Closing the Achievement Gap: Urban Schools. CSR Connection.

Science.gov (United States)

Porter, Kathleen; Soper, Stephanie

This report reviews efforts to reform urban schools, focusing on initiatives in Tennessee and California as examples from which distric leaders may draw useful lessons. The report suggests that comprehensive school reform (CSR) offers promise to struggling urban schools by focusing on transforming the academic climate, school culture, and…

Violence in Rural, Suburban, and Urban Schools in Pennsylvania.

Science.gov (United States)

Flynn, Kalen; McDonald, Catherine C; D'Alonzo, Bernadette A; Tam, Vicky; Wiebe, Douglas J

2018-01-01

School violence is a public health issue with direct and collateral consequences that has academic and social impacts for youth. School violence is often considered a uniquely urban problem, yet more research is needed to understand how violence in rural and suburban schools may be similar or different from urban counterparts. Using school violence data from a state with urban, suburban, and rural counties, we explored the landscape of school violence in Pennsylvania (PA) through mapping, descriptive statistics, and factor analysis. Results show school violence is not solely an urban problem. Schools in all county types and across grade levels deal with violence to varying degrees, and the majority of schools across county types experience low levels of violence. Types of violence experienced by PA schools loaded onto three factors, suggesting that targeted interventions may be better suited to addressing school violence.

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning.

Science.gov (United States)

Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L

2013-09-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.

National Implications for Urban School Systems: Strategic Planning in the Human Resource Management Department in a Large Urban School District

Science.gov (United States)

Johnson, Clarence; Kritsonis, William Allan

2007-01-01

This article addresses several key ongoing issues in a large urban school district. Literature focuses on what make a large urban school district effective in Human Resource Management. The effectiveness is addressed through recruitment and retention practices. A comparison of the school district with current research is the main approach to the…

School Uniforms in Urban Public High Schools

Science.gov (United States)

Draa, Virginia Ann Bendel

2005-01-01

The purpose of this study was to determine whether or not the implementation of a mandatory uniform policy in urban public high schools improved school performance measures at the building level for rates of attendance, graduation, academic proficiency, and student conduct as measured by rates of suspensions and expulsions. Sixty-four secondary…

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning

Science.gov (United States)

Mehta, Tara G.; Atkins, Marc S.; Frazier, Stacy L.

2013-01-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers’ relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented. PMID:23935763

An Examination of a Teacher's Use of Authentic Assessment in an Urban Middle School Setting

Science.gov (United States)

Stevens, Patricia

2013-01-01

Today in urban education, schools are forced to keep up and compete with students nationally with high-stake testing. Standardized tests are often bias in nature and often do not measure the true ability of a student. Casas (2003) believes that all children can learn but they may learn differently. Therefore, using authentic assessments is an…

Climate conscious citizenship in a digital urban setting

DEFF Research Database (Denmark)

Andersen, Sophie Esmann; Nielsen, Anne Ellerup

2011-01-01

Climate change has challenged urban life, and as an omnipresent force, Nature sets the agenda for urban living. Using stakeholder theory to conceptualise urban life, we approach Nature as both an omnipresent stakeholder and an issue to be continuously addressed and related to. Adapting the stakeh......Climate change has challenged urban life, and as an omnipresent force, Nature sets the agenda for urban living. Using stakeholder theory to conceptualise urban life, we approach Nature as both an omnipresent stakeholder and an issue to be continuously addressed and related to. Adapting...... explore how the citizen is framed and invited to enact his/her responsibilities to the natural environment in an urban setting and how the digital mediation facilitates various forms of relations and climate conscious positions, incorporating both narcissistic desires, universal anxiety, moral obligations......, ethical virtue and image performance. Statements from the actual confessors/committers exemplify this. Thus, the paper provides insight into understanding the complexity of climate-conscious citizenship as a complex configuration of paradoxical, co-existing ethics and arguments....

Equity, sustainability and governance in urban settings.

Science.gov (United States)

Rice, Marilyn; Hancock, Trevor

2016-03-01

In this commentary the urban setting is explored from the perspective of ecological sustainability and social equity. Urban-related issues are highlighted related to social inequality, deficits in urban infrastructures, behavior-related illnesses and risks, global ecological changes, and urban sprawl. Approaches to addressing these issues are described from the perspective of urban governance, urban planning and design, social determinants of health, health promotion, and personal and community empowerment. Examples of successful strategies are provided from Latin America, including using participatory instruments (assessments, evaluation, participatory budgeting, etc.), establishing intersectoral committees, increasing participation of civil society organizations, and developing virtual forums and networks to channel participatory and collaborative processes. A way forward is proposed, using the urban setting to show the imperative of creating intersectoral policies and programs that produce environments that are both healthy and sustainable. It will be important to include new forms of social participation and use social media to facilitate citizen decision-making and active participation of all sectors of society, especially excluded groups. © The Author(s) 2015.

Provider Perspectives on School-Based Mental Health for Urban Minority Youth: Access and Services

Science.gov (United States)

Gamble, Brandon E.; Lambros, Katina M.

2014-01-01

This article provides results from a qualitative study on the efforts of school-based mental health providers (SBMHPs) who serve students in urban, suburban, and ethnically diverse settings to help families access quality mental health services. School-based mental health plays a key role in the provision of direct and indirect intervention…

Learning to teach science in urban schools

Science.gov (United States)

Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

2001-10-01

Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

Framing an Urban School Library with the "National School Library Standards"

Science.gov (United States)

Keeling, Mary

2018-01-01

What is the future of urban school libraries? The American Association of School Librarians (AASL) "National School Library Standards" offer a framework for school librarians to reflect on how they can tailor their professional practice to serve their specific school communities. Through the lens of the standards, school librarians can…

Urban-Rural Differences in School Nurses' Asthma Training Needs and Access to Asthma Resources.

Science.gov (United States)

Carpenter, Delesha M; Estrada, Robin Dawson; Roberts, Courtney A; Elio, Alice; Prendergast, Melissa; Durbin, Kathy; Jones, Graceann Clyburn; North, Steve

Few studies have examined school nurses preferences' for asthma training. Our purpose was to: 1) assess school nurses' perceived asthma training needs, 2) describe nurses' access to asthma educational resources, and 3) identify urban-rural differences in training needs and access to resources in southern states. A convenience sample of school nurses (n=162) from seven counties (two urban and five rural) in North Carolina and South Carolina completed an online, anonymous survey. Chi-square tests were used to examine urban-rural differences. Although most nurses (64%) had received asthma training within the last five years, urban nurses were more likely to have had asthma training than rural nurses (χ 2 =10.84, p=0.001). A majority of nurses (87%) indicated they would like to receive additional asthma training. Approximately half (45%) of nurses reported access to age-appropriate asthma education materials, but only 16% reported that their schools implemented asthma education programs. Urban nurses were more likely than rural nurses to have access to asthma education programs (χ 2 =4.10, p=0.04) and age-appropriate asthma education materials (χ 2 =8.86, p=0.003). Few schools are implementing asthma education programs. Rural nurses may be disadvantaged in terms of receiving asthma training and having access to asthma education programs and materials. Schools are an ideal setting for delivering age-appropriate asthma education. By providing school nurses with access to age-appropriate asthma education resources and additional asthma training, we can help them overcome several of the barriers that impede their ability to deliver asthma care to their students. Copyright © 2017 Elsevier Inc. All rights reserved.

Compliance with a multilayered nonpharmaceutical intervention in an urban elementary school setting.

Science.gov (United States)

Stebbins, Samuel; Stark, James H; Vukotich, Charles J

2010-01-01

The purpose of this study was to determine to what extent school-aged children can learn hygiene-based nonpharmaceutical interventions (NPIs) and persist in these behavioral changes over the duration of an influenza season. If this can be done successfully, it may be a preferable pandemic mitigation strategy to much more disruptive strategies such as whole-scale school closure. The Pittsburgh Influenza Prevention Project (PIPP) is a prospective, controlled, randomized trial of the effectiveness of a suite of hygiene-based NPIs in controlling influenza and related illnesses in elementary schools in the City of Pittsburgh. During the 2007-08 school year, the project measured adoption of NPIs by students in five elementary schools through surveys of home-room teachers before, during, and after influenza season. Results showed highly statistically significant improvement in students' daily practice of nearly all of the NPIs, including hand washing and sanitizer use and covering coughs and sneezes. The study provides evidence that children can learn, implement, and persist in the behaviors of a multilayered suite of NPIs over a typical flu season. These results will be useful to public health policy makers and practitioners considering methods of infectious disease prevention in school-based settings.

Rural and urban children with asthma: are school health services meeting their needs?

Science.gov (United States)

Hillemeier, Marianne M; Gusic, Maryellen E; Bai, Yu

2006-09-01

Children with asthma spend a large portion of their day in school, and the extent to which public schools are prepared to meet their health needs is an important issue. The objective of this study was to identify asthma policies and practices in rural and urban school settings and to compare them with current National Heart, Lung, and Blood Institute recommendations. A stratified random sample of school nurses who represented each of the 500 active Pennsylvania school districts were surveyed in 2004 concerning nurse staffing patterns, availability of asthma monitoring and treatment-related equipment, emergency preparedness, availability of asthma-related support and case management services, school-specific procedures including identification of children with asthma and accessibility of inhaler medication during school hours, presence and content of written asthma management plans, and perceived obstacles to asthma management in the school setting. Sampling weights were incorporated into the analyses to take the survey design into account. The overall response rate was 76%, with a total of 757 surveys analyzed. In more than half of secondary schools and three quarters of elementary schools, nurses were present asthma attack were not always available. In 72% of rural schools, children were allowed to self-carry rescue inhalers, as compared with 47% of urban schools. Asthma management plans were on file for only 1 quarter of children with asthma, and important information often was omitted. Approximately half of the schools were equipped with peak flow meters and nebulizers, and spacers were available in 1 third of schools. Improvements are needed to bring schools into compliance with current recommendations, including more consistent availability of knowledgeable staff, improved access to asthma monitoring and treatment-related equipment, more universal use of asthma management plans, and greater access to inhalers while at school, including increasing the

Urban School Chiefs Under Fire.

Science.gov (United States)

Cuban, Larry

This study examines three veteran urban school superintendents who were highly respected by their colleagues but who came under intense pressure from forces outside the school systems in the 1960's. Chapter 1 explores the context of the desegregation controversy and the furor over an independent evaluation that faced Benjamin C. Willis in Chicago.…

Setting the scene: the geographies of urban governance

NARCIS (Netherlands)

Gupta, J.; Pfeffer, K.; Ros-Tonen, M.; Verrest, H.; Gupta, J.; Pfeffer, J.; Verrest, K.; Ros-Tonen, M.

2015-01-01

This chapter sets the context for the discussions on the geographies of urban governance in this book. It highlights the current themes of urban governance and how the recent wave of globalization has changed the geographies of urban governance in nine ways - by shaping dominant discourses about

Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject

Science.gov (United States)

Spillane, James P.; Diamond, John B.; Walker, Lisa J.; Halverson, Rich; Jita, Loyiso

2001-10-01

This article explores school leadership for elementary school science teaching in an urban setting. We examine how school leaders bring resources together to enhance science instruction when there appear to be relatively few resources available for it. From our study of 13 Chicago elementary (K-8) schools' efforts to lead instructional change in mathematics, language arts, and science education, we show how resources for leading instruction are unequally distributed across subject areas. We also explore how over time leaders in one school successfully identified and activated resources for leading change in science education. The result has been a steady, although not always certain, development of science as an instructional area in the school. We argue that leading change in science education involves the identification and activation of material resources, the development of teachers' and school leaders' human capital, and the development and use of social capital.

Excellence in Urban High Schools: An Emerging District/School Perspective.

Science.gov (United States)

Yin, Robert K.; And Others

This report presents the preliminary findings of the District/Secondary School Study. The study had two purposes: (1) to identify ways of managing urban high schools to produce excellence, and (2) to recommend policy-relevant guidance to existing school and district administrators. The study design focused on the testing of two specific theories…

Urban Teachers' Perceptions of School Violence

Science.gov (United States)

Church, Gregory L.

2011-01-01

Teachers may not be trained on how to prevent or address school violence and/or may lack the skills necessary to provide adequate intervention strategies. The purpose of this study was to explore urban K-6 teachers' perceptions of school violence at one metropolitan school. The conceptual framework for this study was supported by Bronfenbrenner's…

Dysmenorrhoea in different settings: Are the rural and urban adolescent girls perceiving and managing the dysmenorrhoea problem differently?

Directory of Open Access Journals (Sweden)

Avasarala Atchuta

2008-01-01

Full Text Available Context: It is well-known that every health problem, not only presents itself with different epidemiological profiles in different population settings, but is also perceived and managed differently. Having knowledge of these variations in its presentations and perceptions in different population settings, for example, in urban and rural settings, will be useful for its successful management. Aim: To study differences in epidemiological profiles, perceptions, socio economic losses, and quality-of-life losses and management of dysmenorrhoea in different settings for effective management. Design and Setting: A comparative cross-sectional study among adolescent school girls (101 girls in urban areas and 79 girls in rural areas in the district of Karimnagar. Materials and Methods: A cross-sectional survey using a pretested questionnaire was conducted among 180 adolescent girls in urban and rural settings. Statistical Analyses Used: Proportions and X 2 test. Results: The prevalence of dysmenorrhoea is 54% (53% in girls in urban areas and 56% in girls in rural areas (X 2 df = 0.1, P = 0.05. Sickness absenteeism (28-48%, socio economic losses, and perceived quality of life losses are more prevalent among girls in urban areas than in girls in rural areas. Girls in rural areas resort to physical labor and other natural methods to obtain relief while the girls in urban areas are mainly depending on medications. Conclusions: Dysmenorrhoea can also be managed effectively by natural methods without resorting to medicines, provided one is psychologically prepared to face it without anxiety.

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 6. Perspectives Charter School

Science.gov (United States)

Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Particulate matter in rural and urban nursery schools in Portugal

International Nuclear Information System (INIS)

Nunes, R.A.O.; Branco, P.T.B.S.; Alvim-Ferraz, M.C.M.; Martins, F.G.; Sousa, S.I.V.

2015-01-01

Studies have been showing strong associations between exposures to indoor particulate matter (PM) and health effects on children. Urban and rural nursery schools have different known environmental and social differences which make their study relevant. Thus, this study aimed to evaluate indoor PM concentrations on different microenvironments of three rural nursery schools and one urban nursery school, being the only study comparing urban and rural nursery schools considering the PM 1 , PM 2.5 and PM 10 fractions (measured continuously and in terms of mass). Outdoor PM 2.5 and PM 10 were also obtained and I/O ratios have been determined. Indoor PM mean concentrations were higher in the urban nursery than in rural ones, which might have been related to traffic emissions. However, I/O ratios allowed concluding that the recorded concentrations depended more significantly of indoor sources. WHO guidelines and Portuguese legislation exceedances for PM 2.5 and PM 10 were observed mainly in the urban nursery school. - Highlights: • This is the only study comparing urban and rural nurseries considering PM fractions. • A low number of children in classrooms is enough to increase PM concentrations. • Children in urban nurseries are exposed to higher PM concentrations than in rural. • Children were mainly exposed to the finer fractions, which are worse to health. - PM levels were higher in the urban nursery than in the rural ones, which might have been related to traffic emissions. Still concentrations depended more significantly of indoor sources

Schools at the Rural-Urban Boundary - Blurring the Divide?

Science.gov (United States)

Burdick-Will, Julia; Logan, John R

2017-07-01

Schools mirror the communities in which they are located. Research on school inequality across the rural-urban spectrum tends to focus on the contrast between urban, suburban, and rural schools and glosses over the variation within these areas as well as the similarities between them. To address this gap and provide a richer description of the spatial distribution of educational inequality, we examine the school composition, achievement, and resources of all U.S. elementary schools in 2010-2011. We apply standard census definitions of what areas fall within central cities, the remainder of metropolitan regions, and in rural America. We then apply spatially explicit methods to reveal blurred boundaries and gradual gradients rather than sharp breaks at the edges of these zones. The results show high levels of variation within the suburbs and substantial commonality between rural and urban areas.

Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety

Science.gov (United States)

Varjas, Kris; Henrich, Christopher C.; Meyers, Joel

2009-01-01

This study examined 427 urban middle school students' perceptions of bullying, cyberbullying, and school safety utilizing the Student Survey of Bullying Behavior-Revised 2 (Varjas, Meyers, & Hunt, 2006). A unique finding is that cyberbullying may represent a unique modality of victimization and bullying compared with other school-based…

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…

The Urban School and the Delinquent.

Science.gov (United States)

Kvaraceus, William C.

As both American and European studies suggest, large-city schools are increasingly responsible for the rising rate of delinquency and social maladjustment among youth. Too often urban schools encourage pupils to renounce their individual differences and submit to external controls and group pressures. Many pupils feel frustrated and agressive and…

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 8. High Tech High School

Science.gov (United States)

Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Case Studies of Leading Edge Small Urban High Schools. Personalization Strategic Designs: 9. MetWest High School

Science.gov (United States)

Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

High Pressure Reform: Examining Urban Schools' Response to Multiple School Choice Policies

Science.gov (United States)

Holme, Jennifer Jellison; Carkhum, Rian; Rangel, Virginia Snodgrass

2013-01-01

Over the past several decades, policymakers have sought to address the problem of school failure by exposing traditional public schools to competitive market forces. In this analysis, we examine how two traditional public schools in a "high pressure/high choice" urban school cluster in Texas responded to a number of overlapping choice…

Learner Factors in a High-Poverty Urban Middle School

Science.gov (United States)

Olivares-Cuhat, Gabriela

2011-01-01

The purpose of this pilot study is to gain more insight into learner factors prominent in high-poverty urban schools and to suggest pedagogical approaches appropriate to this environment. To this end, three surveys were administered to students attending a high-poverty, urban middle school in order to measure their learning style preferences,…

Urban Principals' Understanding of Cyber Bullying: New Role in School Leadership

Science.gov (United States)

Jean-Paul, Max R.

2013-01-01

Technological advances have made cyberbullying a major problem in urban schools. In this study, I sought to explore the relationship between urban school administrators' leadership styles (team vs. transformational) and their handling of cyberbullying. I developed a survey CARES (Cyberbullying Administrative Review in Education for Schools) to…

The Impact of Mentoring Programs on Teachers in Urban Middle Schools

Science.gov (United States)

Wider, Beyonka Shantel

2012-01-01

Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…

Schools at the Rural-Urban Boundary – Blurring the Divide?

Science.gov (United States)

Burdick-Will, Julia; Logan, John R.

2018-01-01

Schools mirror the communities in which they are located. Research on school inequality across the rural-urban spectrum tends to focus on the contrast between urban, suburban, and rural schools and glosses over the variation within these areas as well as the similarities between them. To address this gap and provide a richer description of the spatial distribution of educational inequality, we examine the school composition, achievement, and resources of all U.S. elementary schools in 2010–2011. We apply standard census definitions of what areas fall within central cities, the remainder of metropolitan regions, and in rural America. We then apply spatially explicit methods to reveal blurred boundaries and gradual gradients rather than sharp breaks at the edges of these zones. The results show high levels of variation within the suburbs and substantial commonality between rural and urban areas. PMID:29430017

Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 3. University Park Campus School

Science.gov (United States)

Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Gaseous pollutants on rural and urban nursery schools in Northern Portugal

International Nuclear Information System (INIS)

Nunes, R.A.O.; Branco, P.T.B.S.; Alvim-Ferraz, M.C.M.; Martins, F.G.; Sousa, S.I.V.

2016-01-01

Indoor air quality in nursery schools is different from other schools and this has been largely ignored, particularly in rural areas. Urban and rural nursery schools have different environmental characteristics whose knowledge needs improvement. Thus, this study aimed to evaluate continuously the concentrations of CO_2, CO, NO_2, O_3, CH_2O and total VOC in three rural nursery schools and one urban, being the only one comparing urban and rural nurseries with continuous measurements, thus considering occupation and non-occupation periods. Regarding CO_2, urban nursery recorded higher concentrations (739–2328 mg m"−"3) than rural nurseries (653–1078 mg m"−"3). The influence of outdoor air was the main source of CO, NO_2 and O_3 indoor concentrations. CO and NO_2 concentrations were higher in the urban nursery and O_3 concentrations were higher in rural ones. CH_2O and TVOC concentrations seemed to be related to internal sources, such as furniture and flooring finishing and cleaning products. - Highlights: • This is the only study comparing gaseous pollutants continuously measured in urban and rural nurseries. • Children's risk of exposure occurs mainly in the urban nursery school. • Outdoor air was the main determinant of CO, NO_2 and O_3 indoor concentrations. • There is a need to implement measures to reduce critical situations regarding IAQ. - Gaseous pollutant levels were higher in the urban nursery than in rural ones, except for O_3. High concentrations were due to lack of ventilation, outdoor air and internal sources.

The Rewards of Teaching Music in Urban Settings

Science.gov (United States)

Bernard, Rhoda

2010-01-01

A great deal has been written about the challenges facing music educators who work in urban settings. The scarcity of instruments, textbooks, and other resources; a lack of parental and administrative support; and difficulties with classroom management are just a few of the issues that confront music teachers who work in urban communities.…

Climate-conscious citizenship in a digital urban setting

Directory of Open Access Journals (Sweden)

Sophie Esmann Andersen

2010-12-01

Full Text Available Climate change has challenged urban life, and as an omnipresent force, Nature sets the agenda for urban living. Using stakeholder theory to conceptualise urban life, we approach Nature as both an omnipresent stakeholder and an issue to be continuously addressed and related to. Adapting the stakeholder focus to relations, stakes and values, we conceptually analyse the digital installation entitled CO2mmitment/CO2nfessions, which was a prominent part of the Aarhus CO2030 exhibition launching the vision of the Danish city of Aarhus to become carbon neutral by the year 2030. In the analysis, we explore how the citizen is framed and invited to enact his/her responsibilities to the natural environment in an urban setting and how the digital mediation facilitates various forms of relations and climate conscious positions, incorporating both narcissistic desires, universal anxiety, moral obligations, ethical virtue and image performance. Statements from the actual confessors/committers exemplify this. Thus, the paper provides insight into understanding the complexity of climate-conscious citizenship as a complex configuration of paradoxical, co-existing ethics and arguments.

Climate-conscious citizenship in a digital urban setting

Directory of Open Access Journals (Sweden)

Sophie Esmann Andersen

2011-06-01

Full Text Available Climate change has challenged urban life, and as an omnipresent force, Nature sets the agenda for urban living. Using stakeholder theory to conceptualise urban life, we approach Nature as both an omnipresent stakeholder and an issue to be continuously addressed and related to. Adapting the stakeholder focus to relations, stakes and values, we conceptually analyse the digital installation entitled CO2mmitment/CO2nfessions, which was a prominent part of the Aarhus CO2030 exhibition launching the vision of the Danish city of Aarhus to become carbon neutral by the year 2030. In the analysis, we explore how the citizen is framed and invited to enact his/her responsibilities to the natural environment in an urban setting and how the digital mediation facilitates various forms of relations and climate conscious positions, incorporating both narcissistic desires, universal anxiety, moral obligations, ethical virtue and image performance. Statements from the actual confessors/committers exemplify this. Thus, the paper provides insight into understanding the complexity of climate-conscious citizenship as a complex configuration of paradoxical, co-existing ethics and arguments.

Human Resource Support for School Principals in Two, Urban School Districts: An Exploratory Study

Science.gov (United States)

Lochmiller, Chad R.

2010-01-01

School districts are increasingly focused on instructional practice in classrooms. Many urban school districts have shifted decision-making responsibility to school principals in order to improve instruction. This reform strategy has been referred to as decentralization or school-based management. Decentralization has a significant influence on…

The Electrical and Technology Curriculum of an Urban Charter High School and Its Impact for the Female in Academic and Trades Settings

Science.gov (United States)

Conway, Thomas Robert

2010-01-01

This study explores the impact of the electrical and technology curriculum of an urban charter high school in Philadelphia for the alumnae of the school. The study found a positive impact that empowered the alumnae to face gender and racial discrimination in their apprenticeship program. It also found a positive impact for alumnae that are not…

Gaseous pollutants on rural and urban nursery schools in Northern Portugal.

Science.gov (United States)

Nunes, R A O; Branco, P T B S; Alvim-Ferraz, M C M; Martins, F G; Sousa, S I V

2016-01-01

Indoor air quality in nursery schools is different from other schools and this has been largely ignored, particularly in rural areas. Urban and rural nursery schools have different environmental characteristics whose knowledge needs improvement. Thus, this study aimed to evaluate continuously the concentrations of CO2, CO, NO2, O3, CH2O and total VOC in three rural nursery schools and one urban, being the only one comparing urban and rural nurseries with continuous measurements, thus considering occupation and non-occupation periods. Regarding CO2, urban nursery recorded higher concentrations (739-2328 mg m(-3)) than rural nurseries (653-1078 mg m(-3)). The influence of outdoor air was the main source of CO, NO2 and O3 indoor concentrations. CO and NO2 concentrations were higher in the urban nursery and O3 concentrations were higher in rural ones. CH2O and TVOC concentrations seemed to be related to internal sources, such as furniture and flooring finishing and cleaning products. Copyright © 2015 Elsevier Ltd. All rights reserved.

Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 2. Noble Street Charter High School

Science.gov (United States)

Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Small Steps Make Meaningful Change in Transforming Urban Schools

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Miranda, Antoinette Halsell; Radliff, Kisha M.; Della Flora, Olympia A.

2018-01-01

Urban schools in the United States are generally viewed as having greater challenges than their suburban and rural counterparts. Most notably, they often have lower academic achievement and much of the educational reform movement has been aimed at urban schools in an attempt to close the achievement gap. Although much of the focus in recent years…

Research into Factors Contributing to Discipline Use and Disproportionality in Major Urban Schools

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Mcloughlin, Caven S.; Noltemeyer, Amity L.

2010-01-01

Compared to other school typologies, major urban high poverty schools more frequently use exclusionary discipline and apply these techniques disproportionately to African American students. We explored school demographic variables predicting these two outcomes using data from 440 major urban, high poverty schools. Results suggest a different set…

Violence in the School Setting: A School Nurse Perspective.

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King, Kate K

2014-01-31

Violence in schools has become a significant public health risk and is not limited to violent acts committed in the school setting. Violence in homes, neighborhoods, and communities also affects the learning and behaviors of children while at school. School violence, such as shootings, weapons in schools, assaults, fights, bullying; other witnessed violence in non-school settings; and violence as a cultural norm of problem solving can all impact the ability of children to function in school. School nurses serve on the front-line of problem identification and intervene to diminish the effects of violence on both school children as individuals and on populations in schools and the community. This article describes ways in which school nurses deal with violence and concludes with discussion of potential responses to violence, including the school nurse response to violence and implications for other healthcare professionals.

The Burden of Urban Education: Public Schools in Massachusetts, 1870-1915.

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Lazerson, Marvin

Confronted by a rapidly changing urban-industrial society, Massachusetts educators undertook reforms between 1870 and 1915 to make the public school a more relevant institution. Kindergarten, manual training, vocational education, evening schools, and citizenship education represented answers to problems arising from industrialism and urbanism.…

[Hygienic assessment of intraschool environment in rural and urban secondary school institutions].

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Mylnikova, I V

The purpose of the research is to assess the intra-environment indices in urban and rural secondary schools. In the course of special studies there was given the hygienic assessment of the climate, illumination and air quality of classrooms. In classrooms in rural schools microclimate indices were established to fail to meet hygienic requirements mainly on the temperature and humidity parameters. In rural schools, the temperature was decreased to 16-17 °C in 19.0 ± 8.6% of classrooms, humidity was elevated to 63.1% in 25.7 ± 7.4% of classrooms. Among urban schools the humidity in 49.6 ± 4.4% of classrooms reduced to 23.3 ± 0.3%, in 20.8 ± 5.4% of offices it was increased to 71.9 ± 0.9%. The coefficient of the natural illumination in rural schools has been reduced to 0.86-1.4% in 33.9 ± 14.2% of classrooms. In 25.1 ± 2.3% of classrooms in urban schools the level of natural light ratio was below the normative values and varied in the range of 0.32-1.3%. It is noted that in the offices of informatics natural light indices are significantly lower than in the classrooms for core subjects. The artificial lighting in urban schools was found to be lower than hygienic standards on the desks by 1.9 times, 2.2 times - at the board. There were obtained statistically significant handshaking health problems of urban schoolchildren due to intraenvironmental factors. The c dimate in surveyed gyms in rural schools is different in the low temperature and high humidity. The hygienic assessment of the air pollution classrooms’ medium was executed for a range of chemicals: formaldehyde, carbon monoxide, nitrogen dioxide, sulfur dioxide, particulate matter. Concentrations of formaldehyde; nitrogen dioxide, suspended solids in the air in classrooms in urban schools appeared to be higher than in rural schools. Carbon monoxide concentrations in classrooms in rural schools was found to exceed their values in urban schools. The air in classrooms of the one of the cities was found

Talking Circles for Adolescent Girls in an Urban High School

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Ann Schumacher

2014-10-01

Full Text Available Restorative Practices (RP in schools is a new and emerging field. Meeting in Circles to build friendships, develop emotional literacy skills, resolve conflict, or learn interactively are some of the core components of these programs. This article describes a 2-year study of 12 weekly Talking Circles organized under the auspices of a RP program in an urban high school with 60 adolescent girls. Primary data sources included 257 hr of participant observations in Talking Circles and individual, semi-structured interviews with 31 students. The Relational Cultural model, rooted in the work of Jean Baker Miller, served as the conceptual framework for understanding teens’ interactions within the Circle’s unique set of social conditions in a school environment. Findings demonstrated that Talking Circles provided a safe space for peers helping peers, and that the girls improved their listening, anger management, and empathic skills, which led to greater self-efficacy. It appears that Talking Circles could provide another venue for developing social-emotional literacy skills and growth-fostering relationships in schools.

Where Will Urban High School Teachers for the 21st Century Come From?

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Follo, Eric; Hoerr, Bill; Vorheis-Sargent, Ann

2002-01-01

Describes urban teacher supply problem in Oakland County, Michigan. Reviews literature on urban teacher supply problem nationally. Describes Michigan's alternative teacher-certification program and Oakland University's partnership with the Pontiac School District to prepare teachers for teaching in urban schools. (Contains 50 references.) (PKP)

"This Has to Be Family": Humanizing Classroom Management in Urban Schools

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Ullucci, Kerri

2009-01-01

Classroom management in urban schools is frequently steeped in mythology. Students are seen as difficult and disrespectful, needing highly structured discipline policies in order to function. However, a different reality exists. This study looks at the way well-respected teachers in urban schools utilize their classroom space, manage their…

An Urban School Leader's Approach to School Improvement: Toward Contextually Responsive Leadership

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Reed, Latish C.; Swaminathan, Raji

2016-01-01

This case study examines the leadership practices and actions of an urban high school principal who faced many challenges, but worked diligently to improve student achievement and school climate over a 3-year period. Significant improvements were made by using elements of Distributed Leadership, Professional Learning Communities, and Social…

Young women's scientific identity formation in an urban context

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Brickhouse, Nancy W.; Potter, Jennifer T.

2001-10-01

In this article we examine the scientific identity formation of two young women of color who attend an urban vocational high school. One young woman lives in an urban setting, while the other lives in a suburban setting. We describe how these young women's identities influence and respond to experiences in school science. In particular, we describe how the experience of marginalization can make membership in a school science community impossible or undesirable. We also describe the advantages that accrue to students who fit well with the ideal identities of an urban school. Finally, we describe some of the difficulties students face who aspire to scientific or technological competence yet do not desire to take on aspects of the identities associated with membership in school science communities.

Pupil Selection Segments Urban Comprehensive Schooling in Finland: Composition of School Classes in Pupils' School Performance, Gender, and Ethnicity

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Berisha, Anna-Kaisa; Seppänen, Piia

2017-01-01

The Finnish comprehensive school system is regularly referred to as a uniform and "no-tracking". In this article, we show with novel urban case data in Finland that school performance differed significantly between schools, most strikingly between school classes, and was connected to the school's selectiveness in pupil admission. A…

Professional Development Urban Schools: What Do Teachers Say?

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Green, Tanya R.; Allen, Mishaleen

2015-01-01

This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools

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Serrano, Vanessa

2012-01-01

The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…

School Choice: Education's Trickle Down Theory for Urban Students Attending Private Schools? Study II.

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Kapel, David E.; And Others

This study investigated possible effects of school choice programs by surveying 200 private schools in large urban areas. The survey instrument requested information on school demography, possible effects of participation in a Choice program, costs, selection of students participating in Choice, and climate and parental involvement. Analysis of…

Success in One High-Poverty, Urban Elementary School: A Case Study

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Holman, Shavonna Leigh

2011-01-01

The purpose of this qualitative study was to explore the efforts implemented in a high-poverty, urban elementary school in order to increase academic achievement. The central research question was: (1) How do teachers and administrators in a high-poverty, urban school describe the strategies they use to achieve academic success? The sub-questions…

School Segregation and Disparities in Urban, Suburban, and Rural Areas

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Logan, John R.; Burdick-Will, Julia

2018-01-01

Much of the literature on racial and ethnic educational inequality focuses on the contrast between Black and Hispanic students in urban areas and white suburban students. This study extends past research on school segregation and racial/ethnic disparities by highlighting the importance of rural areas and regional variation. Although schools in rural America are disproportionately white, they nevertheless are like urban schools, and disadvantaged relative to suburban schools, in terms of poverty and test performance. The group most affected by rural school disadvantage is Native Americans, who are a small share of students nationally but much more prominent and highly disadvantaged in rural areas, particularly in some parts of the country. These figures suggest a strong case for including rural schools in the continuing conversation about how to deal with unfairness in public education. PMID:29430018

Storyboard as a Representation of Urban Architectural Settings

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Rahman Wahid Arif

2018-01-01

This paper aims to explore the potential of storyboarding practice in Basic Design 2 studio as part of architectural education at University of Indonesia. Adopting a narrative element, storyboard in this studio is used to read urban architectural settings and retell everyday life events; scene by scene, unfold in space and time, through different kinds of creative representations. By doing this exercise, the students ‘sense of spatial arrangement is developed by their understanding of position and orientation of objects settings. They also learned about how the time works; both in compressed or expanded ways. Decision-making in choosing the key events within the storyboard plays a role in making engaging visuals. In conclusion, storyboarding exercise to represent urban architectural settings will enhance the students ‘sensitivity of space, time, and how their ideas are being told by making a rich, multi-layers of narrative.

School nurse experiences with prescription opioids in urban and rural schools: A cross-sectional survey.

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Pattison-Sharp, Ella; Estrada, Robin Dawson; Elio, Alice; Prendergast, Melissa; Carpenter, Delesha M

2017-01-01

Few studies have examined the use of prescription opioids in schools. The current study aimed to: (1) describe the context within which school nurses encounter student opioid prescriptions; (2) assess school nurses' preferences for training and student education; and (3) explore urban-rural differences in school nurses' experiences and training preferences. A convenience sample of school nurses (n = 633) from North Carolina and South Carolina participated in a brief, anonymous, online survey. Qualitative data were analyzed thematically and statistical tests (t-tests and Chi-square tests) were performed to investigate urban-rural differences. Many school nurses (40.3%) had encountered a student with an opioid prescription, but only 3.6% had naloxone available in case of an overdose. Most school nurses (69.9%), especially rural school nurses, believed students would benefit from opioid education (74.9 versus 66.6%, p = 0.03). The majority of school nurses (83.9%) were interested in opioid-related training. Many school nurses encounter students with prescription opioids and would like additional opioid-related training. The potential benefits of providing naloxone access to prevent opioid-related deaths at schools should be explored.

