survivors.

Science.gov (United States)

Mahoney, Ashley Darcy; Pinto-Martin, Jennifer; Hanlon, Alexandra

2014-01-01

There has been substantial research on low birthweight (LBW) as a predictor of adverse educational and cognitive outcomes. LBW infants perform worse on cognitive battery tests compared to children born at normal birthweight; however, children exposed to similar risks do not all share the same experiences. The complex, interrelated factors responsible for poor cognitive and achievement performance vary for different populations, but researchers hypothesize that the home environment may influence the infants' long-term health outcomes. Examine the home environment as a moderator in the causal pathway from neonatal brain injury to school performance in a secondary analysis of a prospectively studied, geographically defined cohort from the Neonatal Brain Hemorrhage Study. The secondary analysis sample included 543 infants with birthweights of 501 to 2,000 g who were born consecutively in three community hospitals in New Jersey between 1984 and 1986. School performance at age 9 was measured by the Woodcock-Johnson Tests of Achievement. The home environment variables were tested and analyzed using multistep hierarchical regression modeling. A moderating effect between the variable neighborhood observations and brain injury was demonstrated for the outcome math score. The moderating relationship was found in the category of children without brain injury (β = 1.76, p = .005). There were statistically significant and potentially clinical meaningful models when looking at the home environmental variables as they relate to reading and math scores. The findings suggest that at least one variable within a LBW child's socio-environmental milieu can moderate the effects of perinatal brain injury on school performance outcomes.

Safe school task force: University-community partnership to promote student development and a safer school environment.

Science.gov (United States)

Adler, Corey; Chung-Do, Jane; Ongalibang, Ophelia

2008-01-01

The Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) focuses its youth violence prevention efforts on community mobilization by partnering with Kailua High School and other local community groups. This paper describes the development and activities of the Safe School Task Force (SSTF) and the lessons learned. In response to concerns of school, community members, and students, the SSTF was organized to promote student leadership in raising awareness about problems related to violence. Collaboration among the school, community, and the university places students in leadership roles to reduce school violence and enhances their self-efficacy to improve their school environment. To increase SSTF effectiveness, more attention must be paid to student recruitment, consistent community partnerships, and gaining teacher buy-in. This partnership may be useful in multicultural communities to provide students the opportunities to learn about violence prevention strategies, community mobilization, and leadership skills.

Students' Collective Knowledge Construction in the Virtual Learning Environment ""ToLigado"--Your School Interactive Newspaper"

Science.gov (United States)

Passarelli, Brasilina

2008-01-01

Introduction: The ToLigado Project--Your School Interactive Newspaper is an interactive virtual learning environment conceived, developed, implemented and supported by researchers at the School of the Future Research Laboratory of the University of Sao Paulo, Brazil. Method: This virtual learning environment aims to motivate trans-disciplinary…

Aggression in Primary Schools: The Predictive Power of the School and Home Environment

Science.gov (United States)

Kozina, Ana

2015-01-01

In this study, we analyse the predictive power of home and school environment-related factors for determining pupils' aggression. The multiple regression analyses are performed for fourth- and eighth-grade pupils based on the Trends in Mathematics and Science Study (TIMSS) 2007 (N = 8394) and TIMSS 2011 (N = 9415) databases for Slovenia. At the…

Colour contribution to children's wayfinding in school environments

Science.gov (United States)

Helvacıoǧlu, Elif; Olguntürk, Nilgün

2011-03-01

The purpose of this study was to explore the contribution of colour to children's wayfinding ability in school environments and to examine the differences between colours in terms of their remembrance and usability in route learning process. The experiment was conducted with three different sample groups for each of three experiment sets differentiated by their colour arrangement. The participants totalled 100 primary school children aged seven and eight years old. The study was conducted in four phases. In the first phase, the participants were tested for familiarity with the experiment site and also for colour vision deficiencies by using Ishihara's tests for colour-blindness. In the second phase, they were escorted on the experiment route by the tester one by one, from one starting point to one end point and were asked to lead the tester to the end point by the same route. In the third phase, they were asked to describe verbally the route. In the final phase, they were asked to remember the specific colours at their correct locations. It was found that colour has a significant effect on children's wayfinding performances in school environments. However, there were no differences between different colours in terms of their remembrances in route finding tasks. In addition, the correct identifications of specific colours and landmarks were dependent on their specific locations. Contrary to the literature, gender differences were not found to be significant in the accuracy of route learning performances.

Indoor air radon dose assessment for elementary, middle and high schools at Ulju county in Korea

International Nuclear Information System (INIS)

Lee, Choong Wie; Kim, Hee Reyoung

2016-01-01

Ulsan is the largest industrial city and possesses the largest area among 7 metropolitan cities in Korea. Ulju county is one of the administrative districts of Ulsan, and covers over 70 % of Ulsan and is surrounded by mountain to the east and sea to the west, which has urban and rural area. Thus, there are many geological and industrial condition in its environment. Ministry of Environment (ME) of Korea is carrying out radon survey every 2 years, but this survey focuses on radon radioactivity of the houses and radon survey for schools isn't detailed. At schools, people with various age work and are educated for a specific time, therefore, it is needed to analyze the radon radioactivity concentration of indoor air to estimate the effect by the radon exposure. Indoor air radon radioactivity concentration and dose of 57 schools including elementary, middle and high schools in Ulju county were analyzed by using alpha track. It was understood that average radon concentrations of schools in Ulju county were being maintained below recommendation level although survey results of some schools showed 295 Bq/m 3 higher than regulation of Ministry of Environment for radon concentration, 148 Bq/m 3 . Indoor annual effective dose of 0.157 mSv by radon was found to be less than 7 % of the natural radiation exposure of 2.4 mSv when ICRP dose coefficient for adult male was applied. It was thought that further radon effect analysis for various ages including children was needed for more accurate dose assessment

Indoor air radon dose assessment for elementary, middle and high schools at Ulju county in Korea

Energy Technology Data Exchange (ETDEWEB)

Lee, Choong Wie; Kim, Hee Reyoung [KAERI, Daejeon (Korea, Republic of)

2016-05-15

Ulsan is the largest industrial city and possesses the largest area among 7 metropolitan cities in Korea. Ulju county is one of the administrative districts of Ulsan, and covers over 70 % of Ulsan and is surrounded by mountain to the east and sea to the west, which has urban and rural area. Thus, there are many geological and industrial condition in its environment. Ministry of Environment (ME) of Korea is carrying out radon survey every 2 years, but this survey focuses on radon radioactivity of the houses and radon survey for schools isn't detailed. At schools, people with various age work and are educated for a specific time, therefore, it is needed to analyze the radon radioactivity concentration of indoor air to estimate the effect by the radon exposure. Indoor air radon radioactivity concentration and dose of 57 schools including elementary, middle and high schools in Ulju county were analyzed by using alpha track. It was understood that average radon concentrations of schools in Ulju county were being maintained below recommendation level although survey results of some schools showed 295 Bq/m{sup 3} higher than regulation of Ministry of Environment for radon concentration, 148 Bq/m{sup 3}. Indoor annual effective dose of 0.157 mSv by radon was found to be less than 7 % of the natural radiation exposure of 2.4 mSv when ICRP dose coefficient for adult male was applied. It was thought that further radon effect analysis for various ages including children was needed for more accurate dose assessment.

The Interplay between Adolescent Needs and Secondary School Structures: Fostering Developmentally Responsive Middle and High School Environments across the Transition

Science.gov (United States)

Ellerbrock, Cheryl R.; Kiefer, Sarah M.

2013-01-01

Understanding the developmental responsiveness of secondary school environments may be an important factor in supporting students as they make the transition from one school to the next. Students' needs may or may not be met depending on the nature of the fit between their basic and developmental needs and secondary school structures at the middle…

What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

Science.gov (United States)

Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

2017-01-01

Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

How Does a Principal in Detroit Public Schools Produce a Productive Learning Environment within the Current System?

Science.gov (United States)

Davenport, Marcus G.

2017-01-01

In this dissertation, the researcher investigates the success of productive learning environments in Detroit Public Schools. Using interviews with three productive principals from the Detroit school system, the researcher explores three related issues in public schooling. The first issue is the definition of a productive learning environment. By…

LGBTQ Literature in Middle School Classrooms: Possibilities for Challenging Heteronormative Environments

Science.gov (United States)

Dinkins, Elizabeth G.; Englert, Patrick

2015-01-01

This paper uses a case study approach to examine how the heteronormative nature of one middle school setting and classroom environment shapes the climate of safety, support and learning for LGBTQ students when they are engaged in studying a novel with a gay character. Heteronormative environments inform and shape positioning of and by students and…

The school environment and student health: a systematic review and meta-ethnography of qualitative research

OpenAIRE

Jamal, Farah; Fletcher, Adam; Harden, Angela; Wells, Helene; Thomas, James; Bonell, Chris

2013-01-01

Background\\ud There is increasing interest in promoting young people’s health by\\ud modifying the school\\ud environment. However, existing research offers little guidance on how\\ud the school context\\ud enables or constrains students’ health behaviours, or how students’ backgr\\ud ounds relate to\\ud these processes. For these reasons, this paper reports on a meta-et\\ud hnography of qualitative\\ud studies examining: through what processes does the school environment (s\\ud ocial and physical)\\ud...

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change.

Science.gov (United States)

Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A

2017-10-01

The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization

Assessment of School Principals' Reassignment Process

Science.gov (United States)

Sezgin-Nartgün, Senay; Ekinci, Serkan

2016-01-01

This study aimed to identify administrators' views related to the assessment of school principals' reassignment in educational organizations. The study utilized qualitative research design and the study group composed of 8 school administrators selected via simple sampling who were employed in the Bolu central district in 2014-2015 academic year.…

Imagination in School Children's Choice of Their Learning Environment: An Australian Study

Science.gov (United States)

Bland, Derek; Sharma-Brymer, Vinathe

2012-01-01

A visual research project addressed school children's concepts of ideal learning environments. Drawings and accompanying narratives were collected from Year 5 and Year 6 children in nine Queensland primary schools. The 133 submissions were analysed and coded to develop themes, identify key features and consider the uses of imagination. The…

[Regional atmospheric environment risk source identification and assessment].

Science.gov (United States)

Zhang, Xiao-Chun; Chen, Wei-Ping; Ma, Chun; Zhan, Shui-Fen; Jiao, Wen-Tao

2012-12-01

Identification and assessment for atmospheric environment risk source plays an important role in regional atmospheric risk assessment and regional atmospheric pollution prevention and control. The likelihood exposure and consequence assessment method (LEC method) and the Delphi method were employed to build a fast and effective method for identification and assessment of regional atmospheric environment risk sources. This method was applied to the case study of a large coal transportation port in North China. The assessment results showed that the risk characteristics and the harm degree of regional atmospheric environment risk source were in line with the actual situation. Fast and effective identification and assessment of risk source has laid an important foundation for the regional atmospheric environmental risk assessment and regional atmospheric pollution prevention and control.

Student Voices in School-Based Assessment

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Tong, Siu Yin Annie; Adamson, Bob

2015-01-01

The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through…

Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative.

