scholarly journals O15 Montana Offers Innovative Virtual School Nutrition Leadership Institute During COVID-19

2021 ◽  
Vol 53 (7) ◽  
pp. S7
Author(s):  
Gretchen Groves ◽  
Katie Bark ◽  
Aubree Roth ◽  
Carmen Byker Shanks
Keyword(s):  
School Nutrition ◽  
Virtual School ◽  
Leadership Institute

American Psychological Association (APA) Leadership Institute for Women in Psychology: Herstory, impacts, and next steps.

2020 ◽  
Vol 23 (3-4) ◽  
pp. 139-162
Author(s):  
Shari E. Miles-Cohen ◽  
Kathleen S. Brown ◽  
Sandra L. Shullman ◽  
Helen L. Coons
Keyword(s):  
American Psychological Association ◽  
American Psychological ◽  
Leadership Institute

The Making of a Model: Teacher Education for Looked After Children

2019 ◽  
Author(s):  
Sarah Alix
Keyword(s):  
Teacher Education ◽  
Virtual School ◽  
Small Scale ◽  
Early Model ◽  
Trainee Teachers ◽  
Looked After Children ◽  
Continued Education ◽  
Stage Process ◽  
The Uk ◽  
Training Practice

<p>We report a three-stage process of developing a model of teacher education to encompass provision for Looked After Children in schools in the UK. First, a survey of 78 trainee teachers explored their perceptions and early practice concerning educating Looked After Children (LAC). There are currently 68,840 children of school age in the UK that have been ‘looked after’ for 12 months or more, and their education is of particular concern both within political and educational circles. Second, teacher education programmes were then reviewed to highlight omissions in relation to LAC, and to initiate an early model for improved training practice, not only for teachers in training but also for the continued professional development of those active in service. Third came the development of a model through consultation with major stakeholders in the field of education for Looked After Children. These were state and charitable organisations, and incorporated responses from Virtual School Headteachers (VSHs) who have oversight of the education for LAC, who are placed on a ‘virtual school’ roll even though physically spread across the schools within a local authority and beyond. The outcomes of the study are limited by the small scale of the research, but provide a validated template for the initial and continued education of teachers for LAC.</p>

Alexander First Nations Parents’ Perceptions of a School Nutrition Policy

2020 ◽  
Vol 81 (2) ◽  
pp. 66-71 ◽  
Author(s):  
Christina Gillies ◽  
Anna Farmer ◽  
Katerina Maximova ◽  
Noreen D. Willows ◽  
Keyword(s):  
Policy Implementation ◽  
First Nations ◽  
Structured Interview ◽  
Nutrition Policy ◽  
School Nutrition ◽  
Healthy Foods ◽  
Promotion Strategy ◽  
Food Programs ◽  
Health Promotion Strategy ◽  
Survey Responses

Purpose: A school nutrition policy (SNP) is one promising school-based health promotion strategy to improve the food environments of First Nations children. The aim of this study was to explore First Nations parents’ perceptions of a SNP. Methods: A process evaluation of policy implementation was conducted using a mixed-methods design. Parents (n = 83) completed a 19-question survey to capture their perceptions of the policy. Survey responses informed questions in an 11-question semi-structured interview guide. Transcripts from interviews with parents (n = 10) were analyzed using content analysis to identify barriers and facilitators to policy implementation. Results: Parents were supportive of the SNP and the school’s food programs, which they perceived as helping to address community concerns related to nutrition. However, some parents opposed the restriction of unhealthy foods at school celebrations and fundraisers. In addition, despite being aware of the SNP, parents were unable to demonstrate an understanding of the SNP content. Finally, parents struggled to provide their children with healthy foods to bring to school due to lack of affordable and accessible food in the community. Conclusions: Although SNPs may be well-received in First Nations communities, their implementation must be supported by parent involvement and consideration of wider socioeconomic conditions.

scholarly journals Practice in a Pandemic: School Social Workers’ Adaptations and Experiences During the 2020 COVID-19 School Disruptions

2021 ◽  
pp. 104438942110098
Author(s):  
Michael S. Kelly ◽  
Rami Benbenishty ◽  
Gordon Capp ◽  
Kate Watson ◽  
Ron Astor
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Social Workers ◽  
Online Survey ◽  
Work Practice ◽  
School Social Work ◽  
Social Work Practice ◽  
Virtual School ◽  
School Social Workers ◽  
Traditional Practice

In March 2020, as American PreK-12 schools shut down and moved into online learning in response to the global COVID-19 pandemic, there was little information about how school social workers (SSWs) were responding to the crisis. This study used a national online survey to understand how SSWs ( N = 1,275) adapted their school practice during the initial 2020 COVID-19 crisis. Findings from this study indicate that SSWs made swift and (relatively) smooth adaptations of their traditional practice role to the new context, though not without reporting considerable professional stress and personal challenges doing so. SSWs reported significant concerns about their ability to deliver effective virtual school social work services given their students’ low motivation and lack of engagement with online learning, as well as significant worries about how their students were faring during the first months of the pandemic. Implications for school social work practice, policy, and research are discussed.