Exploring the Development of Student Self-Esteem and Resilience in Urban Schools

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Akin, Imani; Radford, Leondra

2018-01-01

This brief study serves as an introduction into exploring the existence of resilience and self-esteem in urban high school learning environments. Data collection stems from interviews and surveys of graduates of urban high schools, who transitioned into college or careers. Findings from this qualitative phenomenological research contains…

School Enrollment among Urban Non-Slum, Slum and Rural Children in Kenya: Is the Urban Advantage Eroding?

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Mugisha, Frederick

2006-01-01

For long now, the urban child has been considered to be more likely than his/her rural counterpart in being able to realize the dream of fully participating in school. This observation has mainly been attributed to what is commonly known as the "urban advantage." This "urban advantage" is associated with increased access to…

Investigating the Association between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

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Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T.

2018-01-01

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…

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

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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

Impact of vegetable crop agriculture on anopheline agressivity and malaria transmission in urban and less urbanized settings of the South region of Cameroon.

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Akono, Patrick Ntonga; Mbida, Jean Arthur Mbida; Tonga, Calvin; Belong, Philippe; Ngo Hondt, Odette Etoile; Magne, Gaëlle Tamdem; Peka, Marie Florence; Lehman, Leopold Gustave

2015-05-28

The use of inland valley swamps for vegetable crop agriculture contributes to food security in urban and less urbanized settings in Africa. The impact of this agriculture on aggressive mosquitoes' diversity and malaria transmission in central Africa is poorly documented. This study is aimed at assessing the impact of vegetable crop agriculture on these entomological parameters in urban and less urbanized settings of the forest area, south of Cameroon. The human bait technique was used for the capture of aggressive mosquitoes from January to December 2012. For three consecutive days each month, captures were performed on volunteers in hydro-agricultural and river bank sites of Akonolinga and Yaoundé. Physico-chemical characteristics of mosquito breeding sites were recorded. Molecular alongside morpho-taxonomic techniques were used for the identification of mosquito species; ELISA test was used to reveal Plasmodium falciparum infected mosquitoes through the detection of CSP. Mosquito diversity, aggressivity and malaria transmission in sites and settings were determined and compared. Biting rates were higher in hydro-agricultural sites of less urbanized and urban settings (31.8 b/p/n and 28.6 b/p/n respectively) than in river banks sites (6.83 b/p/n and 3.64 b/p/n respectively; p agricultural sites 2 species were captured in the urban setting versus 4 in the less urbanized setting, meanwhile in river bank sites, 3 species were captured in the urban setting versus 4 species in the less urbanized setting. An. nili s.s. was found in river banks only. An. hancocki was not found to insure Plasmodium falciparum Welch transmission. EIR in hydro-agricultural sites varied from 1.86 ib/p/n (urban area) to 2.13 ib/p/n (less urbanized area) with higher rates in April/May and August. Overall, EIR was higher in less urbanized areas (p agriculture (p = 0.2). These results highlight the need for specific preventive measures that take into account the ecological peculiarities

Motivating Teachers' Commitment to Change through Transformational School Leadership in Chinese Urban Upper Secondary Schools

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Liu, Peng

2015-01-01

Purpose: The purpose of this paper is to examine the effects of transformational school leadership on teachers' commitment to change and the effects of organizational and teachers' factors on teachers' perception of transformational school leadership in the Chinese urban upper secondary school context. Design/methodology/approach: The paper mainly…

Effects of Optometry School Recruitment Efforts on Urban and Suburban High School Students.

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Graham, Andrew D.; Shepard, Jodi; Orleans, Elizabeth; Chae, Eunmi; Ng-Sarver, Joy

1999-01-01

In two Oakland (California) high schools, one urban and one suburban, an audiovisual presentation designed to enhance student interest in optometry as a career was given. Results of the presentation, measured by a questionnaire, suggest that few high school students are considering pursuing an optometry doctoral degree, but an on-site presentation…

Exposure to violence among urban school-aged children: is it only on television?

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Purugganan, O H; Stein, R E; Silver, E J; Benenson, B S

2000-10-01

To measure exposure to different types of violence among school-aged children in a primary care setting. Child interviews using an instrument measuring 4 types of exposure (direct victimization, witnessing, hearing reports, media). Violent acts measured include being beaten up, chased/threatened, robbed/mugged, stabbed/shot, killed. Pediatric primary care clinic of large urban hospital. Convenience sample of 175 children 9-12 years old and their mothers. A total of 53% of the children were boys, 55% were Hispanic, and 40% received public assistance. All children had been exposed to media violence. A total of 97% (170/175) had been exposed to more direct forms of violence; 77% had witnessed violence involving strangers; 49% had witnessed violence involving familiar persons; 49% had been direct victims; and 31% had witnessed someone being shot, stabbed, or killed. Exposure to violence was significantly associated with being male. Most school-aged children who visited a pediatric primary care clinic of a large urban hospital had directly experienced violence as witnesses and/or victims.

Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

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Whipp, Joan L.; Geronime, Lara

2017-01-01

Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling,…

Food Allergy Knowledge and Attitudes among School Nurses in an Urban Public School District

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Twichell, Sarah; Wang, Kathleen; Robinson, Humaira; Acebal, Maria; Sharma, Hemant

2015-01-01

Since food allergy knowledge and perceptions may influence prevention and management of school-based reactions, we evaluated them among nurses in an urban school district. All District of Columbia public school nurses were asked to anonymously complete a food allergy knowledge and attitude questionnaire. Knowledge scores were calculated as percentage of correct responses. Attitude responses were tabulated across five-point Likert scales, ranging from strongly disagree to strongly agree. The knowledge questionnaire was completed by 87% of eligible nurses and the attitude questionnaire by 83%. The mean total knowledge score was 76 ± 13 with domain score highest for symptom recognition and lowest for treatment. Regarding attitudes, most (94%) felt food allergy is a serious health problem, for which schools should have guidelines (94%). Fewer believed that nut-free schools (82%) and allergen-free tables (44%) should be implemented. Negative perceptions of parents were identified as: parents of food-allergic children are overprotective (55%) and make unreasonable requests of schools (15%). Food allergy knowledge deficits and mixed attitudes exist among this sample of urban school nurses, particularly related to management of reactions and perceptions of parents. Food allergy education of school nurses should be targeted to improve their knowledge and attitudes. PMID:27417367

Food Allergy Knowledge and Attitudes among School Nurses in an Urban Public School District.

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Twichell, Sarah; Wang, Kathleen; Robinson, Humaira; Acebal, Maria; Sharma, Hemant

2015-07-21

Since food allergy knowledge and perceptions may influence prevention and management of school-based reactions, we evaluated them among nurses in an urban school district. All District of Columbia public school nurses were asked to anonymously complete a food allergy knowledge and attitude questionnaire. Knowledge scores were calculated as percentage of correct responses. Attitude responses were tabulated across five-point Likert scales, ranging from strongly disagree to strongly agree. The knowledge questionnaire was completed by 87% of eligible nurses and the attitude questionnaire by 83%. The mean total knowledge score was 76 ± 13 with domain score highest for symptom recognition and lowest for treatment. Regarding attitudes, most (94%) felt food allergy is a serious health problem, for which schools should have guidelines (94%). Fewer believed that nut-free schools (82%) and allergen-free tables (44%) should be implemented. Negative perceptions of parents were identified as: parents of food-allergic children are overprotective (55%) and make unreasonable requests of schools (15%). Food allergy knowledge deficits and mixed attitudes exist among this sample of urban school nurses, particularly related to management of reactions and perceptions of parents. Food allergy education of school nurses should be targeted to improve their knowledge and attitudes.

Food Allergy Knowledge and Attitudes among School Nurses in an Urban Public School District

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Sarah Twichell

2015-07-01

Full Text Available Since food allergy knowledge and perceptions may influence prevention and management of school-based reactions, we evaluated them among nurses in an urban school district. All District of Columbia public school nurses were asked to anonymously complete a food allergy knowledge and attitude questionnaire. Knowledge scores were calculated as percentage of correct responses. Attitude responses were tabulated across five-point Likert scales, ranging from strongly disagree to strongly agree. The knowledge questionnaire was completed by 87% of eligible nurses and the attitude questionnaire by 83%. The mean total knowledge score was 76 ± 13 with domain score highest for symptom recognition and lowest for treatment. Regarding attitudes, most (94% felt food allergy is a serious health problem, for which schools should have guidelines (94%. Fewer believed that nut-free schools (82% and allergen-free tables (44% should be implemented. Negative perceptions of parents were identified as: parents of food-allergic children are overprotective (55% and make unreasonable requests of schools (15%. Food allergy knowledge deficits and mixed attitudes exist among this sample of urban school nurses, particularly related to management of reactions and perceptions of parents. Food allergy education of school nurses should be targeted to improve their knowledge and attitudes.

USING A DEA MANAGEMENT TOOLTHROUGH A NONPARAMETRIC APPROACH: AN EXAMINATION OF URBAN-RURAL EFFECTS ON THAI SCHOOL EFFICIENCY

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SANGCHAN KANTABUTRA

2009-04-01

Full Text Available This paper examines urban-rural effects on public upper-secondary school efficiency in northern Thailand. In the study, efficiency was measured by a nonparametric technique, data envelopment analysis (DEA. Urban-rural effects were examined through a Mann-Whitney nonparametric statistical test. Results indicate that urban schools appear to have access to and practice different production technologies than rural schools, and rural institutions appear to operate less efficiently than their urban counterparts. In addition, a sensitivity analysis, conducted to ascertain the robustness of the analytical framework, revealed the stability of urban-rural effects on school efficiency. Policy to improve school eff iciency should thus take varying geographical area differences into account, viewing rural and urban schools as different from one another. Moreover, policymakers might consider shifting existing resources from urban schools to rural schools, provided that the increase in overall rural efficiency would be greater than the decrease, if any, in the city. Future research directions are discussed.

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

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

2010-01-01

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

Drug use prevention: factors associated with program implementation in Brazilian urban schools.

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Pereira, Ana Paula Dias; Sanchez, Zila M

2018-03-07

A school is a learning environment that contributes to the construction of personal values, beliefs, habits and lifestyles, provide convenient settings for the implementation of drug use prevention programs targeting adolescents, who are the population group at highest risk of initiating drug use. The objective of the present study was to investigate the prevalence of factors associated with implementing drug use prevention programs in Brazilian public and private middle and high urban schools. The present population-based cross-sectional survey was conducted with a probability sample of 1151 school administrators stratified by the 5 Brazilian administrative divisions, in 2014. A close-ended, self-reported online questionnaire was used. Logistic regression analysis was used to identify factors associated with implementing drug use prevention programs in schools. A total of 51.1% of the schools had adopted drug use prevention programs. The factors associated with program implementation were as follows: belonging to the public school network; having a library; development of activities targeting sexuality; development of "Health at School Program" activities; offering extracurricular activities; and having an administrator that participated in training courses on drugs. The adoption of drug use prevention practices in Brazilian schools may be expanded with greater orchestration of schools through specialized training of administrators and teachers, expansion of the School Health Program and concomitant development of the schools' structural and curricular attributes.

The Success of Urban Schools in Oxnard, California: An In-Depth Look at Developmental and Relational Assets

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Akhavan, Nancy; Emery, Ryan; Shea, Ginger; Taha-Resnick, Adria

2017-01-01

The study is a mixed-methods investigation of how urban schools are succeeding. The study surveyed 28 former students from urban schools in Oxnard, California. The qualitative responses represent themes that align to a high level of school connectedness and social-emotional learning (SEL) as key indicators of a successful urban school district.…

Inflammatory mediators in nasal lavage among school-age children from urban and rural areas in São Paulo, Brazil

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Clóvis Eduardo Santos Galvão

Full Text Available CONTEXT: Some studies have shown that inflammatory processes in the nasal air passages may reflect or affect those in the lower airways. We decided to indirectly assess the inflammatory status of the nasal airways in two groups of children with different sensitization rates to aeroallergens. OBJECTIVE: To compare the inflammatory activity in the nasal airways, through the determination of mediators in nasal lavage fluid in two distinct populations. TYPE OF STUDY: Cross-sectional study. SETTING: Two public elementary schools, one in an urban setting and the other in a rural setting of the State of São Paulo, Brazil. METHODS: Two groups of 40 elementary school children with different sensitization rates to aeroallergens were formed. Samples of nasal lavage fluid were assessed for eosinophil cationic protein (ECP and tryptase. Non-parametric tests were used for statistical analysis. RESULTS: Significantly higher levels of ECP were observed among students living in the urban area than those in the rural area (p < 0.05. No significant difference in the tryptase levels was observed. Also, the urban children who were sensitized to aeroallergens presented higher levels of ECP in nasal mucosa than the non-sensitized children, while this difference was not observed among the rural children. DISCUSSION: The lack of mast cell activity and increased eosinophil degranulation revealed a chronic inflammatory state in the nasal air passages. The higher eosinophil activity in the urban area, coinciding with higher sensitization to aeroallergens, suggests that there must be some factors in the urban area that can modulate airway inflammation by influencing the activation of inflammatory cells. CONCLUSION: Our findings showed that there was no difference in the concentrations of tryptase in nasal lavage fluids between the two studied groups. However, the children from the urban area presented with higher concentrations of eosinophil cationic protein than did those

The Family Liaison Position in High-Poverty, Urban Schools

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Dretzke, Beverly J.; Rickers, Susan R.

2016-01-01

This study examined the roles and responsibilities of family liaisons working in urban schools with enrollments characterized by high poverty, high mobility, and ethnic diversity. Results indicated that the major responsibilities of the liaisons were creating a trusting and welcoming environment, facilitating parent involvement in the school,…

Intervening in Alienation: The Outcomes for Urban Youth of Participating in School Activism

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Taines, Cynthia

2012-01-01

This article investigates whether school activism diminishes the alienation that accompanies urban youths' observations of unequal educational conditions, and often leads to underachievement and school rejection. The study is based on interviews with 13 urban youth about their participation in a community-based program that supports education…

Factors Affecting Teacher Satisfaction in an Urban School District

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Halpert, Michael A.

2011-01-01

The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors that directly impacted teachers' level of satisfaction towards their work and their attitude towards the administration of their schools. Forty-one teachers from two kindergarten…

An Analysis of Family-School Collaboration in Preventing Adolescent Violence in Urban Secondary Schools

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Bender, C. J. Gerda; Emslie, Annemarie

2010-01-01

The purpose of this article is to describe how school staff members, learners and parents collaborate to prevent adolescent learner violence in two different urban secondary schools. The increase in acts of interpersonal learner violence has a destructive effect on the safe and positive development of young people. Empirical evidence indicates…

After-School Programs: A Potential Partner to Support Urban Youth

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Evans, Ashley; Leung, Brian P.

2012-01-01

After-school programs (ASPs) are learning centers that provide enrichment opportunities after regular school hours. This article examines the value these programs can add to a child's educational day, especially for urban youth who are vulnerable during after-school hours. Quality ASPs can be part of the solution to help mitigate the effects of…

OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS NETWORK AS THE PART OF URBAN SUSTEM

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MERYLOVA I. O.

2017-02-01

Full Text Available Summary. Formulation of the problem. Abstract. Formulation of the problem. The solution of urban development problems of an extensive and accessible network of out-of-school educational institutions, the formation of proposals for the placement of out-of-school institutions in the structure of the building and functional and planning features of the organization of territories of out-of-school institutions has systemically character. The system approach involves studying not only the internal functional structure of the territory, buildings and structures, but also the analysis of the connections of out-of-school institutions with all urban buildings, with industrial enterprises and research organizations, with a network of public service institutions and with other educational establishments. Article purpose: to analyze theoretical research in the field of urban planning, which should be taken into account when developing principles and methods for optimizing the network of out-of-school educational institutions. Conclusions. The research found that the systematic approach implies relation of out-of-school educational institutions with all urban environment, as well as with industrial enterprises and research organizations, with a network of public service institutions and, most importantly, with other educational establishments. The formation of a network of out-of-school educational institutions directly depends on the tendency of the development of social-pedagogical programs and the reform of the educational sector as a whole. The main system properties of a network of out-of-school educational institutions were determined. It was found that the cooperation of the resources of out-of-school and general education institutions is one of the effective ways to develop continuing education. In the state programs of educational reform is noted that the cooperation of the resources between the out-of-school institutions and general educational

A School-Based Mindfulness Intervention for Urban Youth: Exploring Moderators of Intervention Effects

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Gould, Laura Feagans; Dariotis, Jacinda K.; Mendelson, Tamar; Greenberg, Mark. T.

2012-01-01

This study examines gender, grade-level, and baseline depressive symptoms as potential moderators of a school-based mindfulness intervention's impact on the self-regulatory outcomes of urban youth. Ninety-seven participants from four urban public schools were randomly assigned to an intervention or wait-list control condition. Fourth and fifth…

Mobile Urban Drama - Setting the Stage with Location Based Technologies

DEFF Research Database (Denmark)

Hansen, Frank Allan; Kortbek, Karen Johanne; Grønbæk, Kaj

2008-01-01

This paper introduces the novel concept of location-based Mobile Urban Dramas. In a Mobile Urban Drama the user become the main character in a play where actors’ voices appear in the mobile phone headset linked to the physical setting in the city as the stage for the drama. The paper describes...... the dramaturgical concept and introduces a software framework supporting drama writers in developing such Mobile Urban Dramas. Experiences with use of the framework are discussed with successful examples of real dramas that have been developed and performed by a Danish theatre group, Katapult....

Exploring How African American Males from an Urban Community Navigate the Interracial and Intra-Racial Dimensions of Their Experiences at an Urban Jesuit High School

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Simmons, Robert W., III

2012-01-01

African American males from urban communities have been attending Jesuit high schools in urban spaces for many years, yet little to no literature exists that explores their experiences while attending these elite private schools. This qualitative study of 10 African American males from an urban community attending a similarly positioned Jesuit…

Identification of the sources of primary organic aerosols at urban schools: A molecular marker approach

International Nuclear Information System (INIS)

Crilley, Leigh R.; Qadir, Raeed M.; Ayoko, Godwin A.; Schnelle-Kreis, Jürgen; Abbaszade, Gülcin; Orasche, Jürgen; Zimmermann, Ralf; Morawska, Lidia

2014-01-01

Children are particularly susceptible to air pollution and schools are examples of urban microenvironments that can account for a large portion of children's exposure to airborne particles. Thus this paper aimed to determine the sources of primary airborne particles that children are exposed to at school by analyzing selected organic molecular markers at 11 urban schools in Brisbane, Australia. Positive matrix factorization analysis identified four sources at the schools: vehicle emissions, biomass burning, meat cooking and plant wax emissions accounting for 45%, 29%, 16% and 7%, of the organic carbon respectively. Biomass burning peaked in winter due to prescribed burning of bushland around Brisbane. Overall, the results indicated that both local (traffic) and regional (biomass burning) sources of primary organic aerosols influence the levels of ambient particles that children are exposed at the schools. These results have implications for potential control strategies for mitigating exposure at schools. - Highlights: • Selected organic molecular markers at 11 urban schools were analyzed. • Four sources of primary organic aerosols were identified by PMF at the schools. • Both local and regional sources were found to influence exposure at the schools. • The results have implications for mitigation of children's exposure at schools. - The identification of the most important sources of primary organic aerosols at urban schools has implications for control strategies for mitigating children's exposure at schools

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 4. Boston Arts Academy

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Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 7. TechBoston Academy

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Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Obesity and Aerobic Fitness among Urban Public School Students in Elementary, Middle, and High School.

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B Ruth Clark

Full Text Available To assess the prevalence of cardiovascular disease risk among urban public school students through a collaborative school district and university partnership.Children and adolescents in grades K-12 from 24 urban public schools participated in measurements of height, weight, and other health metrics during the 2009-2010 school year. Body mass index (BMI percentiles and z-scores were computed for 4673 students. President's Challenge 1-mile endurance run was completed by 1075 students ages 9-19 years. Maximal oxygen consumption (⩒O2max was predicted using an age-, sex-, and BMI-specific formula to determine health-related fitness. Resting blood pressure (BP was assessed in 1467 students. Regression analyses were used to compare BMI z-scores, fitness, and age- and sex-specific BP percentiles across grade levels. Chi-square tests were used to explore the effect of sex and grade-level on health-related outcomes.Based on BMI, 19.8% were categorized as overweight and 24.4% were obese. Included in the obese category were 454 students (9.7% of sample classified with severe obesity. Using FITNESSGRAM criteria, 50.2% of students did not achieve the Healthy Fitness Zone (HFZ; the proportion of students in the Needs Improvement categories increased from elementary to middle school to high school. Male students demonstrated higher fitness than female students, with 61.4% of boys and only 35.4% of girls meeting HFZ standards. Elevated BP was observed among 24% of 1467 students assessed. Systolic and diastolic BP z-scores revealed low correlation with BMI z-scores.A community-university collaboration identified obesity, severe obesity, overweight, and low aerobic fitness to be common risk factors among urban public school students.

At-Risk Student Mobility in an Urban Elementary School: Effects on Academic Achievement

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Shoho, Alan R.; Oleszewski, Ashley

2010-01-01

The purpose of this study was to examine the impact of at-risk student mobility on academic achievement in an urban elementary school. Math and reading scores from the Texas Assessment of Academic Skills (TAAS) of 172 third, fourth, and fifth grade students from an urban school district in South Central Texas were examined to determine whether…

The First-Year Urban High School Teacher: Holding the Torch, Lighting the Fire

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Weinberg, Paul J.; Weinberg, Carl

2008-01-01

The book tracks co-author Paul Weinberg during his first year of teaching as he is introduced to the daily tribulations of an urban Los Angeles high school. Paul's father Carl Weinberg, who fifty years earlier himself began his career in education an urban secondary school teacher, shares his experiences side-by-side with those of his son.…

The diffusion of youth-led participatory research in urban schools: the role of the prevention support system in implementation and sustainability.

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Ozer, Emily J; Cantor, Jeremy P; Cruz, Gary W; Fox, Brian; Hubbard, Elizabeth; Moret, Lauren

2008-06-01

This article discusses the dissemination of a process of youth-led participatory research in urban secondary schools within the Interactive Systems Framework for Dissemination and Implementation (ISF) developed in collaboration with the CDC and its university partners (Wandersman et al. American Journal of Community Psychology, 41(3-4) 2008). The focus here is on the development of the Prevention Support System with respect to general and innovation-specific capacity building. The specific process under study involves youth-led needs assessment and research to inform the planning of prevention programs and policies to address students' health and developmental needs. The article first briefly describes the youth-led research process, its potential benefits, and a case example in two urban secondary schools. It then describes challenges and responses in providing support for the diffusion of this model in 6 secondary schools. The settings are urban public schools with a majority of students of color from diverse ethnic groups: Asian-American, Latino, and African-American. This project constitutes a collaborative partnership with a university school of public health and community-based organizations (CBOs) to build capacity for long-term, sustainable implementation of this innovative process within the local school system. The perspectives of the university-based researcher and the CBO partners on the development and effectiveness of the Prevention Support System are presented.

Free Primary Education Policy and Pupil School Mobility in Urban Kenya

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Oketch, Moses; Mutisya, Maurice; Ngware, Moses; Ezeh, Alex C.; Epari, Charles

2010-01-01

This paper examines pupil school mobility in urban Kenya using African Population and Health Research Centre (APHRC) household survey data which contain information on pupil transfers between schools. The aim is to identify which school characteristics attract the greatest demand for incoming transfers. The analysis reveals that there are frequent…

The Vulnerability of Urban Elementary School Arts Programs: A Case Study

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Shaw, Ryan D.

2018-01-01

With the intent of improving understanding of cuts to elementary arts programs, the purpose of this research was to investigate how one urban school district (Lansing School District in Lansing, Michigan) eliminated its elementary arts specialists. Research questions were (1) What policy conditions enabled the Lansing School District's decision to…

Preparing Secondary Stem Teachers for High-Need Schools: Challenges of an Urban Residency Program

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Garza, Rubén; Duchaine, Ellen L.; Reynosa, Raymond

2013-01-01

Teaching residency programs that blend coursework with clinical experiences have emerged nationwide to prepare aspiring teachers for the demanding reality of teaching in high-need urban schools. The Teaching Residency Program for Critical Shortage Areas was created to help urban school districts with the challenge of recruiting and retaining…

Agricultural Education in an Urban Charter School: Perspectives and Challenges

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Henry, Kesha A.; Talbert, Brian Allen; Morris, Pamala V.

2014-01-01

Urban school districts are viable recruitment sources for higher education in agriculture and have the ability to play a significant role in efforts to increase agricultural education program numbers at the secondary level. Secondary school increases should lead to growth in agricultural college enrollments across the country. Increasing…

The Reading Problem in Urban Schools: Who Has It and What Has Been Done About It?

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Van Strat, Georgena

Identification of ingredients of successful urban reading programs in order to effect an increase in reading achievement in urban schools is the purpose of this paper. An historical-sociological framework is established. Pertinent literature which seeks to explain the causes of reading failure in urban schools is reviewed. Among the topics…

A Study on the Legal Literacy of Urban Public School Administrators

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Tie, Fatt Hee

2014-01-01

This study investigates the legal literacy of urban public school administrators in Malaysia. Data were collected from 109 school administrators. The instrument that was administered to the respondents comprised two parts: Part 1, the background information of the respondents; and Part 2, items on the law related to schools, such as teachers' duty…

The prevalence of uncorrected refractive error in urban, suburban, exurban and rural primary school children in Indonesian population

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Indra Tri Mahayana

2017-11-01

Full Text Available Uncorrected refractive error (URE is a major health problem among school children. This study was aimed to determine the frequency and patterns of URE across 4 gradients of residential densities (urban, exurban, suburban and rural. This was a cross-sectional study of school children from 3 districts in Yogyakarta and 1 district near Yogyakarta, Indonesia. The information regarding age, sex, school and school grader were recorded. The Snellen’s chart was used to measure the visual acuity and to perform the subjective refraction. The district was then divided into urban, suburban, exurban and rural area based on their location and population. In total, 410 school children were included in the analyses (urban=79, exurban=73, suburban=160 and rural=98 school children. Urban school children revealed the worst visual acuity (P<0.001 and it was significant when compared with exurban and rural. The proportion of URE among urban, suburban, exurban and rural area were 10.1%, 12.3%, 3.8%, and 1%, respectively, and it was significant when compared to the proportion of ametropia and corrected refractive error across residential densities (P=0.003. The risk of URE development in urban, suburban, exurban, and rural were 2.218 (95%CI: 0.914-5.385, 3.019 (95%CI: 1.266-7.197, 0.502 (95%CI: 0.195-1.293, and 0.130 (95%CI:0.017-0.972, respectively. Urban school children showed the worst visual acuity. The school children in urban and suburban residential area had 2 and 3 times higher risk of developing the URE.

A study on acceptance of mobileschool at secondary schools in Malaysia: Urban vs rural

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Hashim, Ahmad Sobri; Ahmad, Wan Fatimah Wan; Sarlan, Aliza

2017-10-01

Developing countries are in dilemma where sophisticated technologies are more advance as compared to the way their people think. In education, there have been many novel approaches and technologies were introduced. However, very minimal efforts were put to apply in our education. MobileSchool is a mobile learning (m-learning) management system, developed for administrative, teaching and learning processes at secondary schools in Malaysia. The paper presents the acceptance of MobileSchool between urban and rural secondary schools in Malaysia. Research framework was designed based on Technology Acceptance Model (TAM). The constructs of the framework include computer anxiety, self-efficacy, facilitating condition, technological complexity, perceived behavioral control, perceive ease of use, perceive usefulness, attitude and behavioral intention. Questionnaire was applied as research instrument which involved 373 students from four secondary schools (two schools in urban category and another two in rural category) in Perak. Inferential analyses using hypothesis and t-test, and descriptive analyses using mean and percentage were used to analyze the data. Results showed that there were no big difference (acceptance constructs between urban and rural secondary schools except computer anxiety.

Perceptions of Cultural Competence among Urban School Social Workers: Does Experience Make a Difference?

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Teasley, Martell L.; Baffour, Tiffany D.; Tyson, Edgar H.

2005-01-01

This exploratory study examined the contribution of social work experience and licensure to self-reported levels of cultural competence of social workers in urban public school systems. In addition, it examined the influence of practitioners race or ethnicity on perceived levels of culturally competent practice in urban schools. Using survey…

Inside an Urban Elementary School in the People's Republic of China.

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Ashmore, Rhea Ann

Field observations of a visiting foreign exchange scholar (English teacher) and interview responses from teachers and students are the basis for this description of an urban elementary school in Shanghai (People's Republic of China). The school day begins with group exercise, which is repeated at about 2-hour intervals throughout the school day,…

A Study of African American Male Students' Academic Achievement and School Attitude in an Urban Elementary School

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Mohamed, Roslyn J. F. Billy

2013-01-01

With the signing of the No Child Left Behind Act in 2001, much emphasis has been placed on the accountability of schools and school districts to ensure higher academic achievement of all students. The achievement gap remains among African American male students in urban school districts. This purposed quantitative study explored the relationship…

The Complexities of Systems Change in Creating Equity for Students with Disabilities in Urban Schools

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Kozleski, Elizabeth B.; Smith, Anne

2009-01-01

This article explores the complexities of urban school improvement and systems change through the lens of educational equity policy initiatives. The authors situate urban schools within a critical context where contested identity politics, sociopolitical agendas, and economic stratification marginalize culturally and linguistically diverse…

Differences in students' mathematics engagement between gender and between rural and urban schools

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Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md.; Mahmud, Rosnaini; Salim, Nur Raidah; Sulaiman, Tajularipin

2017-01-01

The purpose of this study was to explore secondary school students' mathematics engagement focusing on the cognitive, affective and behavioural engagement domains. A total of 387 students (186 male and 201 female) from the urban and rural secondary schools in Pahang, Malaysia, were randomly selected. There were 158 students from the urban schools and 229 students from the rural schools. Descriptive analyses for mathematics engagement domains revealed behavioural engagement had the highest mean (M = 3.74, SD = .63), followed by cognitive engagement (M = 3.56, SD = .43) and affective engagement (M = 3.48, SD = .47). The mean for students' overall mathematics engagement was 3.56 (SD = .46). Further analyses showed there were significant differences in each of the engagement domains in mathematics learning (affective, cognitive and behavioural), where students in the urban schools showed significantly better in the mean scores for affective, cognitive, behavioural domains and the overall mathematics engagement as compared to the students in the rural schools. Similar findings also showed there were significant differences in the overall mathematics engagement mean between the genders. The findings indicated girls were significantly better than boys in all (affective, cognitive and behavioural) of the engagement domains in mathematics learning. It was also shown girls had higher overall mathematics engagement mean as compared to boys. However, the study also indicated the overall students' mathematics engagement was at a moderate level. Besides, the rural school students did not show high mathematics engagement as compared to the urban school students. Further analyses showed girls significantly had better mathematics engagement as compared to boys. Hence, it is recommended that in order to optimize students' mathematics engagement, they should be actively engaged in more participative learning activities in mathematics classrooms. Focus should be given to rural schools

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

Pathways to Aggression in Urban Elementary School Youth

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Ozkol, Hivren; Zucker, Marla; Spinazzola, Joseph

2011-01-01

This study examined the pathways from violence exposure to aggressive behaviors in urban, elementary school youth. We utilized structural equation modeling to examine putative causal pathways between children's exposure to violence, development of posttraumatic stress symptoms, permissive attitudes towards violence, and engagement in aggressive…

Principals as Leaders of School and Community Revitalization: A Phenomenological Study of Three Urban Schools in Morocco

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Elmeski, Mohammed

2015-01-01

This article explores leadership of place in the context of three urban middle schools in Morocco. School reform means that principals are changing from agents of authority to leaders with school improvement responsibilities. This shift in mission can be stressful for principals who are called to lead, but are often constrained by bureaucratic and…

Teachers' Perspectives of Children's Mental Health Service Needs in Urban Elementary Schools

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Williams, James Herbert; Horvath, Violet E.; Wei, Hsi-Sheng; Van Dorn, Richard A.; Jonson-Reid, Melissa

2007-01-01

This study uses a phenomenological approach to investigate elementary school teachers' perspectives on children's mental health service needs. Focus groups were conducted at two elementary schools with differing levels of available social services in a moderate-sized urban midwestern school district. Data collection centered on six prominent…

Boys II Men: A Culturally-Responsive School Counseling Group for Urban High School Boys of Color

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Pérez-Gualdrón, Leyla; Yeh, Christine; Russell, LyRyan

2016-01-01

Using a participatory and collaborative approach, we developed, implemented, and evaluated a culturally responsive school counseling group, "Boys II Men," for 11 low-income diverse male students of color at an urban public school. The content of the group focused on five areas: social connections and support, exploring gender roles,…

Characteristics of Pesticide Poisoning in Rural and Urban Settings in Uganda

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Pedersen, Bastian; Ssemugabo, Charles; Nabankema, Victoria

2017-01-01

, pesticides were the most prevalent single poison responsible for intoxications (N = 212 [28.8%]). Self-harm constituted a significantly higher proportion of the total number of poisonings in urban (63.3%) compared with rural areas (25.6%) where unintentional poisonings prevailed. Men were older than women...... and represented a majority of around 60% of the cases in both the urban and rural settings. Unintentional cases were almost the only ones seen below the age of 10, whereas self-harm dominated among adolescents and young persons from 10 to 29 years of age. Organophosphorus insecticides accounted for 73.......0% of the poisonings. Urban hospitals provided a more intensive treatment and had registered fever complications than rural health care settings. To minimize self-harm with pesticides, a restriction of pesticide availability as shown to be effective in other low-income countries is recommended. Training of health care...

Schools in the Nexus of Neoliberal Urban Transformation and Education Policy Change

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Bayhan, Sezen; Caner, Ayse

2017-01-01

Drawing on field research carried out on Istanbul school geography, this paper analyzes the co-constitutive relationship between school spaces and urban transformation in Istanbul, the largest city in Turkey. Following a brief discussion of its theoretical framework, the paper describes how relocation of Istanbul inner-city public schools has…

Leadership Coaching: Building the Capacity of Urban Principals in Underperforming Schools

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Warren, Susan R.; Kelsen, Virginia E.

2013-01-01

This investigation assesses the effects of leadership coaching on the knowledge, skills, and dispositions of urban public school administrators in P-12 underperforming schools. The study specifically examines leadership, management, and student achievement growth during the time of coaching. Utilizing a mixed-methods approach, three domains were…

RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES

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ANTHONY T. MILANOWSKI

2009-08-01

Full Text Available Many urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often themost in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract andretain high-quality teachers in high-need, low-achieving, or hard-to-staff urban schools. However, relatively little isknown about how effective financial incentives are for recruiting new teachers to high-need urban schools. This researchexplores factors that are important to the job choices of teachers in training. Focus groups were held with students atthree universities, and a policy-capturing study was done using 64 job scenarios representing various levels of pay andworking conditions. Focus group results suggested that: a many pre-service teachers, even relatively late in their preparation,are not committed to a particular district and are willing to consider many possibilities, including high needschools; b although pay and benefits were attractive to the students, loan forgiveness and subsidies for further educationwere also attractive; and c small increments of additional salary did not appear as important or attractive as otherjob characteristics. The policy-capturing study showed that working conditions factors, especially principal support, hadmore influence on simulated job choice than pay level, implying that money might be better spent to attract, retain, ortrain better principals than to provide higher beginning salaries to teachers in schools with high-poverty or a high proportionof students of color.