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Skochelak, Susan E; Stansfield, R Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D; Christianson, Charles; Filstead, William; Quirk, Mark

2016-09-01

Accreditation and professional organizations have recognized the importance of measuring medical students' perceptions of the learning environment, which influences well-being and professional competency development, to optimize professional development. This study was conducted to explore interactions between students' perceptions of the medical school learning environment, student demographic variables, and students' professional attributes of empathy, coping, tolerance of ambiguity, and patient-centeredness to provide ideas for improving the learning environment. Twenty-eight medical schools at 38 campuses recruited 4,664 entering medical students to participate in the two-cohort longitudinal study (2010-2014 or 2011-2015). The authors employed chi-square tests and analysis of variance to examine the relationship between Medical School Learning Environment Survey (MSLES) scores and student characteristics. The authors used mixed-effects models with random school and campus effects to test the overall variances accounted for in MSLES scores at the end of the first year of medical school. Student attributes and demographic characteristics differed significantly across schools but accounted for only 2.2% of the total variance in MSLES scores. Medical school campus explained 15.6% of the variance in MSLES scores. At year's end, students' perceptions toward the learning environment, as reported on the MSLES, differed significantly according to the medical school campus where they trained. Further studies are needed to identify specific factors, such as grading policies, administrative support, and existence of learning communities, which may influence perceptions of the learning environment at various schools. Identifying such variables would assist schools in developing a positive learning environment.

The Development of a Secondary School Health Assessment Model

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Sriring, Srinual; Erawan, Prawit; Sriwarom, Monoon

2015-01-01

The objective of this research was to: 1) involved a survey of information relating to secondary school health, 2) involved the construction of a model of health assessment and a handbook for using the model in secondary school, 3) develop an assessment model for secondary school. The research included 3 phases. (1) involved a survey of…

School-Based Mental Health Professionals' Bullying Assessment Practices: A Call for Evidence-Based Bullying Assessment Guidelines

Science.gov (United States)

Blake, Jamilia; Banks, Courtney S.; Patience, Brenda A.; Lund, Emily M.

2014-01-01

A sample of 483 school-based mental health professionals completed a survey about the training they have received related to conducting bullying assessments in schools, competence in conducting an assessment of bullying, and the bullying assessment methods they used. Results indicate that school counselors were usually informed about incidents of…

Theories of how the school environment impacts on student health: systematic review and synthesis.

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Bonell, C P; Fletcher, A; Jamal, F; Wells, H; Harden, A; Murphy, S; Thomas, J

2013-11-01

Public-health interventions informed by theory can be more effective but complex interventions often use insufficiently complex theories. We systematically reviewed theories of how school environments influence health. We included 37 reports drawing on 24 theories. Narrative synthesis summarised and categorised theories. We then produced an integrated theory of school environment influences on student health. This integrated theory could inform complex interventions such as health promoting schools programmes. Using systematic reviews to develop theories of change might be useful for other types of 'complex' public-health interventions addressing risks at the individual and community levels. © 2013 Published by Elsevier Ltd.

School based assessment module for invasion games category in ...

African Journals Online (AJOL)

School based assessment module for invasion games category in physical education. ... This study identify the level of basic skills of invasion games category when using School Based Assessment Module. ... AJOL African Journals Online.

The viability of alternative assessment methods in the Greek upper secondary school: the oral portfolio

Directory of Open Access Journals (Sweden)

Angeliki Daphni

2012-02-01

Full Text Available Τhe final examination of the English language subject, in the context of the Greek state upper secondary education, is a traditional paper-and-pencil test which does not include any assessment of oracy skills. This article explores the viability of the oral portfolio as an alternative assessment and pedagogic method that can facilitate the assessment of speaking and listening skills and create a more motivating learning environment. To this effect, three methodological tools were designed, namely, a questionnaire addressing upper secondary English teachers in Greek state schools, a case study involving an oral portfolio implementation and finally, a questionnaire for students to record their experience. The study demonstrates that implementation of the portfolio contributed to a successful assessment of oracy skills and that it was a stimulating experience for students. The results of the study also showed that the pedagogical value of the portfolio counterbalanced its practical constraints. The paper concludes by putting forward recommendations for the future application of this assessment technique in state school education.

School environment, sedentary behavior and physical activity in preschool children.

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Barbosa, Sara Crosatti; Coledam, Diogo Henrique Constantino; Stabelini Neto, Antonio; Elias, Rui Gonçalves Marques; Oliveira, Arli Ramos de

2016-09-01

To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. 370 preschoolers, aged 4 to 6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6%-90.9%), followed by light (4.6%-7.6%), moderate (1.3%-3.0%) and vigorous (0.5%-2.3%) physical activity. The indoor recreation room (OR=0.20; 95%CI 0.05 to 0.83) and the playground (OR=0.08; 95%CI 0.00 to 0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR=0.20; 95%CI 0.00 to 0.93) in five-year-old children. The indoor recreation room (OR=1.54; 95%CI 1.35 to 1.77), the playground (OR=2.82; 95%CI 1.14 to 6.96) and the recess (OR=1.54; 95%CI 1.35 to 1.77) are factors that increase the chance of six-year-old schoolchildren to be active. The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

Differential Associations Between the Food Environment Near Schools and Childhood Overweight Across Race/Ethnicity, Gender, and Grade

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Sánchez, Brisa N.; Sanchez-Vaznaugh, Emma V.; Uscilka, Ali; Baek, Jonggyu; Zhang, Lindy

2012-01-01

Epidemiologic studies have observed influences of the food environment near schools on children’s overweight status but have not systematically assessed the associations by race, sex, and grade. The authors examined whether the associations between franchised fast food restaurant or convenience store density near schools and overweight varied by these factors using data for 926,018 children (31.3% white, 55.1% Hispanic, 5.7% black, and 8% Asian) in fifth, seventh, or ninth grade, nested in 6,362 schools. Cross-sectional data were from the 2007 California physical fitness test (also known as “Fitnessgram”), InfoUSA, the California Department of Education, and the 2000 US Census. In adjusted models, the overweight prevalence ratio comparing children in schools with 1 or more versus 0 fast food restaurants was 1.02 (95% confidence interval (CI): 1.01, 1.03), with a higher prevalence ratio among girls compared with boys. The association varied by student’s race/ethnicity (P = 0.003): Among Hispanics, the prevalence ratio = 1.02 (95% CI: 1.01, 1.03); among blacks, the prevalence ratio = 1.03 (95% CI: 1.00, 1.06), but among Asians the prevalence ratio = 0.94 (95% CI: 0.91, 0.97). For each additional convenience store, the prevalence ratio was 1.01 (95% CI: 1.00, 1.01), with a higher prevalence ratio among fifth grade children. Nuanced understanding of the impact of food environments near schools by race/ethnicity, sex, and grade may help to elucidate the etiology of childhood overweight and related race/ethnic disparities. PMID:22510276

The Role of School Environments in Explaining Racial-Ethnic Disparities in Body Mass Index Among U.S. Adolescents.

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Nicosia, Nancy; Shier, Victoria; Datar, Ashlesha

2016-08-01

Policymakers have focused substantial efforts on how school environments can be used to combat obesity. Given this intense focus, this article examined whether disparities in body mass index (BMI) noted among black and Hispanic adolescents relative to whites were explained by the well-documented differences in the school socioeconomic characteristics, and food and physical activity environment. Data from the fifth- and eighth-grade waves of the Early Childhood Longitudinal Study-Kindergarten Class were analyzed. Unadjusted linear regression models of BMI percentile that included only indicators for child's race/ethnicity were estimated first followed by adjusted models that iteratively added sets of child, family, and ultimately school covariates. Separate models were estimated by grade and gender. School covariates included detailed indicators for the school socioeconomic characteristics, and the food and physical activity environments. For Hispanic boys and girls and for black boys, substantial shares of the disparities in BMI were explained by differences in birth weight, BMI at school entry, and current child and family characteristics. Substantial disparities in BMI remained among black girls relative to white girls. Characteristics of the child's school during fifth and eighth grade-specifically, the schools' socioeconomic characteristics as well as measures of the food and physical activity environment-did not explain the disparities for any of the demographic groups. Differences in the school environment had little additional explanatory power suggesting that interventions seeking to reduce BMI disparities should focus on early school years and even before school entry. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

A Confirmatory Factor Analysis of Home Environment and Home Social Behavior Data from the Elementary School Success Profile for Families

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Wegmann, Kate M.; Thompson, Aaron M.; Bowen, Natasha K.

2011-01-01

The purpose of the current study was to test the factor structure and scale quality of data provided by caregivers about the home environment and child behavior at home using the Elementary School Success Profile (ESSP) for Families. The ESSP for Families is one component of the ESSP, an online social-environmental assessment that also collects…

Student and Teacher Perceptions of a Single-Sex Middle School Learning Environment.

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Smith, Nancy

A study of a single-sex learning environment was conducted in a public school, Edward Hand Middle School in Lancaster, Pennsylvania; sixth, seventh, and eighth grade students were grouped homogeneously by sex for all major subjects for a period of one semester and grouped heterogeneously for one semester. The study examined the effects that the…

Schooling, Environment and Cognitive Development: A Cross-Cultural Study.

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Stevenson, Harold W.; And Others

1978-01-01

Investigated the influence of schooling and environment on young children's memory and cognitive skills. Subjects were five- and six-year-old Mestizo and Quechua Indian children living in jungle villages or city slums in Peru. Samples of upper-middle-class children in Lima and poor children in Detroit were also tested. (JMB)

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.

The obesogenic environment around elementary schools: food and beverage marketing to children in two Mexican cities.

Science.gov (United States)

Barquera, Simón; Hernández-Barrera, Lucia; Rothenberg, Stephen J; Cifuentes, Enrique

2018-04-07

Unhealthy environments and food advertisements are major determinants of childhood obesity. Recent regulation has banned unhealthy foods from schools in Mexico. However, currently there is no regulation limiting exposure to food marketing around schools. Thus, our objective was to analyze the characteristics of food advertising practices around 60 elementary schools in two cities and to evaluate compliance with the Pan American Health Organization (PAHO) recommendations and the local food industry self-regulatory marketing code. Data were collected during the period of October 2012 to March 2013. A random sample of elementary schools was selected from two Mexican cities. Using geographic information systems, we drew a 100-m-diameter buffer around each school. Trained personnel obtained photographs to assess the locations and types of food advertisements. Our results were stratified by school type and by indicators of compliance with the PAHO and industry recommendations. We developed a multivariate negative binomial regression model to determine factors predicting the number of advertisements around schools. The number of advertisements was significantly higher around public schools than around private schools (6.5 ± 5.6 vs. 2.4 ± 3.5, p marketing medium (97%), showing mostly sugar-sweetened beverages, sweet breads, candies, and bottled water. Promotions, such as special prices or gifts, were included on 30% of printed posters. Food advertising practices were often in compliance with industry recommendations (83%) but not with those from the PAHO (32%) (p food marketing not only inside schools but also around them, particularly in lower income communities.

Environment, safety and health progress assessment manual

International Nuclear Information System (INIS)

1992-12-01

On June 27, 1989, the Secretary of Energy announced a 1O-Point Initiative to strengthen environment,safety, and health (ES ampersand H) programs, and waste management activities at involved conducting DOE production, research, and testing facilities. One of the points independent Tiger Team Assessments of DOE operating facilities. The Office of Special Projects (OSP), EH-5, in the Office of the Assistant Secretary for Environment, Safety and Health, EH-1, was assigned the responsibility to conduct the Tiger Team Assessments. Through June 1992, a total of 35 Tiger Team Assessments were completed. The Secretary directed that Corrective Action Plans be developed and implemented to address the concerns identified by the Tiger Teams. In March 1991, the Secretary approved a plan for assessments that are ''more focused, concentrating on ES ampersand H management, ES ampersand H corrective actions, self-assessment programs, and root-cause related issues.'' In July 1991, the Secretary approved the initiation of ES ampersand H Progress Assessments, as a followup to the Tiger Team Assessments, and in the continuing effort to institutionalize the self-assessment process and line management accountability in the ES ampersand H areas. This volume contains appendices to the Environment, Safety and Health Progress Assessment Manual

Developing the School Physical Activity and Nutrition Environment Tool to Measure Qualities of the Obesogenic Context

Science.gov (United States)

John, Deborah H.; Gunter, Katherine; Jackson, Jennifer A.; Manore, Melinda

2016-01-01

Background: Practical tools are needed that reliably measure the complex physical activity (PA) and nutrition environments of elementary schools that influence children's health and learning behaviors for obesity prevention. The School Physical Activity and Nutrition-Environment Tool (SPAN-ET) was developed and beta tested in 6 rural Oregon…

The Provision of a Health Promoting Environment for HIV/AIDS Education: The Case of Namibian Senior Secondary Schools

Science.gov (United States)

Campbell, Bob; Lubben, Fred

2003-01-01

HIV/AIDS programmes in schools ultimately intend to decrease high risk sexual behaviour. One factor facilitating this outcome is a strong health promoting environment in the school. This paper reports a study surveying the health promoting environments supporting HIV/AIDS education in Namibian senior secondary schools. It develops a…

34 CFR 200.10 - Applicability of a State's academic assessments to private schools and private school students.

Science.gov (United States)

2010-07-01

... assessments to private schools and private school students. (a) Nothing in § 200.1 or § 200.2 requires a... 34 Education 1 2010-07-01 2010-07-01 false Applicability of a State's academic assessments to private schools and private school students. 200.10 Section 200.10 Education Regulations of the Offices of...

Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

Science.gov (United States)

Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

2015-01-01

Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P management behaviors at that point. Using a Bonferroni correction (P management behaviors (P classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral

Health and education: a partnership required for school success.

Science.gov (United States)

Pereira, Samantha; Santos, Juliana Nunes; Nunes, Maria Aparecida; Oliveira, Moisés Gonçalves; Santos, Tâmara Simone; Martins-Reis, Vanessa de Oliveira

2015-01-01

To investigate the association between home environment resources and the school performance of children from a public school in Belo Horizonte, Brazil, enrolled in the fourth year of the second cycle of Elementary School. This is a cross-sectional descriptive study in which 48 children aged between 8 and 12 years old participated. It included 28 boys, 20 girls, and their respective guardians. The children were evaluated in hearing and school performance regarding reading, writing, and arithmetic. In the home environment, the resources that promote proximal processes, activities that indicate stability in family life, parent's practices that promote a family-school connection, the resources that may contribute to the development of academic learning, the child's health, the presence of altered communication, family literacy, and socioeconomic data were assessed. There is a relationship between the home environment resources and the academic performance in reading and writing (for all categories of the Home Environment Resources Scale, HERS). The statistical relationship between performances in arithmetics was found in two of HERS' categories: home environment resources and family-school connection. The home environment influenced the learning development of the assessed children.

Observation and assessment of the nutritional quality of 'out of school' foods popular with secondary school pupils at lunchtime.

Science.gov (United States)

Crawford, Fiona; Mackison, Dionne; Mooney, John D; Ellaway, Anne

2017-11-17

The contemporary Scottish diet is unhealthy and a risk factor for poor health outcomes including obesity. Over a third of Scottish children are at risk of being overweight or obese, and there have been calls to strengthen the evidence base on the role of the food retail environment around schools in influencing the consumption of unhealthy foods. We examined the food retail environment around five secondary schools in Glasgow city, Scotland. Trained fieldworkers observed the food purchasing behaviour of school pupils in local shops. Samples of the most popular foods were subsequently purchased by the research team and assessed for nutritional content, including energy, total and saturated fat, and salt. This was compared with the nutrient standards for school lunches established by the Scottish Government. There was marked variation in the number of outlets identified within a 10 min walk from each school, ranging from five in the area with the lowest number of outlets to thirty in the area with the highest number of outlets. Outlets identified were heterogeneous and included fish and chip shops, kebab shops, convenience stores, newsagents, bakeries, mobile catering units, cafés, pizzerias, sandwich shops and supermarkets. Lunchtime offers and other marketing strategies targeting school pupils were observed at most outlets. Nutritional analysis of the 45 savoury food items purchased was conducted by laboratory staff. Of the foods analysed, 49% of the samples exceeded recommended calorie intake, 58% exceeded total fat recommendations and 64% exceeded saturated fat recommendations, 42% exceeded recommended salt levels. Over 80% of the 45 food items sampled did not comply with one of more of the nutrient standards for fat, saturated fat and salt. Meal deals and promotions of unhealthy foods aimed at pupils were widely available. The majority of pupils purchased unhealthy convenience food of poor nutritional value at lunchtime in local shops around their school

The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture

Science.gov (United States)

Pretz, Benjamin

2017-01-01

The purpose of this study is to develop an empowered collegial school culture to systemically improve the function of the academic institution through the impact of a positive environment and shared leadership. When compared to the other middle schools in the district, Eagle Middle School had the lowest math achievement growth index during the…

ASSOCIATION BETWEEN AFFECTS AND REPRESENTATIONS INVOLVED IN THE SCHOOL LEARNING ENVIRONMENT

Directory of Open Access Journals (Sweden)

Andreia Osti

2017-04-01

Full Text Available This study assumes that the affective dimensions involves the process of planning and developing pedagogical practices and are an important factor in determining the nature of relations between the students and the various objects of knowledge. In this sense, the study aimed to analyze how students represent the affective aspects of both the teaching and learning process and what are their perceptions of the learning environment. The participants were 120 students of the 5th year of elementary school of public schools in the metropolitan region of Campinas, 60 of those students having satisfactory academic performance and 60 having learning disabilities. To gather the data, three instruments were used: “Psychopedagogical Educational Par Proof”, “AffectionsZanon Scale” and “Teacher Expectations Scale”. The results revealed that students with learning disabilities differ significantly from those with adequate performance. Students with learning difficulties establish fewer ties with the formal school learning and for their teachers and this portrays non-school situations while students with satisfactory performance have a better understanding of the expectations of their teachers and this shows that they have a more emotional relationship with the school environment. It is believed that this study contributes to the understanding of the relationship between the feelings experienced by students in the context of the classroom and its implications for the academic performance of the same. Keywords: Positive Psychology. Interpersonal relationships. Learning experiences.

How Urban Youth Perceive Relationships Among School Environments, Social Networks, Self-Concept, and Substance Use.

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Dudovitz, Rebecca N; Perez-Aguilar, Giselle; Kim, Grace; Wong, Mitchell D; Chung, Paul J

2017-03-01

Studies suggest adolescent substance use aligns with academic and behavioral self-concept (whether teens think of themselves as good or bad students and as rule followers or rule breakers) as well as peer and adult social networks. Schools are an important context in which self-concept and social networks develop, but it remains unclear how school environments might be leveraged to promote healthy development and prevent substance use. We sought to describe how youth perceive the relationships among school environments, adolescent self-concept, social networks, and substance use. Semistructured interviews with 32 low-income minority youth (aged 17-22 years) who participated in a prior study, explored self-concept development, school environments, social networks, and substance use decisions. Recruitment was stratified by whether, during high school, they had healthy or unhealthy self-concept profiles and had engaged in or abstained from substance use. Youth described feeling labeled by peers and teachers and how these labels became incorporated into their self-concept. Teachers who made students feel noticed (eg, by learning students' names) and had high academic expectations reinforced healthy self-concepts. Academic tracking, extracurricular activities, and school norms determined potential friendship networks, grouping students either with well-behaving or misbehaving peers. Youth described peer groups, combined with their self-concept, shaping their substance use decisions. Affirming healthy aspects of their self-concept at key risk behavior decision points helped youth avoid substance use in the face of peer pressure. Youth narratives suggest school environments shape adolescent self-concept and adult and peer social networks, all of which impact substance use. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Do attitudes, intentions and actions of school food coordinators regarding public organic food procurement policy improve the eating environment at school? Results from the iPOPY study.

Science.gov (United States)

He, Chen; Perez-Cueto, Federico J A; Mikkelsen, Bent E

2014-06-01

The present study investigates whether public organic food procurement policies have the potential to induce changes in the school food service environment. A comparative cross-national survey was conducted in public primary and/or secondary schools in Finland, Germany and Italy. The school food coordinators completed a web-based questionnaire on their attitudes, intentions and actions towards organic school food provision. In Germany, 122 out of 2050 schools in the state of Hesse responded. In Finland, 250 out of 998 schools across the country responded. In Italy, 215 out of 940 schools from eight provinces responded. School food coordinators in the sample of schools in the three countries. The German and Finnish school food coordinators separately most agreed with the promotion of healthy eating habits (P environment.

Collaborative Assessment: Middle School Case Study

Science.gov (United States)

Parkison, Paul T.

2014-01-01

Utilizing a participant observer research model, a case study of the efficacy of a collaborative assessment methodology within a middle school social studies class was conducted. A review of existing research revealed that students' perceptions of assessment, evaluation, and accountability influence their intrinsic motivation to learn. A…

Guatemalan school food environment: impact on schoolchildren's risk of both undernutrition and overweight/obesity.

Science.gov (United States)

Pehlke, Elisa L; Letona, Paola; Hurley, Kristen; Gittelsohn, Joel

2016-09-01

Guatemala suffers the double burden of malnutrition with high rates of stunting alongside increasing childhood overweight/obesity. This study examines the school food environment (SFE) at low-income Guatemalan elementary schools and discusses its potential impact on undernutrition and overweight/obesity. From July through October 2013, direct observations, in-depth interviews with school principals (n = 4) and food kiosk vendors (n = 4, 2 interviews each) and also focus groups (FGs) with children (n = 48, 8 FGs) were conducted. The SFE comprises food from school food kiosks (casetas); food from home or purchased in the street; and food provided by the school (refacción). School casetas, street vendors and children's parents largely provide sandwiches, calorie-rich snacks and sugar-sweetened beverages. Refacción typically serves energy dense atol, a traditional beverage. The current school food program (refacción), the overall SFE and the roles/opinions of vendors and principals reveal persistent anxiety concerning undernutrition and insufficient concern for overweight/obesity. Predominant concern for elementary schoolchildren remains focused on undernutrition. However, by the time children reach elementary school (ages 6-12+), food environments should encourage dietary behaviors to prevent childhood overweight/obesity. © The Author 2015. Published by Oxford University Press.

Teacher performance and work environment in the instructional process in vocational school

Science.gov (United States)

Kuncoro, Tri; Dardiri, Ahmad

2017-09-01

Teachers should have pedagogical, personality, social, and professional competency. stated that performance appraisal has several benefits, namely for the implementation of reward and punishment system, provision of feedback for teachers to develop their competencies, identification of training needs, and diagnosis of problems. According to performance is one's work result or success rate as a whole over a certain period of time in performing tasks compared to various possibilities, such as work standards, targets or criteria which have been predetermined and agreed. One's performance is based on daily tasks and responsibilities assigned to him/her. The racial differences in personality are largely due to different environmental influences, where people of different races have progressed for generations. Vocational high school teachers have a low pedagogic and professional performance. The factors that influence performance, according to the partner-lawyer model proposed, are expectations about rewards, encouragements, abilities, needs and traits, perceptions of tasks, internal and external rewards, perceptions of reward levels and job satisfaction. This study used a survey method to collect data or information about a large population using relatively small samples. The population of this research was vocational high school teachers. Data analysis techniques used the Regression Analysis with the assistance of SPSS. The results of teacher performance are as follows: 1) the pedagogic performance was relatively good; 2) professional performance was relatively good, and the overall performance of vocational high school teachers was still less effective and efficient; 3) the teachers' work environment was 42.5234%; and 4) there was no correlation between work environment and teacher performance, meaning that the work environment (conditions of physical work environment, psychological work environment, and non-physical work environment) does not positively support the

Improving School Nurse Pain Assessment Practices for Students With Intellectual Disability.

