Play, language and social skills of children attending a play-based curriculum school and a traditionally structured classroom curriculum school in low socioeconomic areas

Aim and method: A comparison study of four six-year-old children attending a school with a play-based curriculum and a school with a traditionally structured classroom from low socioeconomic areas was conducted in Victoria, Australia. Children’s play,
language and social skills were measured in February and again in August. At baseline assessment there was a combined sample of 31 children (mean age 5.5 years, SD 0.35 years; 13 females and 18 males). At follow-up there was a combined sample of 26
children (mean age 5.9 years, SD 0.35 years; 10 females, 16 males).
Results: There was no significant difference between the school groups in play, language, social skills, age and sex at baseline assessment. Compared to norms on a standardised assessment, all the children were beginning school with delayed play ability. At follow-up assessment, children at the play-based curriculum school had made significant gains in all areas assessed (p values ranged from 0.000 to 0.05). Children at the school with the traditional structured classroom had made significant positive gains in use of symbols in play (p < 0.05) and semantic language (p < 0.05). At follow-up, there were significant differences between schools in elaborate play (p < 0.000), semantic language (p < 0.000), narrative language (p < 0.01) and social connection (p < 0.01), with children in the play-based curriculum school having significantly higher scores in play, narrative language and language and lower scores in social disconnection.
Implications: Children from low SES areas begin school at risk of failure as skills in play, language and social skills are delayed. The school experience increases children’s skills, with children in the play-based curriculum showing significant improvements in all areas assessed. It is argued that a play-based curriculum meets children’s developmental and learning needs more effectively. More research is needed to replicate these results.

Characterization of diabetes risk factors of elementary school children in low income areas of San Antonio, Texas

The number of children developing type-2 diabetes mellitus (T2DM) is increasing globally, especially in Western countries. Previous studies have indicated that low socioeconomic status (SES) is a contributing factor to diabetes. This study of children examined the relationship of socioeconomic status and two physiological measures that are risk factors for diabetes: the level of fasting capillary glucose (FCG) and hyperglycemia, in which there is an elevated amount of glucose in the blood. This study utilized data from the study entitled Bienester: A School-Based Diabetes Mellitus Prevention Program. The sample was 1,426 fourth grade students from 27 San Antonio Independent School District elementary schools. The dependent variable was FCG and the independent variable was the median family income associated with the student's zip code based on Census information. Other variables included body mass index, gender, and ethnicity. The statistical results showed no relationship between FCG, continuously defined, and income. In addition, there was no relationship between hyperglycemia and income. Furthermore, there was no relationship of FCG with BMI, gender, or ethnicity. Income measured at the zip code level is likely too aggregate and distal an influence to demonstrate an impact on FCG. Research should continue to examine risk factors associated with the onset of T2DM.^

Anger is associated with subclinical atherosclerosis in low SES but not in higher SES men and women

We investigated the associations of anger and cynicism with carotid artery intima-media thickness (IMT) and whether these associations were moderated by childhood or adulthood socioeconomic status (SES). The participants were 647 men and 893 women derived from the population-based Cardiovascular Risk in Young Finns Study. Childhood SES was measured in 1980 when the participants were aged 3-18. In 2001, adulthood SES, anger, cynicism, and IMT were measured. There were no associations between anger or cynicism and IMT in the entire population, but anger was associated with thicker IMT in participants who had experienced low SES in childhood. This association persisted after adjustment for a host of cardiovascular risk factors. It is concluded that the ill health-effects of psychological factors such as anger may be more pronounced in individuals who have been exposed to adverse socioeconomic circumstances early in life.

Leadership to improve mathematics outcomes in low SES schools and school networks

Instructional and transformational leadership is reportedly required to improve the mathematics outcomes of students in low socio-economic status school communities. This study of 43 schools in two networks of schools in rural Victoria explored leadership practices and found evidence to support both these leadership approaches along with distributed leadership practice. School leaders established network and school structures and relationships at various levels of the network and school organisation to enable and support ongoing improvement in teachers’ pedagogical content knowledge and teaching practice and to build the leadership capacity of teachers within their schools. The leaders’ knowledge of effective mathematics teaching practice enabled them to mentor teachers in their school or team and to support the practices of professional learning teams within their school.

A theoretical comparison of fixed route bus and flexible route subscription bus feeder service in low density areas. Final report.

Transportation Department, Office of Research and Development Policy, Washington, D.C.