Differences in adolescents' physical activity from school-travel between urban and suburban neighbourhoods in Metro Vancouver, Canada.

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Frazer, Amanda; Voss, Christine; Winters, Meghan; Naylor, Patti-Jean; Higgins, Joan Wharf; McKay, Heather

2015-01-01

To investigate differences in moderate-to-vigorous physical activity (MVPA) from school-travel between adolescents in urban and suburban neighbourhoods and to describe its relative contribution to MVPA on school days. We measured 243 adolescents (51% male, grades 8-10) from Vancouver's walkable downtown core and its largely car-dependent suburb Surrey (fall 2011, 2013). We estimated mean school-travel MVPA from accelerometry (hour before/after school on ≥ 2 days; n = 110, 39% male) and compared school-travel MVPA by neighbourhood type and school-travel mode. The influence of mean school-travel MVPA on mean school-day MVPA (≥ 600 min valid wear time on ≥ 2 days) was examined by linear regression. Over half of students used active modes (urban: 63%, suburban: 53%). Those using active travel and living in the urban neighbourhood obtained the most school-travel MVPA (22.3 ± 8.0 min). Urban passive travellers used public transit and obtained more school-travel MVPA than suburban students (16.9 ± 6.2 vs. 8.0 ± 5.3, p travel MVPA (R (2) = 0.38, p travel MVPA in adolescents. School-travel MVPA is an important contributor to adolescents' school-day MVPA. Where feasible, physically active options for school-travel should be promoted, including public transit.

High-Poverty Urban High School Students' Plans for Higher Education: Weaving Their Own Safety Nets

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Cilesiz, Sebnem; Drotos, Stephanie M.

2016-01-01

This qualitative study investigates high-poverty urban high school students' views of and plans regarding higher education, using Bourdieu's theory of reproduction in education as theoretical framework. Interview data from 76 students from six high-poverty urban schools in a metropolitan area in the Midwestern United States were analyzed using…

The Predictive Value of Selection Criteria in an Urban Magnet School

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Lohmeier, Jill Hendrickson; Raad, Jennifer

2012-01-01

The predictive value of selection criteria on outcome data from two cohorts of students (Total N = 525) accepted to an urban magnet high school were evaluated. Regression analyses of typical screening variables (suspensions, absences, metropolitan achievement tests, middle school grade point averages [GPAs], Matrix Analogies test scores, and…

Walking the Leadership Tightrope: Building Community Cohesiveness and Social Capital in Schools in Highly Disadvantaged Urban Communities

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Riley, Kathryn A.

2013-01-01

School leaders in highly disadvantaged urban communities across the globe walk a tightrope, caught between the needs of communities and the requirements of national policies. This article aims to enrich our understanding of the potential of school-community relationships. It examines the policy discourse on urban schools and the practice of…

The Urban Teaching Cohort: Pre-Service Training to Support Mental Health in Urban Schools

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Schwartz, Tammy; Dinnen, Hannah; Smith-Millman, Marissa K.; Dixon, Maressa; Flaspohler, Paul D.

2017-01-01

Supporting students' mental health needs is critical in high-poverty urban school districts where many students are at risk for mental health problems. Although teacher-student relationships are at the core of student mental health promotion in the classroom, many teacher preparation programmes do not adequately prepare pre-service teachers…

Understanding and Managing Staff Development in an Urban School System. Final Report.

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Schlechty, Phillip; And Others

A study is reported that examined the way staff development functions in schools, the effects of staff development, and the interaction between staff development and other activities and conditions in school systems. The study took place in a large urban school district (in the Southeast) that is heavily committed to and involved in staff…

Variation in access to sugar-sweetened beverages in vending machines across rural, town and urban high schools.

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Adachi-Mejia, A M; Longacre, M R; Skatrud-Mickelson, M; Li, Z; Purvis, L A; Titus, L J; Beach, M L; Dalton, M A

2013-05-01

The 2010 Dietary Guidelines for Americans include reducing consumption of sugar-sweetened beverages. Among the many possible routes of access for youth, school vending machines provide ready availability of sugar-sweetened beverages. The purpose of this study was to determine variation in high school student access to sugar-sweetened beverages through vending machines by geographic location - urban, town or rural - and to offer an approach for analysing school vending machine content. Cross-sectional observational study. Between October 2007 and May 2008, trained coders recorded beverage vending machine content and machine-front advertising in 113 machines across 26 schools in New Hampshire and Vermont, USA. Compared with town schools, urban schools were significantly less likely to offer sugar-sweetened beverages (P = 0.002). Rural schools also offered more sugar-sweetened beverages than urban schools, but this difference was not significant. Advertisements for sugar-sweetened beverages were highly prevalent in town schools. High school students have ready access to sugar-sweetened beverages through their school vending machines. Town schools offer the highest risk of exposure; school vending machines located in towns offer up to twice as much access to sugar-sweetened beverages in both content and advertising compared with urban locations. Variation by geographic region suggests that healthier environments are possible and some schools can lead as inspirational role models. Copyright © 2013 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

A Vanishing Rural School Advantage? Changing Urban/Rural Student Achievement Differences in Latin America and the Caribbean

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Luschei, Thomas F.; Fagioli, Loris P.

2016-01-01

In 1997, a cross-national assessment of educational achievement in Latin America and the Caribbean found that rural schools in Colombia outperformed urban schools in tests of reading and mathematics, except in very large cities. Given a long history of urban/rural inequality in the region, Colombia's rural school advantage attracted substantial…

Challenges for Older Drivers in Urban, Suburban, and Rural Settings

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Rashmi P. Payyanadan

2018-03-01

Full Text Available Along with age-related factors, geographical settings—urban, suburban, and rural areas—also contribute to the differences in fatal crashes among older drivers. These differences in crash outcomes might be attributed to the various driving challenges faced by older drivers residing in different locations. To understand these challenges from the perspective of the older driver, a focus group study was conducted with drivers 65 and older from urban, suburban, and rural settings. Guided-group interviews were used to assess driving challenges, mobility options, opportunities for driver support systems (DSS, and alternate transportation needs. Content analysis of the interview responses resulted in four categories representing common challenges faced by older drivers across the settings: behavior of other drivers on the road, placement of road signs, reduced visibility of road signs due to age-related decline, and difficulties using in-vehicle technologies. Six categories involved location-specific challenges such as heavy traffic situations for urban and suburban drivers, and multi-destination trips for rural drivers. Countermeasures implemented by older drivers to address these challenges primarily involved route selection and avoidance. Technological advances of DSS systems provide a unique opportunity to support the information needs for route selection and avoidance preferences of drivers. Using the content analysis results, a framework was built to determine additional and modified DSS features to meet the specific challenges of older drivers in urban, suburban, and rural settings. These findings suggest that there is heterogeneity in the driving challenges and preferences of older drivers based on their location. Consequently, DSS technologies and vehicle automation need to be tailored to not only meet the driving safety and mobility needs of older drivers as a population, but also to their driving environment.

Success in These Schools? Visual Counternarratives of Young Men of Color and Urban High Schools They Attend

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Harper, Shaun R.

2015-01-01

The overwhelming majority of published scholarship on urban high schools in the United States focuses on problems of inadequacy, instability, underperformance, and violence. Similarly, across all schooling contexts, most of what has been written about young men of color continually reinforces deficit narratives about their educational possibility.…

Senge's Learning Organization and Teachers' Perceptions of Leadership at an Elementary School in Urban Ohio

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Moore, Robert J.

2010-01-01

Urban public schools in the United States face the problem of failure to reach academic goals of performance mandated by the No Child Left Behind Act. It was hypothesized that use of Senge's leadership model might result in academic performance in one urban elementary school. Based on Senge's shared vision leadership model as the theoretical…

Creating a school nutrition environment index and pilot testing it in elementary and middle schools in urban South Korea.

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Park, Sohyun; Kwon, Kwang-Il; Kweon, Soon Ju; Wang, Youfa; Gittelsohn, Joel

2017-10-01

The role of a school's nutrition environment in explaining students' eating behaviors and weight status has not been examined in an Asian setting. The purpose of this study was to create a school nutrition environment index and to pilot test the index in elementary and middle schools in urban South Korea. This study used a mixed-methods approach. Environment assessment tools were developed based on formative research, which comprised literature reviews, in-depth interviews, and focus group discussions. Key elements from the formative research were included in the assessment tool, which consisted of a structured survey questionnaire for school dietitians. Fifteen school dietitians from 7 elementary and 8 middle schools in Seoul completed the questionnaire. The formative research revealed four main sections that guided a summary index to assess a school's nutrition environment: resource availability, education and programs, dietitians' perceptions and characteristics, and school lunch menu. Based on the literature reviews and interviews, an index scoring system was developed. The total possible score from the combined four index sections was 40 points. From the 15 schools participating in the pilot survey, the mean school nutrition-environment index was 22.5 (standard deviation ± 3.2; range 17-28). The majority of the schools did not offer classroom-based nutrition education or nutrition counseling for students and parents. The popular modes of nutrition education were school websites, posters, and newsletters. This paper illustrates the process used to develop an instrument to assess a school's nutrition environment. Moreover, it presents the steps used to develop a scoring system for creation of a school nutrition environment index. As pilot testing indicated the total index score has some variation across schools, we suggest applying this instrument in future studies involving a larger number of schools. Future studies with larger samples will allow investigation

Ready to Lead, but How? Teachers' Experiences in High-Poverty Urban Schools

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Johnson, Susan Moore; Reinhorn, Stefanie K.; Charner-Laird, Megin; Kraft, Matthew A.; Ng, Monica; Papay, John P.

2014-01-01

Background/Context: Many strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers' efforts to address school-wide challenges. Research has shown that the principal is pivotal in such ventures,…

The Impact of Servant Leadership Practices in an Urban Focus Elementary School

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Davis-Elenis, Sharon V.

2016-01-01

This study examined the impact of servant leadership practices as perceived by faculty and staff in an urban Focus elementary school. A mixed-methods design was used to explore the impact of the school leader's servant leadership practices on the behavior and perceptions of the faculty and staff, and the challenges a school leader faces as a…

Somatic symptoms, peer and school stress, and family and community violence exposure among urban elementary school children.

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Hart, Shayla L; Hodgkinson, Stacy C; Belcher, Harolyn M E; Hyman, Corine; Cooley-Strickland, Michele

2013-10-01

Somatic symptoms are a common physical response to stress and illness in childhood. This study assessed 409, primarily African American (85.6 %), urban elementary school children to examine the association between: (1) somatic symptoms and potential external stressors (school and peer stress, family conflict, and community violence) and (2) parent and child agreement on children's self-report of somatic symptoms. The odds of self-report of somatic complaints were significantly associated with family conflict, school and peer stress, and community violence exposure (OR = 1.26, 95 % CI: 1.05-1.50; OR = 1.18, 95 % CI 1.08-1.28; and OR = 1.02, 95 % CI: 1.00-1.05, respectively). Identifying the associations between social, family, and community based stress and somatic symptoms may improve the quality of life for children living in urban environments through early identification and treatment.

Diabetes Management in the School Setting. Position Statement

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Butler, Sarah; Fekaris, Nina; Pontius, Deborah; Zacharski, Susan

2012-01-01

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as school nurse) is the only school staff member who has the skills, knowledge base, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management…

Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

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Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

2011-01-01

The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Control...

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 5. Life Academy of Health and Bioscience

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Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 1. Academy of the Pacific Rim

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Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Assessing Patient Activation among High-Need, High-Cost Patients in Urban Safety Net Care Settings.

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Napoles, Tessa M; Burke, Nancy J; Shim, Janet K; Davis, Elizabeth; Moskowitz, David; Yen, Irene H

2017-12-01

We sought to examine the literature using the Patient Activation Measure (PAM) or the Patient Enablement Instrument (PEI) with high-need, high-cost (HNHC) patients receiving care in urban safety net settings. Urban safety net care management programs serve low-income, racially/ethnically diverse patients living with multiple chronic conditions. Although many care management programs track patient progress with the PAM or the PEI, it is not clear whether the PAM or the PEI is an effective and appropriate tool for HNHC patients receiving care in urban safety net settings in the United States. We searched PubMed, EMBASE, Web of Science, and PsycINFO for articles published between 2004 and 2015 that used the PAM and between 1998 and 2015 that used the PEI. The search was limited to English-language articles conducted in the United States and published in peer-reviewed journals. To assess the utility of the PAM and the PEI in urban safety net care settings, we defined a HNHC patient sample as racially/ethnically diverse, low socioeconomic status (SES), and multimorbid. One hundred fourteen articles used the PAM. All articles using the PEI were conducted outside the U.S. and therefore were excluded. Nine PAM studies (8%) included participants similar to those receiving care in urban safety net settings, three of which were longitudinal. Two of the three longitudinal studies reported positive changes following interventions. Our results indicate that research on patient activation is not commonly conducted on racially and ethnically diverse, low SES, and multimorbid patients; therefore, there are few opportunities to assess the appropriateness of the PAM in such populations. Investigators expressed concerns with the potential unreliability and inappropriate nature of the PAM on multimorbid, older, and low-literacy patients. Thus, the PAM may not be able to accurately assess patient progress among HNHC patients receiving care in urban safety net settings. Assessing

How does the seasonality influence utilitarian walking behaviour in different urbanization settings in Scotland?

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Hong, Jinhyun

2016-08-01

The relationship between the built environment and walking has been analyzed for decades. However, the seasonality effects on the relationship between the built environment and walking have not been well examined even though weather is one of the key determinants of walking. Therefore, this study used 2007-8 Scottish Household Survey data collected over two years and estimated the interaction effects between the urbanization setting (i.e., residential locations: urban, town and rural areas) and seasons (i.e., spring, summer, autumn and winter) on walking. Scottish Urban-rural classification scheme is measured based on the population and access to large cities, and used as a key independent variable. The number of walking days for specific purposes such as work or shopping (utilitarian walking) during the past 7 days is used as a dependent variable. The results show that there are significant geographical variations of seasonality effect on utilitarian walking. That is, people living in rural areas are more sensitive to seasonality impacts than those living in urban areas. In addition, we found that the association between urbanization setting and utilitarian walking varies across seasons, indicating that their relationship can be miss-estimated if we ignore the seasonality effects. Therefore, policy makers and practitioners should consider the seasonality effects to evaluate the effectiveness of land use policy correctly. Finally, we still find the significant association between the urbanization setting and utilitarian walking behaviour with the consideration of seasonality effects, supporting the claim of New Urbanism. Copyright © 2016 Elsevier Ltd. All rights reserved.

Environmental literacy of Hispanic, urban, middle school students in Houston, Texas

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Meuth, Amber M.

With the global crises facing the planet that bring major implications, (Hart & Nolan, 1999; Hungerford & Simmons, 2003) it is imperative that there be an environmentally literate citizenry who can identify, solve, and prevent environmental issues. Since middle school students are evolving into participating citizens and are developing the ability to think in abstract terms, they are a critical group to study regarding levels of environmental literacy. Additionally, with the increased resource needs and decreased air and water quality in highly populated urban areas, focusing on the environmental literacy of students living and attending school in urban areas is essential. The purpose of this study was to describe the levels of environmental literacy of a group of Hispanic, urban, middle school students in Houston, Texas. Sixth, seventh, and eighth grade students who attend a charter school in Houston, Texas were given, the Middle School Environmental Literacy Survey (MSELS). This survey has been developed to measure components of environmental literacy as related to domains identified critical to environmental literacy (McBeth et al., 2008). The four domains include ecological knowledge, environmental affect, cognitive skills, and behavior. Data collected from the survey was used to determine levels of environmental literacy in the following variables: ecological knowledge, verbal commitment, actual commitment, environmental sensitivity, general environmental feelings, and environmental issue and action skills. Descriptive statistics were calculated and analyzed for each grade level and as an entire sample for each variable in order to generate a profile of the group. Composite scores were calculated in the four domains (ecological knowledge, environmental affect, cognitive skills, and behavior) and were compared to high, moderate, and low levels of environmental literacy set forth by top environmental education researchers (McBeth et al., 2008). Additionally, two

Evaluating restoration in urban green spaces: Does setting type make a difference?

NARCIS (Netherlands)

Berg, van den A.; Jorgensen, A.; Wilson, E.R.

2014-01-01

A growing body of research suggests that natural settings are more effective in providing restoration from depleted emotional and cognitive resources than built settings. However, there is a lack of evidencebased guidelines on which options for urban green space design and management are most

Evaluating restoration in urban green spaces : Does setting type make a difference?

NARCIS (Netherlands)

Van den Berg, Agnes E.; Jorgensen, Anna; Wilson, Edward R.

A growing body of research suggests that natural settings are more effective in providing restoration from depleted emotional and cognitive resources than built settings. However, there is a lack of evidence-based guidelines on which options for urban green space design and management are most

Portraits of Principal Practice: Time Allocation and School Principal Work

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Sebastian, James; Camburn, Eric M.; Spillane, James P.

2018-01-01

Purpose: The purpose of this study was to examine how school principals in urban settings distributed their time working on critical school functions. We also examined who principals worked with and how their time allocation patterns varied by school contextual characteristics. Research Method/Approach: The study was conducted in an urban school…

Are school factors and urbanization supportive for being physically active and engaging in less screen-based activities?

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Kopcakova, Jaroslava; Dankulincova Veselska, Zuzana; Madarasova Geckova, Andrea; Klein, Daniel; van Dijk, Jitse P; Reijneveld, Sijmen A

The aim was to assess the association between physical activity and screen-based activities in adolescents and selected school factors and urbanization and whether these associations were modified by degree of urbanization. We obtained data regarding the fifth-ninth grade students from 130 schools

From Heroes to Organizers: Principals and Education Organizing in Urban School Reform

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Ishimaru, Ann

2013-01-01

Purpose: Educational leadership is key to addressing the persistent inequities in low-income urban schools, but most principals struggle to work with parents and communities around those schools to create socially just learning environments. This article describes the conditions and experiences that enabled principals to share leadership with…

Defining Belief in Self: Intelligent Young Men in an Urban High School.

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Hebert, Thomas P.

2000-01-01

A study of six talented males in an urban high school found they had a strong belief in self that was influenced by the following factors: relationships with supportive adults; involvement in extracurricular activities, sports, special programs, and summer school experiences; and family support. (Contains extensive references.) (Author/CR)

The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

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National Center for Education Statistics, 2013

2013-01-01

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

Science.gov (United States)

National Center for Education Statistics, 2013

2013-01-01

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

Science.gov (United States)

National Center for Education Statistics, 2013

2013-01-01

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

Science.gov (United States)

National Center for Education Statistics, 2013

2013-01-01

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

A Mandatory Uniform Policy in Urban Schools: Findings from the School Survey on Crime and Safety: 2003-04

Directory of Open Access Journals (Sweden)

Seunghee Han

2010-01-01

Full Text Available The main purpose of the study is to examine the relations between a mandatory school uniform policy and student problem behavior. The study is based on the School Survey on Crime and Safety (SSOCS 2003-04 data. Analyzing data from 421 urban schools, the study found that schools adopting a mandatory uniform policy are negatively associated with rates of student problem behaviors except at the high school level. As with other school safety initiatives, parental involvement at the elementary school level, and teacher training and community efforts at the high school level were revealed as negative predictors of student problem behavior.

Trend differences in men and women in rural and urban U.S. settings.

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Cepeda-Benito, A; Doogan, N J; Redner, R; Roberts, M E; Kurti, A N; Villanti, A C; Lopez, A A; Quisenberry, A J; Stanton, C A; Gaalema, D E; Keith, D R; Parker, M A; Higgins, S T

2018-04-05

Smoking prevalence is declining at a slower rate in rural than urban settings in the United States (U.S.), and known predictors of smoking do not readily account for this trend difference. Given that socioeconomic and psychosocial determinants of health disparities accumulate in rural settings and that life-course disadvantages are often greater in women than men, we examined whether smoking trends are different for rural and urban men and women. We used yearly cross-sectional data (n = 303,311) from the U.S. National Survey on Drug Use and Health (NSDUH) from 2007 through 2014 to compare cigarette smoking trends in men and women across rural and urban areas. Current smoking status was modelled using logistic regression controlling for confounding risk factors. Regression derived graphs predicting unadjusted prevalence estimates and 95% confidence bands revealed that whereas the smoking trends of rural men, urban men, and urban women significantly declined from 2007 to 2014, the trend for rural women was flat. Controlling for demographic, socioeconomic and psychosocial predictors of smoking did not explain rural women's significantly different trend from those of the other three groups. Rural women lag behind rural men, urban men and urban women in decreasing smoking, a health disparity finding that supports the need for tobacco control and regulatory policies and interventions that are more effective in reducing smoking among rural women. Copyright © 2018 Elsevier Inc. All rights reserved.

Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

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Barrocas, Lisa; Cramer, Elizabeth D.

2014-01-01

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

Utilizing Participatory Action Research to Foster Effective Family/School Collaboration at an Urban PreK-8 Catholic School

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Shriberg, David; Schumacher, Ruth; McMahon, Kara C.; Flores, Sofia; Moy, Gregory E.; Swidzinski, Joanna; Tompkins, Nicole A.

2012-01-01

This paper describes a study focused on promoting culturally responsive collaboration practices at an urban preK-8 Catholic school. Using participatory action research (PAR) as its framework, a team of school stakeholders and university faculty and students from the psychology department partnered to create a participant-driven data collection and…

How rural and urban parents describe convenience in the context of school-based influenza vaccination: a qualitative study.

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Lind, Candace; Russell, Margaret L; Collins, Ramona; MacDonald, Judy; Frank, Christine J; Davis, Amy E

2015-01-22

Seasonal influenza vaccine uptake among school-age children has been low, particularly among rural children, even in jurisdictions in Canada where this immunization is publicly funded. Providing this vaccination at school may be convenient for parents and might contribute to increased vaccine uptake, particularly among rural children. We explore the construct of convenience as an advantage of school based influenza vaccination. We also explore for rural urban differences in this construct. Participants were parents of school-aged children from Alberta, Canada. We qualitatively analyzed focus group data from rural parents using a thematic template that emerged from prior work with urban parents. Both groups of parents had participated in focus groups to explore their perspectives on the acceptability of adding an annual influenza immunization to the immunization program that is currently delivered in Alberta schools. Data from within the theme of 'convenience' from both rural and urban parents were then further explored for sub-themes within convenience. Data were obtained from nine rural and nine urban focus groups. The template of themes that had arisen from prior analysis of the urban data applied to the rural data. Convenience was a third level theme under Advantages. Five fourth level themes emerged from within convenience. Four of the five sub-themes were common to both rural and urban participants: reduction of parental burden to schedule, reduction in parental lost time, decrease in parental stress and increase in physical access points for influenza immunization. The fifth subtheme, increases temporal access to influenza immunization, emerged uniquely from the rural data. Both rural and urban parents perceived that convenience would be an advantage of adding an annual influenza immunization to the vaccinations currently given to Alberta children at school. Improving temporal access to such immunization may be a more relevant aspect of convenience to rural

Urban School Principals and Their Role as Multicultural Leaders

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Gardiner, Mary E.; Enomoto, Ernestine K.

2006-01-01

This study focuses on the role of urban school principals as multicultural leaders. Using cross-case analysis, the authors describe what 6 practicing principals do in regard to multicultural leadership. The findings suggest that although multicultural preparation was lacking for these principals, some did engage in work that promoted diversity in…

Do Intervention Impacts on Academic Achievement Vary by School Climate? Evidence from a Randomized Trial in Urban Elementary Schools

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

2015-01-01

Given established links between social-emotional skills and academic achievement, there is growing support for implementing universal social/behavioral interventions in early schooling (Jones & Bouffard, 2012). Advocates have been particularly interested in implementing such programming in low income urban schools where students are likely to…

Kickin' Asthma: school-based asthma education in an urban community.

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Magzamen, Sheryl; Patel, Bina; Davis, Adam; Edelstein, Joan; Tager, Ira B

2008-12-01

In urban communities with high prevalence of childhood asthma, school-based educational programs may be the most appropriate approach to deliver interventions to improve asthma morbidity and asthma-related outcomes. The purpose of this study was to evaluate the implementation of Kickin' Asthma, a school-based asthma curriculum designed by health educators and local students, which teaches asthma physiology and asthma self-management techniques to middle and high school students in Oakland, CA. Eligible students were identified through an in-class asthma case identification survey. Approximately 10-15 students identified as asthmatic were recruited for each series of the Kickin' Asthma intervention. The curriculum was delivered by an asthma nurse in a series of four 50-minute sessions. Students completed a baseline and a 3-month follow-up survey that compared symptom frequency, health care utilization, activity limitations, and medication use. Of the 8488 students surveyed during the first 3 years of the intervention (2003-2006), 15.4% (n = 1309) were identified as asthmatic; approximately 76% of eligible students (n = 990) from 15 middle schools and 3 high schools participated in the program. Comparison of baseline to follow-up data indicated that students experienced significantly fewer days with activity limitations and significantly fewer nights of sleep disturbance after participation in the intervention. For health care utilization, students reported significantly less frequent emergency department visits or hospitalizations between the baseline and follow-up surveys. A school-based asthma curriculum designed specifically for urban students has been shown to reduce symptoms, activity limitations, and health care utilization for intervention participants.

Building the School Nutrition Program Brand Personality within the School Setting

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Rushing, Keith; Asperin, Amelia Estepa

2012-01-01

Purpose/Objectives: The objectives of this project were to investigate the application of brand personality concepts in the school nutrition (SN) setting and to explore high school students' awareness and acceptance of these branding initiatives. Methods: An embedded, multiple-case replication design included structured interviews with SN…

Disclosure Experiences of Urban, Ethnically Diverse LGBT High School Students: Implications for School Personnel

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Varjas, Kris; Kiperman, Sarah; Meyers, Joel

2016-01-01

Disclosure of sexual orientation and/or gender identity is a milestone event for lesbian, gay, bisexual, or transgender (LGBT) youth and can have both positive and negative mental health consequences. Twenty-nine urban, ethnically diverse LGBT high school students participated in face-to-face, in-depth interviews. Qualitative results revealed two…

Perception of epilepsy among the urban secondary school children of Bareilly district

Directory of Open Access Journals (Sweden)

Hari Shanker Joshi

2012-01-01

Full Text Available Background: There is a lack of knowledge about epilepsy among the students and the population in general, with consequent prejudice and discrimination toward epileptic patients. Objectives: Knowledge, behavior, attitude and myth toward epilepsy among urban school children in Bareilly district was studied. Materials and Methods: A cross-sectional survey was conducted among students of 10 randomly selected secondary schools of the urban areas in Bareilly district. A structured, pretested questionnaire was used to collect data regarding sociodemographic characteristics and assess the subject′s knowledge, behavior, attitude and myth toward epilepsy. Results: Of the 798 students (533 boys and 265 girls studied, around 98.6% had heard of epilepsy. About 63.7% correctly thought that epilepsy is a brain disorder while 81.8% believed it to be a psychiatric disorder. Other prevalent misconceptions were that epilepsy is an inherited disorder (71.55% and that the disease is transmitted by eating a nonvegetarian diet (49%. Most of them thought that epilepsy can be cured (69.3 and that an epileptic patient needs lifelong treatment (77.2. On witnessing a seizure, about 51.5% of the students would take the person to the hospital. Majority (72.31% of the students thought that children with epilepsy should study in a special school. Conclusions: Although majority of the students had reasonable knowledge of epilepsy, myths and superstitions about the condition still prevail in a significant proportion of the urban school children. It may be worthwhile including awareness programs about epilepsy in school education to dispel misconceptions about epilepsy.

After-School Multifamily Groups: A Randomized Controlled Trial Involving Low-Income, Urban, Latino Children

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McDonald, Lynn; Moberg, D. Paul; Brown, Roger; Rodriguez-Espiricueta, Ismael; Flores, Nydia I.; Burke, Melissa P.; Coover, Gail

2006-01-01

This randomized controlled trial evaluated a culturally representative parent engagement strategy with Latino parents of elementary school children. Ten urban schools serving low-income children from mixed cultural backgrounds participated in a large study. Classrooms were randomly assigned either either to an after-school, multifamily support…

County-level poverty is equally associated with unmet health care needs in rural and urban settings.

Science.gov (United States)

Peterson, Lars E; Litaker, David G

2010-01-01

Regional poverty is associated with reduced access to health care. Whether this relationship is equally strong in both rural and urban settings or is affected by the contextual and individual-level characteristics that distinguish these areas, is unclear. Compare the association between regional poverty with self-reported unmet need, a marker of health care access, by rural/urban setting. Multilevel, cross-sectional analysis of a state-representative sample of 39,953 adults stratified by rural/urban status, linked at the county level to data describing contextual characteristics. Weighted random intercept models examined the independent association of regional poverty with unmet needs, controlling for a range of contextual and individual-level characteristics. The unadjusted association between regional poverty levels and unmet needs was similar in both rural (OR = 1.06 [95% CI, 1.04-1.08]) and urban (OR = 1.03 [1.02-1.05]) settings. Adjusting for other contextual characteristics increased the size of the association in both rural (OR = 1.11 [1.04-1.19]) and urban (OR = 1.11 [1.05-1.18]) settings. Further adjustment for individual characteristics had little additional effect in rural (OR = 1.10 [1.00-1.20]) or urban (OR = 1.11 [1.01-1.22]) settings. To better meet the health care needs of all Americans, health care systems in areas with high regional poverty should acknowledge the relationship between poverty and unmet health care needs. Investments, or other interventions, that reduce regional poverty may be useful strategies for improving health through better access to health care. © 2010 National Rural Health Association.

Mental Health, School Problems, and Social Networks: Modeling Urban Adolescent Substance Use

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Mason, Michael J.

2010-01-01

This study tested a mediation model of the relationship with school problems, social network quality, and substance use with a primary care sample of 301 urban adolescents. It was theorized that social network quality (level of risk or protection in network) would mediate the effects of school problems, accounting for internalizing problems and…

Eight Voices of Empowerment: Student Perspectives in a Restructured Urban Middle School

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Horn, Brian R.

2017-01-01

This article explores student empowerment in a restructured urban Title I middle school. The study includes data from eight participants in an action research project that involved a critical inquiry unit in an eighth-grade language arts class that asked students, "How are you empowered and disempowered by school?" Findings reveal that…

Sampling Memories: Using Hip-Hop Aesthetics to Learn from Urban Schooling Experiences

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Petchauer, Emery

2012-01-01

This article theorizes and charts the implementation of a learning activity designed from the hip-hop aesthetic of sampling. The purpose of this learning activity was to enable recent urban school graduates to reflect upon their previous schooling experiences as a platform for future learning in higher education. This article illustrates what…

Factors Affecting the Retention of First-career and Second-career Science Teachers in Urban High Schools

Science.gov (United States)

Rak, Rosemary C.

The turnover of high school science teachers is an especially troubling problem in urban schools with economically disadvantaged students. Because high teacher turnover rates impede effective instruction, the persistence of teacher attrition is a serious concern. Using an online survey and interviews in a sequential mixed-methods approach, this study investigates the perceptions of high school science teachers regarding factors that contribute to their employment decisions. The study also compares first-career and second-career science teachers' perceptions of retention and attrition factors and identifies conditions that urban school leaders can establish to support the retention of their science teachers. A purposeful sample of 138 science teachers from urban area New England public high schools with 50% or more Free and Reduced Price Lunch-eligible students participated in the survey. Twelve survey respondents were subsequently interviewed. In accord with extant research, this study's results suggest that school leadership is essential to fostering teacher retention. The findings also reveal the importance of autonomy, professional community, and adequate resources to support science instruction. Although mentoring and induction programs receive low importance ratings in this study, career-changers view these programs as more important to their retention than do first-career science teachers. Second-career interviewees, in particular, voice the importance of being treated as professionals by school leaders. Future research may examine the characteristics of mentoring and induction programs that make them most responsive to the needs of first-career and second-career science teachers. Future studies may also investigate the aspects of school leadership and professional autonomy that are most effective in promoting science teacher retention. Keywords: career-changers; school leaders; science teachers; second-career teachers; teacher retention; teacher turnover

Yoga in school settings: a research review.

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Khalsa, Sat Bir S; Butzer, Bethany

2016-06-01

Research on the efficacy of yoga for improving mental, emotional, physical, and behavioral health characteristics in school settings is a recent but growing field of inquiry. This systematic review of research on school-based yoga interventions published in peer-reviewed journals offers a bibliometric analysis that identified 47 publications. The studies from these publications have been conducted primarily in the United States (n = 30) and India (n = 15) since 2005, with the majority of studies (n = 41) conducted from 2010 onward. About half of the publications were of studies at elementary schools; most (85%) were conducted within the school curriculum, and most (62%) also implemented a formal school-based yoga program. There was a high degree of variability in yoga intervention characteristics, including overall duration, and the number and duration of sessions. Most of these published research trials are preliminary in nature, with numerous study design limitations, including limited sample sizes (median = 74; range = 20-660) and relatively weak research designs (57% randomized controlled trials, 19% uncontrolled trials), as would be expected in an infant research field. Nevertheless, these publications suggest that yoga in the school setting is a viable and potentially efficacious strategy for improving child and adolescent health and therefore worthy of continued research. © 2016 New York Academy of Sciences.

School farming for school feeding: experiences from Nakuru, Kenya

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Dick Foeken

2010-11-01

Full Text Available School feeding is an important development tool and is related to at least three Millennium Development Goals. School farming has been largely overlooked in the urban agriculture literature but with many parents nowadays unable to afford school lunches for their children, it can play a vital role in reducing the costs involved in providing nutritional meals for pupils. This paper examines school farming in an urban setting, namely Nakuru town, Kenya and looks at the current practice, the extent to which school farming contributes to school feeding programs, and the challenges it faces and how these can be overcome. Based on a survey done in almost all primary and secondary schools in Nakuru, it shows that school farming and school feeding are now common practice in the town and that in many cases school farming does indeed contribute to school feeding programs. However, much more is possible and the paper indicates how various constraints in terms of land, water, support and leadership might be overcome.

Evidence-based research on the value of school nurses in an urban school system.

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Baisch, Mary J; Lundeen, Sally P; Murphy, M Kathleen

2011-02-01

With the increasing acuity of student health problems, growing rates of poverty among urban families, and widening racial/ethnic health disparities in child and adolescent health indicators, the contributions of school nurses are of increasing interest to policymakers. This study was conducted to evaluate the impact of school nurses on promoting a healthy school environment and healthy, resilient learners. A mixed-methods approach was used for this study. Using a cross-sectional design, surveys captured the level of satisfaction that school staff had with the nurse in their school, as well as their perceptions of the impact of the nurse on the efficient management of student health concerns. Using a quasi-experimental design, data from electronic school records were used to compare rates of immunization and completeness of health records in schools with nurses. This study provides evidence that school nurses positively influenced immunization rates, the accuracy of student health records, and management of student health concerns. This research demonstrates that teachers and other staff consider nurse interventions vital to eliminating barriers to student learning and improving overall school health. A cost analysis revealed the estimated annual cost per school for the time staff spent managing health concerns. In an environment of scarce resources, school boards need quality evaluation data to justify hiring and retaining school nurses to support improved school health environments. © 2011, American School Health Association.

