975 resultados para school break time
Resumo:
The emotions of the aspirant leader are underexplored. In this chapter, we detail how aspirants experience the transition from teacher to leader and report on the kinds of emotional labour associated with the transition. This was examined during events of high emotional arousal for 130 school aspirants: when they felt professionally wounded, either by colleagues, leaders, parents or students. During a time of wounding, emotional work and emotional labour hinged on the dissonance between 'display rules' of the school and what aspirants' actually felt. Exploring the wounding stories revealed common display rules, which were often broken. Breaking these rules always had consequences and emotional correlates. The most prevalent form of emotional labour was surface acting. The.final discovery was the resilience of the aspirants as they recovered. Invariably, aspirants progressed through an emotion cycle of Regrouping, Recovery and Resolution. The quality of collegial relationships was the key to resolving the woundings.
Resumo:
Objectives:
Adolescent mental disorders remain a relatively neglected area of research, despite evidence that these conditions affect youth disproportionately. We examined associations between physical activity, leisure-time screen use and depressive symptoms among Australian children and adolescents.
Design:
Large cross-sectional observational study.
Methods:
Self-reported physical activity and leisure-time screen behaviours, and depressive symptoms using the Short Mood and Feeling Questionnaire were assessed in 8256 students aged 10–16 years (mean age = 11.5 years, SD = 0.8).
Results:
Thirty three percent of the sample reported moderate to high depressive symptoms, with rates higher among females (OR = 1.18; 95% CI: 1.02, 1.36; p = 0.001). Increased opportunities to be active at school outside class (OR = 0.70; 0.58, 0.85; p < 0.001), being active in physical education classes (OR = 0.77; 0.69, 0.86; p < 0.001), greater involvement in sports teams at school (OR = 0.77; 0.67, 0.88; p < 0.001) and outside of school (OR = 0.84; 0.73, 0.96; p = 0.01) were all independently associated with lower odds for depressive symptoms. Meeting recommended guidelines for physical activity (OR = 0.62; 0.44, 0.88; p = 0.007) and, for 12–14 year olds, leisure-time screen use (OR = 0.77; 0.59, 0.99; p = 0.04) were also independently associated with lower odds for depressive symptoms.
Conclusions:
Higher levels of physical activity among children and young adolescents, and lower levels of leisure-time screen use among young adolescents, are associated with lower depressive symptoms. Longitudinal studies are needed to understand the causal relationships between these variables.
Resumo:
The two collaborative installations are part of the Building Movements event and aim to generate a shared ‘body of actions’. We are proposing to emphasise attention to constructed environments (buildings, clothes, landscapes…) as active participants in ecologies of lived experience, with particular interest in how we can more explicitly approach our environments as spatial research devices, i.e. how constructed environments can offer key questions and provocations in any research enquiry.
Resumo:
This study investigated whether being driven to school was associated with lower weekday and weekend step counts, less active out-of-school leisure pursuits, and more sedentary behavior. Boys aged 10–13 years (n = 384) and girls aged 9–13 years (n = 500) attending 25 Australian primary schools wore a pedometer and completed a travel diary for one week. Parents and children completed surveys capturing leisure activity, screen time, and sociodemographics. Commute distance was objectively measured. Car travel was the most frequent mode of school transportation (boys: 51%, girls: 58%). After adjustment (sociodemographics, commute distance, and school clustering) children who were driven recorded fewer weekday steps than those who walked (girls: –1,393 steps p < .001, boys: –1,569 steps, p = .009) and participated in fewer active leisure activities (girls only: p = .043). There were no differences in weekend steps or screen time. Being driven to and from school is associated with less weekday pedometer-determined physical activity in 9- to 13-year-old elementary-school children. Encouraging children, especially girls, to walk to and from school (even for part of the way for those living further distances) could protect the health and well-being of those children who are insufficiently active.
Resumo:
Background
Methods
Transform-Us! is a clustered randomised school-based intervention with four groups: sedentary behaviour intervention (SB-I), PA intervention (PA-I), combined PA+SB-I and control group. All children in grade 3 from 20 participating primary schools in Melbourne, Australia were eligible to complete annual evaluation assessments. The outcomes were the proportion of time spent in moderate-to-vigorous PA (MVPA) and light PA (LPA) during recess and lunchtime assessed by accelerometers. Potential mediators included: perceived social support from teachers; perceived availability of line markings; perceived accessibility of sports equipment; and perceived school play environment. Generalised linear models were used and mediation effects were estimated by product-of-coefficients (a·b) approach.
Results
268 children (8.2 years, 57% girls at baseline) provided complete data at both time points. A significant intervention effect on MVPA during recess in the SB-I and PA-I groups compared with the control group (proportional difference in MVPA time; 38% (95% CI 21% to 57%) and 40% (95% CI 20% to 62%), respectively) was found. The perceived school play environment was significantly positively associated with MVPA at recess among girls. An increase in perceived social support from teachers suppressed the PA+SB-I effect on light PA during recess (a·b= −0.03, 95% CI −0.06 to −0.00). No significant mediating effects on PA during recess and lunchtime were observed.