The creation of a new tourist destination in low density areas: the Boticas case

CIEO-Research Centre for Spatial and Organizational Dynamics, University of Algarve

Teachers for a fair go: the teacher as researcher in low SES contexts

Alongside the role of the teacher-as-researcher specifically in low SES communities, we are interested in the alternative discourses and identities that become possible in “figured worlds” where teachers are positioned, and position themselves, as researchers. We consider the questions: What discourses, artefacts and identities are typically associated with low SES schools? What is/could be distinctive about teacher research in low SES settings? How might teacher research in low SES settings contribute to the production of alternative discourses and learner/teacher relationships and identities?

School Leadership, Literacy and Social Justice : The Place of Local School Curriculum Planning and Reform

School reform is a matter of both redistributive social justice and recognitive social justice. Following Fraser (Justice interruptus: critical reflections on the “postsocialist” condition. Routledge, New York, 1997), we begin from a philosophical and political commitment to the more equitable redistribution of knowledge, credentials, competence, and capacity to children of low socioeconomic, cultural, and linguistic minority and Indigenous communities whose access, achievement, and participation historically have “lagged” behind system norms and benchmarks set by middle class and dominant culture communities. At the same time, we argue that the recognition of these students and their communities’ lifeworlds, knowledges, and experiences in the curriculum, in classroom teaching, and learning is both a means and an end: a means toward improved achievement measured conventionally and a goal for reform and alteration of mainstream curriculum knowledge and what is made to count in the school as valued cultural knowledge and practice. The work that we report here was based on an ongoing 4-year project where a team of university teacher educators/researchers have partnered with school leadership and staff to build relationships within community. The purpose has been to study whether and how engagement with new digital arts and multimodal literacies could have effects on students “conventional” print literacy achievement and, secondly, to study whether and how the overall performance of a school could be generated through a focus on professional conversations and partnerships in curriculum and instruction – rather than the top-down implementation of a predetermined pedagogical scheme, package, or approach.

Low SES primary school students engaging in an after-school robotics program

Recent attention in education within many western contexts has focused on improved outcomes for students, with a particular focus on closing the gap between those who come from disadvantaged backgrounds and the rest of the student population. Much of this attention has supported a set of simplistic solutions to improving scores on high stakes standardized tests. The collateral damage (Nichols & Berliner, 2007) of such responses includes a narrowing of the curriculum, plateaus in gain scores on the tests, and unproductive blame games aimed by the media and politicians at teachers and communities (Nichols & Berliner, 2007; Synder, 2008). Alternative approaches to improving the quality and equity of schooling remain as viable alternatives to these measures. As an example in a recent study of school literacy reform in low SES schools, Luke, Woods and Dooley (2011) argued for the increase of substantive content and intellectual quality of the curriculum as a necessary means to re-engaging middle school students, improving outcomes of schooling and achieving a high quality, high equity system. The MediaClub is an afterschool program for students in years 4 to 7 (9-12 year old) at a primary school in a low SES area of a large Australian city. It is run as part of an Australian Research Council funded research project. The aim of the program has been to provide an opportunity for students to gain expertise in digital technologies and media literacies in an afterschool setting. It was hypothesized that this expertise might then be used to shift the ways of being literate that these students had to call on within classroom teaching and learning events. Each term, there is a different focus on digital media, and information and communication technology (ICT) activities in the MediaClub. The work detailed in this chapter relates to a robotics program presented as one of the modules within this afterschool setting. As part of the program, the participants were challenged to find creative solutions to problems in a constructivist-learning environment.

Trends in children`s physical activity and weight status in high and low socio-economic status areas of Melbourne, Victoria, 1985-2001

Objective:
To examine trends in active transport to and from school, in school sport and physical education (PE), and in weight status among children from high and low socio-economic status (SES) areas in Melbourne, Victoria, between 1985 and 2001.

Methods:
Cross-sectional survey data and measured height and weight from 1985 (n=557) and 2001 (n=926) were compared for children aged between 9–13 years within high and low SES areas.

Results:
From 1985 to 2001, the frequency of walking to or from school declined (4.38±4.3 vs. 3.61 ± 3.8 trips/wk, p<0.001), cycling to or from school also declined (1.22±2.9 vs. 0.36±1.5 trips/wk, p<0.001), and the frequency of PE lessons declined (1.64±1.1 vs. 1.18±0.9 lessons/wk, p<0.001). However, the frequency of school sport increased (0.9±1.22 vs. 1.24±0.8 sessions/wk, p<0.001). In 1985, 11.7% of children were overweight or obese compared with 28.7% in 2001 (p<0.001). Apart from walking to school and school sport, there were greater relative declines in cycling to school and PE, and increases in overweight and obesity among children attending schools in low SES areas compared with those attending schools in high SES areas.