Urban air pollution in school-related microenvironments in Bogota, Colombia

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Juan Felipe Franco

2013-05-01

Full Text Available Particle-related pollution (PM10, PM2.5 and soot was measured in both indoor and outdoor microenvironments at four public elementary schools in Bogota, Colombia. Three of these schools were located alongside major urban roads in which different types of public transit systems are used (bus rapid transit system and conventional transit buses. The fourth school was located on a non-congested road (background school. Pollutant levels at schools situated on major-roads were higher than those found at the low-congestion-road school. Outdoor black carbon daily mean concentrations at the schools located near major roads were up to six times higher than those recorded at the background school. Mean particulate matter concentrations at schools near major roads were above international standards, suggesting that school-age children in Bogota are exposed to pollution levels that are considered to be harmful by environmental and public health authorities. Elevated indoor and outdoor pollutant concentrations documented in this study suggested that traffic has a direct impact on air quality regarding the schools’ characterised microenvironments.

Social Justice Education in an Urban Charter Montessori School

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Kira Banks

2016-11-01

Full Text Available As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents—often color-blind or minimizing of the relevance of race—consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.

Diabetes Management in the School Setting. Position Statement. Revised

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Wright, Janet B.; Easterling, Traci; Hardy, Alicen

2017-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is the school staff member who has the knowledge, skills, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management in…

Developing an academia-based public health observatory: the new global public health observatory with emphasis on urban health at Johns Hopkins Bloomberg School of Public Health

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Carlos Castillo-Salgado

2015-11-01

Full Text Available Abstract Health observatories may differ according to their mission, institutional setting, topical emphasis or geographic coverage. This paper discusses the development of a new urban-focused health observatory, and its operational research and training infrastructure under the academic umbrella of the Department of Epidemiology and the Institute of Urban Health at the Johns Hopkins Bloomberg School of Public Health (BSPH in Baltimore, USA. Recognizing the higher education mission of the BSPH, the development of a new professional training in public health was an important first step for the development of this observatory. This new academia-based observatory is an innovative public health research and training platform offering faculty, investigators, professional epidemiology students and research partners a physical and methodological infrastructure for their operational research and training activities with both a local urban focus and a global reach. The concept of a public health observatory and its role in addressing social health inequalities in local urban settings is discussed.

Developing an academia-based public health observatory: the new global public health observatory with emphasis on urban health at Johns Hopkins Bloomberg School of Public Health.

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Castillo-Salgado, Carlos

2015-11-01

Health observatories may differ according to their mission, institutional setting, topical emphasis or geographic coverage. This paper discusses the development of a new urban-focused health observatory, and its operational research and training infrastructure under the academic umbrella of the Department of Epidemiology and the Institute of Urban Health at the Johns Hopkins Bloomberg School of Public Health (BSPH) in Baltimore, USA. Recognizing the higher education mission of the BSPH, the development of a new professional training in public health was an important first step for the development of this observatory. This new academia-based observatory is an innovative public health research and training platform offering faculty, investigators, professional epidemiology students and research partners a physical and methodological infrastructure for their operational research and training activities with both a local urban focus and a global reach. The concept of a public health observatory and its role in addressing social health inequalities in local urban settings is discussed.

Educating Urban African American Children Placed at Risk: A Comparison of Two Types of Catholic Middle Schools

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Fenzel, L. Mickey; Domingues, Janine

2009-01-01

Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of…

School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

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Dyson, Hilarie

2008-10-01

The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

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Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

2014-01-01

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

Eating Habits and Food Preferences of Elementary School Students in Urban and Suburban Areas of Daejeon

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Park, Eun-Suk; Lee, Je-Hyuk

2015-01-01

This study investigated the dietary habits and food preferences of elementary school students. The survey was conducted by means of a questionnaire distributed to 4th and 5th grade elementary school students (400 boys and 400 girls) in urban and suburban areas of Daejeon. The results of this study were as follows: male students in urban areas ate breakfast, unbalanced diets, and dairy products more frequently than male students in suburban areas (p eating habits and food preferences of elementary school students according to the place of residence. PMID:26251838

From a Managerial Imperative to a Learning Imperative: Experiences of Urban, Public School Principals

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Terosky, Aimee LaPointe

2014-01-01

Purpose: This article examines the experiences of urban, public school principals noted for their instructional leadership and highlights a leadership approach grounded in a learning imperative. Framework: This article explores the concept of instructional leadership, defined as attending to instructional matters, as embedded in an urban public…

The Link between Poverty, the Proliferation of Violence and the Development of Traumatic Stress among Urban Youth in the United States to School Violence: A Trauma Informed, Social Justice Approach to School Violence

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Rawles, Portia D.

2010-01-01

This paper presents two premises regarding school violence in urban America. First, that traumatic stress among urban youth in the United States is a key factor in the development and exacerbation of school violence in urban areas. Secondly, an efficacious approach to the resolution of school violence cannot be achieved without addressing this…

Analysis and Modeling of Urban Land Cover Change in Setúbal and Sesimbra, Portugal

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Yikalo H. Araya

2010-06-01

Full Text Available The expansion of cities entails the abandonment of forest and agricultural lands, and these lands’ conversion into urban areas, which results in substantial impacts on ecosystems. Monitoring these changes and planning urban development can be successfully achieved using multitemporal remotely sensed data, spatial metrics, and modeling. In this paper, urban land use change analysis and modeling was carried out for the Concelhos of Setúbal and Sesimbra in Portugal. An existing land cover map for the year 1990, together with two derived land cover maps from multispectral satellite images for the years 2000 and 2006, were utilized using an object-oriented classification approach. Classification accuracy assessment revealed satisfactory results that fulfilled minimum standard accuracy levels. Urban land use dynamics, in terms of both patterns and quantities, were studied using selected landscape metrics and the Shannon Entropy index. Results show that urban areas increased by 91.11% between 1990 and 2006. In contrast, the change was only 6.34% between 2000 and 2006. The entropy value was 0.73 for both municipalities in 1990, indicating a high rate of urban sprawl in the area. In 2006, this value, for both Sesimbra and Setúbal, reached almost 0.90. This is demonstrative of a tendency toward intensive urban sprawl. Urban land use change for the year 2020 was modeled using a Cellular Automata based approach. The predictive power of the model was successfully validated using Kappa variations. Projected land cover changes show a growing tendency in urban land use, which might threaten areas that are currently reserved for natural parks and agricultural lands.

FOOD HABIT AMONG ELEMENTARY SCHOOL CHILDREN IN URBAN BOGOR

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Evy Damayanthi

2012-03-01

Full Text Available 800x600 Normal 0 false false false IN X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";} Food habit strongly predicts individual nutritional status. It is largely influenced by family food habit and family socioeconomic, partly by nutrition education learning in the school.  Objectives of this study were to analyze elementary school children eating habit and examine whether it relates to family socioeconomic and nutritional status. One hundred elementary school children, and their mother, from one school in urban Bogor were chosen purposively according to SIBERMAS Program criteria (i.e. grade 4th and 5th, morning school, having UKS program and not having canteen. Self administered, structured pre-coded questionnaire were used to collect the data. Nutritional status was assessed using weight and height, and body mass index for age (BAZ and height for age (HAZ were then calculated using AnthroPlus software developed by WHO (2009. School children were 8-11 years old (mean 9.37 + 0.66 years, more girls (54%, and mostly had normal nutritional status using both indexes (72% for BAZ and 95% for HAZ. School children were commonly from middle class as indicated by father education (sarjana and mother (senior high school.  Almost all school children (99% knew breakfast was important and 81% of them ate breakfast. Only 32% school children brought lunch box everyday although 92% stated their habit to bring lunch box to school. Buying snack in school was also common among school children. Generally school children ate rice 3 times a day (2.95 + 0.97 with fish, meat, chicken (2.47 + 1.14, tempe and

Increasing STEM Competence in Urban, High Poverty Elementary School Populations

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Sueanne McKinney

2017-10-01

Full Text Available Enhancing STEM competence (e.g., interests, knowledge, skills, and dispositions among urban, high poverty, elementary school populations in the United States (U.S. is and remains a growing national concern, especially since Science, Technology, Engineering and Mathematics (STEM competence is and will continue to be a necessary requisite for gainful employment in the future, according to workforce development experts. In an attempt to address this gap, many urban elementary schools have begun to offer STEM-related programs to increase STEM learning at an early age. STEM competence (interest, knowledge, skills, and dispositions, however, remains low. This paper results in a matrix used to analyze children's fictional literary selections and a model that argues that elementary teachers, as the first point of contact with young students, can affect STEM competence. By adopting a more culturally responsive pedagogy that attends to the 21st Century Learning Skills and the Next Generation Science Standards, teachers can choose literature that serves to excite and reinforce STEM learning.

A Critical Practice Analysis of Response to Intervention Appropriation in an Urban School

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King Thorius, Kathleen A.; Maxcy, Brendan D.; Macey, Erin; Cox, Adrienne

2014-01-01

This qualitative case study focuses on factors mediating an urban school's enactment of Response to Intervention (RTI). Over one school year, we (a) observed weekly RTI meetings, (b) debriefed observations weekly, (c) interviewed RTI team members, and (d) examined procedural documents. Analyses included post-observation debriefing and coding…

After-School Programs: A Resource for Young Black Males and Other Urban Youth

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Woodland, Malcolm H.

2016-01-01

While after-school programs are plentiful, they are often developed arbitrarily with little attention given to theoretical underpinnings that may inform program interventions. In this article, after-school programs are situated in resilience theory as protective factors, which encourage resilience among young Black males and other urban youth. The…

Predicting High School Outcomes in the Baltimore City Public Schools. The Senior Urban Education Research Fellowship Series. Volume VII

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Mac Iver, Martha Abele; Messel, Matthew

2012-01-01

This study of high school outcomes in the Baltimore City Public Schools builds on substantial prior research on the early warning indicators of dropping out. It sought to investigate whether the same variables that predicted a non-graduation outcome in other urban districts--attendance, behavior problems, and course failure--were also significant…

Learning From Rudolf Steiner: The Relevance of Waldorf Education for Urban Public School Reform

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Oberman, Ida

2007-01-01

The author of this paper investigates the relevance of Waldorf education for public urban school reform. Based on analysis of survey data from over 500 graduates of private U.S. Waldorf schools, review of documents from the Gates Foundation, and staff-interview and student-achievement data from four public Waldorf-methods schools, she develops…

Barriers to Seizure Management in Schools: Perceptions of School Nurses.

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Terry, Debbie; Patel, Anup D; Cohen, Daniel M; Scherzer, Daniel; Kline, Jennifer

2016-12-01

The purpose of this study was to assess school nurses' perceptions of barriers to optimal management of seizures in schools. Eighty-three school nurses completed an electronic survey. Most agreed they felt confident they could identify a seizure (97.6%), give rectal diazepam (83.8%), and handle cluster seizures (67.1%), but fewer were confident they could give intranasal midazolam (63.3%), had specific information about a student's seizures (56.6%), or could swipe a vagus nerve stimulator magnet (47.4%). Nurses were more likely to be available at the time of a seizure in rural (17/20) (85%) versus suburban (21/34) (62%) or urban (8/25) (32%) schools (P = .001). School nurses are comfortable managing seizures in the school setting. However, a specific seizure plan for each child and education on intranasal midazolam and vagus nerve stimulator magnet use are needed. A barrier in urban schools is decreased availability of a nurse to identify seizures and administer treatment. © The Author(s) 2016.

Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High-Poverty Turnaround Schools

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Adejumo, Mojisola

2017-01-01

The quest to transform failing urban and high-poverty schools in America has been a slippery uphill battle since the banner of war was raised against the many schools serving impoverished children. As battle rages, a few are schools leading their students, teachers, parents, and community to victory by turning their once-failing schools into…

Successful Schools: How School-Level Factors Influence Success with Urban Advantage. Working Paper #01-14

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Weinstein, Meryle; Whitesell, Emilyn Ruble; Leardo, Michele

2014-01-01

Informal science education institutions have been identified as critical participants in helping students succeed in science by working in collaboration with school systems across the country. The results of one such collaboration, the Urban Advantage (UA) program found that participation in UA improved student achievement, on average, by 0.6…

Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color

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Kohli, Rita

2018-01-01

Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present representative qualitative narratives from 218 racial justice-oriented, urban teachers of color, this article affirms that urban schools--despite serving…

Improving Climate and Achievement in a Troubled Urban High School through the Talent Development Model.

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McPartland, James; Balfanz, Robert; Jordan, Will; Legters, Nettie

1998-01-01

A case study of a large nonselective urban high school in Baltimore (Maryland) describes the design and implementation of a comprehensive package of school reforms, the Talent Development Model with Career Academies. Qualitative and quantitative evidence is provided on significant improvements in school climate, student attendance, promotion…

Differences in adolescents' physical activity from school-travel between urban and suburban neighbourhoods in Metro Vancouver, Canada

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Amanda Frazer

2015-01-01

Conclusion: Urban dwelling may facilitate greater school-travel MVPA in adolescents. School-travel MVPA is an important contributor to adolescents' school-day MVPA. Where feasible, physically active options for school-travel should be promoted, including public transit.

Are the "Best" Teachers in the "Neediest" Schools? An Urban Intradistrict Equity Inquiry

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De Luca, Barbara M.; Takano, Kaori; Hinshaw, Steven A.; Raisch, C. Daniel

2009-01-01

The purpose of this research was to determine the relationship between distribution of teacher resources and student need. The effort was to determine if the "best" teachers are teaching the "neediest" students in the elementary schools in the "Big 8" urban school districts in Ohio as equity principles would mandate.…

Improving Urban Students' College Readiness as a Driver of High School Curriculum Enhancement

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Boboc, Marius; Nordgren, R. D.

2013-01-01

Many factors inhibit college completion by African-American high school graduates who come from low socio-economic backgrounds. Some factors are "cognitive," while others can be classified as "non-cognitive." Variables in the latter classification are examined in this study conducted at an urban high school in the Midwest with…

Nutrient Intake Is Insufficient among Senegalese Urban School Children and Adolescents: Results from Two 24 h Recalls in State Primary Schools in Dakar

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Marion Fiorentino

2016-10-01

Full Text Available Due to rapid urbanization and high food prices and in the absence of nutrition programs, school children from urban areas in West Africa often have insufficient and inadequate diet leading to nutrient deficiencies that affect their health and schooling performance. Acute malnutrition and micronutrient deficiencies are prevalent in children from primary state schools of Dakar (Senegal. The objectives of the present study were to assess the overall diet of these children, to report insufficient/excessive energy and nutrient intakes and to investigate association between insufficient nutrient intake and micronutrient deficiencies. Children attending urban state primary schools in the Dakar area were selected through a two-stage random cluster sampling (30 schools × 20 children. Dietary intake data were obtained from two 24 h recalls and blood samples were collected from 545 children (aged 5–17 years, 45% < 10 years, 53% girls and adjusted for intra-individual variability to estimate nutrient usual intakes. Energy intake was insufficient and unbalanced with insufficient contribution of protein and excessive contribution of fat to global energy intake in one third of the children. Proportions of children with insufficient intake were: 100% for calcium, 100% for folic acid, 79% for vitamin A, 69% for zinc, 53% for vitamin C and 46% for iron. Insufficient iron and protein intake were risk factors for iron deficiency (odds ratio, OR 1.5, 2.2. Insufficient zinc intake and energy intake from protein were risk factors for zinc deficiency (OR 1.8, 3.0, 1.7, 2.9. Insufficient iron and vitamin C intake, and insufficient energy intake from protein were risk factors for marginal vitamin A status (OR 1.8, 1.8, 3.3. To address nutritional deficiencies associated with a diet deficient in energy, protein and micronutrients, nutrition education or school feeding programs are needed in urban primary schools of Senegal.

Nutrient Intake Is Insufficient among Senegalese Urban School Children and Adolescents: Results from Two 24 h Recalls in State Primary Schools in Dakar

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Fiorentino, Marion; Landais, Edwige; Bastard, Guillaume; Carriquiry, Alicia; Wieringa, Frank T.; Berger, Jacques

2016-01-01

Due to rapid urbanization and high food prices and in the absence of nutrition programs, school children from urban areas in West Africa often have insufficient and inadequate diet leading to nutrient deficiencies that affect their health and schooling performance. Acute malnutrition and micronutrient deficiencies are prevalent in children from primary state schools of Dakar (Senegal). The objectives of the present study were to assess the overall diet of these children, to report insufficient/excessive energy and nutrient intakes and to investigate association between insufficient nutrient intake and micronutrient deficiencies. Children attending urban state primary schools in the Dakar area were selected through a two-stage random cluster sampling (30 schools × 20 children). Dietary intake data were obtained from two 24 h recalls and blood samples were collected from 545 children (aged 5–17 years, 45% < 10 years, 53% girls) and adjusted for intra-individual variability to estimate nutrient usual intakes. Energy intake was insufficient and unbalanced with insufficient contribution of protein and excessive contribution of fat to global energy intake in one third of the children. Proportions of children with insufficient intake were: 100% for calcium, 100% for folic acid, 79% for vitamin A, 69% for zinc, 53% for vitamin C and 46% for iron. Insufficient iron and protein intake were risk factors for iron deficiency (odds ratio, OR 1.5, 2.2). Insufficient zinc intake and energy intake from protein were risk factors for zinc deficiency (OR 1.8, 3.0, 1.7, 2.9). Insufficient iron and vitamin C intake, and insufficient energy intake from protein were risk factors for marginal vitamin A status (OR 1.8, 1.8, 3.3). To address nutritional deficiencies associated with a diet deficient in energy, protein and micronutrients, nutrition education or school feeding programs are needed in urban primary schools of Senegal. PMID:27775598

Fresh Fruit and Vegetable Program and Requests for Fruits and Vegetables Outside School Settings.

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Ohri-Vachaspati, Punam; Dachenhaus, Elizabeth; Gruner, Jessie; Mollner, Kristina; Hekler, Eric B; Todd, Michael

2018-01-08

Consumption of fruits and vegetables (F/V) among elementary school-aged children remains inadequate, especially among low-income children. The US Department of Agriculture's Fresh Fruit and Vegetable Program (FFVP) provides F/V as snacks to children during the school day, outside of school meals. School-based initiatives are successful in changing behaviors in school settings; however, their influence on behaviors outside of schools needs investigation. To examine whether FFVP participation is associated with F/V requests at stores, self-efficacy to ask for and choose F/V at home, and F/V consumption. Cross-sectional study. Fourth graders in six classrooms (n=296) from three urban, low-income school districts in Phoenix, AZ, were surveyed during 2015; one FFVP and one non-FFVP school from each district that were similar in school size, percent free/reduced-price meal eligibility, and race/ethnicity of enrolled students were selected. Children's self-reported F/V requests during shopping, their self-efficacy to ask for and choose F/V at home, and F/V consumption on the previous day (non-FFVP school day) were measured using questions adapted from validated surveys. Multivariable mixed-effect regression models, adjusting for clustering of students within classes and classes within schools were explored. In models adjusting for individual-level factors (ie, age and sex) only, several significant positive associations were observed between school FFVP participation and healthier F/V outcomes. After additionally adjusting for school-level factors (ie, total enrollment and % Hispanic/Latino students) significant associations were observed between school FFVP participation and more requests for vegetables during shopping (Pvegetables at home (P=0.004), stronger preferences for vegetables (Pfruit (P=0.006). School FFVP participation was associated with more requests for vegetables during shopping and higher self-efficacy to make healthy choices at home, suggesting the

Recruiting and Retaining Effective Teachers for Urban Schools: Developing a Strategic Plan for Action.

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Claycomb, Carla; Hawley, Willis D.

This analysis discusses ways to address the persistent challenge of ensuring that students who attend urban schools are taught by highly effective teachers. It presents a four-point strategic plan that includes: (1) increase the quantity and quality of people entering and returning to teaching in urban districts (precollegiate recruitment, higher…

Exploring the Challenges of Conducting Respectful Research: Seen and Unforeseen Factors within Urban School Research

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Samaroo, Julia; Dahya, Negin; Alidina, Shahnaaz

2013-01-01

This paper discusses the significance of conducting respectful research within urban schools, using the example of one large-scale university-school board partnership in northwestern Toronto. The authors, three research assistants on the project, use their experiences within three of the participating schools to interrogate the research approach…

Talk about a Racial Eclipse: Narratives of Institutional Evasion in an Urban School-University Partnership

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Phelps Moultrie, Jada; Magee, Paula A.; Paredes Scribner, Samantha M.

2017-01-01

During a student teaching experience, teacher education candidates affiliated with an urban School of Education school-university partnership witnessed a disturbing interaction between an early career White male teacher and a first-grade Black male student at an assigned elementary school. The subsequent interactions among the teacher, principal,…

Epidemiology of Hymenolepis nana infections in primary school children in urban and rural communities in Zimbabwe.

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Mason, P R; Patterson, B A

1994-04-01

Fecal specimens were obtained on 3 occasions at 10-12 wk intervals from 315 children in 3 rural villages in Zimbabwe and from 351 children in the high-density suburbs of an adjacent small town. Specimens were examined qualitatively and quantitatively for eggs of Hymenolepis nana, and these were found in 142 (21%) children. Infections occurred more frequently in younger children in the urban area but in older children in rural areas. The prevalence in urban areas (24%) was higher than in rural areas (18%), and in urban areas infection correlated with low "hygiene scores" (determined by observation) and with the presence in the household of an infected sibling. The prevalence of infection in the 3 rural communities did not correlate with availability of water, number of households per toilet, with low "hygiene scores," or with the presence of an infected sibling. Treatment with a single oral dose of 15 mg/kg praziquantel cured 84% of the infected children. New or reinfections occurred more frequently in households that had an infected sibling in an urban but not rural setting. The study demonstrates distinct differences in the transmission of H. nana infection in rural and urban communities. The data suggest intrafamily transmission in urban areas, particularly in households with poor hygiene behavior, leading to primary infection early in life. In rural areas, the prevalence of infection and the incidence of reinfection were highest in children of school age, and there was little evidence for intrafamily transmission of the parasite.

Examining the Associations Among Home-School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students.

Science.gov (United States)

Brown-Wright, Lynda; Tyler, Kenneth M; Graves, Scott L; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

2013-01-01

The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.

Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

Science.gov (United States)

Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

2015-01-01

The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed. PMID:27081213

Job satisfaction among urban secondary-school teachers in Namibia

Directory of Open Access Journals (Sweden)

Evy George

2008-05-01

Full Text Available An exploratory study on the role of extrinsic and intrinsic factors in determining job satisfaction amongst urban secondary-school teachers in Namibia was undertaken. Biographical variables pertaining to the teachers' gender, age, marital status, school resources, teaching experience, academic qualifications, and rank were investigated to determine whether these had any significant relevance, or made any notable contribution, to the level of job satisfaction experienced. Also, the correlation between burnout and job satisfaction was investigated to determine the extent to which these two factors are related. A sample of 337 secondary-school teachers randomly selected from 17 government schools, in the Windhoek region of Namibia, voluntarily participated in the study. Results showed significant levels of dissatisfaction pertaining to intrinsic factors of work and, more especially, those factors relating to school area and rank. A significant correlation between levels of burnout and job satisfaction was found, particularly in respect of emotional exhaustion and depersonalization, which were shown to correlate with low levels of job satisfaction. Limitations and recommendations pertaining to the study are discussed.

Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife.

Science.gov (United States)

White, Rachel L; Eberstein, Katie; Scott, Dawn M

2018-01-01

Children nowadays, particularly in urban areas, are more disconnected from nature than ever before, leading to a large-scale "extinction of experience" with the natural world. Yet there are many potential benefits from children interacting with nature first-hand, including via outdoor learning opportunities. Urban environmental education programmes typically aim to increase awareness and knowledge of local biodiversity and to promote positive attitudes and behaviour towards the environment. However, limited research has been conducted evaluating to what extent these interventions achieve their goals. Here, we explore and assess the influence of a six-week bird-feeding and monitoring project conducted within school grounds ("Bird Buddies") on individual awareness, knowledge and attitudes towards birds by primary school children. This initiative was conducted across eight (sub-)urban primary schools within Brighton and Hove (UK), with 220 participating children (aged 7 to 10). Via pre- and post-project questionnaires, we found evidence for enhanced awareness of local biodiversity, alongside significant gains in both bird identification knowledge and attitudes, which were greatest for children with little prior exposure to nature. Many children expressed a keenness to continue improving the environmental value of their school grounds and to apply elements of the project at home. Student project evaluation scores were consistently positive. Mirroring this, participating teachers endorsed the project as a positive learning experience for their students. One year after the project, several schools were continuing to feed and watch birds. Collectively, the findings from this study highlight the multiple benefits that can be derived from engagement with a relatively short outdoor environmental activity. We therefore believe that such interventions, if repeated locally/longer term, could enhance children's experience with nature in urban settings with combined positive

Collecting standardized urban health indicator data at an individual level for school-aged children living in urban areas: methods from EURO-URHIS 2.

Science.gov (United States)

Pope, D; Katreniak, Z; Guha, J; Puzzolo, E; Higgerson, J; Steels, S; Woode-Owusu, M; Bruce, N; Birt, Christopher A; Ameijden, E van; Verma, A

2017-05-01

Measuring health and its determinants in urban populations is essential to effectively develop public health policies maximizing health gain within this context. Adolescents are important in this regard given the origins of leading causes of morbidity and mortality develop pre-adulthood. Comprehensive, accurate and comparable information on adolescent urban health indicators from heterogeneous urban contexts is an important challenge. EURO-URHIS 2 aimed to develop standardized tools and methodologies collecting data from adolescents across heterogenous European urban contexts. Questionnaires were developed including (i) comprehensive assessment of urban health indicators from 7 pre-defined domains, (ii) use of previously validated questions from a literature review and other European surveys, (iii) translation/back-translation into European languages and (iv) piloting. Urban area-specific data collection methodologies were established through literature review, consultation and piloting. School-based surveys of 14-16-year olds (400-800 per urban area) were conducted in 13 European countries (33 urban areas). Participation rates were high (80-100%) for students from schools taking part in the surveys from all urban areas, and data quality was generally good (low rates of missing/spoiled data). Overall, 13 850 questionnaires were collected, coded and entered for EURO-URHIS 2. Dissemination included production of urban area health profiles (allowing benchmarking for a number of important public health indicators in young people) and use of visualization tools as part of the EURO-URHIS 2 project. EURO-URHIS 2 has developed standardized survey tools and methodologies for assessing key measures of health and its determinants in adolescents from heterogenous urban contexts and demonstrated the utility of this data to public health practitioners and policy makers. © The Author 2015. Published by Oxford University Press on behalf of the European Public Health Association

Achieving Flourishing City Schools and Communities--Corporate Reform, Neoliberal Urbanism, and the Right to the City

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Means, Alexander

2014-01-01

This essay critiques the ideological assertions of corporate school reform and discusses how these logics perpetuate failure in urban education. Drawing on theories of neoliberal urbanism, the right to the city, and the commons, the essay argues that educational researchers and advocates need to reframe the values of urban education in line with a…

Factors influencing the outdoor concentration of carbonaceous aerosols at urban schools in Brisbane, Australia: Implications for children's exposure

International Nuclear Information System (INIS)

Crilley, L.R.; Ayoko, G.A.; Mazaheri, M.; Morawska, L.

2016-01-01

This comprehensive study aimed to determine the sources and driving factors of organic carbon (OC) and elemental carbon (EC) concentrations in ambient PM 2.5 in urban schools. Sampling was conducted outdoors at 25 schools in the Brisbane Metropolitan Area, Australia. Concentrations of primary and secondary OC were quantified using the EC tracer method, with secondary OC accounting for an average of 60%. Principal component analysis distinguished the contributing sources above the background and identified groups of schools with differing levels of primary and secondary carbonaceous aerosols. Overall, the results showed that vehicle emissions, local weather conditions and secondary organic aerosols (SOA) were the key factors influencing concentrations of carbonaceous component of PM 2.5 at these schools. These results provide insights into children's exposure to vehicle emissions and SOA at such urban schools. - Highlights: • We aimed to find the contributing sources to children's exposure at school. • Measured outdoor organic carbon and elemental carbon at 25 urban schools. • Schools varied in exposure to primary and secondary sources. • Secondary organic carbon the largest component of carbonaceous aerosols. • Vehicle emission levels at schools are primarily dependent on local traffic counts. - Key factors influencing concentrations of carbonaceous component of PM 2.5 at urban schools were found to be vehicle emissions, secondary organic aerosols and local weather conditions.

A border versus non-border comparison of food environment, poverty, and ethnic composition in Texas urban settings.

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Salinas, Jennifer J; Sexton, Ken

2015-01-01

The goal was to examine the relationship between the food environment and selected socioeconomic variables and ethnic/racial makeup in the eight largest urban settings in Texas so as to gain a better understanding of the relationships among Hispanic composition, poverty, and urban foodscapes, comparing border to non-border urban environments. Census-tract level data on (a) socioeconomic factors, like percentage below the poverty line and number of households on foodstamps, and (b) ethnic variables, like percent of Mexican origin and percent foreign born, were obtained from the U.S. Census. Data at the census-tract level on the total number of healthy (e.g., supermarkets) and less-healthy (e.g., fast food outlets) food retailers were acquired from the CDC's modified retail food environment index (mRFEI). Variation among urban settings in terms of the relationship between mRFEI scores and socioeconomic and ethnic context was tested using a mixed-effect model, and linear regression was used to identify significant factors for each urban location. A jackknife variance estimate was used to account for clustering and autocorrelation of adjacent census tracts. Average census-tract mRFEI scores exhibited comparatively small variation across Texas urban settings, while socioeconomic and ethnic factors varied significantly. The only covariates significantly associated with mRFEI score were percent foreign born and percent Mexican origin. Compared to the highest-population county (Harris, which incorporates most of Houston), the only counties that had significantly different mRFEI scores were Bexar, which is analogous to San Antonio (2.12 lower), El Paso (2.79 higher), and Neuces, which encompasses Corpus Christi (2.90 less). Significant interaction effects between mRFEI and percent foreign born (El Paso, Tarrant - Fort Worth, Travis - Austin), percent Mexican origin (Hidalgo - McAllen, El Paso, Tarrant, Travis), and percent living below the poverty line (El Paso) were

Outsourcing the Superintendency: Contextual Changes to the Urban School Superintendent.

Science.gov (United States)

Sanders, Eugene T. W.; And Others

1998-01-01

Analyzes an urban Ohio school board's decision regarding potential employment of a business firm instead of a traditional superintendent, highlighting the board's selection process and the nature of board/community interactions. The study used an interview guide format with five board members. The board chose not to hire a Minnesota-based firm for…

The Effect of Schooling on Social Contacts of Urban Women

Science.gov (United States)

Lopata, Helena Znaniecki

1973-01-01

Data derived from a study on two groups of women, housewives and married working women, and widows over 50, was examined for the association between social relationships and formal schooling. The conclusion is that urbanization and industrialization trends make formal education a major requirement for the social engagement of women. (Author/KM)

An Investigation of the Relationship between the Components of School Climate and Leadership Behaviors on Student Achievement: Urban School Districts in the Mid-Atlantic Region

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Collins, Karmen J.

2015-01-01

The purpose of this research study was to investigate the relationship between the components of school climate and leadership behaviors on student achievement in an urban school district in the mid-atlantic region. School climate and leadership behaviors for the participating school districts was determined by the School Climate Survey (Corner…

Charting a Path to Graduation. The Effect of Project GRAD on Elementary School Student Outcomes in Four Urban School Districts

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Snipes, Jason C.; Holton, Glee Ivory; Doolittle, Fred

2006-01-01

In the past decade, school districts around the country have sought to improve struggling urban high schools, where high dropout rates, poor student achievement, and low rates of graduation and college-going remain all too prevalent. In a field crowded with reform initiatives, Project Graduation Really Achieves Dreams (GRAD) stands out as…

A case study for integrated STEM outreach in an urban setting using a do-it-yourself vertical jump measurement platform.

Science.gov (United States)

Drazan, John F; Danielsen, Heather; Vercelletto, Matthew; Loya, Amy; Davis, James; Eglash, Ron

2016-08-01

The purpose of this study was to develop and deploy a low cost vertical jump platform using readily available materials for Science, Technology, Engineering, and Mathematics (STEM) education and outreach in the inner city. The platform was used to measure the jumping ability of participants to introduce students to the collection and analysis of scientific data in an engaging, accessible manner. This system was designed and fabricated by a student team of engineers as part of a socially informed engineering and design class. The vertical jump platform has been utilized in 10 classroom lectures in physics and biology. The system was also used in an after school program in which high school volunteers prepared a basketball based STEM outreach program, and at a community outreach events with over 100 participants. At present, the same group of high school students are now building their own set of vertical jump platform under the mentorship of engineering undergraduates. The construction and usage of the vertical jump platform provides an accessible introduction to the STEM fields within the urban community.

Preferred Writing Topics of Urban and Rural Middle School Students

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Shippen, Margaret E.; Houchins, David E.; Puckett, DaShaunda; Ramsey, Michelle

2007-01-01

This study compared the preferred writing topics of urban and rural middle school students. Eighth graders (n = 205) responded to a brief survey of preferred writing topics in the descriptive writing genres of real or imagined stories, reports, and opinions. While some preferred writing topics were divergent such as society, crime, and violence,…

Estimating the Returns to Urban Boarding Schools: Evidence from SEED. NBER Working Paper No. 16746

Science.gov (United States)

Curto, Vilsa E.; Fryer, Roland G., Jr.

2011-01-01

The SEED schools, which combine a "No Excuses'' charter model with a five-day-a-week boarding program, are America's only urban public boarding schools for the poor. We provide the first causal estimate of the impact of attending SEED schools on academic achievement, with the goal of understanding whether changing a student's environment through…

Case Studies of Successful Assistance in Urban School Improvement Programs. I. The Teacher Growth Program.

Science.gov (United States)

Piety-Jacobs, Sharon R.

As part of a research project on "Patterns of Successful Assistance in Urban School Programs," this paper presents a case study of an assister's work in a Teacher Growth Program (TGP) at an elementary school in Staten Island, New York. The school has an experienced teaching staff, a supportive principal, a cross-sectional student…

Urban schistosomiasis and soil transmitted helminthiases in young school children in Dar es Salaam and Tanga, Tanzania, after a decade of anthelminthic intervention

DEFF Research Database (Denmark)

Mwakitalu, Mbutolwe E.; Malecela, Mwele N.; Mosha, Franklin W.