Science.gov (United States)

Quinn, Brenna L; Smolinski, Megan

2017-01-01

School nurses are afforded minimal resources related to assessing pain in students with intellectual disability (ID) and have called for continuing education. The purpose of this study was to measure the effectiveness of an education program regarding best practices for assessing pain in students with ID. Educational sessions were presented to 248 school nurses. Pre-, post-, and follow-up surveys measured (1) difficulty school nurses face when assessing pain, (2) knowledge and use of pain assessment methods, and (3) intent to change and actual changes to professional practices. Participants experienced less difficulty assessing pain following the educational program. Almost all participants intended to change pain assessment practices, but large caseloads limited new practice adoption. Policy makers must consider population size and acuity when determining school nurse staffing. Trainings and other resources should be made available to school nurses in order to make pain assessments for students with ID more thorough and efficient.

Mobile device at school: rethinking environments and methodologies in the Italian context

Directory of Open Access Journals (Sweden)

Andrea Garavaglia

2015-12-01

Full Text Available Abstract This article discusses some recent studies that allow us to understand the importance of analyzing the educational needs in the conceiving of the digital classroom and its possible redefinitions in the learning and methods environment. This paper also proposes a reflection on the implementation of innovative educational environments and settings through mobile technologies in Italian schools. Recently, the focus on active teaching and informal learning with the integration of mobile devices has reflected in the current Flipped Lesson and in the Episodes of Situated Learning EAL, some of the most interesting methods to support the renovation of school practice. These methods are based on group work both in the classroom and at home with digital devices and BYOD Bring Your Own Device model. Choosing the right teaching method to the current challenges is fundamental in a society where the use of the internet increases every day and the possibility of being always connected provides diffuse learning processes. Keywords: School. Device mobile. Learning.

Assessment indices for uniform and non-uniform thermal environments

Institute of Scientific and Technical Information of China (English)

2008-01-01

Different assessment indices for thermal environments were compared and selected for proper assessment of indoor thermal environments.30 subjects reported their overall thermal sensation,thermal comfort,and thermal acceptability in uniform and non-uniform conditions.The results show that these three assessment indices provide equivalent evaluations in uniform environments.However,overall thermal sensation differs from the other two indices and cannot be used as a proper index for the evaluation of non-uniform environments.The relationship between the percentage and the mean vote for each index is established.

Educational environment of supplementary schools as a factor of formation of older preschooler`s creative-oriented personality

Directory of Open Access Journals (Sweden)

Oleksandr Semenov

2017-03-01

Full Text Available In article the author examines the role of the educational environment in forminga creatively directed personality of the child of the senior preschool age. It was found thateducational environment of out-of-school educational institution has a multicomponentstructure, which consists of interrelated components: creative, gaming, developmental,affective and emotional. Stated that the educational environment of out-of-school educationalinstitutionplays in society especially significant features that give us reason to consider it asan important factor in the formation of the creatively directed personality of the 5th year child.Prospects for further scientific researches are determined in studying the psychological andeducational of creative potential characteristics of personality of the pedagogue in out-ofschooleducational institution.Key words: educational environment of out-of-school educational institutions, thecreatively directed personality of the senior preschooler, components of the educationalenvironment, functions of the educational environment.

Enabling physical teaching and learning environment for South African public schools

CSIR Research Space (South Africa)

Motsatsi, L

2012-04-01

Full Text Available This presentation investigates the typology of learning environments that enable effective school teaching and learning. According to the National Education Policy Act (27/1996),research show that there is a direct link between the physical...

Functional Behavior Assessment in Schools: Current Status and Future Directions

Science.gov (United States)

Anderson, Cynthia M.; Rodriguez, Billie Jo; Campbell, Amy

2015-01-01

Functional behavior assessment is becoming a commonly used practice in school settings. Accompanying this growth has been an increase in research on functional behavior assessment. We reviewed the extant literature on documenting indirect and direct methods of functional behavior assessment in school settings. To discern best practice guidelines…

The Effect of Family and School Cultural Environment Through Self Efficacy on Student Learning Result

Directory of Open Access Journals (Sweden)

Ely Rizky Amaliyah

2017-11-01

Full Text Available This study aims to explain the relationship between environmental variables out g a, school culture, self-efficacy and student learning outcomes Administrative Program Program at SMK. This research includes quantitative research type with the explanatory descriptive method. The sampling technique was proportionate stratified random sampling, the study sample consisted of 114 students. Data analysis in this research using path analysis. Results research shows that there is a positive and significant influence of family environment on self-efficacy, there is the positive and significant influence of school culture on self-efficacy, there is a direct positive and significant influence between the environment to the family on the results of learning. While the school culture The air does not directly influence the learning outcomes, but the air of self-efficacy ng driving direct effect on learning outcomes, and the family environment is not aired directly influence the outcome through self-efficacy jar arts students, and school culture has an indirect effect on learning outcomes through students' self-efficacy.

Quantitative and qualitative characteristics of the school and home language environments of preschool-aged children with ASD.

Science.gov (United States)

Burgess, Sloane; Audet, Lisa; Harjusola-Webb, Sanna

2013-01-01

The purpose of this research was to begin to characterize and compare the school and home language environments of 10 preschool-aged children with Autism Spectrum Disorders (ASD). Naturalistic language samples were collected from each child, utilizing Language ENvironment Analysis (LENA) digital voice recorder technology, at 3-month intervals over the course of one year. LENA software was used to identify 15-min segments of each sample that represented the highest number of adult words used during interactions with each child for all school and home language samples. Selected segments were transcribed and analyzed using Systematic Analysis of Language Transcripts (SALT). LENA data was utilized to evaluate quantitative characteristics of the school and home language environments and SALT data was utilized to evaluate quantitative and qualitative characteristics of language environment. Results revealed many similarities in home and school language environments including the degree of semantic richness, and complexity of adult language, types of utterances, and pragmatic functions of utterances used by adults during interactions with child participants. Study implications and recommendations for future research are discussed. The reader will be able to, (1) describe how two language sampling technologies can be utilized together to collect and analyze language samples, (2) describe characteristics of the school and home language environments of young children with ASD, and (3) identify environmental factors that may lead to more positive expressive language outcomes of young children with ASD. Copyright © 2013 Elsevier Inc. All rights reserved.

25 CFR 39.101 - Does ISEF assess the actual cost of school operations?

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Does ISEF assess the actual cost of school operations? 39... SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula § 39.101 Does ISEF assess the actual cost of school operations? No. ISEF does not attempt to assess the actual cost of school operations either...

Assessment of Bacterial Aerosol in a Preschool, Primary School and High School in Poland

Directory of Open Access Journals (Sweden)

Ewa Brągoszewska

2018-02-01

Full Text Available The issue of healthy educational buildings is a global concern because children are particularly at risk of lung damage and infection caused by poor indoor air quality (IAQ. This article presents the results of a preliminary study of the concentration and size distribution of bacterial aerosol in three educational buildings: a preschool, primary school, and high school. Sampling was undertaken in the classrooms with an Andersen six-stage impactor (with aerodynamic cut-off diameters of 7.0, 4.7, 3.3, 2.1, 1.1 and 0.65 μm during spring 2016 and 2017, as well as the outside of the buildings. After incubation, bioaerosol particles captured on nutrient media on Petri dishes were quantitatively evaluated and qualitatively identified. The highest average concentration of bacterial aerosol was inside the primary school building (2205 CFU/m3, whereas the lowest average concentration of indoor culturable bacteria was observed in the high school building (391 CFU/m3. Using the obtained data, the exposure dose (ED of the bacterial aerosol was estimated for children attending each educational level. The most frequently occurring species in the sampled bacterial aerosol were Gram-positive cocci in the indoor environment and Gram-positive rod-forming endospores in the outdoor environment.

Assessment of food gardens as nutrition tool in primary schools in ...

African Journals Online (AJOL)

Conclusions: School food gardens as a vehicle for improving nutrition should be strengthened through training of ... environment for these 90 schools and a detailed description of .... Difficulty in motivating learners to work in the garden. 33.

The influence of local food environments on adolescents' food purchasing behaviors.

Science.gov (United States)

He, Meizi; Tucker, Patricia; Gilliland, Jason; Irwin, Jennifer D; Larsen, Kristian; Hess, Paul

2012-04-01

This study examined the relationship between the neighborhood food environment and the food purchasing behaviors among adolescents. Grade 7 and 8 students (n = 810) at 21 elementary schools in London, Ontario, Canada completed a questionnaire assessing their food purchasing behaviors. Parents of participants also completed a brief questionnaire providing residential address and demographic information. A Geographic Information System (GIS) was used to assess students' home and school neighborhood food environment and land use characteristics. Logistic regression analysis was conducted to assess the influence of the home neighborhood food environment on students' food purchasing behaviors, while two-level Hierarchical Non-Linear Regression Models were used to examine the effects of school neighborhood food environment factors on students' food purchasing behaviors. The study showed that approximately 65% of participants reported self-purchasing foods from fast-food outlets or convenience stores. Close proximity (i.e., less than 1 km) to the nearest fast-food outlet or convenience store in the home neighborhood increased the likelihood of food purchasing from these food establishments at least once per week by adolescents (p purchasing by adolescents (i.e., at least once per week; p < 0.05). In conclusion, macro-level regulations and policies are required to amend the health-detracting neighborhood food environment surrounding children and youth's home and school.

Association between the food retail environment surrounding schools and overweight in Canadian youth.

Science.gov (United States)

Seliske, Laura M; Pickett, William; Boyce, William F; Janssen, Ian

2009-09-01

There is growing interest in how the physical environment influences obesity. Few studies have considered how the food retail environment surrounding schools influences overweight in students. To determine whether there is a relationship between food retailers surrounding schools and overweight among Canadian youth. Cross-sectional study. SETTING/METHODS/SUBJECTS: The number of food retailers was obtained within a 1 km and 5 km radius around 178 schools in Canada. Retailers included full-service restaurants, fast-food restaurants, sub/sandwich retailers, doughnut/coffee shops, convenience stores and grocery stores. An index of total food retailer exposure was also created. Multilevel analyses were used to control for individual- and area-level covariates. None of the individual food retailers was associated with an increased likelihood of overweight. The total food retailer index was most strongly related to overweight, but in the opposite direction to that hypothesized. At 1 km, students attending schools with at least one food retailer had a lower relative odds of overweight (OR = 0.70, 95% CI 0.61, 0.81). At 5 km, students attending schools with the highest exposure to the total food retailer index had a lower relative odds of overweight (OR = 0.56, 95% CI 0.47, 0.68) compared with students attending schools with no exposure. Exposure to various types of food retailers in school neighbourhoods was not associated with an increased likelihood of overweight in Canadian school-aged youth. The opportunity to make healthy choices from a variety of options and the unique Canadian context may explain the findings.

Student advocacy efforts to remove tobacco advertising from their school environment, Jakarta & Bandung, Indonesia

Directory of Open Access Journals (Sweden)

Hasna Pradityas

2018-03-01

While some Indonesian cities have regulations to ban outdoor advertisements near schools, not all school environments are protected by these regulations. This project shows the benefit of engaging non-traditional community stakeholders, from youth to school administrators to government officials, to ensure that TAPS bans are followed in places like Indonesia, where enforcement is weak, and in other contexts where policies are not thoroughly implemented.

Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A Cross-National Study.

