Health, Physical Activity, and Academic Achievement: The Role of Teachers, Schools, and Communities

The role of teachers and the learning environment in academic achievement of Costa Rican students: An analysis from PISAA pesar de que la literatura ha señalado que la calidad del profesorado y el ambiente escolar son factores clave en el rendimiento académico, los estudios que cuantifican empíricamente en qué medida contribuyen al desempeño estudiantil en los países latinoamericanos son escasos. En este artículo, utilizamos datos de PISA-Costa Rica y la técnica de descomposición Shapley-Shorrocks para cuantificar qué porcentaje de la variabilidad de los resultados escolares puede ser explicada por el profesorado y el entorno de aprendizaje. Los resultados muestran que la mayor parte de las diferencias en notas se debe al esfuerzo de cada estudiante (parte no explicada por la función de producción educativa). Del resto de factores, las características de la escuela y del profesor explican más variabilidad en rendimiento (36% para el promedio de Matemáticas, Lectura y Ciencias) que el efecto conjunto de las circunstancias individuales y familiares (12,5%). Dentro de los factores de escuela, dos elementos tendrían especial relevancia. Por un lado, el comportamiento de los alumnos, destacando los problemas de absentismo e impuntualidad. Por otro, el nivel de autonomía del profesorado y la dirección de la escuela en el diseño de los planes de estudio y las evaluaciones.

Download Full-text

The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17010329 ◽

2020 ◽

Vol 17 (1) ◽

pp. 329

Author(s):

Nicole Toussaint ◽

Martinette T. Streppel ◽

Sandra Mul ◽

Ruben G. Fukkink ◽

Peter J.M. Weijs ◽

...

Keyword(s):

Physical Activity ◽

Randomized Controlled Trial ◽

Young Children ◽

Urban Area ◽

Controlled Trial ◽

Randomized Controlled ◽

Role Of Teachers ◽

Children’S Physical Activity

Interventions to improve children’s physical activity in Early Childhood Education and Care (ECEC) settings are needed. This randomized controlled trial examines the effects of a preschool-based playground program for ECEC teachers in a deprived urban area. On intervention preschools, the PLAYgrounds for TODdlers program (PLAYTOD) was performed. It focused on teacher’s knowledge and skills in order to create a challenging outdoor environment in which young children (2.5 to 4 years old) are able to practice their motor skills. Observations were performed before and after the program with a modified version of the SOPLAY protocol. The activating role of teachers (score from 0 = inactive to 4 = participating), the number of different physical activities, and the quality of children’s physical activity on playgrounds were observed. The latter included the number of performed fundamental movement skills and the estimated physical activity intensity (score from 0 = sedentary to 3 = vigorous). Descriptive statistics and linear regression analyses were used to evaluate the effects of PLAYTOD. After the program, the activating role of teachers on intervention playgrounds improved. Moreover, the program and consecutively the changes made by teachers had a positive effect on the number of different activities and the quality of children’s physical activity. The results emphasize an important role for ECEC teachers in improving physical activity in young children.

Download Full-text

Physical activity during physical education in elementary school in China: the role of teachers

Physical Education and Sport Pedagogy ◽

10.1080/17408989.2021.1903410 ◽

2021 ◽

pp. 1-13

Author(s):

Yulan Zhou ◽

Lijuan Wang ◽

Bingnan Wang ◽

Ruzhuan Chen

Keyword(s):

Physical Activity ◽

Elementary School ◽

Physical Education ◽

Role Of Teachers

Download Full-text

School Success and School Engagement of Immigrant Children and Adolescents

European Psychologist ◽

10.1027/1016-9040/a000139 ◽

2013 ◽

Vol 18 (2) ◽

pp. 126-135 ◽

Cited By ~ 42

Author(s):

Frosso Motti-Stefanidi ◽

Ann S. Masten

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Children And Adolescents ◽

School Engagement ◽

School Success ◽

Immigrant Children ◽

Integrative Model ◽

High Stakes ◽

The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Download Full-text