2014-01-01

and control of these infections in urban settings is limited. The present study assessed the status of urinary schistosomiasis and STH across two different-sized cities in Tanzania - Dar es Salaam and Tanga - after a decade of anthelminthic intervention. Primary school children were examined for parasite eggs......Rapid urbanization in resource poor countries often results in expansion of unplanned settlements with overcrowding and inadequate sanitation. These conditions potentially support transmission of schistosomiasis and soil transmitted helminths (STH), but knowledge on the occurrence, transmission...... in urine and stool. Questionnaires were administered to the children, and observations were made on the urban environments. The burden of urinary schistosomiasis and STH was found to be low in both cities (overall 1.2% in Dar es Salaam and 0.3% in Tanga for urinary schistosomiasis; overall

Comprehensive Reform for Urban High Schools: A Talent Development Approach. Sociology of Education Series.

Science.gov (United States)

Legters, Nettie E.; Balfanz, Robert; Jordan, Will J.; McPartland, James M.

This book offers an alternative to current reform efforts, the talent development approach, detailing organizational, curricular, and instructional strategies that provide practitioners with a blueprint for whole school reform. The book presents the story of what happened in urban high schools when this approach was implemented. There are eight…

Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children’s awareness, knowledge and attitudes towards local wildlife

Science.gov (United States)

Eberstein, Katie; Scott, Dawn M.

2018-01-01

Children nowadays, particularly in urban areas, are more disconnected from nature than ever before, leading to a large-scale “extinction of experience” with the natural world. Yet there are many potential benefits from children interacting with nature first-hand, including via outdoor learning opportunities. Urban environmental education programmes typically aim to increase awareness and knowledge of local biodiversity and to promote positive attitudes and behaviour towards the environment. However, limited research has been conducted evaluating to what extent these interventions achieve their goals. Here, we explore and assess the influence of a six-week bird-feeding and monitoring project conducted within school grounds (“Bird Buddies”) on individual awareness, knowledge and attitudes towards birds by primary school children. This initiative was conducted across eight (sub-)urban primary schools within Brighton and Hove (UK), with 220 participating children (aged 7 to 10). Via pre- and post-project questionnaires, we found evidence for enhanced awareness of local biodiversity, alongside significant gains in both bird identification knowledge and attitudes, which were greatest for children with little prior exposure to nature. Many children expressed a keenness to continue improving the environmental value of their school grounds and to apply elements of the project at home. Student project evaluation scores were consistently positive. Mirroring this, participating teachers endorsed the project as a positive learning experience for their students. One year after the project, several schools were continuing to feed and watch birds. Collectively, the findings from this study highlight the multiple benefits that can be derived from engagement with a relatively short outdoor environmental activity. We therefore believe that such interventions, if repeated locally/longer term, could enhance children’s experience with nature in urban settings with combined

An Analysis of the Academic Achievement of Urban and Rural Low-Socioeconomic Status Tennessee Public Schools

Science.gov (United States)

Crow, Johnny

2010-01-01

Comparing a small, rural school with sometimes less than 100 students to a massive inner-city school with greater than 2,500 students is crude and untenable. There are simply too many variables. Nonetheless, the No Child Left Behind Act treats these two very different schools the same. When urban and rural schools cannot meet AYP or highly…

Case Study of an Institutionalized Urban Comprehensive School Physical Activity Program

Science.gov (United States)

Doolittle, Sarah A.; Rukavina, Paul B.

2014-01-01

This single case study (Yin, 2009) compares an established urban physical education/ sport/physical activity program with two models: Comprehensive School Physical Activity Program/CSPAP (AAHPERD, 2013; CDC, 2013); and Lawson's propositions (2005) for sport, exercise and physical education for empowerment and community development to determine…

Girl Talk: A Qualitative Study of Girls Talking about the Meaning of Their Lives in an Urban Single-Sex Elementary School

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Ridenour, Carolyn S.; Hassell Hughes, Sheila

2016-01-01

The suburban-urban achievement gap (diminishing until the 1980s) has stopped its narrowing trend, and single-sex schools are proliferating as a reform model, especially in urban areas. In this study researchers interviewed eight elementary school girls (in an all-girls school) three times over 2 years, and the resulting 23 transcripts were…

Researching biliteracy in urban schools

DEFF Research Database (Denmark)

Laursen, Helle Pia; Holm, Lars

, leading to a disqualification of the students’ linguistic and literacy resources - and an ethnification of the understanding of school failure (Blommaert, Creve & Willaert; 2005). The study Signs of Language is a longitudional research project located in five urban areas in Denmark. It arises from...... on categorisation and identification of ‘the bilingual students’ as a particular group of underachievers who, in particular, have become symbol of the crisis. Through the monolingual testing practices, literacy is narrowed to specific measurable (reading) skills in a specific language and in a specific script...... as reading skills measured in the majority language - to examinations of children’s interpretations and emergent understanding of literacy – understood as a mode of representation, which is not restricted to one specific language and one specific script system - aims to broaden the understanding of what...

Study of School Environment and Prevalence of Obesity & Its Predictors among Adolescent (10-13 Years) Belonging to a Private School in an Urban Indian City

OpenAIRE

Mehan Meenakshi, Munshi Aparna, Surabhi Somila, Bhatt Trushna, Kantharia Neha

2012-01-01

Background: Recent shift in lifestyle and behavioral patterns in population have caused an obesity epidemic during formative years. Present study evaluated existing health and nutrition policies in a private school in an urban Indian city and assessed prevalence of obesity in adolescent children & their association if any, with predictive behaviors of obesity. Methods: A private coeducational school located in an urban Indian city was selected and its existing health policies were eva...

Variability in exposure to ambient ultrafine particles in urban schools: Comparative assessment between Australia and Spain.

Science.gov (United States)

Mazaheri, Mandana; Reche, Cristina; Rivas, Ioar; Crilley, Leigh R; Álvarez-Pedrerol, Mar; Viana, Mar; Tobias, Aurelio; Alastuey, Andrés; Sunyer, Jordi; Querol, Xavier; Morawska, Lidia

2016-03-01

Ambient ultrafine particle number concentrations (PNC) have inhomogeneous spatio-temporal distributions and depend on a number of different urban factors, including background conditions and distant sources. This paper quantitatively compares exposure to ambient ultrafine particles at urban schools in two cities in developed countries, with high insolation climatic conditions, namely Brisbane (Australia) and Barcelona (Spain). The analysis used comprehensive indoor and outdoor air quality measurements at 25 schools in Brisbane and 39 schools in Barcelona. PNC modes were analysed with respect to ambient temperature, land use and urban characteristics, combined with the measured elemental carbon concentrations, NOx (Brisbane) and NO2 (Barcelona). The trends and modes of the quantified weekday average daily cycles of ambient PNC exhibited significant differences between the two cities. PNC increases were observed during traffic rush hours in both cases. However, the mid-day peak was dominant in Brisbane schools and had the highest contribution to total PNC for both indoors and outdoors. In Barcelona, the contribution from traffic was highest for ambient PNC, while the mid-day peak had a slightly higher contribution for indoor concentrations. Analysis of the relationships between PNC and land use characteristics in Barcelona schools showed a moderate correlation with the percentage of road network area and an anti-correlation with the percentage of green area. No statistically significant correlations were found for Brisbane. Overall, despite many similarities between the two cities, school-based exposure patterns were different. The main source of ambient PNC at schools was shown to be traffic in Barcelona and mid-day new particle formation in Brisbane. The mid-day PNC peak in Brisbane could have been driven by the combined effect of background and meteorological conditions, as well as other local/distant sources. The results have implications for urban development

Maternal Parenting and Social, School, and Psychological Adjustment of Migrant Children in Urban China

Science.gov (United States)

Zhao, Siman; Chen, Xinyin; Wang, Li

2015-01-01

This study examined the relations of maternal warmth, behavioral control, and encouragement of sociability to social, school, and psychological adjustment in migrant children in China. The participants were 284 rural-to-urban migrant children (M age = 11 years, 149 boys) in migrant children's schools and their mothers. Data on parenting were…

The Impact of Collective Bargaining on Teacher Transfer Rates in Urban High-Poverty Schools

Science.gov (United States)

Nelson, F. Howard

2006-01-01

Data in this report reveals that collectively bargaining agreements are not the source of the teacher quality problem in urban school districts. The data shows that collective bargaining agreements are associated with reduced teacher transfer activity, especially in high-poverty schools, and less reliance on first-year teachers to staff…

RESPONSIVE URBAN MODELS BY PROCESSING SETS OF HETEROGENEOUS DATA

Directory of Open Access Journals (Sweden)

M. Calvano

2018-05-01

Full Text Available This paper presents some steps in experimentation aimed at describing urban spaces made following the series of earthquakes that affected a vast area of central Italy starting on 24 August 2016. More specifically, these spaces pertain to historical centres of limited size and case studies that can be called “problematic” (due to complex morphological and settlement conditions, because they are difficult to access, or because they have been affected by calamitous events, etc.. The main objectives were to verify the use of sets of heterogeneous data that are already largely available to define a workflow and develop procedures that would allow some of the steps to be automated as much as possible. The most general goal was to use the experimentation to define a methodology to approach the problem aimed at developing descriptive responsive models of the urban space, that is, morphological and computer-based models capable of being modified in relation to the constantly updated flow of input data.

Promoting Mental Health Literacy through Bibliotherapy in School-Based Settings

Science.gov (United States)

Mumbauer, Janyna; Kelchner, Viki

2018-01-01

Considering that one in five children has or has had a mental disorder in a given year (National Institute of Mental Health, 2010), the demand for mental health services within the school setting is immense. Bibliotherapy can serve as a preventative and responsive treatment for increasing mental health literacy within the school setting. The…

Effects of exposure to community violence and family violence on school functioning problems among urban youth: The potential mediating role of posttraumatic stress symptoms

Directory of Open Access Journals (Sweden)

Tia eMcGill

2014-02-01

Full Text Available Adolescents who are exposed to violence during childhood are at an increased risk for developing posttraumatic stress (PTS symptoms. The literature suggests that violence exposure might also have negative effects on school functioning, and that PTS might serve as a potential mediator in this association. The purpose of the current study was to replicate and extend prior research by examining PTS symptoms as a mediator of the relationship between two types of violence exposure and school functioning problems among adolescent youth from an urban setting. Participants included a sample of 121 junior high and high school students (M= 15 years; range= 13-16 years; 60 males, 61 females within high-crime neighborhoods. Consistent with our hypotheses, community violence and family violence were associated with PTS symptoms and school functioning problems. Our data suggest that community and family violence were indirectly related to school functioning problems through PTS symptoms. Findings from this study demonstrate that PTS symptoms potentially mediate the relationship between violence exposure and school functioning problems across two settings (community and home. Future research should further examine protective factors that can prevent youth violence exposure as well as negative outcomes related to violence.

Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis.

Science.gov (United States)

Goddard, Roger D.; Sweetland, Scott R.; Hoy, Wayne K.

2000-01-01

Examines importance of a school climate characterized by high levels of academic emphasis. Drawing on effective-schools research and social-cognitive theory, uses hierarchical linear modeling to show that academic emphasis accounts for differences among urban elementary schools in student math and reading achievement. (Contains 48 references.)…

Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.

Science.gov (United States)

Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon; Henry, David B; Frazier, Stacy L; Atkins, Marc S; Schoenwald, Sonja K

2012-08-01

To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. © 2012 American Psychological Association

Bureaucracy and Pupil Control Orientation and Behavior in Urban Secondary Schools.

Science.gov (United States)

Lunenburg, Fred C.; Mankowsky, Scarlett A.

Data collected from 297 teachers and 7,376 students in 20 urban high schools were used to examine relationships between dimensions of bureaucratic structure and pupil control orientation and behavior. Results of the analyses revealed two distinct patterns of rational organization. Hierarchy, rules, impersonality, and centralization comprised the…

School Readiness amongst Urban Canadian Families: Risk Profiles and Family Mediation

Science.gov (United States)

Browne, Dillon T.; Wade, Mark; Prime, Heather; Jenkins, Jennifer M.

2018-01-01

There is an ongoing need for literature that identifies the effects of broad contextual risk on school readiness outcomes via family mediating mechanisms. This is especially true amongst diverse and urban samples characterized by variability in immigration history. To address this limitation, family profiles of sociodemographic and contextual risk…

THROUGH THE EYES OF THE LEARNER: A CRITICAL EVALUATION OF AN URBAN INDIAN SCHOOL

Directory of Open Access Journals (Sweden)

Smita Khan

2012-07-01

Full Text Available India, being the second most populated country in the world, a sizable school going population is the result of a positive and proactive response to the governmental efforts on basic education. This has catapulted the responsibility of schools and their environs in shaping young impressionable minds due to their sheer number. This study aims at exploring and investigating qualities and characteristics of an urban Indian school through critical post occupancy evaluation of the school environs through the eyes of the children. To initiate this study, a premier school of Nagpur city, exemplifying a typical urban school, was identified for a pilot study. The methodology encompassed interviewing the Principal, observation by the researchers and interaction with students to understand and critically analyze usage pattern by principal users of the school. The design of the tools for user response was devised keeping in mind the age of the students and their ability to communicate spatial experiences. The paper served as a fact-finding mission and in its outcomes led to an identification of the major variables of the spatial environs of schools. It brought to fore an understanding, which the mandatory prerequisites of school infrastructure lack in a humane vision that is so imperative to educational environments. It facilitated in pinpointing the lacunae existing in the National Curriculum Framework, which is a governmental guideline for all schools in India. In conclusion, the article emphasizes the urgency in the necessary ‘humanization’ of the schools to the happiness and contentment of the young who are nurtured within its spaces.

"It's a Lot of Hectic in Middle School": Student-Teaching in an Urban Classroom.

Science.gov (United States)

Meyer, Jim

1999-01-01

Relates the experience of a college professor who spent two months as a student teacher in an eighth-grade language arts classroom in an urban public school. Discusses middle school teaching verses college teaching, coming to know the students, discipline, student testing, accountability, teaching writing, the failure of teacher-training programs,…

In-Service Training of Teachers in Multicultural Urban Schools: A Systematic Model.

Science.gov (United States)

Nickolai-Mays, Susanne; Davis, Jerry L.

1986-01-01

Presents seven guidelines for developing effective teacher in-service training programs. Describes a training model for multicultural urban schools which addresses these topics: instructional methods; curriculum; interpersonal relations in the classroom; classroom management and discipline; parent-teacher-student involvement; and multicultural…

Managed Hearts? Emotional Labour and the Applied Theatre Facilitator in Urban Settings

Science.gov (United States)

Prestona, Sheila

2013-01-01

This paper reflects on Arlie Hochschild's concept of "Emotional Labour" to investigate the emotion work undertaken by artists facilitating participatory arts in urban community settings. The discussion seeks to capture the emotional cost of "managing" feelings to understand the resilient practitioner in wider political…

The Relationship between Black Racial Identity and Academic Achievement in Urban Settings

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Harper, Brian E.

2007-01-01

This article examines the relationship between Black racial identity and academic achievement in urban settings. Using Mary Shelley's Frankenstein (1918) as a comparative framework, the author describes current practices and suggests practical applications of empirical findings for practicing classroom teachers of African American students.…

Simulated Benefits of Green Infrastructure for Urban Stormwater Management under Climate Change in Different Hydroclimatic and Archetypal Urban Settings

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Johnson, T. E.; Butcher, J.; Sarkar, S.; Clark, C.

2015-12-01

Climate change could significantly alter the occurrence and management of urban stormwater runoff quantity and quality. Responding to this challenge requires an improved understanding of potential changes together with the effectiveness of management responses for reducing impacts under range of potential future climatic conditions. Traditional gray stormwater infrastructure generally uses single-purpose, hard structures including detention basins and storm sewers to dispose of rainwater. Green infrastructure (GI) uses vegetation and soil to manage rainwater where it falls. GI has been gaining in popularity, and has been shown to provide a number of benefits for adapting to climate change including effects on stormwater quantity, quality and carbon and nutrient biogeochemical cycling. Uncertainty remains, however, due to limited understanding of GI performance in different hydroclimatic and urban settings, and in response to changes in climate. In this study we use simulation modeling to assess the impacts of climate change on both gray (wet ponds) and green infrastructure practices (green roofs, swales, bioretention) in different hydroclimatic and urban settings. Simulations were conducted using RHESSYs, a mechanistic, hydrologic and biogeochemical model, for 36 characteristic urban "archetypes" (AUSs) representing different development patterns and GI practices found in typical U.S. cities. Climate change scenarios are based on dynamically and temporally downscaled, mid-21st century climate model output from the North American Regional Climate Change Assessment Program (NARCCAP). Results suggest altered mass and energy inputs will cause changes in performance of these practices for water quantity, water quality, and carbon sequestration that vary across the country. Infrastructure design should take these potential changes into consideration.

Mandatory Community-Based Learning in U.S. Urban High Schools: Fair Equality of Opportunity?

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Bennett, Jeffrey V.; Alsbury, Thomas L.; Fan, Jingjing

2016-01-01

This study explores participant experiences at two contrasting high schools in a large, urban school district in crisis who implemented mandatory community-based learning (CBL) (e.g. community service, work-based internships) as a policy of reform. Rawls' theory of justice as fairness is used to examine capacity of the district formal policy to…

Low-Income Urban High School Students' Use of the Internet to Access Financial Aid

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Venegas, Kristan M.

2006-01-01

This article focuses on the Web-based resources available to low-income students as they build their perceptions, make their decisions, and engage in financial aid activities. Data are gathered from the results of six focus groups with low-income high school students attending urban high schools. Findings suggest that low-income students do have…

Contestation and possibilities: Experiences in the 'other' urban classrooms

Science.gov (United States)

Grimes, Nicole K.

The research presented in this dissertation is a response to the general lack of research conducted in independent urban schools. In my work, I present varied vignettes that aim to provide a glimpse into the lifeworlds of students within such schools and how they too struggle to learn science. There are two major goals of this study. First, I encourage readers to rethink current conceptions of urban schooling and redefine what it means to be an urban learner. Secondly, I intend to demonstrate how the cogenerated action plans of coteachers and cogenerative dialogue groups can serve to make science accessible to students whom are diagnosed and placed in mainstreamed educational settings. The idea is to show that by transforming science learning contexts into cosmopolitan learning communities, students can become successful in science. Through a three-year ethnographic study of middle science classrooms in an independent school in New York City, I present explorations of the culture and context of the independent urban classroom as a chief means to meet my stated goals. By utilizing cogenerative dialogues and coteaching, I show how students and teachers can work together as co-researchers and coteachers that engage in a dual process of creating structures that support science success.

After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls.

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Taverno Ross, S E; Dowda, M; Colabianchi, N; Saunders, R; Pate, R R

2012-09-01

After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls. Copyright © 2012 Elsevier Ltd. All rights reserved.

Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

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Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.

2012-01-01

Objective To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method Thirty-six classrooms within five urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. PMID:22428941

Parent Involvement and Academic Outcomes among Urban Adolescents: Examining the Role of School Engagement

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Dotterer, Aryn M.; Wehrspann, Elizabeth

2016-01-01

The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent…

Urban High School Student Engagement through CincySTEM iTEST Projects

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Beckett, Gulbahar H.; Hemmings, Annette; Maltbie, Catherine; Wright, Kathy; Sherman, Melissa; Sersion, Brian

2016-01-01

This paper focuses on the notable heightening of underrepresented students' engagement in STEM education through project-based learning CincySTEM iTEST projects. The projects, funded by an iTEST NSF grant, were designed and facilitated by teachers at a new STEM urban public high school serving low-income African-American students. Student…

Politics, Religion and Morals: The Symbolism of Public Schooling for the Urban Middle-Class Identity

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Rowe, Emma E.

2016-01-01

Research points to sections of the middle-class repopulating the "ordinary" urban public school and whilst there are key differences in how they are navigating public school choices, from "seeking a critical mass" to resisting traditional methods of choice and going "against-the-grain", or collectively campaigning for…

Affective Self-Regulation Trajectories during Secondary School Predict Substance Use among Urban Minority Young Adults

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Griffin, Kenneth W.; Lowe, Sarah R.; Acevedo, Bianca P.; Botvin, Gilbert J.

2015-01-01

This study explored the relationship between trajectories of affective self-regulation skills during secondary school and young adult substance use in a large multiethnic, urban sample (N = 995). During secondary school, participants completed a measure of cognitive and behavioral skills used to control negative, unpleasant emotions or perceived…

Rendimento escolar de alunos da área rural em escola urbana School performance of rural area students in urban school

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Stella Maris Cortez Bacha

2006-12-01

Full Text Available OBJETIVO: analisar e comparar as notas dos boletins de alunos residentes na área rural e na área urbana, estando ambos estudando nas mesmas escolas urbanas. MÉTODOS: analisaram-se as notas do primeiro semestre de 2005 de 641 alunos do Ensino Fundamental das escolas públicas urbanas de Terenos, Mato Grosso do Sul (MS, sendo 81,1% residentes na área urbana e 18,9% na rural. Os alunos foram comparados segundo a sua performance nas disciplinas de Língua Portuguesa, Matemática, Ciências, Educação Física, Geografia, História e Educação Artística, considerando-se o local de residência (urbana e rural, turno de estudo (diurno ou noturno, tipo de escola (municipal ou estadual e gênero. RESULTADOS: não foram encontradas diferenças significativas nas performances dos alunos da primeira a quarta séries, em nenhuma disciplina. Da quinta a oitava séries encontraram-se performances ligeiramente melhores nos alunos que residem na área urbana, medido por meio do Teste t-Student. Contudo, ao se analisar conjuntamente todas as variáveis citadas acima, nenhuma delas foi preponderante na explicação da performance do aluno nas diversas disciplinas analisadas pela Regressão Linear Múltipla. CONCLUSÃO: no estudo realizado não foram encontradas diferenças significativas no rendimento escolar entre alunos da escola urbana e da rural, estando ambos estudando nas mesmas escolas urbanas.PURPOSE: to analyze and compare grades in bulletins of students who lived in rural area and in urban area, with both kinds studying in the same urban schools. METHODS: we analyzed the grades in the first semester of 2005 of 641 student in the basic education of the urban public schools of Terenos / MS, being 81.1% residents in urban area and 18.9% in rural area. The students were compared according to their performances in the discipline of Portuguese, Mathematics, Sciences, Physical Education, Geography, History and Artistic Education, considering the place of

"No Ceiling on Achievement": Breaking the Glass Ceiling or Hitting a Steel Plate in Urban Schools?

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Firth, Ben; Melia, Victoria; Bergan, Dave; Whitby, Lisa

2014-01-01

This article, written by a team of research-active teachers who are also senior leaders in a large, urban, comprehensive high school in the North of England, reports on their joint teacher inquiry project. This work has school-wide significance, given recent history, progressing from being graded as a "failing" school by the Office for…

Urban settings do not ensure access to services: findings from the immunisation programme in Kampala Uganda.

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Babirye, Juliet N; Engebretsen, Ingunn M S; Rutebemberwa, Elizeus; Kiguli, Juliet; Nuwaha, Fred

2014-03-06

Previous studies on vaccination coverage in developing countries focus on individual- and community-level barriers to routine vaccination mostly in rural settings. This paper examines health system barriers to childhood immunisation in urban Kampala Uganda. Mixed methods were employed with a survey among child caretakers, 9 focus group discussions (FGDs), and 9 key informant interviews (KIIs). Survey data underwent descriptive statistical analysis. Latent content analysis was used for qualitative data. Of the 821 respondents in the survey, 96% (785/821) were mothers with a mean age of 26 years (95% CI 24-27). Poor geographical access to immunisation facilities was reported in this urban setting by FGDs, KIIs and survey respondents (24%, 95% CI 21-27). This coupled with reports of few health workers providing immunisation services led to long queues and long waiting times at facilities. Consumers reported waiting for 3-6 hours before receipt of services although this was more common at public facilities. Only 33% (95% CI 30-37) of survey respondents were willing to wait for three or more hours before receipt of services. Although private-for-profit facilities were engaged in immunisation service provision their participation was low as only 30% (95% CI 27-34) of the survey respondents utilised these facilities. The low participation could be due to lack of financial support for immunisation activities at these facilities. This in turn could explain the rampant informal charges for services in this setting. Charges ranged from US$ 0.2 to US$4 and these were more commonly reported at private (70%, 95% CI 65-76) than at public (58%, 95% CI 54-63) facilities. There were intermittent availability of vaccines and transport for immunisation services at both private and public facilities. Complex health system barriers to childhood immunisation still exist in this urban setting; emphasizing that even in urban areas with great physical access, there are hard to reach people

The urban boundary-layer field campaign in marseille (ubl/clu-escompte): set-up and first results

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Mestayer, P.G.; Durand, P.; Augustin, P.; Bastin, S.; Bonnefond, J.-M.; Benech, B.; Campistron, B.; Coppalle, A.; Delbarre, H.; Dousset, B.; Drobinski, P.; Druilhet, A.; Frejafon, E.; Grimmond, C.S.B.; Groleau, D.; Irvine, M.; Kergomard, C.; Kermadi, S.; Lagouarde, J.-P.; Lemonsu, A.; Lohou, F.; Long, N.; Masson, V.; Moppert, C.; Noilhan, J.; Offerle, B.; Oke, T.R.; Pigeon, G.; Puygrenier, V.; Roberts, S.; Rosant, J.-M.; Sanid, F.; Salmond, J.; Talbaut, M.; Voogt, J.

The UBL/CLU (urban boundary layer/couche limite urbaine) observation and modelling campaign is a side-project of the regional photochemistry campaign ESCOMPTE. UBL/CLU focuses on the dynamics and thermodynamics of the urban boundary layer of Marseille, on the Mediterranean coast of France. The objective of UBL/CLU is to document the four-dimensional structure of the urban boundary layer and its relation to the heat and moisture exchanges between the urban canopy and the atmosphere during periods of low wind conditions, from June 4 to July 16, 2001. The project took advantage of the comprehensive observational set-up of the ESCOMPTE campaign over the Berre-Marseille area, especially the ground-based remote sensing, airborne measurements, and the intensive documentation of the regional meteorology. Additional instrumentation was installed as part of UBL/CLU. Analysis objectives focus on (i) validation of several energy balance computational schemes such as LUMPS, TEB and SM2-U, (ii) ground truth and urban canopy signatures suitable for the estimation of urban albedos and aerodynamic surface temperatures from satellite data, (iii) high resolution mapping of urban land cover, land-use and aerodynamic parameters used in UBL models, and (iv) testing the ability of high resolution atmospheric models to simulate the structure of the UBL during land and sea breezes, and the related transport and diffusion of pollutants over different districts of the city. This paper presents initial results from such analyses and details of the overall experimental set-up.

Self-Contained versus Departmentalized Settings in Urban Elementary Schools: An Analysis of Fifth-Grade Student Mathematics Performance

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Jack, Diamond Marie

2014-01-01

Student achievement in mathematics, particularly in urban areas, is a consistent concern in the United States. Research suggests that teachers either are under qualified or have a negative perception of themselves as mathematics teachers. Departmentalization on the elementary level is an organizational structure that may benefit urban students and…

Towards a Non-Deterministic Reading of Pierre Bourdieu: Habitus and Educational Change in Urban Schools

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Barrett, Brian D.; Martina, Camille Anne

2012-01-01

Building on the social reproduction theory of Pierre Bourdieu, this study examines the impact of school context and institutional agency on shaping urban students' access to social and cultural capital resources, which are selectively valued and rewarded by the education system, in two schools across two high-poverty, intensely segregated urban…

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

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Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

2016-01-01

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

Comparison of nutritional status of rural and urban school students receiving midday meals in schools of Bengaluru, India: a cross sectional study.

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Shalini, C N; Murthy, N S; Shalini, S; Dinesh, R; Shivaraj, N S; Suryanarayana, S P

2014-01-01

The objective of the study was to assess the impact of the mid day meal program by assessing the nutritional status of school students aged 5-15 years receiving midday meals in rural schools and compare them with those in urban schools in Bengaluru, India. This cross sectional study involved a sample of 4378 students from government and aided schools. Weight and height were measured and compared with ''means'' and ''percentiles'' of expected standards as endorsed by the Indian Association of Pediatrics. Regression coefficients were also estimated to assess the rate of growth. In all age groups and in both sexes, the observed mean weight and height were below the expected standards. The study findings showed that 13.8% and 13.1% of the studied students were underweight and stunted, respectively (below the third percentile for weight and height for age). A higher proportion of rural students were below the third percentile for both weight and height compared with urban students (weight: 16.3% and 11.5%; height: 17.0% and 10.0%; P nutrition in children and indirectly impact school performance, attendance and literacy.

Reconciling State Aid and Property Tax Relief for Urban Schools: Birthing a New STAR in New York State

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Eom, Tae Ho; Killeen, Kieran M.

2007-01-01

Similar to many property tax relief programs, New York State's School Tax Relief (STAR) program has been shown to exacerbate school resource inequities across urban, suburban, and rural schools. STAR's inherent conflict with the wealth equalization policies of New York State's school finance system are highlighted in a manner that effectively…

Perceived Benefits of Yoga among Urban School Students: A Qualitative Analysis

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Donna Wang

2016-01-01

Full Text Available This study reports on the findings of a qualitative evaluation of a yoga intervention program for urban middle and high school youth in New York City public and charter schools. Six focus groups were conducted with students who participated in a year-long yoga program to determine their perceptions of mental and physical benefits as well as barriers and challenges. Results show that students perceived the benefits of yoga as increased self-regulation, mindfulness, self-esteem, physical conditioning, academic performance, and stress reduction. Barriers and challenges for a yoga practice include lack of time and space. The extent to which the benefits experienced are interrelated to one another is discussed. Suggestions for future research and school-based programming are also offered.

‘Obesogenic’ School Food Environments? An Urban Case Study in the Netherlands

NARCIS (Netherlands)

Timmermans, Joris; Dijkstra, Coosje; Kamphuis, Carlijn; Huitink, Marlijn; van der Zee, Egbert; Poelman, Maartje

(1) Background: This study aimed to explore and define socio-economic (SES) differences in urban school food environments in The Netherlands. (2) Methods: Retail food outlets, ready-to-eat products, in-store food promotions and food advertisements in public space were determined within 400 m walking

Effects of Exposure to Community Violence and Family Violence on School Functioning Problems among Urban Youth: The Potential Mediating Role of Posttraumatic Stress Symptoms

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McGill, Tia M.; Self-Brown, Shannon R.; Lai, Betty S.; Cowart-Osborne, Melissa; Tiwari, Ashwini; LeBlanc, Monique; Kelley, Mary Lou

2014-01-01

Adolescents who are exposed to violence during childhood are at an increased risk for developing posttraumatic stress (PTS) symptoms. The literature suggests that violence exposure might also have negative effects on school functioning, and that PTS might serve as a potential mediator in this association. The purpose of the current study was to replicate and extend prior research by examining PTS symptoms as a mediator of the relationship between two types of violence exposure and school functioning problems among adolescent youth from an urban setting. Participants included a sample of 121 junior high and high school students (M = 15 years; range = 13–16 years; 60 males, 61 females) within high-crime neighborhoods. Consistent with our hypotheses, community violence and family violence were associated with PTS symptoms and school functioning problems. Our data suggest that community and family violence were indirectly related to school functioning problems through PTS symptoms. Findings from this study demonstrate that PTS symptoms potentially mediate the relationship between violence exposure and school functioning problems across two settings (community and home). Future research should further examine protective factors that can prevent youth violence exposure as well as negative outcomes related to violence. PMID:24570897

"Urban, but Not Too Urban": Unpacking Teachers' Desires to Teach Urban Students

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Watson, Dyan

2011-01-01

This study explores 16 novice, urban-trained teachers' evaluations of their current schools. Findings suggest that teachers used the perceived behaviors, values, and beliefs of students to measure how urban a student was and, therefore, to guide their expectations and satisfaction of their placements. The less urban the students were perceived to…

A Comprehensive Partnership Approach Increasing High School Graduation Rates and College Enrollment of Urban Economically Disadvantaged Youth

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Morgan, Yvette; Sinatra, Richard; Eschenauer, Robert

2015-01-01

Described is a 4-year model of a Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) offered to 294 academically and economically disadvantaged students and their parents during in- and out-of-school time activities through partnerships forged with school personnel and community-based agencies. In an urban high school where…

Oral health status and oral health behaviors of 12-year-old urban and rural school children in Udupi, Karnataka, India: A cross-sectional study

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Arun Singh Thakur

2017-01-01

Full Text Available Objectives: The objective of this study is to assess the oral health status and oral health behavior among 12-year-old urban and rural school children and to evaluate the relative effect of sociobehavioral risk factors on caries experience. Materials and Methods: A cross-sectional study was conducted which included urban and rural subgroups of 12-year-old school children. The final study population covered two groups: 12 years rural (n = 261 and urban school children (n = 264. Data were collected and compared using Chi-square test. Logistic regression analysis was done to assess the importance of variables associated with dental caries. Results: Highly significant differences (P < 0.001 were observed between rural and urban school children for the use of oral hygiene aids, frequency of tooth brushing, and dental services utilization. Dental caries level was significantly higher (P < 0.03 for rural children. Decayed teeth (DT component constituted majority of decayed, missing, and filled teeth (FT in both population. 55.6% of the rural school children required treatment compared to 42.4% of urban school children. Mean Oral Hygiene Index-Simplified values, mean DT, and FT were statistically significant for urban and rural school children. Logistic regression analysis showed that government or private school, dental care utilization, socioeconomic status, and malocclusion status were significantly associated with dental caries. Conclusion: Poor oral health and high treatment needs of children belonging to low socioeconomic background is an alarming situation. Strengthening of oral health care in the rural and underprivileged section should be priority of the policymakers.

Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools

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Cupidore, Calvin C., Jr.

2017-01-01

Educators have regarded building leader-member relationships using collaboration as a fundamental component to successfully improve students' academic achievement. Ineffective collaborative leadership practices may lead to achievement deficits particularly for many urban charter schools operated by educational management organizations. The purpose…

EDITORIAL Healthy urban: An agenda of the day

African Journals Online (AJOL)

EPHA USER33

1School of Public Health, Addis Ababa University, Addis Ababa, Ethiopia, E-mail mirgissk@yahoo.com ... better living conditions, better food security and ... for inequities in services including health (6). One of the major concerns to track urban settings and determinants of health is the lack of disaggregated evidence.

Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance.

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Holt, Melissa K; Finkelhor, David; Kantor, Glenda Kaufman

2007-05-01

This study explored the victimization experiences of urban elementary school students to determine whether subsets of youth emerged with similar victimization profiles (e.g., no victimization, multiple types of victimization). It also evaluated whether multiple victimization was associated with greater psychological distress and lower academic performance. Participants were 689 fifth grade students from an urban, ethnically diverse school district in the Northeast. Youth completed self-report measures in school about bullying victimization, victimization in the home and community, and psychosocial functioning. Cluster analysis suggested the existence of three distinct youth profiles: those with minimal victimization, those victimized primarily by their peers, and those with multiple types of victimizations. As hypothesized, youth with multiple victimizations experienced more psychological distress and earned lower grades than their peers. Findings highlight the heterogeneity of youth victimization experiences and their relations to functioning, and have implications for treatment planning among practitioners working with youth.

What Kills Science in School?: Lessons from Pre-Service Teachers' Responses to Urban children's Science Inquiries.