Science.gov (United States)

Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

2002-01-01

Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what…

The 2008-2009 Pennsylvania System of School Assessment Handbook for Assessment Coordinators: Writing, Reading and Mathematics, Science

Science.gov (United States)

Pennsylvania Department of Education, 2010

2010-01-01

This handbook describes the responsibilities of district and school assessment coordinators in the administration of the Pennsylvania System of School Assessment (PSSA). This updated guidebook contains the following sections: (1) General Assessment Guidelines for All Assessments; (2) Writing Specific Guidelines; (3) Reading and Mathematics…

PM and CO2 variability and relationship in the different school environments

Directory of Open Access Journals (Sweden)

Lazović Ivan

2015-01-01

Full Text Available Indoor air quality (IAQ is very important for children health and well-being, since children are particularly vulnerable and sensitive on presence of air pollutants. This study was performed in two naturally ventilated schools located in the same municipality. First school is located in urban area, at residential - industrial site, while the other school is situated in rural area. School buildings were chosen based on their urban environment features. The measurements were carried out in heating as well as in non-heating period in duration of five consecutive working days. The objective of the study was to analyze IAQ in the classrooms with special emphasis on levels and diurnal variations of particulate matter (PM10 and PM2.5, carbon dioxide (CO2 and nitrogen dioxide (NO2 in occupied and unoccupied school classrooms. In this paper, the CO2 concentrations were measured at both indoor and outdoor environments. Concentrations of CO2 higher than 1000 ppm were regularly detected in the classrooms during teaching hours. Indoor concentrations of PM10 were not exceeded the guideline, daily average, value of 50 μg/m3. Concentrations of PM2.5 were exceeded the guideline, daily average, value of 25 μg/m3 in both school during heating period. Concentrations NO2 were not exceeded the guideline value of 200 μg/m3. Ventilation rates were calculated and compared with the prescribed limits. In both occupied and unoccupied periods high correlation between CO2 and PM concentrations was determined. [Projekat Ministarstva nauke Republike Srbije, br. III42008

Stakeholder perspectives on national policy for regulating the school food environment in Mexico.

Science.gov (United States)

Monterrosa, Eva C; Campirano, Fabricio; Tolentino Mayo, Lizbeth; Frongillo, Edward A; Hernández Cordero, Sonia; Kaufer-Horwitz, Martha; Rivera, Juan A

2015-02-01

In Mexico, the school environment has been promoting sale of unhealthy foods. There is little empirical evidence on multi-stakeholder perspectives around national school food policy to regulate this. We studied stakeholders' perspectives on the proposed regulation for school sale of unhealthy foods. Comments about the regulation were available from an open consultation process held in June 2010 before the approval and implementation of the regulation. To examine perspectives, we coded 597 comments for beliefs, expectations and demands in NVivo. We created matrices by actors: academics, parents, citizens, health professionals and food industry. For academics, citizens and health professionals, the primary issue regarding the regulation was obesity, while for parents it was health of children. Academics, citizens, health professionals and parents believed that government was responsible for health of citizens, expected that this regulation would improve eating habits and health (i.e. less obesity and chronic diseases), and demanded that unhealthy foods be removed from schools. Parents demanded immediate action for school food policy that would protect their children. Citizens and health professionals demanded nutrition education and healthy food environment. Food industry opposed the regulation because it would not solve obesity or improve diet and physical activity behaviours. Instead, industry would lose income and jobs. Food industry demanded policy aimed at families that included nutrition education and physical activity. There was substantial consensus in narratives and perspectives for most actor types, with the primary narrative being the food environment followed by shared responsibility. Food industry rejected both these narratives, espousing instead the narrative of personal responsibility. Consensus among most actor groups supports the potential success of implementation of the regulation in Mexican schools. With regard to addressing childhood obesity

A systematic review of the influence of the retail food environment around schools on obesity-related outcomes.

Science.gov (United States)

Williams, J; Scarborough, P; Matthews, A; Cowburn, G; Foster, C; Roberts, N; Rayner, M

2014-05-01

The high prevalence of childhood obesity has led to questions about the influence of 'obesogenic' environments on children's health. Public health interventions targeting the retail food environment around schools have been proposed, but it is unclear if they are evidence based. This systematic review investigates associations between food outlets near schools and children's food purchases, consumption and body weight. We conducted a keyword search in 10 databases. Inclusion criteria required papers to be peer reviewed, to measure retailing around schools and to measure obesity-related outcomes among schoolchildren. Thirty papers were included. This review found very little evidence for an effect of the retail food environment surrounding schools on food purchases and consumption, but some evidence of an effect on body weight. Given the general lack of evidence for association with the mediating variables of food purchases and consumption, and the observational nature of the included studies, it is possible that the effect on body weight is a result of residual confounding. Most of the included studies did not consider individual children's journeys through the food environment, suggesting that predominant exposure measures may not account for what individual children actually experience. These findings suggest that future interventions targeting the food environment around schools need careful evaluation. © 2014 The Authors. obesity reviews © 2014 International Association for the Study of Obesity.

School Socioeconomic Classification, Funding, and the New Jersey High School Proficiency Assessment (HSPA)

Science.gov (United States)

Bao, D. H.; Romeo, George C.; Harvey, Roberta

2010-01-01

This study examines the relationship between educational effectiveness, as measured by the New Jersey High School Proficiency Assessment (HSPA), and funding of school districts based on socioeconomic classification. Results indicate there is a strong relationship between performance in HSPA, socioeconomic classification, and the different sources…

Lesbian, Gay, Bisexual and Transgender Students: Perceived Social Support in the High School Environment

Science.gov (United States)

Munoz-Plaza, Corrine; Quinn, Sandra Crouse; Rounds, Kathleen A.

2002-01-01

Lesbian, gay, bisexual and transgender youth (LGBT) continue to face extreme discrimination within the school environment. Existing literature suggests that LGBT youth are at high risk for a number of health problems, including suicide ideation and attempts, harassment, substance abuse, homelessness, and declining school performance. This…

Creating an interactive environment for pediatric assessment.

Science.gov (United States)

de Armas Weber, D; Easley-Rosenberg, A

2001-01-01

An interactive assessment room (IAR) was conceived to explore the effect of a dynamic environment on the pediatric assessment process and subsequent individualized goal development. Selection of a central theme, creation of a multipurpose space, provision of multisensory experiences, maximization of environmental affordances, provision of effective motivators and opportunities for goal attainment, and facilitation of a transdisciplinary assessment were identified as integral to designing the IAR. A central farm theme was selected to create five task-oriented activity stations. The IAR offered a creative assessment environment for transdisciplinary, practice-based application of current motor development and behavioral models. In addition, the IAR facilitated exploratory play essential to promoting the client's optimal performance to arrive at the development of appropriate treatment goals.

Automated Risk Assessment for School Violence: a Pilot Study.

Science.gov (United States)

Barzman, Drew; Ni, Yizhao; Griffey, Marcus; Bachtel, Alycia; Lin, Kenneth; Jackson, Hannah; Sorter, Michael; DelBello, Melissa

2018-05-01

School violence has increased over the past ten years. This study evaluated students using a more standard and sensitive method to help identify students who are at high risk for school violence. 103 participants were recruited through Cincinnati Children's Hospital Medical Center (CCHMC) from psychiatry outpatient clinics, the inpatient units, and the emergency department. Participants (ages 12-18) were active students in 74 traditional schools (i.e. non-online education). Collateral information was gathered from guardians before participants were evaluated. School risk evaluations were performed with each participant, and audio recordings from the evaluations were later transcribed and manually annotated. The BRACHA (School Version) and the School Safety Scale (SSS), both 14-item scales, were used. A template of open-ended questions was also used. This analysis included 103 participants who were recruited from 74 different schools. Of the 103 students evaluated, 55 were found to be moderate to high risk and 48 were found to be low risk based on the paper risk assessments including the BRACHA and SSS. Both the BRACHA and the SSS were highly correlated with risk of violence to others (Pearson correlations>0.82). There were significant differences in BRACHA and SSS total scores between low risk and high risk to others groups (p-values machine learning algorithm achieved an AUC of 91.02% when using the interview content to predict risk of school violence, and the AUC increased to 91.45% when demographic and socioeconomic data were added. Our study indicates that the BRACHA and SSS are clinically useful for assessing risk for school violence. The machine learning algorithm was highly accurate in assessing school violence risk.

Assessment of exposure dose to workers in virtual decommissioning environments

International Nuclear Information System (INIS)

Jeong, KwanSeong; Moon, JeiKwon; Choi, ByungSeon; Hyun, Dongjun; Lee, Jonghwan; Kim, Ikjune; Kim, GeunHo; Seo, JaeSeok

2014-01-01

This paper is intended to suggest the method analyze and assess the exposure dose to workers in virtual decommissioning environments. To simulate a lot of decommissioning scenarios, decommissioning environments were designed in virtual reality. To simulate and assess the exposure dose to workers, human model also was designed in virtual environments. These virtual decommissioning environments made it possible to real-time simulate and assess the exposure dose to workers. This work was to be able to simulate scenarios of decommissioning so that exposure dose to workers could be measured and assessed. To establish the plan of exposure dose to workers during decommissioning of nuclear facilities before decommissioning activities are accomplished, the method of simulation assessment was developed in virtual radiological environments. But this work was developed as a tool of simulation for single subject mode. Afterwards, the simulation environment for multi-subjects mode will be upgraded by simultaneous modules with networking environments. Then the much more practical method will be developed by changing number of workers and duration of time under any circumstances of decommissioning

Assessment of exposure dose to workers in virtual decommissioning environments

Energy Technology Data Exchange (ETDEWEB)

Jeong, KwanSeong; Moon, JeiKwon; Choi, ByungSeon; Hyun, Dongjun; Lee, Jonghwan; Kim, Ikjune; Kim, GeunHo; Seo, JaeSeok [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)

2014-10-15

This paper is intended to suggest the method analyze and assess the exposure dose to workers in virtual decommissioning environments. To simulate a lot of decommissioning scenarios, decommissioning environments were designed in virtual reality. To simulate and assess the exposure dose to workers, human model also was designed in virtual environments. These virtual decommissioning environments made it possible to real-time simulate and assess the exposure dose to workers. This work was to be able to simulate scenarios of decommissioning so that exposure dose to workers could be measured and assessed. To establish the plan of exposure dose to workers during decommissioning of nuclear facilities before decommissioning activities are accomplished, the method of simulation assessment was developed in virtual radiological environments. But this work was developed as a tool of simulation for single subject mode. Afterwards, the simulation environment for multi-subjects mode will be upgraded by simultaneous modules with networking environments. Then the much more practical method will be developed by changing number of workers and duration of time under any circumstances of decommissioning.

Changing from primary to secondary school highlights opportunities for school environment interventions aiming to increase physical activity and reduce sedentary behaviour: a longitudinal cohort study.

Science.gov (United States)

Marks, Jennifer; Barnett, Lisa M; Strugnell, Claudia; Allender, Steven

2015-05-08

There is little empirical evidence of the impact of transition from primary to secondary school on obesity-related risk behaviour. The purpose of this study was to examine the effect of a change of school system on physical activity (PA) and sedentary behaviour in pre-early adolescents. Fifteen schools in Victoria, Australia were recruited at random from the bottom two strata of a five level socio-economic scale. In nine schools, students in year 6 primary school transitioned to a different school for year 7 secondary school, while in six schools (combined primary-secondary), students remained in the same school environment from year 6 to year 7. Time 1 (T1) measures were collected from students (N=245) in year 6 (age 11-13). Time 2 (T2) data were collected from 243 (99%) of the original student cohort when in year 7. PA and sedentary behaviour data were collected objectively (via ActiGraph accelerometer) and subjectively (via child self-report recall questionnaire). School environment data were collected via school staff survey. Change of behaviour analyses were conducted longitudinally i) for all students and ii) by change/no change of school. Mixed model regression analysis tested for behavioural interaction effects of changing/not changing school. Sixty-three percent (N=152) changed schools from T1 to T2. Across all students we observed declines in average daily moderate to vigorous physical activity (MVPA) (-4 min) and light PA (-23 min), and increases in average daily sedentary behaviour (16 min), weekday leisure screen time (17 min) and weekday homework screen time (25 min), all Penvironment, students who changed school reported a greater reduction in PA intensity at recess and lunch, less likelihood to cycle to/from school, greater increase in weekday (41 mins) and weekend (45 mins) leisure screen time (Pbehaviour, and has further compounding effects on behaviour type by changing school environments.

