scholarly journals SYSTEMATIC OBSERVATION OF COVID-19 MITIGATION (SOCOM): ASSESSING FACE COVERING AND DISTANCING IN SCHOOLS

2021 ◽  
Author(s):  
Ricky Camplain ◽  
Nanette V. Lopez ◽  
Dan M. Cooper ◽  
Thomas McKenzie ◽  
Kai Zheng ◽  
...  
Keyword(s):  
Mitigation Strategy ◽  
Activity Level ◽  
Return To School ◽  
Activity Type ◽  
Systematic Observation ◽  
School Environments ◽  
The Us ◽  
Observation Protocol ◽  
K 12 ◽  
Indoor And Outdoor

Introduction: During the COVID-19 pandemic, some K-12 schools resumed in-person classes with varying degrees of mitigation plans in the fall of 2020. Physical distancing and face coverings can minimize SARS-CoV-2 spread, the virus that causes COVID-19. However, no research has focused on mitigation strategy adherence during school days. Thus, we sought to develop a systematic observation protocol to capture COVID-19 mitigation strategy adherence in school environments: The Systematic Observation of COVID-19 Mitigation (SOCOM). Methods: We extended previously validated and internationally used tools to develop the SOCOM training and implementation protocol to assess physical distancing and face covering behaviors. SOCOM was tested in diverse indoor and outdoor settings (classrooms, lunchrooms, physical education [PE], and recess) among diverse schools (elementary, secondary, and special needs). Results: For the unique metrics of physical-distancing and face-covering behaviors, areas with more activity and a maximum of 10-15 students were ideal for accurately capturing data. Overall proportion of agreement was high for physical distancing (90.9%), face covering (88.6%), activity type (89.2%), and physical activity level (87.9%). Agreement was lowest during active recess, PE, and observation areas with ≥20 students. Conclusions: Millions of children throughout the US are likely to return to school in the months ahead despite the current surge of COVID-19 cases. SOCOM is a relatively inexpensive tool that can be implemented by schools to determine mitigation strategy adherence and assess changes to protocols to help students return to school safely and slow the spread of COVID-19 and can be used for research purposes.

An Observational Assessment of Physical Activity Levels and Social Behavior During Residential Summer Camp Unstructured Time

2020 ◽  
Vol 34 (4) ◽  
pp. 387-392
Author(s):  
Zachary Wahl-Alexander ◽  
Craig A. Morehead
Keyword(s):  
Physical Activity ◽  
Social Interactions ◽  
Summer Camp ◽  
Vigorous Physical Activity ◽  
Sport Activity ◽  
Activity Level ◽  
Third Grade ◽  
Activity Type ◽  
Systematic Observation ◽  
Bonferroni Adjustment

Purpose: To evaluate children’s physical activity (PA) levels, social play behavior, activity time, and social interactions during unstructured time. Approach: Systematic observation tool to record child’s PA level, social group size, activity type, and social interaction during play. Setting: Northeast US residential summer camp, pseudonym Forest Hills Camp. Participants: Fifty-nine third-grade campers (27 males and 32 females). Method: Observational data were obtained using the System for Observing Children’s Activity and Relationships during Play (SOCARP). Data were analyzed using independent samples t tests (with Bonferroni adjustment) to assess statistical differences between boys and girls SOCARP categories. Results: Both boys and girls spend over 50% of their time in moderate-to-vigorous physical activity (MVPA). Statistically significant differences between genders were observed: activity level—(a) girls sat more than boys, and (2) boys engaged in more vigorous activity; activity type—(1) boys engaged in more sport activity, girls engaged in more locomotion activity, and girls were more sedentary; and social interactions—(1) boys had more physical conflict, and (2) boys had more verbal conflict. Conclusion: Contrary to previous research suggesting that summer campers have increased sedentary behavior during unstructured time, our results indicate that third-grade campers engaged in MVPA over 50% of their unstructured time. This suggests that unstructured time in outdoor camp settings may provide valuable opportunities for adolescent children to choose PA.

Real-Time Video Scan Method for Community Partner Use to Inform Play Streets Implementation

2021 ◽  
pp. 152483992110097
Author(s):  
Tyler Prochnow ◽  
M. Renée Umstattd Meyer ◽  
Christina N. Bridges Hamilton ◽  
Emily Wilkins ◽  
Keshia M. Pollack Porter
Keyword(s):  
Physical Activity ◽  
Research Training ◽  
Community Organizations ◽  
Activity Level ◽  
Systematic Observation ◽  
Community Partner ◽  
Concordance Correlation ◽  
Perfect Agreement ◽  
Video Recordings ◽  
Panoramic Video