Conclusions:
Declines in active school transport and PE have occurred at the same time as increases in overweight and obesity among Australian children.

Implications:
Promoting active school transport and maintaining school sport and PE should be important public health priorities in Australia. Current inequities in school sport and PE and in prevalence of overweight and obesity by area-level SES also need to be addressed.

Getting the complete picture : combining parental and child data to identify the barriers to social inclusion for children living in low socio-economic areas

Background: Childhood mental health problems are prevalent in Australian children (14–20%). Social exclusion is a risk factor for mental health problems, whereas being socially included can have protective effects. This study aims to identify the barriers to social inclusion for children aged 9–12 years living in low socio-economic status (SES) areas, using both child-report and parent-report interviews.

Methods: Australian-born English-speaking parents and children aged 9–12 years were sampled from a low SES area to participate in semi-structured interviews. Parents and children were asked questions around three prominent themes of social exclusion; exclusion from school, social activities and social networks.

Results: Many children experienced social exclusion at school, from social activities or within social networks. Overall, nine key barriers to social inclusion were identified through parent and child interviews, such as inability to attend school camps and participate in school activities, bullying and being left out, time and transport constraints, financial constraints and safety and traffic concerns. Parents and children often identified different barriers.

Discussion: There are several barriers to social inclusion for children living in low SES communities, many of which can be used to facilitate mental health promotion programmes. Given that parents and children may report different barriers, it is important to seek both perspectives.

Conclusion: This study strengthens the evidence base for the investments and action required to bring about the conditions for social inclusion for children living in low SES communities.

Service provision factors that affect the health and wellbeing of people living in a lower SES environment: the perspective of service providers

Inequalities in health and wellbeing within low socioeconomic (SES)  environments are well documented. Factors inherent to the health care system itself, such as inaccessible, inflexible or inappropriate seroiceprovision, contribute to the poorer health status ofresidents oflow SES areas. This paper explores the issues ofseroice provision in low SES areas, documenting the perceptions of seroice providers about the seroice needs of residents, in order to understand the systemic factors that negatively impact on health and wellbeing. A total of54 health and welfare seroice providers from two adjacent low SES suburbs within regional Victoria were interoiewed using qualitative research methods. Keyfindings indicate that successful navigation of health care seroices by residents within these low SES environments is being impeded by issues ofaccess, a lack ofappropriate early interoention options or measures, and general resident disempowerment. Central to the improvement of seroice provision is the need for seroices to become economically, geographically and culturally accessible. In particular, the importance of community involvement in health planning and health promoting seroices must be reflected in the ethos ofseroice provision.

Comprehension as social and intellectual practice : rebuilding curriculum in low socioeconomic and cultural minority schools

This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting an emphasis on comprehension as autonomous skills. The Four Resources model (Freebody & Luke, 1990) is used to make the case for the integration of comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary school curricula. Illustrations are drawn from research underway on the teaching of literacy in primary schools in low SES communities.

Assessing inequities in active transportation : does the effect of walkable built environments vary according to neighbourhood socioeconomic status?

Certains chercheurs veulent que les gouvernements modifient les déterminants de l’environnement urbain du transport actif dans des régions à bas statut socioéconomique pour réduire les inégalités en activité physique et santé. Mais, des individus de différents sousgroupes de la population pourraient réagir différemment à l’environnement urbain. Plusieurs chercheurs ont examiné si l’influence d’un environnement urbain propice aux piétons sur le transport actif diffère entre les personnes ayant un statut socioéconomique de quartier différent et ont obtenu des résultats mixtes. Ces résultats équivoques pourraient être dus à la façon dont les mesures de l’environnement urbain étaient déterminées. Plus spécifiquement, la plupart des études ont examiné l’effet de la propicité à la marche des lieux résidentiels et n’ont pas pris en compte les destinations non-résidentielles dans leurs mesures. Cette étude a examiné le statut socioéconomique du quartier comme modérateur de la relation entre l’environnement urbain et le transport actif en utilisant des mesures d’environnement urbain qui proviennent de toute la trajectoire spatiale estimé des individus. Les trois variables de l’environnement urbain, la connectivité, la densité des commerces et services et la diversité du territoire avaient une plus grande influence sur le transport actif de ceux avec un haut statut socioéconomique. Nos résultats suggèrent que même quand la configuration de l’environnement urbain est favorable pour le transport actif, il peut y avoir des barrières sociales ou physiques qui empêchent les gens qui habitent dans un quartier à bas statut socioéconomique de bénéficier d’un environnement urbain favorable au transport actif.