The Influence of Local Food Environments on Adolescents’ Food Purchasing Behaviors

Directory of Open Access Journals (Sweden)

Jennifer D. Irwin

2012-04-01

Full Text Available This study examined the relationship between the neighborhood food environment and the food purchasing behaviors among adolescents. Grade 7 and 8 students (n = 810 at 21 elementary schools in London, Ontario, Canada completed a questionnaire assessing their food purchasing behaviors. Parents of participants also completed a brief questionnaire providing residential address and demographic information. A Geographic Information System (GIS was used to assess students’ home and school neighborhood food environment and land use characteristics. Logistic regression analysis was conducted to assess the influence of the home neighborhood food environment on students’ food purchasing behaviors, while two-level Hierarchical Non-Linear Regression Models were used to examine the effects of school neighborhood food environment factors on students’ food purchasing behaviors. The study showed that approximately 65% of participants reported self-purchasing foods from fast-food outlets or convenience stores. Close proximity (i.e., less than 1 km to the nearest fast-food outlet or convenience store in the home neighborhood increased the likelihood of food purchasing from these food establishments at least once per week by adolescents (p < 0.05. High fast-food outlet density in both home and school neighborhoods was associated with increased fast-food purchasing by adolescents (i.e., at least once per week; p < 0.05. In conclusion, macro-level regulations and policies are required to amend the health-detracting neighborhood food environment surrounding children and youth’s home and school.

Debating Life on Mars: The Knowledge Integration Environment (KIE) in Varied School Settings.

Science.gov (United States)

Shear, Linda

Technology-enabled learning environments are beginning to come of age. Tools and frameworks are now available that have been shown to improve learning and are being deployed more widely in varied school settings. Teachers are now faced with the formidable challenge of integrating these promising new environments with the everyday context in which…

Environmental Considerations toward the Provision of Conducive Learning Environments in Nigerian Schools

OpenAIRE

Adeyemi, A. J.; Yusuf, S. A.; Ezekiel, O. B.

2017-01-01

Learning, which is the expected outcome of any educational institution, can be influenced by many factors that include environmental factors. This study is aimed at comparing the learning environment of junior secondary schools, in a North-western state of Nigeria, with established standards in some other countries.  Four government-owned and four private owned schools participated in the study. Environmental variables such as classroom temperature, noise level, lighting and classroom si...

Promoting Learning Environment among the Islamic School Principals in the State of Pahang, Malaysia

Science.gov (United States)

Abdullah, Jamelaa Bibi; Kassim, Jainabee

2012-01-01

Purpose: The purpose of this paper is to investigate the learning environment in schools that influence teaching and learning. Design/methodology/approach: A study was conducted using the Instructional Leadership Model to compare principal practices of instructional leaders in the Islamic Religious Secondary Schools and Islamic Religious Schools…

Learning Environment, Attitudes and Conceptual Development Associated with Innovative Strategies in Middle-School Mathematics

Science.gov (United States)

Ogbuehi, Philip I.; Fraser, Barry J.

2007-01-01

This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for enhancing the classroom environment, students' attitudes and conceptual development. A sample of 661 students from 22 classrooms in four inner city schools completed modified forms of the Constructivist Learning Environment…

Single-Sex School Boys' Perceptions of Coeducational Classroom Learning Environments

Science.gov (United States)

Yates, Shirley M.

2011-01-01

Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of such changes on the classroom learning environment.…

Asthma and Environment Fact Sheet for Parents and Schools. Revised

Science.gov (United States)

Healthy Schools Network, Inc., 2012

2012-01-01

Important facts about asthma and the environment include: (1) Asthma has reached epidemic proportions in the United States, affecting about 25 million people of all ages and races, including about 7 million children; (2) Nearly one in 10 school-aged children has asthma, and the percentage of children with asthma is rising more rapidly in…

Students’ Well-Being Assessment at School

Directory of Open Access Journals (Sweden)

Nurul Hidayah

2016-04-01

Full Text Available This research aims at describing students’ well-being assessment at two private secondary schools in Sleman regency, Yogyakarta Special Province, Indonesia. The subjects of the research were 42 secondary school students in the area. This is an evaluative research by means of quantitative approach. The data collecting technique employed a focus group discussion (FGD while the instrument used an FGD guide book based on a School Well-being Model (Konu and Rimpela, 2002. The data were analyzed quantitatively by means of thematic analysis. The research finding showed that the students’ school well-being was psychologically high at dimension of health status, but low at dimension of having, loving, and being. Another important finding is that there was a tendency of verbal, physical, as well as sexual bullying done by their classmates and teachers personally.

Monitoring User-Based Accessibility Assessment in Urban Environments and in Public Buildings

Directory of Open Access Journals (Sweden)

Gintaras Stauskis

2018-04-01

Full Text Available The research features analysis of user-experience-based accessibility assessment and progress monitoring of buildings and public spaces; this analysis is used as a tool for facilitating the development of humane, socially sustainable and an inclusive urban environment. A group of users representing people with different kinds of disabilities, the elderly and families with children was created to assess the quality of access to various buildings with different functions and locations across Vilnius and in Singapore. A school, two hospitals, a rehab centre and two offices were selected for access monitoring in Vilnius City, while a hotel, a café and two metro stations with public squares were chosen for access assessment in Singapore. As the same method was principally applied to assess accessibility of selected buildings in Vilnius City in 2000 and 2017 and in Singapore in 2012, the article draws a comparative analysis of access levels in these two cities located in different global regions. The results show a definite improvement of access quality over time and also identify the critical aspects in this process. The segment of plot planning represents the lowest quality of access for all assessed building types as compared to the building segment and the external–internal element segments. The paper also draws conclusions that access improvement is a continuous process of implementing advanced urban policy instruments, and city planners can contribute to it by constantly analysing and presenting to public the monitoring data about the progress in access improvement. Comparing the assessment results between Vilnius City and Singapore – cities that are located in different global regions and in different socio-economic environments – provides a practical tool for benchmarking and setting the priorities for this process.

Do indoor environments in schools influence student performance? A review of the literature

Energy Technology Data Exchange (ETDEWEB)

Mendell, Mark J.; Heath, Garvin A.

2004-11-24

Limited research is available on potential adverse effects of school environments on academic performance, despite strong public concern. We examine the scientific evidence relevant to this relationship by reviewing available research relating schools and other indoor environments to human performance or attendance. As a primary focus, we critically review evidence for direct relationships between indoor environmental quality (IEQ) in buildings and performance or attendance. As a secondary focus, we summarize, without critique, evidence on potential connections indirectly linking IEQ to performance or attendance: relationships between IEQ and health, between health and performance or attendance, and between attendance and performance. The most persuasive direct evidence showed increases in indoor concentrations of nitrogen dioxide and outdoor concentrations of several specific pollutants to be related to reduced school attendance. The most persuasive indirect evidence showed indoor dampness and microbiologic pollutants to be related to asthma and respiratory infections, which have in turn been related to reduced performance and attendance. Furthermore, a substantial scientific literature links poor IEQ (e.g., low ventilation rate, excess moisture or formaldehyde) with respiratory and other health effects in children and adults. Overall, evidence suggests that poor IEQ in schools can influence the performance and attendance of students, primarily through health effects from indoor pollutants. Also, inadequate IEQ in schools seems sufficiently common to merit strong public concern. Evidence is available to justify (1) immediate actions to protect IEQ in schools and (2) focused research on exposures, prevention, and causation, to better guide policies and actions on IEQ in schools.

The Validity of the School Assessment in the Craft Subject

Directory of Open Access Journals (Sweden)

Antti Hilmola

2016-06-01

Full Text Available In this research project, the validity of the school assessment is examined in the craft subject in Finland’s basic education. The criteria for the school assessment are based on the Finnish Na-tional Core Curriculum (FNCC in which the idea of the Entire Craft (EC is highlighted. How-ever, the discussion as to whether or not the school practice is based on the idea of EC, or whether the teachers are still focused on the technical details of products in reflecting on the pupils’ tool-handling skills, is still an ongoing debate. Learner-centred learning is implicated in EC since the pupils are expected to set goals for the implementation of their own ideating, plan-ning and constructing. And, finally, in such a process, the self-reflection of the implemented out-comes against the goals will take place.  Altogether 73 craft teachers from 59 upper level schools participated in this research project. The pupils’ (N = 982 success was assessed during an EC period using the indicator validated by the previous nation-wide evaluation by the Finn-ish National Board of Education (FNBE. Since the valid school assessment was expected to reflect the success in the Entire Craft Assessment Period (ECAP, the outcomes were assessed against the criteria of the FNCC and compared to the pupils’ school scores. The data was ana-lysed using the Linear Regression Analysis (Enter Method. The central observation was that the pupils’ success in the criteria of the EC do not reflect the 7th grade school scores, in all re-spects. Moreover, the pupils’ success does not reflect the 6th grade school scores. The instruc-tions and supplementary education of the FNCC criteria are needed for craft teachers, especial-ly for class teachers at the lower level. In Finland, also the craft subject is taught by the class teachers at the lower level while, at the upper level, the subject teachers take their place. Ac-cording to the new FNCC, the number of class lessons will be

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

Directory of Open Access Journals (Sweden)

Inga Glogger

2013-01-01

Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

School Facilities and Sustainability-Related Concepts: A Study of Hellenic Secondary School Principals’, Teachers’, Pupils’ and Parents’ Responses

Directory of Open Access Journals (Sweden)

Vasiliki Zepatou

2016-03-01

Full Text Available Effective building environment sustainability frameworks and practices need to take users’ opinions into account. For this purpose, a survey questionnaire was developed and the “Panhellenic survey of school spaces, materials and environmental-comfort conditions in secondary schools and perceptions, stances and attitudes of pupils, teachers, principals and parents towards sustainable construction and the selection and use of materials in schools that are friendly to the environment and human health” was conducted nationwide with a random stratified sample of 170 Hellenic public secondary schools. Selected findings are presented and discussed here. These show that existing school facilities are primarily rated as good and that selection and use of materials friendly to the environment and human health are extremely important. User groups believe that they should participate in planning/selecting sustainable solutions for schools. An Index of 10 School Environment Desired Outcomes associated with environmentally friendly and health-friendly materials selection and use was devised. Relevant factors were extracted and interpreted. The research establishes users’ subjective opinions that may be considered and integrated into procedures for improving school buildings, assessing and selecting environmentally friendly materials and implementing strategies for sustainable school design, building and operation.

Needs assessment of school and community physical activity opportunities in rural West Virginia: the McDowell CHOICES planning effort

OpenAIRE

Kristjansson, Alfgeir L; Elliott, Eloise; Bulger, Sean; Jones, Emily; Taliaferro, Andrea R; Neal, William

2015-01-01

Background McDowell CHOICES (Coordinated Health Opportunities Involving Communities, Environments, and Schools) Project is a county wide endeavor aimed at increasing opportunities for physical activity (PA) in McDowell County, West Virginia (WV). A comprehensive needs-assessment laid the foundation of the project. Methods During the 6?month needs assessment, multiple sources of data were collected in two Town Hall Meetings (n?=?80); a student online PA interest survey (n?=?465); a PA and nutr...