System for Observing Play and Recreation in Communities (SOPARC) can provide accurate assessment of physical activity; however, the skills, time, and human resources necessary to collect/interpret SOPARC data can be challenging for community organizations. This article describes a more accessible adaptation of SOPARC using video recordings for community organizations to obtain physical activity feedback at Play Streets. Narrated panoramic video scans occurred every 30 minutes at each Play Street using an iPad. Videographers narrated: (1) sex, (2) age group (child, teen, adult, senior), and (3) activity level (sedentary, walking, vigorous) for everyone recorded. SOPARC video scans, in-person iSOPARC observations, and interviews were conducted with Play Streets implementors to determine validity and feasibility. Validity was examined using Lin’s concordance correlation coefficient (CCC). In-person and video scans showed near perfect agreement for sedentary individuals (CCC = .95) and substantial agreement for active individuals (CCC = .72). Overall, community partners felt that they “could see how [the scans] could be useful” and “help[ed] see a bit more clearly what’s happening.” The method described here is a more accessible systematic observation approach to measure physical activity for communities implementing Play Streets. Further, this method can be used without research training while still providing valuable activity feedback.

scholarly journals How Much Observation Is Enough? Refining the Administration of SOPARC

2011 ◽  
Vol 8 (8) ◽  
pp. 1117-1123 ◽  
Author(s):  
Deborah A. Cohen ◽  
Claude Setodji ◽  
Kelly R. Evenson ◽  
Phillip Ward ◽  
Sandra Lapham ◽  
...  
Keyword(s):  
Physical Activity ◽  
Los Angeles ◽  
Interobserver Reliability ◽  
Intraclass Correlation ◽  
Activity Level ◽  
Activity Levels ◽  
User Characteristics ◽  
Systematic Observation ◽  
Robust Estimate ◽  
Neighborhood Parks

Background:The Systematic Observation of Play and Recreation in Communities (SOPARC) was designed to estimate the number and characteristics of people using neighborhood parks by assessing them 4 times/day, 7 days/week. We tested whether this schedule was adequate and determined the minimum number of observations necessary to provide a robust estimate of park user characteristics and their physical activity levels.Methods:We conducted observations every hour for 14 hours per day during 1 summer and 1 autumn week in 10 urban neighborhood parks: 2 each in Los Angeles, CA; Albuquerque, NM; Columbus, OH; Durham, NC; and Philadelphia, PA. We counted park users by gender, age group, apparent race/ethnicity, and activity level. We used a standardized Cronbach’s alpha and intraclass correlation coefficients to test the reliability of using fewer observations.Results:We observed 76,632 individuals, an average of 547/park/day (range 155−786). Interobserver reliability ranged from 0.80 to 0.99. Obtaining a robust estimate of park user characteristics and their physical activity required a schedule of 4 days/week, 4 times/day.Conclusion:An abbreviated schedule of SOPARC was sufficient for estimating park use, park user characteristics, and physical activity. Applying these observation methods can augment physical activity surveillance.

scholarly journals How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Fuyu Shimomura
Keyword(s):  
Racial Diversity ◽  
Cross Cultural ◽  
Student Diversity ◽  
Cultural Comparison ◽  
Japanese Students ◽  
School Settings ◽  
Cross Cultural Comparison ◽  
The Us ◽  
Diversity Issues ◽  
K 12

Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation.  This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.      

scholarly journals Teaching Future Educators During a Global Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 25-36
Author(s):  
Jacquelynne Anne Boivin
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Private Higher Education ◽  
Long Term Effects ◽  
Public And Private ◽  
Global Pandemic ◽  
The Us ◽  
Private Higher Education Institutions ◽  
K 12

While schools are the center of attention in many regards throughout the COVID-19 pandemic, programs that prepare educators have not received nearly as much attention. How has the reliance on technology, shifts in daily norms with health precautions, and other pandemic-related changes affected how colleges and universities are preparing teachers for their careers? This article walks the reader through the pandemic, from spring 2020, when the virus first shut down the US in most ways, to the winter of 2021. The authors, two educator preparation faculty members from both public and private higher education institutions in Massachusetts, reflect on their experiences navigating the challenges and enriching insights the pandemic brought to their work. Considerations for future implications for the field of teacher-preparation are delineated to think about the long-term effects this pandemic could have on higher education and K-12 education.

scholarly journals Integrated Data Systems in the US: a National Survey of State and Local Governments and their University Partners

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Adelia Jenkins ◽  
Dennis Culhane
Keyword(s):  
Learning Community ◽  
National Survey ◽  
Local Governments ◽  
Technical Assistance ◽  
The United States ◽  
Data Matrix ◽  
Data Systems ◽  
The Us ◽  
State And Local ◽  
K 12