Conclusions
A positive perception of the school play environment was associated with higher MVPA during recess among girls. Future studies should conduct mediation analyses to explore underlying mechanisms of PA interventions.
Resumo:
Objective:
Design, setting and participants:
Population-based surveys administered to Victorian secondary school students in 1999 (8984 students) and 2009 (10 273 students) attending government, Catholic and independent schools. Main outcome measures: Student self-reports of carrying a weapon and attacking someone with the intent to harm in the past 12 months.
Results:
In both surveys, about 15.0% of students reported carrying a weapon and about 7.0% reported attacking someone with intent to harm in the past 12 months, with higher rates among boys than girls. There was no change over time in the rates of students carrying weapons or attacking someone with the intent to harm, after controlling for demographic variables.
Conclusions:
In contrast to media portrayals and reported trends in violent offences, rates of students carrying weapons and attacking others with intent to harm have not changed between 1999 and 2009. These findings underline the importance of having national population-based data to regularly monitor the rates of these and related behaviours among young Australians.
Resumo:
Background The Australian state of Victoria, with 5.2 million residents, enforced home quarantine during a H1N1 pandemic in 2009. The strategy was targeted at school children. The objective of this study was to investigate the extent to which parents’ access to paid sick leave or paid carer’s leave was associated with (a) time taken off work to care for quarantined children, (b) household finances, and (c) compliance with quarantine recommendations. Methods We conducted an online and telephone survey of households recruited through 33 schools (85% of eligible schools), received 314 responses (27%), and analysed the subsample of 133 households in which all resident parents were employed. Results In 52% of households, parents took time off work to care for quarantined children. Households in which no resident parent had access to leave appeared to be less likely to take time off work (42% vs 58%, p=0.08) although this difference had only borderline significance. Among parents who did take time off work, those in households without access to leave were more likely to lose pay (73% vs 21%, p<0.001). Of the 26 households in which a parent lost pay due to taking time off work, 42% experienced further financial consequences such as being unable to pay a bill. Access to leave did not predict compliance with quarantine recommendations. Conclusions Future pandemic plans should consider the economic costs borne by households and options for compensating quarantined families for income losses.
Resumo:
Aims:
Lifestyle choices such as diet and exercise significantly impact mental wellbeing and this is particularly so during the period of adolescence. The aim of the current study was to determine whether neuroscience concepts could be introduced to the classroom in a manner that improved high school student awareness of how health behaviour choices impact brain health.
Study Design:
This study was a quantitative study that measured 47 assertions relating to brain health and neuroscience pre and post an interactive seminar.
Place and Duration of Study:
A Victorian high school in Geelong, Australia. Participation in the seminar took approximately 100 minutes, including time to complete the questionnaires.
Methodology:
The current study trialed a ‘Brain Basics’ educational program in a Victorian high-school. The neuro-educative interactive seminar was presented to 48female year 11 students. The level of student understanding, interest and enjoyment was assessed prior to and following an interactive seminar.
Results:
Student understanding of brain health significantly improved in 31 out of 47 questionnaire items and interest and enjoyment were highly rated.
Conclusion:
This supports the notion that basic neuroscience concepts can be introduced into Victorian schools to increase brain health awareness of our youth during this criticaltime of brain development. - See more at: http://www.sciencedomain.org/abstract.php?iid=431&id=21&aid=3887#.UykK5oXAwZm
Resumo:
Objective:
Design:
Cross-sectional.
Setting:
Four elementary schools located in Nebraska, United States of America (USA).
Methods:
Two hundred and seventeen children (99 boys, 118 girls; 47.9% overweight) wore a uni-axial accelerometer for five consecutive school days during autumn 2009. The proportion of time spent engaged in sedentary (SED), light (LPA), moderate (MPA) and vigorous (VPA) intensity physical activity during recess was determined using age-specific accelerometer thresholds.
Results:
Overweight children engaged in more %MPA and less %VPA than non-overweight children, respectively. No differences were found between overweight and healthy weight children’s moderate-to-vigorous physical activity (MVPA). Recess contributed 16.9% and 16.3% towards non-overweight and overweight children’s school day %MVPA, respectively.
Conclusion:
Examining %MVPA as an outcome variable may mask differences in recess physical activity levels between non-overweight and overweight children. Future research is needed to establish why healthy weight and overweight children engage in differing levels of %MPA and %VPA during recess.
