864 resultados para School breakfast programs
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This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement. The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores. Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates, but does not moderate the relationship between FCAT 2.0 third and fourth grade scores. In conclusion, it can be determined that past student achievement for fourth grade students plays a role in current student achievement when motivation is also considered. It is therefore important in order to improve the quality of fourth grade student's current performance to take into account a student's motivation and past achievement. An effort must be made to address students' motivational needs whether through school wide programs or at the classroom level in addition or in conjunction with cognition. Future research on the effect of self-concept in reading achievement is recommended.
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Background: Consumption of sugar-sweetened beverages (SSBs) is an important public health problem in Canada, especially among adolescents. Estimates show that rates of SSB consumption are particularly high in the northern territories, especially in Nunavut. This is concerning given that regular SSB consumption is associated with obesity, diabetes and tooth decay, among other health concerns. Objectives: This thesis has two objectives. The first is to describe SSB consumption patterns among adolescents from Nunavut specifically, all three territories combined and the provinces.The second is to determine the association between individual and cumulative school food programs and SSB consumption. Methods: Data were obtained from the Health Behaviour in School-aged Children study (HBSC); a cross-sectional survey of Canadian youth in grades 6-10. All frequencies for food and beverage consumption were obtained from a 7-day food frequency questionnaire. SSB consumption consisted of a composite measure including soft drinks, sports drinks and energy drinks. The types of school food programs were obtained from an administrative questionnaire filled out by each school’s Principal or delegate. Multilevel multivariate Poisson regression models were used to examine the associations between school food programs and SSB consumption. Results: Youth from Nunavut consumed the most SSBs (53.1% in 2010 and 55.0% in 2014 were daily consumers), followed by youth from the territories (31.1% in 2010 and 27.0% in 2014), then youth from the provinces (24.3% in 2010 and 19.1% in 2014). No significant relationships were found between school food programs and daily SSB consumption. Two school food programs were weakly associated with weekly SSB consumption: nutrition month activities (RR=0.93,CI=0.89, 0.98) and healthy options in the snack bar (RR=1.07, CI=1.01, 1.14). Conclusions:Rates of SSB consumption were highest among Nunavummiut youth followed by youth from all three territories combined and then the provinces. Little association was found between school food programs and SSB consumption among Canadian youth in grades 6-10. These findings point to the need for examining other determinants and potential areas for intervention, for reducing SSB consumption among Canadian youth, particularly in high consumer sub-populations.
Schulwege in den beiden deutschen Staaten. Kinder- und Jugendkulturen zwischen Elternhaus und Schule
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Der Schulweg ist ein Intermedium zwischen dem Zuhause und der Schule. Hier findet die Transformation vom Kind bzw. Jugendlichen zum Schüler oder Schülerin statt. Auf diesem Weg bilden sich einzigartige Kinder- und Jugendkulturen. Gerade diese „space-time“ fand in der erziehungswissenschaftlichen Forschung bisher kaum Beachtung. Denn Untersuchungen zum Schulweg befassen sich oftmals mit dem Weg als physikalische Größe oder Fragen aus psychologischer Perspektive nach Problemen wie Angstzuständen. Hintergrund ist dabei immer, den Schulweg für die Kinder angenehmer und schöner zu gestalten. Nicht beachtet wird, dass er von den Erwachsenen in der Regel nicht kontrolliert wird. Die vorliegende Studie blickt aus historischer Perspektive auf Schulwege in den beiden deutschen Staaten der 1970er Jahren. Es wird herausgearbeitet, wie sich Kinder- und Jugendkulturen in der Bundesrepublik und in der DDR auf Schulwegen konstituiert haben. (DIPF/Orig.)
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There is variation in how teachers and schools implement bullying prevention programs. Although this variation has been discussed, there has been little empirical research concerning the relationship between implementation fidelity and program outcomes. This thesis contains three studies, each of them in the context of implementing the KiVa antibullying program, and examines teachers’ actions in preventing and intervening in school bullying. The first aim of this thesis is to examine implementation degree of the KiVa curriculum and its’ association with reductions in victimization and bullying perpetration (Study I). The second aim is to clarify why teachers displayed different degrees of adherence to the KiVa curriculum during a school year (Study II). Thirdly, it is investigated whether recognizing victimization can be difficult for school staff (Study III). In addition to these peer-reviewed studies, the thesis includes a qualitative analysis (unpublished) of the teachers’ open answers concerning their implementation experiences. The data were collected from elementary school teachers (Studies I–II; the unpublished study), elementary school students (Study I), and students on the elementary and middle school levels (Study III) during the evaluation of the effectiveness of KiVa antibullying program between 2007 and 2009. The findings demonstrate that a larger reduction in victimization can be achieved in classrooms where teachers display higher levels of adherence to the KiVa curriculum and invest more time for preparing the lessons. Bullying perpetration, however, was not equally affected by the level of curriculum implementation. With respect to the implementation process over one year, there was significant variation between individual teachers’ activity—ranging from systematic and high implementation to declining delivery from lesson to lesson. The sustained actions (high and moderate levels of implementation) were premised on principal support for antibullying work. Lesson preparation was associated with keeping implementation high throughout the school year. The findings also implied that the belief in the effectiveness of the program is important for a higher implementation degree at starting point of the process. Finally, there are severe flaws in teachers’ ability to identify students who are victimized. As it turns out, it is possible that only one-fourth of chronically victimized students are helped by the school staff. Especially when the victims are middle-school-aged girls, when they bully others themselves, or when they do not tell adults about bullying, reaching out for them is difficult. Implementation and dissemination of research-based interventions will take a good deal of time and effort. The findings demonstrate that active implementation is important for improving program outcomes. They also show how implementation can be sustained—there are both individual and interpersonal factors that facilitate or inhibit high-quality implementation. Thus, implications for future research regarding the implementation of school-based programs are suggested.
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Dada a elevada prevalência de cárie em Portugal em idades jovens, a equipa de saúde escolar do concelho de Oliveira do Bairro (distrito de Aveiro), desenvolveu, durante o ano letivo 2012/13, um projeto de educação para a saúde, denominado Senhor Dente, dirigido a crianças em idade pré‐escolar (3‐6 anos) que consistiu na implementação da escovagem na escola. Com este estudo pretendeu‐se determinar o grau de redução da placa bacteriana nas crianças abrangidas pelo referido projeto, de forma a avaliar a sua efetividade na redução das cáries dentárias. Efetuou‐se um estudo quasi experimental, no qual foi avaliado o índice de placa bacteriana individual antes e após a implementação do projeto (ninicial = 256; nfinal = 190). Antes da intervenção, estimou‐se uma prevalência de cárie dentária de 32,8% (IC 95%: 27,0‐38,6). Após a implementação da escovagem dentária na escola, observou‐se uma redução do índice de placa bacteriana de 2,45 (IC 95%: 2,38‐2,51), havendo uma associação estatisticamente significativa entre a variação no índice de placa bacteriana e o valor inicial do índice de dentes cariados, perdidos e obturados por cárie e, também, com o intervalo de tempo decorrido entre os 2 momentos de avaliação. Os resultados demonstraram a efetividade dos programas de saúde escolar que promovam a escovagem dentária diária na escola e sugerem a necessidade de avaliar qual deve ser a duração destes projetos, como forma de otimizar os recursos necessários para o seu desenvolvimento.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
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This newsletter from the South Carolina School Improvement Council presents articles on news from the Council for members including new staff, conference information, and award winners.