Background Actionable Intelligence for Social Policy (AISP) is an initiative of the University of Pennsylvania that focuses on the development, use, and innovation of integrated data systems (IDS). We convene a network of IDS across the United States and provide technical assistance to support developing sites as they build the technical and human capacity to integrate and use administrative data across agencies. Main AimIn late 2018 and early 2019, AISP conducted a national survey of integrated data efforts to better understand the landscape and how it’s changed since the last national scan was completed in 2013. The survey also served to document who is leading data sharing efforts, what data they are linking, and how linked data are currently being used. This information was used to create a centralized data matrix and contact list in order to support cross-site learning and facilitate future projects and analyses. Methods/ApproachThe survey was disseminated to AISP Network Sites, Learning Community sites, and others by AISP staff and partner organizations, including the National Neighborhood Indicators Partnership Network and Arnold Policy Labs initiative. Survey responses were analyzed by AISP in spring 2019. ResultsThe survey yielded 39 responses from state and local governments and their research partners. The most common uses of integrated data among those surveyed are informing policy, program evaluation, and research. Integrated case management and resource allocation are also increasingly informed by integrated data. The most commonly integrated data sources are early childhood, child welfare, and K-12 education. Medicaid, TANF, SNAP, and UI Wage Records have also been integrated by over 50% of sites surveyed. The most common lingering challenges reported by sites related to sustainability. ConclusionSurvey results document the purposes and sources of data currently integrated by jurisdictions across the US and have major implications for the field both nationally and internationally.

The Relationship among Physical Activity Level, Activity Type, and Thermal Pain Sensitivity

2016 ◽  
Vol 48 ◽  
pp. 116 ◽  
Author(s):  
Natalie R. Janzen ◽  
Jamie K. Huber ◽  
Shelbi L. Sutterfield ◽  
Carl J. Ade ◽  
E Laurette Taylor ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Activity Level ◽  
Pain Sensitivity ◽  
Activity Level ◽  
Activity Type ◽  
Thermal Pain ◽  
Thermal Pain Sensitivity ◽  
The Relationship

“What’s Going to Happen to Us?” Cultivating Partnerships with Immigrant Families in an Adverse Political Climate

2021 ◽  
Vol 91 (3) ◽  
pp. 293-318
Author(s):  
ADRIANA VILLAVICENCIO ◽  
CHANDLER PATTON MIRANDA ◽  
JIA-LIN LIU ◽  
HUA-YU SEBASTIAN CHERNG
Keyword(s):  
Immigrant Students ◽  
Immigrant Families ◽  
Parental Engagement ◽  
Public High Schools ◽  
Immigrant Community ◽  
Political Climate ◽  
Refugee Students ◽  
The Us ◽  
Immigrant And Refugee ◽  
K 12

With the increasing numbers of immigrant and refugee students across the US K–12 system, the xenophobia of the current political climate, and the effects of COVID-19 on the immigrant community, it is critical to examine schools that serve immigrant students and their families. Drawing on case studies of two public high schools that exclusively serve immigrant students, authors Adriana Villavicencio, Chandler Patton Miranda, Jia-Lin Liu, and Hua-Yu Sebastian Cherng examine how educators frame the current political context and how this frame informs their collective approach to engaging with and supporting families. The study finds that these schools shifted norms of parental engagement by proactively forging relationships with families, cultivating alliances with community partners, and mediating within families around challenges related to work and higher education to benefit the communities they serve. In so doing, these school actors have shifted the norms of parental engagement to center the perspectives, voices, and experiences of immigrant families.

Technology Impact on K-12 Education

2019 ◽  
pp. 69-95 ◽  
Author(s):  
Timothy D. Lewis ◽  
Brooke A. Burks ◽  
C. Nichole Thompson ◽  
Shelia M. Austin
Keyword(s):  
Technology Integration ◽  
Information Gathering ◽  
School Environments ◽  
Technology In The Classroom ◽  
Daily Lives ◽  
Global Workforce ◽  
Technological Tools ◽  
Product Creation ◽  
K 12 ◽  
Meaningful Connections

Technology can be a leveraging tool that allows learning experiences to be reimagined to allow the creation of meaningful connections between acquiring a base of knowledge and making meaningful connections to peers and mentors in our daily lives and global workforce. Therefore, it is important to consider and explore methods for integrating technological tools and resources into school environments so that technology in the classroom can continue to expand from information gathering to include product creation and collaboration for all students. Therefore, this chapter will focus on the following: 1) learning and technology integration frameworks, 2) technology-enabled learning in action, and 3) overcoming obstacles for technology integration.

Peace-Based Education

2017 ◽  
Vol 26 (1) ◽  
pp. 44-69
Author(s):  
H. B. Danesh
Keyword(s):  
United States ◽  
Education Reform ◽  
Education Program ◽  
The United States ◽  
Lessons Learned ◽  
School Environments ◽  
The Core ◽  
Methodological Approaches ◽  
United States Mexico ◽  
K 12

This article proposes that the universally acknowledged need for education reform requires both new conceptual and methodological approaches. At the core of this reform is transformation from conflict-based to peace-based educational concepts and practices aimed at creating school environments that promote academic and relational excellence, are safe and nurturing, and are free from bullying and violence. The article draws from the research done and lessons learned from more than sixteen ongoing years of implementation of Education for Peace (EFP)—a comprehensive peace-based education program—in more than one thousand schools, involving thousands of educators, and several hundred thousand students (K-12) in the highly conflicted and traumatized war-torn country of Bosnia and Herzegovina and more recently in schools in the United States, Mexico, Bermuda, and elsewhere.

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