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Matusov, Eugene

2018-06-01

This opportunistic case-study highlights striking differences in 6 urban children's and 12 preservice suburban middle-class teachers' perception of science and discuss consequences of science education and beyond. I found that all of the interviewed urban children demonstrated scientific inquiries and interests outside of the school science education that can be characterized by diverse simultaneous discourses from diverse practices, i.e., "heterodiscoursia" (Matusov in Culture & Psychology, 17(1), 99-119, 2011b), despite their diverse, positive and negative, attitudes toward school science. In contrast to the urban children's mixed attitudes to science, the preservice teachers view science negatively. They could not see science inquiries in the videotaped interviews of the urban children. There seemed to be many reasons for that. One of the possible reasons for that was that the preservice teachers tried to purify the science practice. Another reason was that they did not see a necessity to be interested and engaged in the curriculum that they are going to teach in future. The pedagogical consequences and remedies are discussed.

A Workshop for High School Students on Naive Set Theory

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Wegner, Sven-Ake

2014-01-01

In this article we present the prototype of a workshop on naive set theory designed for high school students in or around the seventh year of primary education. Our concept is based on two events which the author organized in 2006 and 2010 for students of elementary school and high school, respectively. The article also includes a practice report…

Hearing loss in urban South African school children (grade 1 to 3).

Science.gov (United States)

Mahomed-Asmail, Faheema; Swanepoel, De Wet; Eikelboom, Robert H

2016-05-01

This study aimed to describe the prevalence and characteristics of hearing loss in school-aged children in an urban South African population. Children from grade one to three from five schools in the Gauteng Province of South Africa formed a representative sample for this study. All children underwent otoscopic examinations, tympanometry and pure tone screening (25dB HL at 1, 2 and 4kHz). Children who failed the screening test and 5% of those who passed the screening test underwent diagnostic audiometry. A total of 1070 children were screened. Otoscopic examinations revealed that a total of 6.6% ears had cerumen and 7.5% of ears presented with a type-B tympanogram. 24 children (12 male, 12 female) were diagnosed with hearing loss. The overall prevalence of hearing loss was 2.2% with Caucasian children being 2.9 times more (95% confidence interval, 1.2-6.9) likely to have a hearing loss than African children. Hearing loss prevalence in urban South African school-aged children suggest that many children (2.2%) are in need of some form of follow-up services, most for medical intervention (1.2%) with a smaller population requiring audiological intervention (0.4%). Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Examining community and consumer food environments for children: An urban-suburban-rural comparison in Southwestern Ontario.

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DuBreck, Catherine M; Sadler, Richard C; Arku, Godwin; Gilliland, Jason A

2018-05-08

The aim of this study is to evaluate how retail food environments for children in the City of London and Middlesex County, Ontario, Canada, vary according to level of urbanicity and level of socioeconomic distress. Urbanicity in this study is defined as a neighbourhood's designation as urban, suburban, or rural. We assessed community food environments (e.g., the type, location, and accessibility of food outlets) using 800m and 1600m network buffers (school zones) around all public and private elementary schools, and we calculated and compared density of junk food opportunities (JFO) (e.g., fast food and full-service restaurants, grocery stores, and convenience stores) within each school zone in urban, suburban and rural settings. The study also assessed consumer food environments (e.g., the price, promotion, placement, and availability of healthy options and nutrition information) through restaurant children's menu audits using the Children's Menu Assessment tool. Results suggest JFO density is greater around elementary schools in areas with higher levels of socioeconomic distress and urbanicity, while urbanicity is also associated with greater use of branded marketing and inclusion of an unhealthy dessert on children's menus. Copyright © 2018 Elsevier Ltd. All rights reserved.

Stereotype Threat Effects on African American Children in an Urban Elementary School

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Wasserberg, Martin J.

2014-01-01

This study investigated whether a diagnostic testing condition leads to stereotype threat effects for African American children (n = 198) at an urban elementary school. Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children aware of racial stereotypes but not of those…

Paediatric case mix in a rural clinical school is relevant to future practice.

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Wright, Helen M; Maley, Moira A L; Playford, Denese E; Nicol, Pam; Evans, Sharon F

2017-11-29

Exposure to a representative case mix is essential for clinical learning, with logbooks established as a way of demonstrating patient contacts. Few studies have reported the paediatric case mix available to geographically distributed students within the same medical school. Given international interest in expanding medical teaching locations to rural contexts, equitable case exposure in rural relative to urban settings is topical. The Rural Clinical School of Western Australia locates students up to 3500 km from the urban university for an academic year. There is particular need to examine paediatric case mix as a study reported Australian graduates felt unprepared for paediatric rotations. We asked: Does a rural clinical school provide a paediatric case mix relevant to future practice? How does the paediatric case mix as logged by rural students compare with that by urban students? The 3745 logs of 76 urban and 76 rural consenting medical students were categorised by presenting symptoms and compared to the Australian Institute of Health and Welfare (AIHW) database Major Diagnostic Categories (MDCs). Rural and urban students logged core paediatric cases, in similar order, despite the striking difference in geographic locations. The pattern of overall presenting problems closely corresponded to Australian paediatric hospital admissions. Rural students logged 91% of cases in secondary healthcare settings; urban students logged 90% of cases in tertiary settings. The top four presenting problems were ENT/respiratory, gastrointestinal/urogenital, neurodevelopmental and musculoskeletal; these made up 60% of all cases. Rural and urban students logged similar proportions of infants, children and adolescents, with a variety of case morbidity. Rural clinical school students logged a mix of core paediatric cases relevant to illnesses of Australian children admitted to public hospitals, with similar order and pattern by age group to urban students, despite major differences

Parental encouragement of initiative-taking and adjustment in Chinese children from rural, urban, and urbanized families.

Science.gov (United States)

Chen, Xinyin; Li, Dan

2012-12-01

Due to the requirements of the competitive, market-oriented urban society, parents in urban and urbanized families are more likely than parents in rural families to encourage initiative-taking in child rearing in China. The socialization experiences of children from different types of families may be related to their adjustment. This study examined parental socialization attitudes, social and school adjustment, and their relations in Chinese children from rural, urban, and urbanized families. Participants were elementary school students (N = 1,033; M age = 11 years) and their parents in China. Data were obtained from parental reports, peer evaluations, teacher ratings, and school records. A multivariate analysis of variance revealed that parents in urban and urbanized families had higher scores than parents in rural families on encouragement of initiative-taking. Urban children, particularly girls, were more sociable, obtained higher social status, and had fewer school problems than their rural counterparts. Children from urbanized families were different from rural children and similar to urban children in social and school adjustment. Moreover, multigroup invariance tests showed that parental encouragement of initiative-taking was associated more strongly with children's sociable-assertive behavior and social standing in the urban and urbanized groups than in the rural group. The results indicate that particular socialization attitudes may vary in their adaptive value in child development as a function of specific social and cultural requirements in changing societies. PsycINFO Database Record (c) 2012 APA, all rights reserved.

"Are We Doing Damage?" Choosing an Urban Public School in an Era of Parental Anxiety

Science.gov (United States)

Cucchiara, Maia

2013-01-01

There is an ample scholarly and popular literature describing the rise in "anxiety" among middle-class parents. This paper draws from a study of urban middle-class parents who were considering sending their children to public school. Focusing on one neighborhood and its school, it describes the impact of anxiety on the choice process. It further…

Dress Codes Blues: An Exploration of Urban Students' Reactions to a Public High School Uniform Policy

Science.gov (United States)

DaCosta, Kneia

2006-01-01

This qualitative investigation explores the responses of 22 U.S. urban public high school students when confronted with their newly imposed school uniform policy. Specifically, the study assessed students' appraisals of the policy along with compliance and academic performance. Guided by ecological human development perspectives and grounded in…

Nutrition and physical activity related school environment/policy factors and child obesity in China: a nationally representative study of 8573 students in 110 middle schools.

Science.gov (United States)

Li, M; Xue, H; Wen, M; Wang, W; Wang, Y

2017-12-01

Obesity is a serious threat to global health. School is a key setting for obesity intervention. Research on school risk factors for child obesity is limited in developing countries. To examine regional variations in obesity and school environments/policies and their associations among students in China. Analyses were based on the first nationally representative sample of 8573 9 th graders in 110 middle schools from 28 regions across China. Multilevel models tested associations between school factors and child self-reported weight outcomes and by school urbanicity setting (urban, rural). Overweight/obesity rate is higher among boys and in urban areas. Schools in rural areas, or less developed regions, promote longer on-campus life, as is indicated by the presence of school cafeterias, night study sessions and longer class hours. Multilevel models show that (i) school cafeterias (OR = 2.53, 95% CI = 1.35-4.75) and internet bars close to school (OR = 1.63, 95% CI = 1.15-2.30) are associated with increased overweight/obesity risk in rural areas, especially for boys; (ii) school night study sessions are associated with lower overweight/obesity risk (OR = 0.69, 95% CI = 0.50-0.96) in rural areas. China has large regional disparities in school environment/policies related to nutrition and physical activity. Some school factors are associated with students' weight status, which vary across gender and areas. Future school-based interventions should attend to diverse regional contexts. © 2016 World Obesity Federation.

[Relationships between mental health and psychosocial factors with single-child high school students in an urban city of Korea].

Science.gov (United States)

Lee, Young-Sun; Kim, Kwang-Hwan; Cho, Young-Chae

2006-09-01

This study was performed to determine the mental health of high school students, and specifically that of children with no siblings in urban areas, and we aimed at revealing the various potential influences of different psycho-social factors. The participants were, 514 high school students who were the 1st- to 3rd-graders in Daejon City; they were, given self-administered questionnaires that required no signature during the period of March through June 2005. The analyzed items included the general character of the subjects, the symptoms of stress and depression for mental health, self-esteem as a psychological component, anxiety, dependent behavioral traits and, social support of family members and friends. The study results suggested that the group of urban high school children with no siblings had a higher tendency for stress and depression than did the urban high school children with siblings. The mental health and psychosocial factors were found to be influenced by friends, a sense of satisfaction at school and home life, and emotional support as well. In conclusion, emotional support by the family members can improve mental health by reducing anxiety, stress and depression.

Changing Perceptions of Teacher Candidates in High-Needs Schools

Science.gov (United States)

DeJarnette, Nancy K.

2016-01-01

Candidates enter teacher education programs with established beliefs about diversity and urban education. These belief systems impact decisions that teacher candidates make both now and in the future. Providing opportunities for candidates to spend quality time in an urban Professional Development School (PDS) setting with the support and guidance…

Convenience stores surrounding urban schools: an assessment of healthy food availability, advertising, and product placement.

Science.gov (United States)

Gebauer, Hilary; Laska, Melissa Nelson

2011-08-01

Adolescent obesity is a national public health problem, particularly among urban populations. Recent evidence has linked neighborhood food environments to health and nutrition status, with easier access to convenience stores being associated with increased risk for obesity. Little is known about the availability of healthy purchasing options within small, urban food stores, or the extent to which these factors are relevant to youth. The objective of this research was to characterize various features of the food environment within small convenience stores located nearby urban junior high and high schools. In-store audits were conducted in 63 stores located within 800 m of 36 urban Minnesota public secondary schools. Results indicated that a limited number of healthier beverages (i.e., water and 100% fruit juice) and snack options (i.e., nuts and pretzels) were available at most stores (≥85%). However, a wide range of healthy snack options were typically not available, with many specific items stocked in less than half of stores (e.g., low-fat yogurt in 27% of stores and low-fat granola bars in 43%). Overall, 51% of stores had fresh fruit and 49% had fresh vegetables. Few stores carried a range of healthier snack alternatives in single-serving packages. All stores had less healthful impulse purchase items available (e.g., candy) while only 46% carried healthier impulse items (e.g., fruit). Most stores (97%) had food/beverage advertising. Overall, convenience stores located in close proximity to secondary schools represent an important and understudied component of the youth food environment.

Schools as Radical Sanctuaries: Decolonizing Urban Education through the Eyes of Youth of Color. Issues in the Research, Theory, Policy, and Practice of Urban Education

Science.gov (United States)

Antrop-Gonzalez, Rene

2011-01-01

Large, comprehensive urban high schools were designed and constructed with the belief that they could meet the needs of all its students, academic and otherwise. By and large, however, these schools have only done a good job of sorting students for specific jobs in a society based on capitalism and White supremacy. Consequently, students schooled…

The child with arthritis in the school setting.

Science.gov (United States)

Spencer, C H; Zanga, J; Passo, M; Walker, D

1986-10-01

The school experience is a crucial one for the child with arthritis. In school, these children face obstacles common to all chronically ill children and certain problems unique to a child with arthritis. The school environment for these children has changed drastically in the last two decades with the new civil rights legislation on the state and federal levels. Today there is a better chance of a child with arthritis having a relatively problem-free school experience than ever before. The pediatrician can be a source of information, advice, support, and help with any school problems that the child and parent cannot solve. Most minor problems, such as medication at school, physical education problems, an extra set of books, and extra time between classes, may be solved by an informal telephone call or a letter. More severe problems, such as prolonged and frequent absences, multiple modifications of the school environment, and contesting of school placement, may require the use of more formal channels, including the IEP process and parent advocacy groups. When chronic problems exist in the school system, the pediatrician may choose to work for needed changes that improve the school situation of these and other chronically ill children. The pediatrician also may serve as a valued adviser and educator to the school system in the difficult task of educating these special children.

Academic Success of Urban African American Elementary Students in Title I Schools

Science.gov (United States)

Anderson, James Sebastian

2017-01-01

The researcher investigated the achievement of third- and fifth-grade urban African American students who attended science, technology, engineering, and mathematics (STEM), Non-STEM, and Theme Title I schools in science and mathematics on the 2015 Georgia Milestones Assessment. The researcher used data from 29 Non-STEM, 14 STEM, and 10 Theme…

Building up STEM education professional learning community in school setting: Case of Khon Kaen Wittayayon School

Science.gov (United States)

Thana, Aduldej; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education is new issue of teaching and learning in school setting. Building up STEM education professional learning community may provide some suggestions for further collaborative work of STEM Education from grounded up. This paper aimed to clarify the building up STEM education learning community in Khon Kaen Wittayayon (KKW) School setting. Participants included Khon Kaen University researchers, Khon Kaen Wittayayon School administrators and teachers. Methodology regarded interpretative paradigm. The tools of interpretation included participant observation, interview and document analysis. Data was analyzed to categories of condition for building up STEM education professional learning community. The findings revealed that the actions of developing STEM learning activities and research showed some issues of KKW STEM community of inquiry and improvement. The paper will discuss what and how the community learns about sharing vision of STEM Education, supportive physical and social conditions of KKW, sharing activities of STEM, and good things from some key STEM teachers' ambition. The paper may has implication of supporting STEM education in Thailand school setting.

Educating Amid Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-Poverty, Urban Schools

Science.gov (United States)

Kraft, Matthew A.; Papay, John P.; Johnson, Susan Moore; Charner-Laird, Megin; Ng, Monica; Reinhorn, Stefanie

2015-01-01

Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers' work in high-poverty, urban schools. We describe six schools' organizational responses to these uncertainties, analyze how these responses reflect open- versus closed-system approaches, and examine how this…

The Implementation of a Geospatial Information Technology (GIT)-Supported Land Use Change Curriculum with Urban Middle School Learners to Promote Spatial Thinking

Science.gov (United States)

Bodzin, Alec M.

2011-01-01

This study investigated whether a geospatial information technology (GIT)-supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks…

Ending Isolation: The Payoff of Teacher Teams in Successful High-Poverty Urban Schools

Science.gov (United States)

Johnson, Susan Moore; Reinhorn, Stefanie K.; Simon, Nicole S.

2018-01-01

Background/Context: Many urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers' ongoing development, and substantially reduce well-documented variation in teachers' effectiveness across classrooms. Recent research finds that teams can contribute to teachers' development and increased…

Application of eco-friendly tools and eco-bio-social strategies to control dengue vectors in urban and peri-urban settings in Thailand.

Science.gov (United States)

Kittayapong, Pattamaporn; Thongyuan, Suporn; Olanratmanee, Phanthip; Aumchareoun, Worawit; Koyadun, Surachart; Kittayapong, Rungrith; Butraporn, Piyarat

2012-12-01

Dengue is considered one of the most important vector-borne diseases in Thailand. Its incidence is increasing despite routine implementation of national dengue control programmes. This study, conducted during 2010, aimed to demonstrate an application of integrated, community-based, eco-bio-social strategies in combination with locally-produced eco-friendly vector control tools in the dengue control programme, emphasizing urban and peri-urban settings in eastern Thailand. Three different community settings were selected and were randomly assigned to intervention and control clusters. Key community leaders and relevant governmental authorities were approached to participate in this intervention programme. Ecohealth volunteers were identified and trained in each study community. They were selected among active community health volunteers and were trained by public health experts to conduct vector control activities in their own communities using environmental management in combination with eco-friendly vector control tools. These trained ecohealth volunteers carried out outreach health education and vector control during household visits. Management of public spaces and public properties, especially solid waste management, was efficiently carried out by local municipalities. Significant reduction in the pupae per person index in the intervention clusters when compared to the control ones was used as a proxy to determine the impact of this programme. Our community-based dengue vector control programme demonstrated a significant reduction in the pupae per person index during entomological surveys which were conducted at two-month intervals from May 2010 for the total of six months in the intervention and control clusters. The programme also raised awareness in applying eco-friendly vector control approaches and increased intersectoral and household participation in dengue control activities. An eco-friendly dengue vector control programme was successfully implemented in

Application of eco-friendly tools and eco-bio-social strategies to control dengue vectors in urban and peri-urban settings in Thailand

Science.gov (United States)

Kittayapong, Pattamaporn; Thongyuan, Suporn; Olanratmanee, Phanthip; Aumchareoun, Worawit; Koyadun, Surachart; Kittayapong, Rungrith; Butraporn, Piyarat

2012-01-01

Background Dengue is considered one of the most important vector-borne diseases in Thailand. Its incidence is increasing despite routine implementation of national dengue control programmes. This study, conducted during 2010, aimed to demonstrate an application of integrated, community-based, eco-bio-social strategies in combination with locally-produced eco-friendly vector control tools in the dengue control programme, emphasizing urban and peri-urban settings in eastern Thailand. Methodology Three different community settings were selected and were randomly assigned to intervention and control clusters. Key community leaders and relevant governmental authorities were approached to participate in this intervention programme. Ecohealth volunteers were identified and trained in each study community. They were selected among active community health volunteers and were trained by public health experts to conduct vector control activities in their own communities using environmental management in combination with eco-friendly vector control tools. These trained ecohealth volunteers carried out outreach health education and vector control during household visits. Management of public spaces and public properties, especially solid waste management, was efficiently carried out by local municipalities. Significant reduction in the pupae per person index in the intervention clusters when compared to the control ones was used as a proxy to determine the impact of this programme. Results Our community-based dengue vector control programme demonstrated a significant reduction in the pupae per person index during entomological surveys which were conducted at two-month intervals from May 2010 for the total of six months in the intervention and control clusters. The programme also raised awareness in applying eco-friendly vector control approaches and increased intersectoral and household participation in dengue control activities. Conclusion An eco-friendly dengue vector control

Music Research in Inclusive School Settings: 1975 to 2013

Science.gov (United States)

Jellison, Judith A.; Draper, Ellary A.

2015-01-01

A search for music research in inclusive music school settings (1975-2013) resulted in 22 descriptive and experimental studies that can be classified and coded according to settings, participants, research variables, measures of generalization, and effectiveness of the interventions. Half of the studies reported data from both students with…

Obesity increases metabolic syndrome risk factors in school-aged children from an urban school in Mexico city.

Science.gov (United States)

Perichart-Perera, Otilia; Balas-Nakash, Margie; Schiffman-Selechnik, Esther; Barbato-Dosal, Annarella; Vadillo-Ortega, Felipe

2007-01-01

To characterize the nutritional status of school-aged children from an urban public school in Mexico City, Mexico, and to assess the influence of obesity on health status in a subgroup of these children. Cross-sectional descriptive study. A nutrition screening was done for all children, including anthropometric (ie, weight, height, and waist circumference) and blood pressure assessment. In the subgroup of children, complementary dietary and biochemical assessment (ie, glucose, total cholesterol, high-density lipoprotein cholesterol, low-density lipoprotein cholesterol, triglyceride, insulin, albumin, hemoglobin, and hematocrit levels) was done. Children from an urban school in Mexico City (N=561) aged 6 to 13 years. The representative subgroup (n=88) was selected based on age (9 to 12 years) and weight status (ie, normal, overweight, or obese). Descriptive statistics, correlations, mean differences tests (analysis of variance, Kruskal-Wallis and Mann-Whitney U), and chi(2) tests (categorical variables) were done with SPSS version 13 (2005, SPSS Inc, Chicago, IL). In the whole school, overweight and obesity prevalence were 27.1% and 21.4%, respectively. High systolic blood pressure was seen in 8.4% of children and 6.2% of children had prehypertension. Higher hypertension risk was seen in children with body mass index > or =95th percentile and waist circumference > or =90th percentile (88 cm). Significantly higher waist circumference, systolic blood pressure, insulin resistance indexes, and triglyceride levels were found among the obese when compared with normal-weight children. Childhood obesity prevalence is high in Mexico and it is having an influence on children's health. It is urgent to design, implement, and evaluate specific childhood obesity prevention programs.

The Meaning(s) of Teacher Leadership in an Urban High School Reform

Science.gov (United States)

Scribner, Samantha M. Paredes; Bradley-Levine, Jill

2010-01-01

Purpose: The purpose of this study is to examine the meaning of teacher leadership from teachers' perspectives. The authors examine teachers' practice of and talk about legitimate sources of power and influence in the context of an urban high school reform. Design: This is an interpretive study of teacher leadership situated in one small high…

A casemix study of patients seen by a dermatology trainee in rural and urban outpatient settings.

Science.gov (United States)

Tilakaratne, Dev; Warren, Lachlan; Menz, Jennifer

2016-02-01

For 8 years South Australian dermatologists have provided an outreach service to the Northern Territory (NT), including rural and remote areas. In 2012 and 2013, a trainee accompanied a dermatologist on these outreach visits. This is the first prospective study that documents the spectrum of dermatological diseases requiring outpatient specialist input in various settings in the NT, and also the first study to compare the clinical experience of one Australian dermatology trainee in urban and rural settings. Characteristics of patients managed primarily by the outreach dermatology registrar were recorded prospectively from February 2013 to July 2013. The data from the trainee's urban encounters were compared to that of the rural centres. The spectrum of conditions seen in these two settings was placed in the disease categories specified in the Australasian College of Dermatologists (ACD) curriculum. The Royal Adelaide Hospital outpatient experience provided greater exposure to skin neoplasms, lymphoproliferative and myeloproliferative disorders and non-infectious neutrophilic/eosinophilic disorders. The outreach sites provided greater exposure to infections, adnexal diseases and genodermatoses. Both urban and rural experiences provided a broad exposure to the disease categories outlined in the ACD curriculum. The spectrum of disease requiring specialist dermatology input varies between urban South Australia and rural NT. The inclusion of dermatology trainees in outreach visits broadens their clinical exposure. It is recommended that other dermatology service providers in Australia consider documenting clinical casemix comparisons to assess dermatology demand, outcomes and trainee exposure. © 2014 The Australasian College of Dermatologists.

Urban science classrooms and new possibilities: on intersubjectivity and grammar in the third space

Science.gov (United States)

Emdin, Christopher

2009-03-01

In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her 2005 Scribner Award. It addresses key points in Gutierrez's work by exploring theoretical frameworks for research and approaches to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with marginalized urban youth in urban science classrooms.

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

Science.gov (United States)

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

2011-04-01

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

To Be Alone or in a Group: An Exploration into How the School-Based Experiences Differ for Black Male Teachers across One Urban School District

Science.gov (United States)

Bristol, Travis J.

2018-01-01

One urban district administered the Black Male Teacher Environment Survey (BMTES) to each of its Black male teachers to measure their school-based experiences. This article highlights descriptive statistics from the 86 Black male teacher respondents. Findings suggest that participants' background characteristics and school-based experiences varied…

Equitable science education in urban middle schools: Do reform efforts make a difference?

Science.gov (United States)

Hewson, Peter W.; Butler Kahle, Jane; Scantlebury, Kathryn; Davies, Darleen

2001-12-01

A central commitment of current reforms in science education is that all students, regardless of culture, gender, race, and/ or socioeconomic status, are capable of understanding and doing science. The study Bridging the Gap: Equity in Systemic Reform assessed equity in systemic reform using a nested research design that drew on both qualitative and quantitative methodologies. As part of the study, case studies were conducted in two urban middle schools in large Ohio cities. The purpose of the case studies was to identify factors affecting equity in urban science education reform. Data were analyzed using Kahle's (1998) equity metric. That model allowed us to assess progress toward equity using a range of research-based indicators grouped into three categories critical for equitable education: access to, retention in, and achievement in quality science education. In addition, a fourth category was defined for systemic indicators of equity. Analyses indicated that the culture and climate of the case study schools differentially affected their progress toward equitable reform in science education.

Healthy incentive scheme in the Irish full-day-care pre-school setting.

LENUS (Irish Health Repository)

Molloy, C Johnston

2013-12-16

A pre-school offering a full-day-care service provides for children aged 0-5 years for more than 4 h\\/d. Researchers have called for studies that will provide an understanding of nutrition and physical activity practices in this setting. Obesity prevention in pre-schools, through the development of healthy associations with food and health-related practices, has been advocated. While guidelines for the promotion of best nutrition and health-related practice in the early years\\' setting exist in a number of jurisdictions, associated regulations have been noted to be poor, with the environment of the child-care facility mainly evaluated for safety. Much cross-sectional research outlines poor nutrition and physical activity practice in this setting. However, there are few published environmental and policy-level interventions targeting the child-care provider with, to our knowledge, no evidence of such interventions in Ireland. The aim of the present paper is to review international guidelines and recommendations relating to health promotion best practice in the pre-school setting: service and resource provision; food service and food availability; and the role and involvement of parents in pre-schools. Intervention programmes and assessment tools available to measure such practice are outlined; and insight is provided into an intervention scheme, formulated from available best practice, that was introduced into the Irish full-day-care pre-school setting.

Maternal health service utilization in urban slums of selected towns ...

African Journals Online (AJOL)

EPHA USER33

Medicine, School of Public Health, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia; ... still women in urban settings do not use available maternal health services. Especially ... health services, safe water supplies, poor sanitation and .... selected cities are confined to crowded places, lack of.

Teacher Shortages in Urban Schools: The Role of Traditional and Alternative Certification Routes in Filling the Voids.

Science.gov (United States)

Ng, Jennifer C.

2003-01-01

Examines the impact of teacher recruitment approaches via university-based and alternative certification programs. Asserts that traditional and alternative certification efforts are by themselves limited in their potential to address the problem of teacher shortages in urban schools. Suggests that an organizational view of schools, which looks…

iPad Deployment in a Diverse Urban High School: A Formative Experiment

Science.gov (United States)

Frey, Nancy; Fisher, Douglas; Lapp, Diane

2015-01-01

We explore the use of iPads in a diverse urban high school and the ways in which teachers and students were supported to integrate these tools into their instruction. We provided 4 English teachers with 20 iPads with little or no professional development about how to integrate them into their instruction. Using a formative experiment design, we…

Changes in Urban Youths' Attitude Towards Science and Perception of a Mobile Science Lab Experience

Science.gov (United States)

Fox, Jared

This dissertation examined changes in urban youth's attitude towards science as well as their perception of the informal science education setting and third space opportunity provided by the BioBus, a mobile science lab. Science education researchers have often suggested that informal science education settings provide one possible way to positively influence student attitude towards science and engage marginalized urban youth within the traditional science classroom (Banks et al., 2007; Hofstein & Rosenfeld, 1996; National Research Council, 2009; Schwarz & Stolow, 2006; Stocklmayer, Rennie, & Gilbert, 2010). However, until now, this possibility has not been explored within the setting of a mobile science lab nor examined using a theoretical framework intent on analyzing how affective outcomes may occur. The merits of this analytical stance were evaluated via observation, attitudinal survey, open-response questionnaire, and interview data collected before and after a mobile science lab experience from a combination of 239 students in Grades 6, 8, 9, 11, and 12 from four different schools within a major Northeastern metropolitan area. Findings from this study suggested that urban youth's attitude towards science changed both positively and negatively in statistically significant ways after a BioBus visit and that the experience itself was highly enjoyable. Furthermore, implications for how to construct a third space within the urban science classroom and the merits of utilizing the theoretical framework developed to analyze cultural tensions between urban youth and school science are discussed. Key Words: Attitude towards science, third space, mobile science lab, urban science education.

"You Make Me Erect!": Queer Girls of Color Negotiating Heteronormative Leadership at an Urban All-Girls' Public School

Science.gov (United States)

Quinn, Therese M.

2007-01-01

This article focuses on the concept of leadership endorsed by an urban all-girls' public school and how heteronormative ideas about female success were resisted by a group of the school's gay students through gender performances and named sexualities. The author argues that queer students are gender projects that the school uses to define and…

Identifying Symptoms of Depression and Anxiety in Students in the School Setting

Science.gov (United States)

Allison, Virginia L.; Nativio, Donna G.; Mitchell, Ann M.; Ren, Dianxu; Yuhasz, Janet

2014-01-01

Early detection of mental health problems in school-age children offers the opportunity for prompt referral to treatment which is critical to their success in school. School nurses are in a key position to screen for mental health issues in the school setting. This article discusses how school nurses began a new initiative to use two validated…

Repatriating the GED: Urban Youth and the Alternative to a High School Diploma

Science.gov (United States)

Tuck, Eve

2012-01-01

This article discusses competing perspectives on the value of the General Educational Development (GED) credential. Although scholars and journalists debate the worth of the credential, urban youth continue to pursue the GED, especially as proxy for inadequate schooling. Using qualitative data from a participatory action research project, the…

Obesity in 7 - 10-year-old children in urban primary schools in Port ...

African Journals Online (AJOL)

Objective. The primary aim of this study was to quantify the prevalence of overweight and obesity among urban 7 - 10-year-old children in affluent (quintile 5) English-medium primary schools in Port Elizabeth. Method. A quantitative, descriptive one-way cross-sectional research design utilising random sampling was used.

The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

Science.gov (United States)

National Center for Education Statistics, 2010

2010-01-01

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Austin Independent School District's student achievement in reading. In 2009,…

The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

Science.gov (United States)

National Center for Education Statistics, 2010

2010-01-01

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Austin Independent School District's student achievement in reading. In 2009,…

Association between Childhood Diarrhoeal Incidence and Climatic Factors in Urban and Rural Settings in the Health District of Mbour, Senegal

Directory of Open Access Journals (Sweden)

Sokhna Thiam

2017-09-01

Full Text Available We assessed the association between childhood diarrhoeal incidence and climatic factors in rural and urban settings in the health district of Mbour in western Senegal. We used monthly diarrhoeal case records among children under five years registered in 24 health facilities over a four-year period (2011–2014. Climatic data (i.e., daily temperature, night temperature and rainfall for the same four-year period were obtained. We performed a negative binomial regression model to establish the relationship between monthly diarrhoeal incidence and climatic factors of the same and the previous month. There were two annual peaks in diarrhoeal incidence: one during the cold dry season and one during the rainy season. We observed a positive association between diarrhoeal incidence and high average temperature of 36 °C and above and high cumulative monthly rainfall at 57 mm and above. The association between diarrhoeal incidence and temperature was stronger in rural compared to urban settings, while higher rainfall was associated with higher diarrhoeal incidence in the urban settings. Concluding, this study identified significant health–climate interactions and calls for effective preventive measures in the health district of Mbour. Particular attention should be paid to urban settings where diarrhoea was most common in order to reduce the high incidence in the context of climatic variability, which is expected to increase in urban areas in the face of global warming.

Association between Childhood Diarrhoeal Incidence and Climatic Factors in Urban and Rural Settings in the Health District of Mbour, Senegal.

Science.gov (United States)

Thiam, Sokhna; Diène, Aminata N; Sy, Ibrahima; Winkler, Mirko S; Schindler, Christian; Ndione, Jacques A; Faye, Ousmane; Vounatsou, Penelope; Utzinger, Jürg; Cissé, Guéladio

2017-09-12

We assessed the association between childhood diarrhoeal incidence and climatic factors in rural and urban settings in the health district of Mbour in western Senegal. We used monthly diarrhoeal case records among children under five years registered in 24 health facilities over a four-year period (2011-2014). Climatic data (i.e., daily temperature, night temperature and rainfall) for the same four-year period were obtained. We performed a negative binomial regression model to establish the relationship between monthly diarrhoeal incidence and climatic factors of the same and the previous month. There were two annual peaks in diarrhoeal incidence: one during the cold dry season and one during the rainy season. We observed a positive association between diarrhoeal incidence and high average temperature of 36 °C and above and high cumulative monthly rainfall at 57 mm and above. The association between diarrhoeal incidence and temperature was stronger in rural compared to urban settings, while higher rainfall was associated with higher diarrhoeal incidence in the urban settings. Concluding, this study identified significant health-climate interactions and calls for effective preventive measures in the health district of Mbour. Particular attention should be paid to urban settings where diarrhoea was most common in order to reduce the high incidence in the context of climatic variability, which is expected to increase in urban areas in the face of global warming.

Waist-to-Height Ratio as an Indicator of High Blood Pressure in Urban Indian School Children.

Science.gov (United States)

Mishra, P E; Shastri, L; Thomas, T; Duggan, C; Bosch, R; McDonald, C M; Kurpad, A V; Kuriyan, R

2015-09-01

To examine the utility of waist-to-height ratio to identify risk of high blood pressure when compared to body mass index and waist circumference in South Indian urban school children. Secondary data analysis from a cross-sectional study. Urban schools around Bangalore, India. 1913 children (58.1% males) aged 6-16 years with no prior history of chronic illness (PEACH study). Height, weight, waist circumference and of blood pressure were measured. Children with blood pressure ?90th percentile of age-, sex-, and height-adjusted standards were labelled as having high blood pressure. 13.9% had a high waist-to-height ratio, 15.1% were overweight /obese and 21.7% had high waist circumference. High obesity indicators were associated with an increased risk of high blood pressure. The adjusted risk ratios (95% CI) of high systolic blood pressure with waist-to-height ratio, body mass index and waist circumference were 2.48 (1.76, 3.47), 2.59 (1.66, 4.04) and 2.38 (1.74, 3.26), respectively. Similar results were seen with high diastolic blood pressure. Obesity indicators, especially waist-to-height ratio due to its ease of measurement, can be useful initial screening tools for risk of high blood pressure in urban Indian school children.

[Relevant factors of early puberty timing in urban primary schools in Chongqing].

Science.gov (United States)

Luo, Yan; Liu, Qin; Wen, Yi; Liu, Shudan; Lei, Xun; Wang, Hong

2016-05-01

To investigate the status of puberty timing and relevant factors of early puberty timing in children from grade one to four in urban primary schools of Chongqing. According to the purposive sample method, four urban primary schools in Chongqing were selected and of which 1471 children from grade one to four who have obtained informed consent were recruited. Questionnaire survey on social-demographic characteristics and family environment (e.g., age, parents' relationship, diet and lifestyle, etc), and Pubertal Development Scale (PDS) survey and physical examination (measurements of height, weight, pubertal development status, etc) were conducted. P25, P50, P75 ages of each important pubertal event were calculated by probit regression. Univariate and multivariate analysis were used to analyze relevant factors. The detection rate of early puberty timing was 17.7%, and the median ages of the onset of breast and testicular development were 10.77 and 11.48 years old, respectively. Multivariate logistic regression showed that early puberty timing occurred more likely in girls than in boys (OR = 0.561, 95% CI 0.406-0.774), and bad relationship between parents (OR = 1.320, 95% CI 1.007-1.729) and hair-products-use (OR = 1.685, 95%, CI 1.028-2.762) were risk factors of early puberty timing. Early onset of puberty in urban Chongqing is still exist. Gender, parents' relationship, and hair-products-use have an essential impact on early puberty timing.