Resumo:
This study reflects on the implementation of various teaching initiatives for reducing anxiety toward mathematics in students studying to become primary school teachers. We highlight similarities between these practices and those promoted by the 'Whole Teacher' approach - in particular, the aim to develop attitudes along with knowledge and skills. Here, the negative past associations with mathematics and anxiety toward mathematics that students bring with them have been a key consideration when designing the subject content and delivery. Given the important role these students will have in shaping mathematics education in the future, we suggest frameworks such as that of the 'Whole Teacher' could be extended to the university setting. We investigate four years of student feedback pertaining to a first year undergraduate mathematics unit, contending that the teaching initiatives introduced over time have helped students develop a positive attitude toward mathematics. We note, however, that the student-teacher relationship was still the most prominent factor directly identified by students who previously had a fear or negative attitude toward mathematics.
Resumo:
Deakin University has introduced a new Master of Teaching course incorporating a new form school-university partnership that we refer to as the ‘cluster approach’. In addition to responding to recent state and National reports on teacher education (e.g. House of Representatives Standing Committee on Education and Vocational Training, 2007; Kruger et al., 2009; Parliament of Victoria Education and Training Committee, 2005), this cluster approach aims to respond directly to recommendations from the Australian Teaching and Learning Council funded project into practicum partnerships (Ure, 2009), and focuses specifically on one of the reform agendas of the National Partnership Agreement on Improving Teacher Quality, that of ‘improving the quality and consistency of teacher training in partnership with universities’ (see http://smarterschools.gov.au/nationalpartnerships/Pages/ImprovingTeacherQuality.aspx)
Learning to teach is a continuum whereby teachers create new understandings and build professional knowledge and practice in collaboration with colleagues during their pre-service teacher education and then during their careers as teachers (Fieman-Nemser 2001). Learning to teach is not a sole learning activity; rather teachers learn in communities and in collaboration with colleagues. Moreover, teachers are always balancing ‘being the teacher’ while at the same time ‘becoming a teacher’ (e.g. Britzman, 2003). Thus, they balance the notion of ‘doing teaching’ while at the same time ‘learning teaching’, and this is nowhere more evident than during the professional experience component of teacher education. This cluster approach is based on these premises.
The work of Le Cornu (2004), Le Cornu and Ewing (2008) and Little (2001) also informed aspects of the approach, which is predicated on ‘reciprocal relationships’ amongst pre-service teachers, and between pre-service teachers and experienced teachers both in schools and in universities. It frames teachers as cultural producers of knowledge, pre-service teachers as new resources bringing different ideas and practices into schools and schools as knowledge building communities (Little 2001, Nias 1998, Retallick et al 1999, Veugelers & O’Hair 2005).
Resumo:
This research project investigates how the experiences of full-time employees undertaking part-time tertiary study influence perceptions of the value of undertaking part-time study whilst working full-time.
Resumo:
ABSTRACT
Home and school are important settings where children can accrue health promoting physical activity (PA). Little is known about the PA levels and associated environmental characteristics at home and school in children with cerebral palsy (CP). An observational tool - Behaviors of Eating and Activity for Children’s Health Evaluation System (BEACHES) - offers potential for providing information.
Objective: To validate BEACHES against Actigraph accelerometer and to document PA of children with CP at a special residential school facility for children with physical disabilities.
Methods: Five children with CP (2 girls, 3 boys; aged 9.82 ± 2.39 years) in Level I of the Gross Motor Function Classification System (GMFCS) participated. PA monitoring was conducted once a week during four consecutive weeks at morning recess at school and during after school hours at the children’s residence. Estimates of time spent being sedentary and being active were derived from the Actigraph and compared to estimates obtained with BEACHES.
Results: Children’s PA observed using BEACHES was comparable to the Actigraph estimations. In general, children were more active at recess than after school and the physical locations assessed by BEACHES were associated with objectively measured PA time.
Conclusion: This pilot study indicates that BEACHES appears to be a suitable measure of PA for children with CP in both home and school settings. Additional study with a larger and more diverse sample is recommended to verify the results.
Resumo:
One of the common issues schools face is how best to handle challenging student behaviors such as violent behavior, antisocial behavior, bullying, school rule violations, and interrupting other students' learning. School suspension may be used to remove students engaging in challenging behaviors from the school for a period of time. However, the act of suspending students from school may worsen rather than improve their behavior. Research shows that suspensions predict a range of student outcomes, including crime, delinquency, and drug use. It is therefore crucial to understand the factors associated with the use of school suspension, particularly in sites with different policy approaches to problem behaviors. This paper draws on data from state-representative samples of 3,129 Grade 7 and 9 students in Washington State, United States and Victoria, Australia sampled in 2002. Multilevel modeling examined student and school level factors associated with student-reported school suspension. Results showed that both student (being male, previous student antisocial and violent behavior, rebelliousness, academic failure) and school (socioeconomic status of the school, aggregate measures of low school commitment) level factors were associated with school suspension and that the factors related to suspension were similar in the two states. The implications of the findings for effective school behavior management policy are that, rather than focusing only on the student, both student and school level factors need to be addressed to reduce the rates of school suspension.