THE PRINCIPALS’ ROLE IN DEVELOPING SOCIAL CAPITAL FORTHE PROMOTION OF HEALTHY SCHOOL ENVIRONMENTS

Directory of Open Access Journals (Sweden)

Siphokazi Kwatubana

2017-01-01

Full Text Available Schoolleaders’ individual and collective efforts are essential in the promotion ofhealthy school environments. In this respect, the building of social capital is veryimportant for a school’s improvement. The aim of this paper was to determine therole principals played in developing social capital to enhance healthy schoolenvironments. The study was conducted in two districts, one in the Gauteng andthe other in the Free State provinces of South Africa. It was undertaken as aqualitative research study that involved seven participants. Data collectionstrategies employed included narratives, individual interviews and field notes. Thestudy was considered important in its application of the social capital theory todetermine the role of principals in solicitingeconomic resources for their schools.From the findings, the main challenge that was common in all the participatingschools was the lack of resources for the Promotion ofHealthySchoolEnvironments. It was found that some principals were able to identify andapproach companies that could assist their schools but were then unable to buildtrusting relationships. In view of the findings, this research recommendstrainingto equip principals with skills to enable them tomobilise resources by takingadvantage ofsocial capitalin their communities.

Screening for caries in targeted schools in the Blue Mountains and Hawkesbury districts, New South Wales, Australia: an evaluation of the School Assessment Program.

Science.gov (United States)

Chong, Gabriel Tse Feng; Evans, Robin Wendell; Dennison, Peter John

2011-11-01

  To determine if the school dental screening program in New South Wales, the School Assessment Program, achieved its aim of being the key entry point for high-risk children to receive care.   A secondary analysis was conducted on epidemiological data gathered in 16 primary schools in New South Wales (10 for the School Assessment Program and six for the non-School Assessment Program) in 2003. The validity of the School Assessment Program targeting criteria in identifying high-risk schools was determined. Post-screening treatment outcomes were evaluated from the assessment of treatment ratios.   There were negligible differences in the caries experience and proportions of high-risk children, irrespective of their School Assessment Program status. Sensitivity and specificity values were approximately 60% and 40%, respectively, using various case definitions of high risk applied to both children and schools. Deciduous dentition treatment ratios for School Assessment Program and non-School Assessment Program children with decayed, missing, and filled teeth (dmft) ≥1 ranged from 0.48 to 0.79 and from 0.47 to 0.73, respectively. Respective permanent dentition treatment ratios for School Assessment Program and non-School Assessment Program children with Decayed, Missing, and Filled Teeth (DMFT) ≥1 were 0.49-0.82 and 0.64-1.08.   The School Assessment Program failed to identify schools with high caries-risk children or confer post-screening caries treatment benefits. © 2011 Blackwell Publishing Asia Pty Ltd.

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

OpenAIRE

Watts, Allison W; Mâsse, Louise C; Naylor, Patti-Jean

2014-01-01

Background High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Methods Elementary and middle/high school principals completed a survey on the school food and physical...

Prevalence of child abuse in school environment in Kerala, India: An ICAST-CI based survey.

Science.gov (United States)

Kumar, Manoj Therayil; Kumar, Sebind; Singh, Surendra P; Kar, Nilamadhab

2017-08-01

Very few studies focus on childhood abuse in developing countries and only a small fraction of such studies explicitly deal with abuse in a school environment. The purpose of this study was to estimate the prevalence of sexual, physical, and emotional abuse in a school environment in a developing country. Abuse history was collected using the International Society for the Prevention of Child Abuse and Neglect (ISPCAN) Child Abuse Screening Tool - Children's Institutional Version (ICAST-CI). Demographic variables were also collected. Student supportive measures were provided both during and after the survey. 6682 school attending adolescents in Thrissur, Kerala participated in this cross sectional self report study. One year and lifetime prevalence of physical (75.5%, 78.5%), emotional (84.5%, 85.7%) and sexual (21.0%, 23.8%) abuse was high. Abuse was considered to be present even if an individual item from these three categories was reported. Most abuse was reported as occurring 'sometimes' rather than 'many times'. More males than females reported being victims of abuse; figures for one-year prevalence were: physical abuse (83.4% vs. 61.7%), emotional abuse (89.5% vs. 75.7%), and sexual abuse (29.5% vs. 6.2%). Various factors significantly increase the likelihood of abuse-male gender, low socioeconomic status, regular use of alcohol and drugs by family member at home, and having other difficulties at school. Children tended to report abuse less frequently if they liked attending school and if they always felt safe at school. The results highlight the urgent need to address the issue of abuse in the school environment and minimize its impact. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Influence of Local Food Environments on Adolescents’ Food Purchasing Behaviors

Science.gov (United States)

He, Meizi; Tucker, Patricia; Gilliland, Jason; Irwin, Jennifer D.; Larsen, Kristian; Hess, Paul

2012-01-01

This study examined the relationship between the neighborhood food environment and the food purchasing behaviors among adolescents. Grade 7 and 8 students (n = 810) at 21 elementary schools in London, Ontario, Canada completed a questionnaire assessing their food purchasing behaviors. Parents of participants also completed a brief questionnaire providing residential address and demographic information. A Geographic Information System (GIS) was used to assess students’ home and school neighborhood food environment and land use characteristics. Logistic regression analysis was conducted to assess the influence of the home neighborhood food environment on students’ food purchasing behaviors, while two-level Hierarchical Non-Linear Regression Models were used to examine the effects of school neighborhood food environment factors on students’ food purchasing behaviors. The study showed that approximately 65% of participants reported self-purchasing foods from fast-food outlets or convenience stores. Close proximity (i.e., less than 1 km) to the nearest fast-food outlet or convenience store in the home neighborhood increased the likelihood of food purchasing from these food establishments at least once per week by adolescents (p purchasing by adolescents (i.e., at least once per week; p < 0.05). In conclusion, macro-level regulations and policies are required to amend the health-detracting neighborhood food environment surrounding children and youth’s home and school. PMID:22690205

An Evaluation of the Measurement of Perceived Classroom Assessment Environment

Directory of Open Access Journals (Sweden)

Hussain Alkharusi

2015-07-01

Full Text Available A classroom assessment environment is a classroom context experienced by students as the teacher determines assessment purposes, develops assessment tasks, defines assessment criteria and standards, provides feedback, and monitors outcomes (Brookhart, 1997. It is usually a group experience varying from class to class dependent upon the teacher’s assessment practices (Brookhart, 2004. As such, the measurement of class-level perception of the assessment environment should deserve recognition and investigation. This study aimed at evaluating the measurement of the perceived classroom assessment environment by comparing the psychometric properties of the scale at the student level and class level. Using a multi-stage random sampling process, data were collected from 4088 students nested within 236 classes of the second cycle of the basic education in the Sultanate of Oman. Students responded to the 18-items of Alkharusi's (2011 Perceived Classroom Assessment Environment Scale. Results of the principal axis factoring yielded two factors, learning-oriented and performance-oriented assessment environment, at both levels. However, the two factors explained about 38% of the variance at the class level compared to about 20% of the variance at the student level. Reliability coefficients in terms of Cronbach alpha ranged between .79 and .83 at the class level compared to .65 and .67 at the student level

ASSESSMENT OF PROFESSIONAL SKILLS OF STUDENTS IN IT-BASED CONTROLLED EDUCATIONAL ENVIRONMENT OF A UNIVERSITY

Directory of Open Access Journals (Sweden)

Evgeiy Nikolaevich Boyarov

2013-08-01

Full Text Available The article looks at the problem of estimating professional skills of students, the process of their building and assessing their level in IT-based controlled educational environment of a university. The author presents research findings of professional skills level of future educational professionals in the field of Life Safety[1] based on their academic results.Goal: to develop and show by experiments efficiency of building professional skills of students in IT-based controlled educational environment of a university.Results: increasing the level of professional skills in IT-based controlled educational environment of a university.Scope of application of results: field of higher professional education.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-1[1] Life Safety or Fundamentals of Health and Safety is a secondary school subject, which involves teaching basic rules of how to act in dangerous situations in everyday life (natural disasters, fires, terrorist attacks, etc., provide first aid, etc.

Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

Science.gov (United States)

AJ, Milam; CDM, Furr-Holden; PJ, Leaf

2010-01-01

Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population of 3rd-5th grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual city-wide assessment of student’s perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3rd-8th graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students’ self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2%-8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16%-22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children’s academic performance. PMID:21197388

Rational-Emotive Assessment of School-Aged Children.

Science.gov (United States)

DiGiuseppe, Raymond

1990-01-01

Focuses on assessment of emotions and irrational beliefs in Rational-Emotive Therapy with school-aged children. Argues that, for children to understand and agree to process of disputing irrational beliefs, practitioner first assesses individual child's emotional vocabulary, his/her understanding of relationship between disturbed emotion and…

Technology-Supported Performance Assessments for Middle School Geoscience

Science.gov (United States)

Zalles, D. R.; Quellmalz, E.; Rosenquist, A.; Kreikemeier, P.

2002-12-01

Under funding from the World Bank, the U.S. Department of Education, the National Science Foundation, and the Federal Government's Global Learning and Observations to Benefit the Environment Program (GLOBE), SRI International has developed and piloted web-accessible performance assessments that measure K-12 students' abilities to use learning technologies to reason with scientific information and communicate evidence-based conclusions to scientific problems. This presentation will describe the assessments that pertain to geoscience at the middle school level. They are the GLOBE Assessments and EPA Phoenix, an instantiation of SRI's model of assessment design known as Integrative Performance Assessments in Technology (IPAT). All are publicly-available on the web. GLOBE engages students in scientific data collection and observation about the environment. SRI's classroom assessments for GLOBE provide sample student assessment tools and frameworks that allow teachers and students to assess how well students can use the data in scientific inquiry projects. Teachers can use classroom assessment tools on the site to develop integrated investigations for assessing GLOBE within their particular science curricula. Rubrics are provided for measuring students' GLOBE-related skills, and alignments are made to state, national, and international science standards. Sample investigations are provided about atmosphere, hydrology, landcover, soils, earth systems, and visualizations. The IPAT assessments present students with engaging problems rooted in science or social science content, plus sets of tasks and questions that require them to gather relevant information on the web, use reasoning strategies to analyze and interpret the information, use spreadsheets, word processors, and other productivity tools, and communicate evidence-based findings and recommendations. In the process of gathering information and drawing conclusions, students are assessed on how well they can operate

Teachers Assessment of Secondary School Effectiveness in Akwa ...

African Journals Online (AJOL)

The aim of the study was to determine how secondary school teachers in Akwa Ibom State of Nigeria assess their school effectiveness in terms of learning and teaching, planning and organizing teaching, guidance and counselling, leadership and ethos. Three hypotheses were raised. The population of study consisted of ...

Influence of School and Environment on Selective Memory.

Science.gov (United States)

Wilkinson, Alex; And Others

1979-01-01

Subjects were 943 mestizo and Quechua Indian children aged five and six years who lived in jungle villages near Lanas and in slum settlements in Lima, Peru. Some six year olds attended school and others did not. The children were tested with a task that assessed memory for central and incidental features of drawings. (JMB)

Big Sib Students' Perceptions of the Educational Environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory.

Science.gov (United States)

Arzuman, Hafiza; Yusoff, Muhamad Saiful Bahri; Chit, Som Phong

2010-07-01

A cross-sectional descriptive study was conducted among Big Sib students to explore their perceptions of the educational environment at the School of Medical Sciences, Universiti Sains Malaysia (USM) and its weak areas using the Dundee Ready Educational Environment Measure (DREEM) inventory. The DREEM inventory is a validated global instrument for measuring educational environments in undergraduate medical and health professional education. The English version of the DREEM inventory was administered to all Year 2 Big Sib students (n = 67) at a regular Big Sib session. The purpose of the study as well as confidentiality and ethical issues were explained to the students before the questionnaire was administered. The response rate was 62.7% (42 out of 67 students). The overall DREEM score was 117.9/200 (SD 14.6). The DREEM indicated that the Big Sib students' perception of educational environment of the medical school was more positive than negative. Nevertheless, the study also revealed some problem areas within the educational environment. This pilot study revealed that Big Sib students perceived a positive learning environment at the School of Medical Sciences, USM. It also identified some low-scored areas that require further exploration to pinpoint the exact problems. The relatively small study population selected from a particular group of students was the major limitation of the study. This small sample size also means that the study findings cannot be generalised.