Role of Women in Schooling and Child Labour Decision: The Case of Urban Boys in India

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Das, Saswati; Mukherjee, Diganta

2007-01-01

This paper uses household level data from National Sample Survey Organization (NSSO) of India, the 55th round (1999-2000), to show that for urban male children there exists significant wage incentive for schooling, though school dropout rate and child labour incidence are not so small. The parents' level of education plays an important role in…

Impact of elementary school-located influenza vaccinations: A stepped wedge trial across a community.

Science.gov (United States)

Szilagyi, Peter G; Schaffer, Stanley; Rand, Cynthia M; Goldstein, Nicolas P N; Hightower, A Dirk; Younge, Mary; Eagan, Ashley; Blumkin, Aaron; Albertin, Christina S; DiBitetto, Kristine; Concannon, Cathleen; Vincelli, Phyllis; Yoo, Byung-Kwang; Humiston, Sharon G

2018-05-11

Influenza vaccination rates among children are low and novel strategies are needed to raise coverage. We measured the impact of school-located influenza vaccination (SLIV) on coverage, examined whether SLIV substitutes for practice-based influenza vaccination ("substitution"), and estimated whether a second year of experience with SLIV increases its impact. We implemented a stepped wedge study design with schools as clusters. In Year 1, we randomly allocated schools to SLIV or control. In Year 2, all schools performed SLIV. We used emails (suburban schools) or backpack fliers (both urban and suburban schools) to notify parents, and offered web-based (suburban) or paper-based vaccination (urban) consent forms. Local health department nurses administered SLIV vaccinations and billed insurers. We analyzed state immunization registry data to measure influenza vaccination rates. 42 schools (38,078 children) participated over 2 years. Overall vaccination rates were 5 and 7 percentage points higher among SLIV- school children versus control-school children in suburban (aOR 1.36, 95% CI 1.25-1.49 in Years 1-2 SLIV vs. Year 1 control schools) and urban schools (aOR 1.22, 95% CI 1.10-1.36), respectively, adjusting for prior year's vaccination and other covariates. While no substitution occurred among children attending suburban schools, some substitution occurred among children attending urban schools, although overall vaccination rates were still higher in urban schools due to SLIV. Compared to an initial year of SLIV, more children were vaccinated in a second year of SLIV at urban (8.3% vs. 6.8%, aOR 1.24, 95% CI 1.04-1.47) but not suburban schools (3.5% vs. 2.7%, aOR 1.24, 95% CI 0.98-1.57). In this stepped wedge trial, SLIV increased overall influenza vaccination rates in suburban and urban schools. Some substitution for primary care vaccination occurred in urban settings. A second year of SLIV expanded its reach slightly in urban schools. Copyright © 2018 Elsevier

Factors affecting actualisation of the WHO breastfeeding recommendations in urban poor settings in Kenya.

Science.gov (United States)

Kimani-Murage, Elizabeth W; Wekesah, Frederick; Wanjohi, Milka; Kyobutungi, Catherine; Ezeh, Alex C; Musoke, Rachel N; Norris, Shane A; Madise, Nyovani J; Griffiths, Paula

2015-07-01

Poor breastfeeding practices are widely documented in Kenya, where only a third of children are exclusively breastfed for 6 months and only 2% in urban poor settings. This study aimed to better understand the factors that contribute to poor breastfeeding practices in two urban slums in Nairobi, Kenya. In-depth interviews (IDIs), focus group discussions (FGDs) and key informant interviews (KIIs) were conducted with women of childbearing age, community health workers, village elders and community leaders and other knowledgeable people in the community. A total of 19 IDIs, 10 FGDs and 11 KIIs were conducted, and were recorded and transcribed verbatim. Data were coded in NVIVO and analysed thematically. We found that there was general awareness regarding optimal breastfeeding practices, but the knowledge was not translated into practice, leading to suboptimal breastfeeding practices. A number of social and structural barriers to optimal breastfeeding were identified: (1) poverty, livelihood and living arrangements; (2) early and single motherhood; (3) poor social and professional support; (4) poor knowledge, myths and misconceptions; (5) HIV; and (6) unintended pregnancies. The most salient of the factors emerged as livelihoods, whereby women have to resume work shortly after delivery and work for long hours, leaving them unable to breastfeed optimally. Women in urban poor settings face an extremely complex situation with regard to breastfeeding due to multiple challenges and risk behaviours often dictated to them by their circumstances. Macro-level policies and interventions that consider the ecological setting are needed. © 2014 The Authors. Maternal & Child Nutrition published by John Wiley & Sons Ltd.

Associations between poor health and school-related behavior problems at the child and family levels: a cross-sectional study of migrant children and adolescents in southwest urban China.

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Zhang, Jing-Jing; Li, Ning-Xiu; Liu, Chao-Jie

2010-06-01

Due to urbanization in China, the numbers of migrant children and adolescents in urban environments have increased. Previous studies have indicated that children and adolescents are more likely to suffer from health problems and poor school achievement. The present study identified associations between poor health and school-related behavior problems (ie, learning attitudes and learning disabilities [LL], antisocial behavior and risk behavior [AR], and social adaptation and role function [SR]) at the child and family levels. A cross-sectional design was used. Seven hundred and eighty-one participants were recruited in inclusive settings. Correlational analysis was conducted to assess the associations between demographic variables and the primary study variables. Logistic regression analysis was used to determine which study factors were the strongest predictors of general health problems. School-aged migrants who had poorer health tended to be more likely to suffer from school-related behavior problems. Poor health was also found to hinder scholastic achievement in migrant children and adolescents through a higher prevalence of school-related behavior problems, including negative learning attitudes and learning disabilities, antisocial behavior and risk behavior, and social maladjustment. Health risk factors included inappropriate parental education methods, fewer classmates, and less social support. Health and individual risk factors should be explored further to determine their causal role in migrant children and adolescents with school-related behavior problems. These results have implications for future school health education for these students.

Informing Instruction of Students with Autism in Public School Settings

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Kuo, Nai-Cheng

2016-01-01

The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum…

An Investigation of a Cross-Content Vocabulary Intervention in an Urban Middle School

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Cianciosi-Rimbey, Michelle

2017-01-01

This case study was designed to investigate the implementation of a cross-content academic vocabulary intervention in an urban school. Two aspects of the intervention were the focus of interest: student learning and teacher sensemaking. Participants included four content-area teachers and their sixth-grade students. Each week, students received…

Teachers' Conceptions of Student Engagement in Learning: The Case of Three Urban Schools

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Barkaoui, Khaled; Barrett, Sarah Elizabeth; Samaroo, Julia; Dahya, Negin; Alidina, Shahnaaz; James, Carl

2015-01-01

Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers' conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the…

Setting Goals for Urban Scale Climate Governance

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Rosenthal, J. K.; Brunner, E.

2007-12-01

The impacts of climate change on temperate urban areas may include the increase in frequency and intensity of damaging extreme weather events, such as heat waves, hurricanes, heavy rainfall or drought, and coastal flooding and erosion, and potential adverse impacts on infrastructure, energy systems, and public health. Warmer average summertime temperatures are also associated with environmental and public health liabilities, such as decreased air quality and increased peak electrical demand. Simultaneously, a strong global trend towards urbanization of poverty exists, with increased challenges for local governments to protect and sustain the well-being of growing cities and populations currently stressed by poverty, health and economic inequities. In the context of these trends, research at the city scale has sought to understand the social and economic impacts of climate change and variability and to evaluate strategies in the built environment that might serve as adaptive and mitigative responses to climate change. We review the goals and outcomes of several municipal climate protection programs, generally categorized as approaches based on technological innovation (e.g., new materials); changes in behavior and public education (e.g., neighborhood watch programs and cooling centers); improvements in urban design (e.g., zoning for mixed land-use; the use of water, vegetation and plazas to reduce the urban heat island effect); and efforts to incentivize the use of non-fossil-fuel based energy sources. Urban initiatives in European and American cities are assessed within the context of the global collective efforts enacted by the Kyoto Protocol and United Nations Framework Convention on Climate Change. Our concern is to understand the active networked role of urban managers in climate policies and programs in relation to supranational objectives and non-state actors.

Preparing students for higher education and careers in agriculture and related fields: An ethnography of an urban charter school

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Henry, Kesha Atasha

This study explored the preparation of students for higher education and careers in agriculturally-related fields at an urban charter high school. The data were collected through interviews, observations, and field notes. The data were analyzed by qualitative methodology with phenomenology as the theoretical framework. Findings indicated that administrators thought it was important to incorporate agricultural science courses into urban school curricula. They stated that agricultural science courses gave urban students a different way of looking at science and helped to enhance the science and technology focus of the school. Further, agricultural science courses helped to break urban students' stereotypes about agriculture and helped to bring in more state funding for educational programs. However they thought that it was more challenging to teach agricultural science in urban versus rural schools and they focused more on Science, Technology, Engineering, and Mathematics (STEM) related careers. The students had mixed views about higher education and careers in agriculture. This was based on their limited knowledge and stereotypes about agricultural majors and career options. The students highlighted several key reasons why they chose to enroll in agricultural science courses. This included the benefits of dual science credits and the ability to earn an associate degree upon successful completion of their program. Students also loved science and appreciated the science intensive nature of the agricultural courses. Additionally, they thought that the agricultural science courses were better than the other optional courses. The results also showed that electronic media such as radio and TV had a negative impact on students' perceptions about higher education and careers in agriculturally-related fields. Conclusions and recommendations are presented.

Otitis media in indonesian urban and rural school children.

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Anggraeni, Ratna; Hartanto, Widya W; Djelantik, Bulantrisna; Ghanie, Abla; Utama, Denny S; Setiawan, Eka P; Lukman, Erica; Hardiningsih, Chintriany; Asmuni, Suprihati; Budiarti, Rery; Rahardjo, Sutji Pratiwi; Djamin, Riskiana; Mulyani, Tri; Mutyara, Kuswandewi; Carosone-Link, Phyllis; Kartasasmita, Cissy B; Simões, Eric A F

2014-10-01

Although the epidemiology of otitis media is well-known in industrialized countries, the extent of otitis media in developing Asian countries, especially in south East Asia is not well studied. To define the burden of otitis media and its sequelae in children 6-15 years of age, we enrolled elementary and junior high school children in 6 areas in rural and urban Indonesia. Randomly selected schools and classrooms were selected. All children were administered a questionnaire and had ear examinations, pneumatic otoscopy and screening audiometry. Children with any abnormality on examination or with a relevant history underwent diagnostic audiometry and tympanometry, if indicated. Of the 7005 children studied, 116 had chronic suppurative otitis media (CSOM), 30 had acute otitis media and 26 had otitis media with effusion. 2.7% of rural children had CSOM compared with 0.7% of urban children (P < 0.0001). The rates per 1000 of CSOM in rural Bali and Bandung were significantly higher (75 and 25, respectively) than in the rest of Indonesia (P < 0.05). In rural Bali, the rate per 1000 children of inactive CSOM was 63 in 6- to 9-year-old children, compared with 37 in children aged 13-15 years. Concomitantly, the rates of tympanosclerosis were 7 and 26/1000, respectively, in these age groups. In Indonesia, the prevalence of CSOM is relatively high with most disease occurring in rural areas. The high rates in rural Bali with early progression to tympanosclerosis suggest a significant burden of potentially vaccine preventable illness.

Establishing Medical Schools in Limited Resource Settings | Girma ...

African Journals Online (AJOL)

Establishing Medical Schools in Limited Resource Settings. ... These countries face challenges related to the rapid scale up which is mostly done without proper strategic planning, without the basic elements of infrastructure development, educational as well as academic and administrative human resources. Medical ...

Aim High, Achieve More: How to Transform Urban Schools through Fearless Leadership

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Jackson, Yvette; McDermott, Veronica A.

2012-01-01

When you want to succeed in the tough landscape of urban schools, you need more than just passion, faith in your own ability, and a sense of urgency. You need real skills. This book comes to your rescue with practical suggestions, examples of successful practices, ideas to support you and your team, and an inspirational message about how to be a…

School environment and policies, child eating behavior and overweight/obesity in urban China: the childhood obesity study in China megacities.

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Jia, P; Li, M; Xue, H; Lu, L; Xu, F; Wang, Y

2017-05-01

Childhood obesity is rising rapidly in China, especially in urban areas. Knowledge about how school environment and policies (SEPs) may have contributed to the epidemic remains limited. We examined SEP and their associations with students' eating behaviors and overweight/obesity in urban China. Data were collected from 1648 students (plus their parents and schools) in 16 primary and middle schools (4 schools per city) in four megacities across China: Beijing, Shanghai, Nanjing and Xi'an. We examined nutrition-related SEP such as unhealthy food restriction, healthy food promotion, price control and nutrition guideline in school cafeterias (SCs), campus food stores (CFS), school vicinity food stalls (SVFS); SEP on physical activity, physical education (PE) and physical examination. Cluster robust regression models were fit to assess associations of SEP with child eating behaviors and overweight/obesity (defined based on body mass index, from measured weight and height). All 16 schools had regular PE classes and annual physical examination. Most schools (n=12; 75%) had food policies in SC; few had policies on CFS (n=1; 6.25%) or SVFS (n=4; 25%). Local governments had a major role in regulating food prices, setting nutrition guidelines and regulating SVFS. Policies on CFS and SVFS were associated with less frequent intake of sugary beverage (odds ratio (OR)=0.54 (0.47-0.61); OR=0.70 (0.61-0.80)), snack (OR=0.84 (0.74-0.95); OR=0.78 (0.67-0.92)) and fast food (OR=0.58 (0.42-0.81); OR=0.56 (0.39-0.80)). The associations were stronger for boys. Policies on SC, CFS and SVFS were associated with lower likelihood for overweight/obesity (OR=0.60 (0.46-0.79); OR=0.74 (0.62-0.90); OR=0.51 (0.35-0.73)) and central obesity (OR=0.79 (0.70-0.89); OR=0.67 (0.48-0.92); OR=0.63 (0.48-0.84)) in boys. Policies on SC were associated with lower overweight/obesity odds (OR=0.48 (0.28-0.82)) for girls. SEP are heterogeneous in the four Chinese megacities, high-income areas. They affect

Can learning in informal settings mitigate disadvantage and promote urban sustainability? School gardens in Washington, DC

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Fisher-Maltese, Carley; Fisher, Dana R.; Ray, Rashawn

2017-09-01

This article explores how school gardens provide learning opportunities for school-aged children while concurrently helping cities achieve sustainability. The authors analyse this process in Washington, DC, a particularly innovative metropolis in the United States. This national capital city boasts two of the most progressive examples of legislation aimed at improving environmental awareness and inciting citizens to engage in environmental stewardship, both of which focus on school-aged children: (1) the Healthy Schools Act of 2010 and (2) the Sustainable DC Act of 2012. Together these policies focus on bringing healthy lifestyles and environmental awareness, including meaningful outdoor learning experiences, to students and families in the District of Columbia. This article is organised into three parts. The first part discusses how Washington, DC became a sustainable learning city through the implementation of these specific policies. The next part presents the results of a pilot study conducted in one kindergarten to Grade 5 (K-5) elementary school located in Ward 8, the poorest part of the city. The authors' analysis considers the support and the obstacles teachers and principals in the District of Columbia (DC) are experiencing in their efforts to integrate school gardens into the curriculum and the culture of their schools. Exploring the impacts of the school garden on the students, the local community, and the inter-generational relationships at and beyond schools, the authors aim to shed light on the benefits and the challenges. While Washington, DC is fostering its hope that the benefits prevail as it provides a model for other cities to follow, the authors also candidly present the challenges of implementing these policies. In the final part, they discuss the implications of their findings for school gardens and sustainable learning cities more broadly. They encourage further research to gain more insights into effective ways of promoting environmental

Assessment of the BTEX concentrations and health risk in urban nursery schools in Gliwice, Poland

Directory of Open Access Journals (Sweden)

Anna Mainka

2016-12-01

Full Text Available Indoor air quality (IAQ in nursery school is believed to be different from elementary school. Moreover, younger children are more vulnerable to air pollution than higher grade children because they spend more time indoors, and their immune systems and bodies are less mature. The purpose of this study was to compare the concentrations of the monoaromatic volatile benzene, toluene, ethylbenzene m,p-xylene and o-xylene (BTEX in urban nursery schools located in Gliwice, Poland. The nursery schools were chosen to include areas with different urbanization and traffic density characteristics in order to gather a more diverse picture of exposure risks in the various regions of the city. BTEX were sampled during winter and spring seasons in older and younger children classrooms. The samples were thermally desorbed (TD and then analyzed with use of gas chromatography (GC. In addition, outdoor measurements were carried out in the playground at each nursery school. BTEX quantification, indoor/outdoor concentration, and correlation coefficients were used to identify pollutant sources. Elevated levels of o-xylene and ethylbenzene were found in all monitored classrooms during the winter season. Outdoor concentrations were lower than indoors for each classroom. Indicators based on health risk assessment for chronic health effects associated with carcinogenic benzene or non-carcinogenic BTEX were proposed to rank sites according to their hazard level.

Schools and Informal Science Settings: Collaborate, Co-Exist, or Assimilate?

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Adams, Jennifer D.; Gupta, Preeti; DeFelice, Amy

2012-01-01

In this metalogue we build on the arguments presented by Puvirajah, Verma and Webb to discuss the nature of authentic science learning experiences in context of collaborations between schools and out-of-school time settings. We discuss the role of stakeholders in creating collaborative science learning practices and affordances of out of school…

Knowledge of Legally Sanctioned Discipline Procedures by School Personnel.

Science.gov (United States)

Hillman, Susan J.

Principals, teachers, and counselors in 15 Indiana high schools were interviewed to determine what procedures they believed were required in various disciplinary actions, and what authority they believed had sanctioned these procedures. The interviewees came from small, medium, and large schools in rural and urban settings. Nearly 71 percent of…

Food Safety Is a Key Determinant of Fruit and Vegetable Consumption in Urban Beninese Adolescents

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Nago, Eunice S.; Verstraeten, Roosmarijn; Lachat, Carl K.; Dossa, Romain A.; Kolsteren, Patrick W.

2012-01-01

Objective: To identify the determinants of fruit and vegetable consumption in urban Beninese adolescents and elements to develop a school-based fruit and vegetable program. Design: Sixteen focus groups conducted with a key word guide. Setting and Participants: Two private and 2 public secondary schools in Cotonou, Benin. One hundred fifty-three…

"The Discipline Stop": Black Male Teachers and the Politics of Urban School Discipline

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Brockenbrough, Ed

2015-01-01

Calls for the recruitment and retention of more Black male teachers have unfolded amid popular depictions of Black men as patriarchal disciplinarians. Against that backdrop, this article investigates how 11 Black male teachers were positioned as disciplinary agents in a predominantly Black urban school district on the east coast of the United…

The Disproportionate Erosion of Local Control: Urban School Boards, High-Stakes Accountability, and Democracy

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Trujillo, Tina M.

2013-01-01

This case study of an urban school board's experiences under high-stakes accountability demonstrates how the district leaders eschewed democratic governance processes in favor of autocratic behaviors. They possessed narrowly defined goals for teaching and learning that emphasized competitive, individualized means of achievement. Their decision…

School Organizational Climate and School Improvement.

Science.gov (United States)

Dellar, Graham B.; Giddings, Geoffrey J.

The refinement and application of the School Organizational Climate Questionnaire (SOCQ), an instrument for measuring organizational climate, is described in this report. The instrument is a mechanism by which schools can direct their school improvement efforts. In two case studies, a small urban elementary and a large urban secondary school…

Current Use of E-Cigarettes and Conventional Cigarettes Among US High School Students in Urban and Rural Locations: 2014 National Youth Tobacco Survey.

Science.gov (United States)

Noland, Melody; Rayens, Mary Kay; Wiggins, Amanda T; Huntington-Moskos, Luz; Rayens, Emily A; Howard, Tiffany; Hahn, Ellen J

2017-01-01

Adolescent tobacco use is higher in rural than in urban areas. While e-cigarette use is increasing rapidly among this age group, differences in prevalence between rural versus urban populations for this relatively novel product have not been explored. The purpose is to investigate whether location of school (rural-urban) is associated with e-cigarette use and dual use (defined as the use of both e-cigarettes and conventional cigarettes) among high school students. Cross-sectional survey obtained using a stratified, 3-stage cluster sample design. United States. A nationally representative sample of US high school students (N = 11 053) who completed the 2014 National Youth Tobacco Survey (NYTS); slightly more than half were urban (54%). The NYTS measures tobacco-related knowledge, attitudes, and use behavior and demographics of students in the United States. Weighted logistic regression assessed the relationships of urban-rural location with current e-cigarette use and dual use, adjusting for demographic factors, perceived risk, and social norms. There were clear differences in patterns of adolescent e-cigarette and cigarette use in rural versus urban areas. Social norms and perceptions may play a role in understanding these differences. Urban youth current cigarette smokers were nearly twice as likely as rural cigarette smokers to also use e-cigarettes. Reasons for urban-rural differences need to be taken into account when designing prevention programs and policy changes.

Role of Parental Education in Schooling and Child Labour Decision: Urban India in the Last Decade

Science.gov (United States)

Mukherjee, Diganta; Das, Saswati

2008-01-01

This paper uses household level data from National Sample Survey Organization (NSSO) of India, the 55th (1999-2000) and the 61st (2004-05) rounds, to show that even with a significant wage incentive for schooling of urban children, the school drop out rate and child labour incidence are not small over this period. The parents' level of education…

Fast food restaurant locations according to socioeconomic disadvantage, urban-regional locality, and schools within Victoria, Australia.

Science.gov (United States)

Thornton, Lukar E; Lamb, Karen E; Ball, Kylie

2016-12-01

Features of the built environment provide opportunities to engage in both healthy and unhealthy behaviours. Access to a high number of fast food restaurants may encourage greater consumption of fast food products. The distribution of fast food restaurants at a state-level has not previously been reported in Australia. Using the location of 537 fast food restaurants from four major chains (McDonald׳s, KFC, Hungry Jacks, and Red Rooster), this study examined fast food restaurant locations across the state of Victoria relative to area-level disadvantage, urban-regional locality (classified as Major Cities, Inner Regional, or Outer Regional), and around schools. Findings revealed greater locational access to fast food restaurants in more socioeconomically disadvantaged areas (compared to areas with lower levels of disadvantage), nearby to secondary schools (compared to primary schools), and nearby to primary and secondary schools within the most disadvantaged areas of the major city region (compared to primary and secondary schools in areas with lower levels of disadvantage). Adjusted models showed no significant difference in location according to urban-regional locality. Knowledge of the distribution of fast food restaurants in Australia will assist local authorities to target potential policy mechanisms, such as planning regulations, where they are most needed.

School environmental conditions and links to academic performance and absenteeism in urban, mid-Atlantic public schools.

Science.gov (United States)

Berman, J D; McCormack, M C; Koehler, K A; Connolly, F; Clemons-Erby, D; Davis, M F; Gummerson, C; Leaf, P J; Jones, T D; Curriero, F C

2018-05-02

School facility conditions, environment, and perceptions of safety and learning have been investigated for their impact on child development. However, it is important to consider how the environment separately influences academic performance and attendance after controlling for school and community factors. Using results from the Maryland School Assessment, we considered outcomes of school-level proficiency in reading and math plus attendance and chronic absences, defined as missing 20 or more days, for grades 3-5 and 6-8 at 158 urban schools. Characteristics of the environment included school facility conditions, density of nearby roads, and an index industrial air pollution. Perceptions of school safety, learning, and institutional environment were acquired from a School Climate Survey. Also considered were neighborhood factors at the community statistical area, including demographics, crime, and poverty based on school location. Poisson regression adjusted for over-dispersion was used to model academic achievement and multiple linear models were used for attendance. Each 10-unit change in facility condition index, denoting worse quality buildings, was associated with a decrease in reading (1.0% (95% CI: 0.1-1.9%) and math scores (0.21% (95% CI: 0.20-0.40), while chronic absences increased by 0.75% (95% CI: 0.30-1.39). Each log increase the EPA's Risk Screening Environmental Indicator (RSEI) value for industrial hazards, resulted in a marginally significant trend of increasing absenteeism (p < 0.06), but no association was observed with academic achievement. All results were robust to school-level measures of racial composition, free and reduced meals eligibility, and community poverty and crime. These findings provide empirical evidence for the importance of the community and school environment, including building conditions and neighborhood toxic substance risk, on academic achievement and attendance. Copyright © 2018 Elsevier GmbH. All rights reserved.

Interaction Between the Environment and Animals in Urban Settings: Integrated and Participatory Planning

Science.gov (United States)

Tarsitano, Elvira

2006-11-01

In urban ecosystems, the ecological system has become completely unbalanced; this, in turn, has led to an increase in well-known problems such as air pollution, ground pollution, and water pollution. This imbalance has also led to the growth and spread of pathogens harmful to man, animals, and plants. Urban sustainability indicators, both global and local, also “indicate” the percentage of population, but these refer only to the human population, not the animal population. Cities need good waste, water, and air management, effective traffic planning, and good zoning of businesses, crafts, and services; over and above these activities, cities also need for planning to take into account the existence of pets (dogs, cats, and etc.) and nonpet animals (insects, birds, mice, etc.). Cities tend to be designed around humans and “on a human scale,” without taking into account the fact that a huge animal population is living side by side with people. That explains why overcrowding tends to go hand in hand with urbanization; all these populations, including humans, need to adapt to new spaces and often need to drastically change their behavior. This is a fact that must be included when drafting sustainable city plans. The supposed strategy is that of “integrated-participatory” control of the interactions between the environment and animals in the cities. Strategy will focus on the development of integrated approaches and tools for environment and animal management in the context of urban settings. This will require such specific methods as ecological balance sheets and ecoplans for the planning, management, and control of the interrelation among environment, animal, and public health. The objective is to develop a better understanding of urban biodiversity and of urban ecosystem functioning, in order to understand and minimize the negative impacts of human activities on them. The research will focus on assessing and forecasting changes in urban biodiversity

Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting.

Science.gov (United States)

Mazerolle, Stephanie M; Myers, Sarah L; Walker, Stacy E; Kirby, Jessica

2018-03-01

  Professional commitment, or one's affinity and loyalty to a career, has become a topic of interest in athletic training. The expanding research on the topic, however, has omitted newly credentialed athletic trainers (ATs). For an impressionable group of practitioners, transitioning to clinical practice can be stressful.   To explore the professional commitment of newly credentialed ATs in the secondary school setting.   Secondary school.   Qualitative study.   A total of 31 newly credentialed ATs (6 men, 25 women; mean age = 24 ± 3 years) participated. Of these, 17 ATs (4 men, 13 women; mean age = 25 ± 4 years) were employed full time in the secondary school setting, and 14 ATs (2 men, 12 women; mean age = 23.0 ± 2.0 years) were graduate assistant students in the secondary school setting.   All participants completed semistructured interviews, which focused on their experiences in the secondary school setting and transitioning into the role and setting. Transcripts were analyzed using the phenomenologic approach. Creditability was established by peer review, member checks, and researcher triangulation.   Four main findings related to the professional commitment of newly credentialed ATs in the secondary school setting were identified. Work-life balance, professional relationships formed with the student-athletes, enjoyment gained from working in the secondary school setting, and professional responsibility emerged as factors facilitating commitment.   Affective commitment is a primary facilitator of professional commitment. Newly credentialed ATs who enjoy their jobs and have time to engage in nonwork roles are able to maintain a positive professional commitment. Our findings align with the previous literature and help strengthen our understanding that rejuvenation and passion are important to professional commitment.

Global Urban Heat Island (UHI) Data Set, 2013

Data.gov (United States)

National Aeronautics and Space Administration — The Urban Heat Island (UHI) effect represents the relatively higher temperatures found in urban areas compared to surrounding rural areas owing to higher proportions...

Highly qualified does not equal high quality: A study of urban stakeholders' perceptions of quality in science teaching

Science.gov (United States)

Miranda, Rommel Joseph

By employing qualitative methods, this study sought to determine the perceptions that urban stakeholders hold about what characteristics should distinguish a high school science teacher whom they would consider to demonstrate high quality in science teaching. A maximum variation sample of six science teachers, three school administrators, six parents and six students from a large urban public school district were interviewed using semi-structured, in-depth interview techniques. From these data, a list of observable characteristics which urban stakeholders hold as evidence of high quality in science teaching was generated. Observational techniques were utilized to determine the extent to which six urban high school science teachers, who meet the NCLB Act criteria for being "highly qualified", actually possessed the characteristics which these stakeholders hold as evidence of high quality in science teaching. Constant comparative analysis was used to analyze the data set. The findings suggest that urban stakeholders perceive that a high school science teacher who demonstrates high quality in science teaching should be knowledgeable about their subject matter, their student population, and should be resourceful; should possess an academic background in science and professional experience in science teaching; should exhibit professionalism, a passion for science and teaching, and a dedication to teaching and student learning; should be skillful in planning and preparing science lessons and in organizing the classroom, in presenting the subject matter to students, in conducting a variety of hands-on activities, and in managing a classroom; and should assess whether students complete class goals and objectives, and provide feedback about grades for students promptly. The findings further reveal that some of the urban high school science teachers who were deemed to be "highly qualified", as defined by the NCLB Act, engaged in practices that threatened quality in science

Promoting Effective Parenting Practices and Preventing Child Behavior Problems in School among Ethnically Diverse Families from Underserved, Urban Communities

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Brotman, Laurie Miller; Calzada, Esther; Huang, Keng-Yen; Kingston, Sharon; Dawson-McClure, Spring; Kamboukos, Dimitra; Rosenfelt, Amanda; Schwab, Amihai; Petkova, Eva

2011-01-01

This study examines the efficacy of "ParentCorps" among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. "ParentCorps" includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health…

Establishing Medical Schools in Limited Resource Settings.

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Tsinuel, Girma; Tsedeke, Asaminew; Matthias, Siebeck; Fischer, Martin R; Jacobs, Fabian; Sebsibe, Desalegn; Yoseph, Mamo; Abraham, Haileamlak

2016-05-01

One urgent goal of countries in sub-Saharan Africa is to dynamically scale up the education and work force of medical doctors in the training institutions and health facilities, respectively. These countries face challenges related to the rapid scale up which is mostly done without proper strategic planning, without the basic elements of infrastructure development, educational as well as academic and administrative human resources. Medical education done in the context of limited resources is thus compromising the quality of graduates. In the future, a collaborative and need-based approach involving major stakeholders such as medical educators concerned, ministries, planners and policy makers is needed. This article identifies the challenges of establishing medical schools and sustaining the quality of education through rapid scale-up in Sub-Saharan Africa in the settings of limited resources. It also outlines the minimum requirements for establishing medical schools. A consensus building workshop was conducted in Bishoftu, Ethiopia, from Nov 8-12, 2013. Participants were professionals from 13 Ethiopian medical schools, and representatives of medical schools from South Sudan, Somaliland, Somalia, and Mozambique. Participants are listed in Appendix 1. The governments and stakeholders should jointly develop strategic plans and a roadmaps for opening or expanding medical schools to scale up educational resources. It is advisable that medical schools have autonomy regarding the number of student-intake, student selection, curriculum ownership, resource allocation including for infrastructure and staff development. Health science and medical curricula should be integrated within and harmonized nationally. An educational evaluation framework needs to be embedded in the curricula, and all medical schools should have Health Science Education Development Centers.

Making Sense of Social Justice Leadership: A Case Study of a Principal's Experiences to Create a More Inclusive School

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DeMatthews, David

2015-01-01

Social justice leadership in high-poverty urban schools is complex. Principals experience a range of feelings and emotions while practicing social justice leadership with implications on their leadership. This article presents a qualitative case study of an elementary school principal in an urban setting and how she led to create a more inclusive…

INDIGENOUS STUDENTS IN PUBLIC SCHOOLS IN URBAN RONDÔNIA: THE OMISSION OF PUBLIC POLICY FAILURE OF ETHNIC ORIGINS.

Directory of Open Access Journals (Sweden)

Vanubia Sampaio Santos

2013-04-01

Full Text Available This work presents the outline of a study that is underway, seeking evidence and question the reality of Indian students in schools not as the situations of indigenous affirmation and omission identity (ethnic belonging in urban public schools in Rondônia. The obtained data show everyday situations that characterize violence and prejudice against students indígenas.Essas and other situations that reveals the interethnic tension remains dormant and can manifest in many different situations. At school, occurs in intercultural interaction. To discuss these and other issues raised in the survey, support for authors who discuss indigenous education, management, public policy, anti-colonialist project, empowerment, autonomy and leadership indigenous perspective of the indigenous movement with Grupioni (2001, Lopes da Silva (2000; D'Angelis (2012; Bergamaschi (2012, Both (2009; Mendonça (2009; Castoriadis (1988; Secchi (2008; Tadeu da Silva (1999 and Paulo Freire (1982 with their outstanding contribution to the dialogue on indigenous education. Keywords: Indian student. Urban school. Prejudice. Omission identity.

Mental Health Service Use in Schools and Non-School-Based Outpatient Settings: Comparing Predictors of Service Use.

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Langer, David A; Wood, Jeffrey J; Wood, Patricia A; Garland, Ann F; Landsverk, John; Hough, Richard L

2015-09-01

Researchers have consistently documented a gap between the large number of US youth meeting criteria for a mental health disorder with significant associated impairment, and the comparatively few youth receiving services. School-based mental health care may address the need-services gap by offering services more equitably to youth in need, irrespective of family economic resources, availability of transportation, and other factors that can impede access to community clinics. However, diagnoses alone do not fully capture the severity of an individual's mental health status and need for services. Studying service use only in relation to diagnoses may restrict our understanding of the degree to which service use is reflective of service need, and inhibit our ability to compare school and non-school-based outpatient settings on their responsiveness to service need. The present study evaluated predictors of mental health service use in school- and community-based settings for youth who had had an active case in one of two public sectors of care, comparing empirically-derived dimensional measurements of youth mental health service need and impairment ratings against non-need variables (e.g., ethnicity, income). Three dimensions of youth mental health service need were identified. Mental health service need and non-need variables each played a significant predictive role. Parent-rated impairment was the strongest need-based predictor of service use across settings. The impact of non-need variables varied by service setting, with parental income having a particularly noticeable effect on school-based services. Across time, preceding service use and impairment each significantly predicted future service use.

World Health Organization "School Mental Health Manual"-based training for school teachers in Urban Lahore, Pakistan: study protocol for a randomized controlled trial.