School Nutrition Director Perceptions of Flexible Regulations for School Nutrition Programs in One Southeastern State

2021 ◽  
Vol 91 (4) ◽  
pp. 298-306
Author(s):  
Alisha R. Farris ◽  
Georgianna Mann ◽  
Justin Parks ◽  
John Arrowood ◽  
Manan Roy ◽  
...  
Keyword(s):  
School Nutrition ◽  
Nutrition Programs

scholarly journals Reimagining School Nursing: Lessons Learned From a Virtual School Nurse

2021 ◽  
pp. 1942602X2199643
Author(s):  
Bill Marrapese ◽  
Jenny M. Gormley ◽  
Kristen Deschene
Keyword(s):  
Public Schools ◽  
Virtual World ◽  
School Nurses ◽  
Virtual Schools ◽  
Lessons Learned ◽  
Virtual School ◽  
School Nursing ◽  
Job Description ◽  
Brick And Mortar ◽  
Ongoing Support

The COVID-19 pandemic has required thousands of public schools to quickly adapt to hybrid or fully remote models. These new models have presented unprecedented challenges for school nurses as they learn how to optimize their interactions with parents and students to provide ongoing support and monitoring of health. The growing reliance on virtual and hybrid public education is also placing new demands on school nurses to be versed in telehealth and school physicians to support their work. Greenfield Commonwealth Virtual School (GCVS) and other public virtual schools have been meeting these challenges for many years prior to the pandemic and have “lessons learned” to share with traditional “brick-and-mortar” nursing staff. GCVS students benefit from a climate that rewards collaboration between the health team, parents, teachers, and administrators, and this article will describe the role, job description, and other practices related to school nursing in a primarily virtual world.

scholarly journals Training Preferences of School Food Service Staff Vary by Role in the School Nutrition Program

2020 ◽  
Vol 18 (1) ◽  
pp. 50
Author(s):  
Leia Flure ◽  
Melissa Pflugh Prescott ◽  
Whitney Ajie ◽  
Trinity Allison ◽  
Jennifer McCaffrey
Keyword(s):  
Professional Development ◽  
The United States ◽  
School Nutrition ◽  
Training Needs ◽  
Learning Method ◽  
Learning Methods ◽  
Chi Square ◽  
Job Experience ◽  
Training Topic ◽  
And Training

Professional development has been identified as a critical component for school nutrition professionals (SNPs) to successfully implement school meal standards in the United States. However, training needs may vary based on different factors. This study examined (1) the topics of highest priority for SNPs; (2) preferred learning methods; (3) where and when trainings should be conducted; and (4) whether responses differ according to important factors including position type, school locale (urban vs. rural), or job experience. Participants completed surveys that included questions on demographics and preferences for learning methods and training topics (n = 492). Descriptive statistics characterized survey responses. Chi square tests assessed differences in learning method and training topic preferences by participant role, locale, and job experience; Cramer’s V assessed the strength of association for each chi square result. Qualitative responses to open-ended questions were analyzed using an inductive thematic analysis method. Nearly all training topic preferences were significantly different (p < 0.001 using Bonferroni method) when stratified by role. Significant differences were also observed for school locale and years of experience, but to a lesser degree. There was less variation in learning method preferences across staff role. Qualitative results (n = 93) identified three key themes related to training needs: role-specific trainings, innovative learning methods, and geographic access. The combination of quantitative and qualitative analysis indicate that professional development for SNPs should mostly be conducted in-person, be easily accessible, and include hands-on activities. Further, training should be tailored by job role and address situational barriers unique to the geographic area.

scholarly journals Can Monitoring Make It Happen? An Assessment of How Reporting, Monitoring, and Evaluation Can Support Local Wellness Policy Implementation in US Schools

Nutrients ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 193
Author(s):  
Lindsey Turner ◽  
Yuka Asada ◽  
Julien Leider ◽  
Elizabeth Piekarz-Porter ◽  
Marlene Schwartz ◽  
...  
Keyword(s):  
Policy Implementation ◽  
Policy Development ◽  
Child Nutrition ◽  
Monitoring And Evaluation ◽  
School Nutrition ◽  
Wellness Policy ◽  
Cost Study ◽  
Child Nutrition Programs ◽  
Local Wellness Policy ◽  
Nationally Representative

US school districts participating in federal child nutrition programs are required to develop a local wellness policy (LWP). Each district is allowed flexibility in policy development, including the approaches used for policy reporting, monitoring, and evaluation (RME). The aim of this convergent mixed-methods study was to quantitatively examine RME provisions in policies among a nationally representative sample of districts in the 2014–2015 school year in order to examine whether policies were associated with RME practices in those districts, and to qualitatively examine perceived challenges to RME practices. Data were compiled through the School Nutrition and Meal Cost Study and the National Wellness Policy Study. In multivariable regression models accounting for demographics, survey respondents were significantly more likely to report that their district had informed the public about LWP content and implementation, if there was a relevant policy provision in place. Having a strong policy (as compared to no policy) requiring evaluation was associated with reports that the district had indeed evaluated implementation. Having definitive/required provisions in policies was significantly associated with actual use of RME practices. RME activities are an important part of policy implementation, and these results show that policy provisions addressing RME activities must be written with strong language to require compliance. In interviews with 39 superintendents, many reported that RME activities are challenging, including difficulty determining how to monitor and show impact of their district’s wellness initiatives. Furthermore, the qualitative results highlighted the need for vetted tools that are freely available, widely used, and feasible for districts to use in assessing their progress toward meeting the goals in their LWPs.

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