40 CFR 763.88 - Assessment.

Science.gov (United States)

2010-07-01

... ACBM in the school building. (2) Each accredited inspector providing a written assessment shall sign... 40 Protection of Environment 30 2010-07-01 2010-07-01 false Assessment. 763.88 Section 763.88 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT ASBESTOS...

Lesbian, gay, bisexual, and transgender (LGBT) issues in dental school environments: dental student leaders' perceptions.

Science.gov (United States)

Anderson, Joan I; Patterson, April N; Temple, Henry J; Inglehart, Marita Rohr

2009-01-01

The objectives of the study reported in this article were to assess dental student leaders' perceptions of educational efforts concerning lesbian, gay, bisexual, and transgender (LGBT) topics and the cultural climate concerning LGBT issues in dental schools in the United States and Canada. In addition, the perceptions of student leaders who self-identified as belonging to the LGBT community and of students with a heterosexual orientation were compared. Data were collected from 113 dental student leaders from twenty-seven dental schools in the United States and three in Canada. Fifty student leaders were females, and sixty-two were males. Only 13.3 percent of the respondents agreed that their dental education prepared them well to treat patients from LGBT backgrounds. The more the student leaders believed that their university has an honest interest in diversity, the better they felt prepared by their dental school program to treat patients from LGBT backgrounds (r=.327; pschools' administrations create a positive environment for students with LGBT orientations, the more they agreed that persons can feel comfortable regardless of their sexual orientation (r=.585; pschool administrators play an important role in ensuring that future care providers are well prepared to treat patients from LGBT backgrounds and that staff, faculty, students, and patients from these backgrounds are not discriminated against.

Assessment of Secondhand Smoke Exposure at School among U.S. Middle and High School Students

Science.gov (United States)

Olufajo, Olubode Ademola; Agaku, Israel Terungwa

2015-01-01

To obtain nationally representative estimates of the prevalence of secondhand smoke (SHS) exposure at U.S. schools, we assessed the prevalence and correlates of SHS exposure at school among U.S. middle and high school students using data from the 2011 National Youth Tobacco Survey comprising of 18,866 students spread across all the U.S. states.…

Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Science.gov (United States)

Howley, Marged D.; Howley, Aimee; Henning, John E.; Gillam, Mary Beth; Weade, Ginger

2013-01-01

This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools--use of formative…

Do Not Forget About Public Transportation: Analysis of the Association of Active Transportation to School Among Washington, DC Area Children With Parental Perceived Built Environment Measures.

Science.gov (United States)

Roberts, Jennifer D; Rodkey, Lindsey; Ray, Rashawn; Saelens, Brian E

2018-03-23

Although the active transportation (AT) indicator received an F grade on the 2016 US Report Card on Physical Activity for Children and Youth, this AT assessment excluded public transportation. An objective of the Built Environment and Active Play Study was to assess youth AT, including public transportation, among Washington, DC area children in relation to parental perceptions of neighborhood built environment (BE) variables. Questionnaires were mailed to 2000 parents of children aged 7-12 years. AT to school (ATS) was assessed with the question: "In an average school week, how many days does your child use each of the following ways to get to and from school? (a) Walk; (b) Bike; (c) Car; (d) Bus or Metro." Parental perceived BE data were obtained through questionnaire items, and logistic regression was conducted to determine if BE variables were associated with youth ATS. The sample included 144 children (50% female; average age 9.7 years; 56.3% white; 23.7% African American; 10.4% Asian American). Over 30% used ATS-public transportation 5 days per week, and nearly 13% used ATS-walking daily. Parental perceived BE variables significantly predicted youth ATS-walking and ATS-public transportation. ATS-public transportation is common among Washington, DC area youth, and parental perceptions of BE can significantly predict ATS.

Standardised Testing and Assessment in Comprehensive School in Scandinavian Countries

DEFF Research Database (Denmark)

Andreasen, Karen Egedal; Eva, Hjörne,

Assessments can be considered to be an integrated part of formal educational settings, in different forms and used for different purposes. In this contribution we will discuss and analyse the use of assessments in comprehensive school in Scandinavian countries through time, as we will include....... If the comprehensive school is based on the general idea of a school for all, how can different ways of practising assessment support or work against this idea? What conclusions can be drawn from the experiences in the Scandinavian countries?...... different kinds of documentary and empirical studies in the argumentation. We will focus on which kinds of assessments has been used, for which purposes and the role of this in the perspective of society. More contemporary trends will be discussed, specially the use of standardised testing. Scandinavian...

Study Protocol of MINI SALTEN: a technology-based multi-component intervention in the school environment targeting healthy habits of first grade children and their parents.

Science.gov (United States)

Kovalskys, Irina; Rausch Herscovici, Cecile; Indart Rougier, Paula; De Gregorio, María José; Zonis, Luciana; Orellana, Liliana

2017-05-06

MINI SALTEN is a program developed to increase moderate to vigorous physical activity (PA) and improve eating habits at home and school in first grade children. It aims to assess the effects of a technology family-based and PA school-based intervention. The purpose of this manuscript is to describe the protocol design and the MINISALTEN intervention. This is cluster-randomized controlled trial designed to run from July 2015 to November 2016 in 12 public schools of the city of Buenos Aires, matched for socio-demographic characteristics. The intervention is based on two main components: (a) "active breaks" (AB): implemented during school breaks by a PA instructor; (b) "virtual" (V): web-based contents delivered to the families via a multiplatform application. Using a computer generated random sequence participants are allocated to one of four intervention conditions: (AB), (V), (AB + V), and control (C). Outcomes are measured at baseline and 12 months post intervention, and will include data collected from the child and her/his mother/father or guardian. Primary outcome measures are: PA and sedentary behaviour (measured with accelerometers). Secondary outcome measures related are: percentage of kilocalories (kcal) from added sugars, and from total and saturated fats; grams of fruits and vegetables; and number of snacks and kcal coming from their added sugars and total and saturated fats. Family socio-economic level, home environment, and school environment will also be assessed. Statistical analysis is on an intention-to-treat principle. Baseline characteristics are described using summary measures and mixed models (with school as random effect). The effect of the two interventions will be estimated using a generalized mixed linear model with link and distribution selected according to the type of outcome. Included random effects are: child (or mother/father or guardian) accounting for repeated measures; school accounting for cluster induced by school. The most

School Climate Assessment Programs. Technical Assistance Bulletin 38.

Science.gov (United States)

National School Resource Network, Washington, DC.

Numerous studies indicate that climate, the prevailing "feeling" of the environment, not only contributes to behavioral and situational outcomes, but that climate can be changed to help bring about the behaviors and outcomes desired. Researchers have identified characteristics of positive school climates and ways of determining the presence or…

Understanding school food service characteristics associated with higher competitive food revenues can help focus efforts to improve school food environments.

Science.gov (United States)

Guthrie, Joanne F; Newman, Constance; Ralston, Katherine; Prell, Mark; Ollinger, Michael

2012-08-01

Many school food services sell extra foods and beverages, popularly referred to as “competitive foods,” in addition to USDA school meals. On the basis of national survey data, most competitive foods and beverages selected by students are of low nutritional value. Recent federal legislation will allow schools that participate in USDA school meal programs to sell competitive foods only if the food items they sell meet nutrition standards based on the Dietary Guidelines for Americans. Concerns have been raised about the potential effects of limiting competitive foods on local school food service finances. However, national data indicate that only in a subset of schools do food services receive large amounts of revenues from competitive foods. These food services are typically located in secondary schools in more affluent districts, serving higher proportions of students who do not receive free or reduced price meals. Compared to other food services, these food services couple higher competitive food revenues with lower school meal participation. Increasing school meal participation could increase meal revenues to offset any loss of competitive food revenues. Replacing less-healthful competitive items with healthier options could also help maintain school food service revenues while improving the school food environment. Nationally consistent nutrition standards for competitive foods may encourage development and marketing of healthful products.

The Influence of the Physical Environment and Sociodemographic Characteristics on Children's Mode of Travel to and From School

Science.gov (United States)

Larsen, Kristian; Hess, Paul; Tucker, Patricia; Irwin, Jennifer; He, Meizi

2009-01-01

Objectives. We examined whether certain characteristics of the social and physical environment influence a child's mode of travel between home and school. Methods. Students aged 11 to 13 years from 21 schools throughout London, Ontario, answered questions from a travel behavior survey. A geographic information system linked survey responses for 614 students who lived within 1 mile of school to data on social and physical characteristics of environments around the home and school. Logistic regression analysis was used to test the influence of environmental factors on mode of travel (motorized vs “active”) to and from school. Results. Over 62% of students walked or biked to school, and 72% from school to home. The likelihood of walking or biking to school was positively associated with shorter trips, male gender, higher land use mix, and presence of street trees. Active travel from school to home was also associated with lower residential densities and lower neighborhood incomes. Conclusions. Our findings demonstrate that active travel is associated with environmental characteristics and suggest that school planners should consider these factors when siting schools in order to promote increased physical activity among students. PMID:19106422

Food Environment in Secondary Schools: À La Carte, Vending Machines, and Food Policies and Practices

Science.gov (United States)

French, Simone A.; Story, Mary; Fulkerson, Jayne A.; Gerlach, Anne Faricy

2003-01-01

Objectives. This study described the food environment in 20 Minnesota secondary schools. Methods. Data were collected on school food policies and the availability and nutritional content of foods in school à la carte (ALC) areas and vending machines (VMs). Results. Approximately 36% and 35% of foods in ALC areas and in VMs, respectively, met the lower-fat criterion (≤ 5.5 fat grams/serving). The chips/crackers category constituted the largest share of ALC foods (11.5%). The median number of VMs per school was 12 (4 soft drink, 2 snack, 5 other). Few school food policies were reported. Conclusions. The availability of healthful foods and beverages in schools as well as school food policies that foster healthful food choices among students needs greater attention. PMID:12835203

Environment, safety and health progress assessment manual

International Nuclear Information System (INIS)

1992-12-01

On June 27, 1989, the Secretary of Energy announced a 10-Point Initiative to strengthen environment, safety, and health (ES ampersand H) programs, and waste management activities at DOE production, research, and testing facilities. One of the points involved conducting dent Tiger Team Assessments of DOE operating facilities. The Office of Special independent Projects (OSP), EH-5, in the Office of the Assistant Secretary for Environment, Safety and Health, EH-1, was assigned the responsibility to conduct the Tiger Team Assessments. Through June 1992, a total of 35 Tiger Team Assessments were completed. The Secretary directed that Corrective Action Plans be developed and implemented to address the concerns identified by the Tiger Teams. In March 1991, the Secretary approved a plan for assessments that are ''more focused, concentrating on ES ampersand H management, ES ampersand H corrective actions, self-assessment programs, and root-cause related issues.'' In July 1991, the Secretary approved the initiation of ES ampersand H Progress Assessments, as a followup to the Tiger Team Assessments, and in the continuing effort to institutionalize the self-assessment process and line management accountability in the ES ampersand H areas. This manual documents the processes to be used to perform the ES ampersand H Progress Assessments. It was developed based upon the lessons learned from Tiger Team Assessments, the two pilot Progress Assessments, and Progress Assessments that have been completed. The manual will be updated periodically to reflect lessons learned or changes in policy