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Imran, Nazish; Rahman, Atif; Chaudhry, Nakhshab; Asif, Aftab

2018-05-24

The teacher's role in school mental health initiatives cannot be overemphasized. Despite global evidence of educational interventions in improving teachers' knowledge and attitudes regarding mental health, this area remains under researched in Pakistan. This paper presents a study protocol of a pilot randomized controlled trial to examine the effectiveness of a teacher training intervention for improving mental health literacy and self-efficacy among school teachers in urban Lahore, Pakistan. The randomized controlled trial will follow the CONSORT guidelines. Participants will be allocated to the Intervention group (receiving the World Health Organization, Eastern Mediterranean Region (WHO-EMRO) School Mental Health Manual-based intervention in three 6-h, face-to-face sessions) or a waitlist control group (not receiving training during the study period). Participants will be teachers of private schools with similar broad demographic characteristics in an inner city area of Lahore. The primary outcome measures for the trial is teachers' mental health literacy. It will be assessed by using the previously applied (during WHO training of Master Trainers) self-administered questionnaire in both groups pre and post training and at 3 months' follow-up. Secondary outcomes include: for teachers: Teachers' self-efficacy (assessed by the Teachers' Sense of Self Efficacy Scale (TSES) short form.); for students (11-16 years): socio-emotional skills and psychological problems measured by the Strengths and Difficulties Questionnaire (assessed at baseline and 3 months post intervention); for schools: the WHO School Psychosocial Profile Questionnaire (baseline and 3 months post intervention). Given the high prevalence of child mental health problems, stigma and lack of services, it is important to consider alternate avenues for promoting positive mental health among youth. This pilot study should establish the effectiveness of the WHO-EMRO School Mental Health Manual

Tobacco use among urban school boys of Paschim Midnapore, India.

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Biswas, Ashok Kumar; Sarkar, Jhuma

2010-09-01

To assess the prevalence, perception and pattern of tobacco use among 13-15-year-old urban school boys along with associated factors of tobacco use. A cross sectional, observational, study was carried out among 454 urban school boys aged 13-15 years studying in VIII, IX, X using self administered modified Global Youth Tobacco Survey Questionnaire. Data were analyzed by frequency distribution tables, proportion, line diagram, chi square test as required. Out of 454 students, 201(44.3%) were ever users of tobacco whereas 135(29.7%) were current users. Majority of the current users utilized both form of tobacco. Initiation of tobacco before 10 years were more in smokeless (11.4%) form than smoking (4.5%), but smokers showed steep rise (49.3%) at 14-15 years. Proportion of current users significantly (p pocket money. Compared to non-users current users had more exposure to tobacco in the family and friends. Both current users and nonusers showed positive attitude towards tobacco use. Though knowledge of harmful effects of tobacco was well perceived but significantly more (p < 0.005) non-users had shown interest to prohibit smoking in public places. More non-users (75%) than ever users (26.4%) had shown favourable opinion regarding future tobacco use. Due increased exposure to the world through several ways and increased modern amenities to influence teenagers, there is high prevalence, average perception and variable patterns of tobacco at Midnapore town where tobacco is trapping teenagers which needs proper intervention.

Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica.

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Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan

2009-05-01

The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence - exposure to aggression among peers at school, physical punishment at school, and exposure to community violence - were assessed by self-report using an interviewer administered questionnaire. Fifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose-response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none. Exposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence. Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose-response relationship between primary school

Engaging Students in the Research Process: Comparing Approaches Used with Diverse Learners in Two Urban High School Classrooms

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Lawrence, Salika A.; Jefferson, Tiffany; Osborn, Nancy

2017-01-01

This paper describes instructional choices used by two high school teachers to engage students in the research process. Working with diverse learners in large urban high schools, the teachers used different approaches to support students' through the research process. The teachers' intentional teaching helped to engage students through structured…

Exposure to Violence and Sexual Risk among Early Adolescents in Urban Middle Schools

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Coyle, Karin K.; Guinosso, Stephanie A.; Glassman, Jill R.; Anderson, Pamela M.; Wilson, Helen W.

2017-01-01

This article examines the relationship between exposure to violence, fear of exposure to violence, and sexual risk among a sample of urban middle school youth. The sample included 911 seventh-grade students who completed self-report surveys. Approximately 20% of the sample reported at least one direct threat or injury with a weapon in the past 3…

The Sustained Reduction of Youth Suicidal Behavior in an Urban, Multicultural School District

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Zenere, Frank J.; Lazarus, Philip J.

2009-01-01

An 18-year longitudinal case study of the suicide rates of students attending a large, urban, multicultural school district between 1989 and 2006 is described. The high rate of suicide (5.5 per 100,000 students ages 5-19) in the district during the period 1980-1988 led to the development and implementation of a district-wide Youth Suicide…

'Obesogenic' School Food Environments? An Urban Case Study in The Netherlands.

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Timmermans, Joris; Dijkstra, Coosje; Kamphuis, Carlijn; Huitink, Marlijn; van der Zee, Egbert; Poelman, Maartje

2018-03-28

(1) Background: This study aimed to explore and define socio-economic (SES) differences in urban school food environments in The Netherlands. (2) Methods: Retail food outlets, ready-to-eat products, in-store food promotions and food advertisements in public space were determined within 400 m walking distance of all secondary schools in the 4th largest city of The Netherlands. Fisher's exact tests were conducted. (3) Results: In total, 115 retail outlets sold ready-to-eat food and drink products during school hours. Fast food outlets were more often in the vicinity of schools in lower SES (28.6%) than in higher SES areas (11.5%). In general, unhealthy options (e.g., fried snacks, sugar-sweetened beverages (SSB)) were more often for sale, in-store promoted or advertised in comparison with healthy options (e.g., fruit, vegetables, bottled water). Sport/energy drinks were more often for sale, and fried snacks/fries, hamburgers/kebab and SSB were more often promoted or advertised in lower SES areas than in higher SES-areas. (4) Conclusion: In general, unhealthy food options were more often presented than the healthy options, but only a few SES differences were observed. The results, however, imply that efforts in all school areas are needed to make the healthy option the default option during school time.

Healthy behaviors among teenagers studying in schools in the urban and rural areas of Western Poland

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Donata Woitas-Ślubowska

2016-10-01

Full Text Available Introduction: Unhealthy behaviors are related to the increased risk of morbidity and mortality. Reduction of the risk is possible, although it requires modification of the unhealthy behaviors. This change is possible in all stages of life, however it is most effective in its early phases. A well documented correlation between health-related behaviors and morbidity and mortality makes them an important aspect of public health. Aim: The aim of this study was the recognition  of health-related behaviors among boys and girls studying in the schools of the urban and rural areas of Western Poland and also pointing out a group of youth that should be targeted with specialized health education programmes. Method: This study was conducted on a group of 845 middle school students (14-16 yrs, attending randomly selected middle schools in urban and rural areas located in the Western Poland. An anonymous auditory survey was conducted. The survey consisted of 31 close-ended questions about the demographic and socioeconomic status, and health-related behaviors. In this paper in the statistical evaluation of the accumulated data concerned relationships between health-related behaviors and gender and place of study. Results: A widespread occurrence of unhealthy behaviors was observed. Many participants admitted to unhealthy nutritional habits, and, although less frequently, tobacco use, drinking alcohol and low physical activity. The area in which the students were located played an important part in the nutritional behaviors of boys and with the use of tobacco and the physical activity of girls. The group at the most risk of unhealthy behaviors were the girls studying in the urban middle schools and the boys studying in the rural middle schools. Conclusion: The unhealthy behaviors are a reason for maintaining a regular health education of the middle school students. This education should consider specific educational needs related to the sex and students

Urban Mining

DEFF Research Database (Denmark)

2015-01-01

The catalogue is one of the results of a small taught course at teh Aarhus School of Architecture. The course was offered to bachelor students and was specific focused on harvesting materials in an urban context and on building with waste.......The catalogue is one of the results of a small taught course at teh Aarhus School of Architecture. The course was offered to bachelor students and was specific focused on harvesting materials in an urban context and on building with waste....

Urban dynamics An impression of Surabaya's sociolinguistic setting

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Tom Gunnar Hoogervorst

2009-04-01

Full Text Available This paper examines the sociolinguistic situation in the city of Surabaya, bypresenting an impression of various phenomena unique to Indonesia’s secondlargest city. A surprisingly little amount of linguistic research has heretofore beencarried out on this subject, whereas it transpires from this study that enoughintriguing and unique things can be found in this Southeast Asian metropolis,both among its Javanese majority as well as its Madurese and Chinese inhabitants.Due to the lack of earlier relevant publications, this research is largely based onthe results of several fieldwork trips, which included the pleasant activities ofwatching television, interviewing people and making excursions in and aroundSurabaya to experience how languages are used in daily life. Additionally,concepts such as “language mixing”, “slang” and “attitudes towards language”are involved and considered very significant in disentangling the role andfunction of language in an urban setting.

Using Inquiry-Based Instruction to Teach Research Methods to 4th-Grade Students in an Urban Setting

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Hamm, Ellen M.; Cullen, Rebecca; Ciaravino, Melissa

2013-01-01

When a college professor who teaches research methods to graduate education students was approached by a local public urban elementary school to help them teach research skills to 4th-graders, it was thought that the process would be simple--take what we did at the college level and differentiate it for the childhood classroom. This article will…

Rural and urban Ugandan primary school children's alternative ideas about animals

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Otaala, Justine

This study examined rural and urban Ugandan primary children's alternative ideas about animals through the use of qualitative research methods. Thirty-six children were selected from lower, middle, and upper primary grades in two primary schools (rural and urban). Data were collected using interview-about-instance technique. Children were shown 18 color photographs of instances and non-instances of familiar animals and asked to say if the photographed objects were animals or not. They were then asked to give reasons to justify their answers. The interviews were audiotaped and transcribed. The results indicate that children tended to apply the label "animal" to large mammals, usually found at home, on the farm, in the zoo, and in the wild. Humans were not categorized as animals, particularly by children in the lower grades. Although the children in upper grades correctly identified humans as animals, they used reasons that were irrelevant to animal attributes and improperly derived from the biological concept of evolution. Many attributes children used to categorize instances of animals were scientifically unacceptable and included superficial features, such as body outline, anatomical features (body parts), external features (visual cues), presence or absence and number of appendages. Movement and eating (nutrition) were the most popular attributes children used to identify instances of animals. The main differences in children's ideas emanated from the reasons used to identify animals. Older rural children drew upon their cultural and traditional practices more often than urban children. Anthropomorphic thinking was predominant among younger children in both settings, but diminished with progression in children's grade levels. Some of the implications of this study are: (1) teachers, teacher educators and curriculum developers should consider learners' ideas in planning and developing teaching materials and interventions. (2) Teachers should relate humans to other

Learning to teach science for social justice in urban schools

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Vora, Purvi

This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also

Interculturality in an Urban Setting.

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Ryan, Phyllis M.

This paper argues that a need exists, especially in urban universities, to focus on attitudes toward foreign language learning (in this case, the learning of English) and toward speakers of the language being learned as well as the cultures represented by its speakers. The concept of interculturality as a goal for learning challenges negative…

Aerosol particles generated by diesel-powered school buses at urban schools as a source of children's exposure.

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Hochstetler, Heather A; Yermakov, Mikhail; Reponen, Tiina; Ryan, Patrick H; Grinshpun, Sergey A

2011-03-01

Various heath effects in children have been associated with exposure to traffic-related particulate matter (PM), including emissions from school buses. In this study, the indoor and outdoor aerosol at four urban elementary schools serviced by diesel-powered school buses was characterized with respect to the particle number concentrations and size distributions as well as the PM2.5 mass concentrations and elemental compositions. It was determined that the presence of school buses significantly affected the outdoor particle size distribution, specifically in the ultrafine fraction. The time-weighted average of the total number concentration measured outside the schools was significantly associated with the bus and the car counts. The concentration increase was consistently observed during the morning drop-off hours and in most of the days during the afternoon pick-up period (although at a lower degree). Outdoor PM2.5 mass concentrations measured at schools ranged from 3.8 to 27.6 µg m -3 . The school with the highest number of operating buses exhibited the highest average PM2.5 mass concentration. The outdoor mass concentrations of elemental carbon (EC) and organic carbon (OC) were also highest at the school with the greatest number of buses. Most (47/55) correlations between traffic-related elements identified in the outdoor PM2.5 were significant with elements identified in the indoor PM2.5. Significant associations were observed between indoor and outdoor aerosols for EC, EC/OC, and the total particle number concentration. Day-to-day and school-to-school variations in Indoor/Outdoor (I/O) ratios were related to the observed differences in opening windows and doors, which enhanced the particle penetration, as well as indoor activities at schools. Overall, the results on I/O ratio obtained in this study reflect the sizes of particles emitted by diesel-powered school bus engines (primarily, an ultrafine fraction capable of penetrating indoors).

The nature of culturally responsive pedagogy in two urban African American middle school science classrooms

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Bondima, Michelle Harris

This ethnographic in nature study explores how two middle school science teachers who have classes populated by urban African Americans teach their students and how their students perceive their teaching. Since urban African American students continue to perform lower than desired on measures of science achievement, there is an urgent need to understand what pedagogical methodologies assist and hinder urban African American students in achieving higher levels of success in science. A pedagogical methodology that theorists posit assists subordinated school populations is culturally responsive pedagogy. Culturally responsive pedagogy is defined as a teaching methodology concerned with preparing students to question inequality, racism, and injustice. Teachers who use culturally responsive pedagogy respect the culture students bring to the class, and require that the teachers willingly do whatever is necessary to educate students (Nieto, 2000). The teacher participants were two female African Americans who were identified by their school supervisors as being highly effective with urban African American students. The researcher presented the teachers in separate case studies conducted over a data collection period of nine months. Data were collected by participant observation, interviews, and artifact collection. Data were analyzed by application of grounded theory techniques. Findings of the teachers' (and the students') beliefs about pedagogy that both assisted and hindered the students' performance in science were reported in a rich and nuanced storytelling manner based on multiple perspectives (teachers', students', and the researcher's). Pedagogical methodologies that the teachers used that assisted their students were the use of cultural metaphors and images in science and applications of motivational techniques that encouraged a nurturing relationship between the teacher and her students. Pedagogical methodologies that hindered students varied by teacher

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.

Epidemiological and ecological determinants of Zika virus transmission in an urban setting.

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Lourenço, José; Maia de Lima, Maricelia; Faria, Nuno Rodrigues; Walker, Andrew; Kraemer, Moritz Ug; Villabona-Arenas, Christian Julian; Lambert, Ben; Marques de Cerqueira, Erenilde; Pybus, Oliver G; Alcantara, Luiz Cj; Recker, Mario

2017-09-09

The Zika virus has emerged as a global public health concern. Its rapid geographic expansion is attributed to the success of Aedes mosquito vectors, but local epidemiological drivers are still poorly understood. Feira de Santana played a pivotal role in the Chikungunya epidemic in Brazil and was one of the first urban centres to report Zika infections. Using a climate-driven transmission model and notified Zika case data, we show that a low observation rate and high vectorial capacity translated into a significant attack rate during the 2015 outbreak, with a subsequent decline in 2016 and fade-out in 2017 due to herd-immunity. We find a potential Zika-related, low risk for microcephaly per pregnancy, but with significant public health impact given high attack rates. The balance between the loss of herd-immunity and viral re-importation will dictate future transmission potential of Zika in this urban setting.

Comparison of the enrollment percentages of magnet and non-magnet schools in a large urban school district.

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Emily Arcia

2006-12-01

Full Text Available Are magnet schools in a position to meet diversity ideals? As districts are declared unitary and released from court ordered desegregation, many are framing their commitments to fairness and equity in terms of diversity˜i.e., comparable rates of participation and comparable educational outcomes in all segments the student population. In this study, the enrollment statistics for magnet and contiguous non-magnet public schools in Miami-Dade County Public Schools, a large, urban district that had been released from court ordered desegregation, were compared to each other and to district enrollment averages at two time points: the year the district was declared unitary and four years hence. Findings indicated that within four years of being declared unitary, the gains that the magnet schools had made with regards to Black/non-Black desegregation had eroded substantially. Also, in the four year span, magnet schools had not made significant strides in meeting the diversity ideals adopted by the district at being released from supervision by the court. These findings highlight the difficulty of attaining diversity in student enrollment characteristics when quotas are not used and suggest that recruitment and enrollment policies must be crafted with care if districts are to achieve diversity goals.

"In It for the Long Haul": How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools

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Freedman, Sarah Warshauer; Appleman, Deborah

2009-01-01

This study explores a constellation of factors that contribute to the retention of teachers in high-poverty, urban schools. It focuses on one cohort of the University of California at Berkeley's Multicultural Urban Secondary English Credential and MA Program, analyzing qualitative and quantitative data to track the careers of 26 novice teachers…

"Knowing the Ledge": Participatory Action Research as Legal Studies for Urban High School Youth

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Stovall, David; Delgado, Natalia

2009-01-01

Zero-tolerance discipline policies, harsh sentencing laws, and the gentrification of communities of color have devastating effects for the lives of young people. Coupled with the fact that urban schools can devalue their views, values, and understandings of the world, this article examines an effort to challenge deficit theories that permeate…

Joint Inquiry: Teachers' Collective Learning about the Common Core in High-Poverty Urban Schools

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Stosich, Elizabeth Leisy

2016-01-01

Recent research on the relationship between standards and teachers' practice suggests that teachers are unlikely to make changes to practice without extensive opportunities for learning about standards with colleagues. This article extends this line of research, using a comparative case study of three high-poverty urban schools to examine the…

Maritime Tactile Education for Urban Secondary Education Students

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Sulzer, Arthur Henry, IV

2012-01-01

Urban high-school students' low average level of academic achievement is a national problem. A lack of academic progress is a factor that contributes to students failing to graduate. In response to these urban high school student problems, a growing number of urban charter high schools have opened as an alternative to the traditional public high…

Effects of Continuing Professional Development on Group Work Practices in Scottish Primary Schools

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Thurston, A.; Christie, D.; Howe, C. J.; Tolmie, A.; Topping, K. J.

2008-01-01

The present study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils,…

the urban jungle

African Journals Online (AJOL)

One of the most significant problems facing urban communities today is the ... attempts to address such an ethic. THE URBAN ... (a) picture building; (b) problem solving; and (c) action taking. ... need to develop critical thinking and problem-solving skills. The urban ... environment is regarded as important by the school, and ...

Sleep duration, schedule and quality among urban Chinese children and adolescents: associations with routine after-school activities.

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Xiaoxiao Jiang

Full Text Available BACKGROUND: With rapid urbanization accompanied by lifestyle changes, children and adolescents living in metropolitan areas are faced with many time use choices that compete with sleep. This study reports on the sleep hygiene of urban Chinese school students, and investigates the relationship between habitual after-school activities and sleep duration, schedule and quality on a regular school day. METHODS: Cross-sectional, school-based survey of school children (Grades 4-8 living in Shanghai, China, conducted in 2011. Self-reported data were collected on students' sleep duration and timing, sleep quality, habitual after-school activities (i.e. homework, leisure-time physical activity, recreational screen time and school commuting time, and potential correlates. RESULTS: Mean sleep duration of this sample (mean age: 11.5-years; 48.6% girls was 9 hours. Nearly 30% of students reported daytime tiredness. On school nights, girls slept less (p<0.001 and went to bed later (p<0.001, a sex difference that was more pronounced in older students. Age by sex interactions were observed for both sleep duration (p=0.005 and bedtime (p=0.002. Prolonged time spent on homework and mobile phone playing was related to shorter sleep duration and later bedtime. Adjusting for all other factors, with each additional hour of mobile phone playing, the odds of daytime tiredness and having difficulty maintaining sleep increased by 30% and 27% among secondary students, respectively. CONCLUSION: There are sex differences in sleep duration, schedule and quality. Habitual activities had small but significant associations with sleep hygiene outcomes especially among secondary school students. Intervention strategies such as limiting children's use of electronic screen devices after school are implicated.

Solar cell and photonics outreach for middle school students and teachers

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Gilchrist, Pamela O.; Alexander, Alonzo B.

2017-08-01

This paper will describe the curriculum development process employed to develop a solar cell and photonics curriculum unit for students underrepresented in science, technology, engineering and mathematics fields. Information will explain how the curriculum unit was piloted with middle and high school teachers from public schools in North Carolina, high school students from underrepresented groups in an informal science program, and workshop settings. Measures used to develop the curriculum materials for middle school students will be presented along with program findings documenting students' urban versus rural interest in STEM, career aspirations, and 21st century learning skills in informal learning settings.

Nursing Delegation to Unlicensed Assistive Personnel in the School Setting. Position Statement. Revised

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Cagginello, Joan; Blackborow, Mary; Porter, Jessica; Disney, Jody; Andresen, Kathleen; Tuck, Christine

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the delegation of nursing tasks in the school setting can be a valuable tool for the registered professional school nurse (hereinafter referred to as school nurse), when based on the nursing definition of delegation (American Nurses Association [ANA], 2012) and in…

Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School

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Malhan, Jyoti

2016-01-01

This research study was conducted as a qualitative case study of four successful science teachers of female students in a diverse, title 1, urban, public girls' school. The study was designed to hear the 'muted' voices of successful science teachers concerning their beliefs and practices when they effectively provide learning opportunities for…

The relationship between new media exposure and fast food consumption among Chinese children and adolescents in school: a rural-urban comparison.

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Hansstein, Francesca Valeria; Hong, Yu; Di, Chen

2017-09-01

In recent decades, China has experienced an exponential growth in the number of internet users, especially among the youngest population, as well as a rapid proliferation of Western-type fast food restaurants. The health consequences of internet availability and fast food consumption among youth have been largely studied in Western countries, but few studies have focused on China. This paper has two goals. The first is to evaluate the differences in new media exposure and preferences for fast foods between rural and urban areas. The second goal is to test the association between new media exposure and fast food consumption. The targets of this analysis are Chinese children and adolescents aged 6-18 attending school at the time of the interview. Research hypotheses were tested using mean-groups comparisons for differences between rural urban sub-samples, and logistic regressions with odds ratios to estimate the relationship between media exposure and preferences towards fast foods. Cross-sectional data from the 2009 China Health and Nutrition Survey were employed. Watching online videos and playing computer games are behaviors associated with higher probabilities of eating at fast food restaurants in both rural and urban young residents, with higher odds in rural areas. Surfing the internet is associated with higher odds of being overweight in both rural and urban settings. Results also show that children living in rural areas spend significantly more time playing computer games, watching TV and videotapes, but less time doing homework than their urban peers. This paper suggests that monitoring the nutritional effects of new media exposure in China is of key importance in order to develop adequate health promotion policies, in both rural and urban areas.

Positive school climate is associated with lower body mass index percentile among urban preadolescents.

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Gilstad-Hayden, Kathryn; Carroll-Scott, Amy; Rosenthal, Lisa; Peters, Susan M; McCaslin, Catherine; Ickovics, Jeannette R

2014-08-01

Schools are an important environmental context in children's lives and are part of the complex web of factors that contribute to childhood obesity. Increasingly, attention has been placed on the importance of school climate (connectedness, academic standards, engagement, and student autonomy) as 1 domain of school environment beyond health policies and education that may have implications for student health outcomes. The purpose of this study is to examine the association of school climate with body mass index (BMI) among urban preadolescents. Health surveys and physical measures were collected among fifth- and sixth-grade students from 12 randomly selected public schools in a small New England city. School climate surveys were completed district-wide by students and teachers. Hierarchical linear modeling was used to test the association between students' BMI and schools' climate scores. After controlling for potentially confounding individual-level characteristics, a 1-unit increase in school climate score (indicating more positive climate) was associated with a 7-point decrease in students' BMI percentile. Positive school climate is associated with lower student BMI percentile. More research is needed to understand the mechanisms behind this relationship and to explore whether interventions promoting positive school climate can effectively prevent and/or reduce obesity. © 2014, American School Health Association.

[The comparison of the indoor environmental factors associated with asthma and related allergies among school-child between urban and suburban areas in Beijing].

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Lü, Hai-bo; Deng, Fu-rong; Sun, Ji-dong; Wu, Shao-wei; Sun, Xiu-ming; Wang, Xin; Zhao, Yan-hua; Guo, Xin-biao

2010-07-01

To study the indoor environmental factors associated with the prevalence of asthma and related allergies among school children. A cluster sampling method was used and the ISAAC questionnaire was conducted. A total of 4612 elementary students under Grade Five of 7 schools were enrolled in the survey for the impact of indoor environmental factors on the prevalence of asthma and related allergies in several urban and suburban schools of Beijing. A total of 4060 sample were finally analyzed including 1992 urban and 2068 suburban. The prevalence of wheeze, allergic rhinoconjunctivitis and atopic eczema in the past 12 months was 3.1% (61/1992), 5.3% (106/1992), 1.1% (22/1992) among urban children while 1.3% (27/2068), 3.1% (65/2068), 1.0% (22/2068) among suburban children respectively. The prevalence of wheeze and allergic rhinoconjunctivitis of the past 12 months in urban were both significantly higher than that in suburban (χ(2) = 14.77, 11.93, P children (5.3% (105/1992), 29.4% (586/1992)) were significantly (χ(2) = 39.03, 147.22, P interior decoration had different influence on the prevalence of asthma and related allergies among school children in the two areas. The significant impact of passive smoking on having asthma ever among suburban children was observed (OR = 2.70, 95%CI = 1.17 - 6.23) while no significant result in urban (OR = 1.06, 95%CI = 0.71 - 1.58); the percentage of interior decoration was 84.0% (1673/1992) among urban children and 80.0% (1655/2068) among suburban children, there was significant impact of interior decoration on the prevalence of having eczema ever among urban children (OR = 1.57, 95%CI = 1.17 - 2.10) but no significant results were found in suburban sample (OR = 1.06, 95%CI = 0.76 - 1.48). The prevalence of asthma and related allergies among school children is much higher in urban areas than that in suburban areas and the indoor environmental factors such as passive smoking and interior decoration may differently explain the

The environmental literacy of urban middle school teachers

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Owens, Marcia Allen

This dissertation study assessed the environmental literacy of 292 urban, middle school teachers using the Wisconsin Environmental Literacy Survey (WELS). Environmental literacy may be defined in terms of observable behaviors. Specifically, the study examined four dimensions of participants' environmental literacy: (a) attitudes toward the environment, (b) beliefs about their own power and responsibility to affect environmental change, (c) personal behaviors and actions toward the environment, and (d) knowledge regarding ecology and environmental issues. The WELS measures these components of environmental literacy through a Likert-type attitude survey, a self-reporting behavior instrument, and a multiple choice measure of cognitive learning outcomes or environmental knowledge. These scores were combined to derive a total environmental literacy score. In addition, the study explored differences between African American and European American female teachers' environmental literacy; interactions between demographic variables; and patterns of frequently missed questions, environmental attitudes, or environmental behaviors. Differences in teachers' environmental literacy were examined relative to gender, racial/ethnic background, number of preservice environmental courses taken, number of inservice environmental courses taken, years of teaching experience, and subject area taught. Overall, teachers in the present study demonstrated nominal environmental literacy. Significant differences in scores on various subscales were found among teachers according to racial/ethnic background, subject area taught, and years of teaching experience. Taking preservice and inservice environmental courses appears to have a positive impact on environmental behavior, environmental sensitivity, awareness and values, but not appear to impact environmental knowledge. This study underscores the need for further descriptive environmental literacy research on urban, minority, and poor students

Building Resilience After School for Early Adolescents in Urban Poverty: Open Trial of Leaders @ Play.

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Frazier, Stacy L; Dinizulu, Sonya Mathies; Rusch, Dana; Boustani, Maya M; Mehta, Tara G; Reitz, Kristin

2015-11-01

Leaders @ Play is a park after-school program for urban middle school youth designed to leverage recreational activities for social emotional learning. Mental health and park staff co-facilitated sports and games to teach and practice problem solving, emotion regulation, and effective communication. Additional practice occurred during multi-family groups and summer internships as junior camp counselors. We examined feasibility and promise via an open trial (n = 3 parks, 46 youth, 100 % African American, 100 % low-income, 59 % female, M = 13.09 years old). Improvements in social skills and reductions in problem behaviors lend support to after school programs as a space for mental health promotion.

Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School

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Fleshman, Robin Earle

This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college

Leadership that promotes teacher empowerment among urban middle school science teachers

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Howard-Skipper, Joni

In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Therefore, this study determined if a relationship exists between leadership strategy actions and teacher empowerment. The significance of the study is to determine a relationship between leadership strategies and teacher empowerment as a positive approach toward developing successful schools. Empowerment is essential for implementing serious improvements. Empowering others in schools must form a major component of an effective principal's agenda. It is becoming clearer in research literature that complex changes in education sometimes require active initiation. For this study, a quantitative methodology was used. Primary data enabled the research questions to be answered. The reliability and validity of the research were ensured. The results of this study showed that 40% of the administrators establish program policies with teachers, and 53% of teachers make decisions about new programs in schools. Furthermore, the findings, their implications, and recommendations are discussed.

She's Strict for a Good Reason: Highly Effective Teachers in Low-Performing Urban Schools

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Poplin, Mary; Rivera, John; Durish, Dena; Hoff, Linda; Kawell, Susan; Pawlak, Pat; Hinman, Ivannia Soto; Straus, Laura; Veney, Cloetta

2011-01-01

A study of 31 high-performing teachers in low-performing urban schools found that these teachers had certain traits in common. They were strict; they taught in traditional, explicit ways; there was little time in their classrooms when instruction was not occurring; and they moved around the room helping their students. They used very few…

Urban and Rural High School Students' Perspectives of Productive Peer Culture for Mathematics Learning

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Grant, Melva R.

2014-01-01

The purpose of this study was to determine students' perspectives about productive peer culture (PPC) in general and for mathematics learning. The urban and rural high school students in this study have participated for at least one year in either an Algebra Project Cohort Model (APCM) for daily mathematics instruction and/or worked as mathematics…

Roses in the Concrete: A Critical Race Perspective on Urban Youth and School Libraries

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Kumasi, Kafi

2012-01-01

The late rapper Tupac Shakur wrote a poem called "The Rose that Grew from Concrete" that serves as a good metaphor for helping educators, including school librarians, to disrupt stereotypical metanarratives they might have about urban youth and replace them with new narratives of hope, compassion, and high expectations for all students. Tupac's…

Impact of Witnessing Violence on Growth Curves for Problem Behaviors among Early Adolescents in Urban and Rural Settings

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Farrell, Albert D.; Sullivan, Terri N.

2004-01-01

Two studies used latent growth-curve analysis to examine the relation between witnessing violence and changes in problem behaviors (drug use, aggression, and delinquency) and attitudes during early adolescence. In Study 1, six waves of data covering 6th to 8th grades were collected from 731 students in urban schools serving mostly African-American…

Bringing Seismological Research into the School Setting

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Pavlis, G. L.; Hamburger, M. W.

2004-12-01

One of the primary goals of educational seismology programs is to bring inquiry-based research to the middle- and high-school classroom setting. Although it is often stated as a long-term goal of science outreach programs, in practice there are many barriers to research in the school setting, among them increasing emphasis on test-oriented training, decreasing interest and participation in science fairs, limited teacher confidence and experience for mentoring research, insufficient student preparedness for research projects, and the short term of university involvement (typically limited to brief one-day encounters). For the past three+ years we have tried to address these issues through a focused outreach program we have called the PEPP Research Fellows Program. This is treated as an honors program in which high school teachers in our group nominate students with interests in science careers. These students are invited to participate in the program, and those who elect to take part participate in a one-day education and training session in the fall. Rather than leave research projects completely open, we direct the students at toward one of two specific, group-oriented projects (in our case, one focusing on local recordings of mining explosions, and a second on teleseismic body-wave analysis), but we encourage them to act as independent researchers and follow topics of interest. The students then work on seismic data from the local educational network or from the IRIS facilities. Following several months of informal interaction with teachers and students (email, web conferencing, etc.), we bring the students and teachers to our university for a weekend research symposium in the spring. Students present their work in oral or poster form and prizes are given for the best papers. Projects range from highly local projects (records of seismic noise at school X) to larger-scale regional projects (analysis of teleseismic P-wave delays at PEPP network stations) From 20 to

Perceptions of Parenting Practices as Predictors of Aggression in a Low-Income, Urban, Predominately African American Middle School Sample.

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Murray, Kantahyanee W; Haynie, Denise L; Howard, Donna E; Cheng, Tina L; Simons-Morton, Bruce

This research examined the relation between early adolescent aggression and parenting practices in an urban, predominately African American sample. Sixth graders (N = 209) completed questionnaires about their overt and relational aggressive behaviors and perceptions of caregivers' parenting practices. Findings indicated that moderate levels of parental expectations for peaceful solutions at Time 1 were associated with a lower likelihood of overt aggression at Time 2. Furthermore, findings suggest that when caregivers' support and knowledge of adolescents' whereabouts were relatively low or when caregivers' exerted high psychological control, moderate levels of parental expectations for peaceful solutions protected early adolescents against engagement in both overt and relational aggression. The implications of the findings for schools and other youth violence prevention settings are discussed.

Moroccan Mothers' Involvement in Dialogic Literary Gatherings in a Catalan Urban Primary School: Increasing Educative Interactions and Improving Learning

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de Botton, Lena; Girbés, Sandra; Ruiz, Laura; Tellado, Itxaso

2014-01-01

This article analyses a case study on Moroccan mothers' involvement in the Dialogic Literary Gathering (DLG) in an urban primary school in Catalonia (Spain). DLG is a dialogic learning environment that improves reading skills and communicative abilities and promotes school-community links. This activity has been identified in previous European…

Environmental Monitoring and Analysis of Faecal Contamination in an Urban Setting in the City of Bari (Apulia Region, Italy: Health and Hygiene Implications

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Maria Tempesta

2010-11-01

Full Text Available Few studies have been conducted in Italy to quantify the potential risk associated with dynamics and distribution of pathogens in urban settings. The aim of this study was to acquire data on the environmental faecal contamination in urban ecosystems, by assessing the presence of pathogens in public areas in the city of Bari (Apulia region, Italy. To determine the degree of environmental contamination, samples of dog faeces and bird guano were collected from different areas in the city of Bari (park green areas, playgrounds, public housing areas, parkways, and a school. A total of 152 canine faecal samples, in 54 pools, and two samples of pigeon guano from 66 monitored sites were examined. No samples were found in 12 areas spread over nine sites. Chlamydophila psittaci was detected in seven canine and two pigeon guano samples. Salmonella species were not found.  On the other hand, four of 54 canine faecal samples were positive for reovirus. Thirteen canine faecal samples were positive for parasite eggs: 8/54 samples contained Toxocara canis and Toxascaris leonina eggs and 5/54 samples contained Ancylostoma caninum eggs. Our study showed that public areas are often contaminated by potentially zoonotic pathogens.

Effect of a School Feeding Programme on Nutritional Status and Anaemia in an Urban Slum: A Preliminary Evaluation in Kenya

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Neervoort, F.; Von Rosenstiel, I.; Bongers, K.; Demetriades, M.; Shacola, M.; Wolffers, I.N.

2013-01-01

To reduce malnutrition and improve child survival, school feeding programmes have been established in many parts of Africa, although prevalence of child malnutrition and anaemia remains high, especially in urban slums. The objective of this study is to evaluate the effect of a school feeding

Hip-Hop, the "Obama Effect," and Urban Science Education

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Emdin, Christopher; Lee, Okhee

2012-01-01

Background/Context: With the ever increasing diversity of schools, and the persistent need to develop teaching strategies for the students who attend today's urban schools, hip-hop culture has been proposed to be a means through which urban youth can find success in school. As a result, studies of the role of hip-hop in urban education have grown…