TCOPPE School Environmental Audit Tool: Assessing Safety and Walkability of School Environments

2013 ◽  
Vol 10 (7) ◽  
pp. 949-960 ◽  
Author(s):  
Chanam Lee ◽  
Hyung Jin Kim ◽  
Diane M. Dowdy ◽  
Deanna M. Hoelscher ◽  
Marcia G. Ory
Keyword(s):  
Rural Schools ◽  
Low Income ◽  
Policy Support ◽  
Kappa Statistics ◽  
Environmental Audit ◽  
Audit Tool ◽  
School Site ◽  
School Environments ◽  
Proper Training ◽  
Reliability Assessments

Background:Several environmental audit instruments have been developed for assessing streets, parks and trails, but none for schools. This paper introduces a school audit tool that includes 3 subcomponents: 1) street audit, 2) school site audit, and 3) map audit. It presents the conceptual basis and the development process of this instrument, and the methods and results of the reliability assessments.Methods:Reliability tests were conducted by 2 trained auditors on 12 study schools (high-low income and urban-suburban-rural settings). Kappa statistics (categorical, factual items) and ICC (Likert-scale, perceptual items) were used to assess a) interrater, b) test-retest, and c) peak vs. off-peak hour reliability tests.Results:For the interrater reliability test, the average Kappa was 0.839 and the ICC was 0.602. For the test-retest reliability, the average Kappa was 0.903 and the ICC was 0.774. The peak–off peak reliability was 0.801. Rural schools showed the most consistent results in the peak–off peak and test-retest assessments. For interrater tests, urban schools showed the highest ICC, and rural schools showed the highest Kappa.Conclusions:Most items achieved moderate to high levels of reliabilities in all study schools. With proper training, this audit can be used to assess school environments reliably for research, outreach, and policy-support purposes.

scholarly journals Top-Down, Routinized Reform in Low-Income, Rural Schools

2000 ◽  
Vol 8 ◽  
pp. 12
Author(s):  
Robert Bickel ◽  
Terry Tomasek ◽  
Teresa Hardman Eagle
Keyword(s):  
Rural Schools ◽  
Low Income ◽  
National Science Foundation ◽  
Educational Achievement ◽  
Program Improvement ◽  
Scientific Management ◽  
School Site ◽  
National Science ◽  
Primary Means ◽  
Person Account

Since 1991, the National Science Foundation has funded fifty-nine state, urban, and rural systemic initiatives. The purpose of the initiatives is to promote achievement in math, science, and technology among all students, and to encourage schools and communities to secure the resources needed to maintain such outcomes. The Appalachian Rural Systemic Initiative (ARSI) is a six-state consortium which focuses these efforts on low-income, rural schools. The primary means of accomplishing ARSI's aims is a one-day-one-school site visit, called a Program Improvement Review, done by an ARSI math or science expert. The centrally important Program Improvement Reviews, however, seem to be premised on unsubstantiated assumptions as to the static, easy-to-understand, easy-to-evaluate nature of educational achievement in rural Appalachian schools. As a result, the Reviews resemble exercises in early-twentieth century scientific management, and are unlikely to enhance achievement in science or math. Consequently, even if there is merit to the commonsense human capital approach to economic growth and development on which systemic initiatives are tacitly premised, this first- person account makes a case that desired payoffs are unlikely to follow from the work of ARSI.

“IT'S TOO MUCH!”: VICTIMS OF GENDER-BASED VIOLENCE ENCOUNTER THE MOROCCAN STATE

2020 ◽  
Vol 52 (1) ◽  
pp. 49-66
Author(s):  
Katja Žvan Elliott
Keyword(s):  
Low Income ◽  
The State ◽  
Ethnographic Study ◽  
Access To Justice ◽  
Gender Based Violence ◽  
Women's Lives ◽  
Proper Training ◽  
State Agents ◽  
Gender Based ◽  
Set Up

AbstractBy using the narrative approach and linking it to feminist research ethics and critical race methodology, this article seeks to understand how non-literacy and poverty hinder low-income women's access to justice and how these women experience the Moroccan state. The state here acts as an oppressive and marginalizing entity in women's lives, but also offers the potential for empowerment. This ethnographic study tells the stories of three victims of gender-based violence to demonstrate that the state needs to (1) set up an efficient and responsive infrastructure for those lacking know-how and money; (2) institute proper training of state agents for implementation of laws and to prevent them from acting on personal opinions and attitudes with regard to women's rights; and (3) strengthen procedures so that state agents can respond expeditiously to the needs and grievances of citizens.

scholarly journals Examining School Grounds as a Place for Children’s Physical Activity Performance in Tehran

2015 ◽  
Vol 9 (11) ◽  
pp. 109
Author(s):  
Noura Marouf ◽  
Suhana Johar ◽  
Adi Irfan Che-Ani ◽  
Norngainy Mohd Tawil
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Case Studies ◽  
Outdoor Play ◽  
Environmental Audit ◽  
Audit Tool ◽  
Physical And Mental Health ◽  
Activity Performance ◽  
Children’S Physical Activity ◽  
Proper Consideration

<p>Children need to play outdoors to develop socially, emotionally, cognitively, and physically. Outdoor play opportunities have the potential to promote physical and mental health throughout the life of children. Outdoor play has been acknowledged as a primary right for children; therefore there is a need to create spaces, where children can go and play spontaneously every day. Regarding to where the outdoor play of children takes place is significant; school grounds, as a place for children to learn and promote their health, could be assumed as a key setting that enhances and contributes to outdoor play guidelines. It requires making awareness and evaluation of current school grounds referring to outdoor play requirements. Four school grounds were selected as case studies in Tehran to be evaluated by School Environmental Audit Tool (SEAT). The survey shows a lack of proper consideration in the design and maintenance in the current situation of these important sites for children. At the end, some recommendations were proposed in order to outdoor play provision in accordance to current school grounds of Tehran. <strong></strong></p>

Review of the Experience with the Policy Support Instrument

Policy Papers ◽  
2009 ◽  
Vol 09 ◽  
Author(s):  
Keyword(s):  
Low Income ◽  
Policy Support ◽  
Low Income Countries ◽  
Executive Board ◽  
Ongoing Work

This review is focused mainly on the implementation of the Policy Support Instrument (PSI) against the goals and expectations set out by the Executive Board. Some possible modifications to the PSI that have been considered by various stakeholders are also touched upon in the concluding section. This review was conducted in parallel with ongoing work on a new architecture of lending facilities for low-income countries (LIC). Based on the results of this review, the reform of LIC facilities is not expected to alter the case for the PSI as a complement to financing instruments.

Policy Support and Signaling in Low-Income Countries

Policy Papers ◽  
2005 ◽  
Vol 2005 (80) ◽  
Author(s):  
Keyword(s):  
Low Income ◽  
Policy Support ◽  
Low Income Countries

This paper explores how the Fund's instruments and practices might be adapted to support sound policies in low-income members, in particular those that do not have a need or want to use Fund resources.

scholarly journals Promoting Breastfeeding at the Start: Hospital Practices and Breastfeeding Initiation and Exclusivity Among Low-income Women

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 782-782
Author(s):  
Susana Matias ◽  
Laurel Moffat ◽  
Kelsey MacCuish
Keyword(s):  
Low Income ◽  
Race And Ethnicity ◽  
Secondary Analysis ◽  
Policy Support ◽  
Breastfeeding Initiation ◽  
Breastfeeding Support ◽  
Birth Mothers ◽  
Nationally Representative ◽  
Survey Weighting ◽  
Hospital Practices

Abstract Objectives To determine whether hospital breastfeeding-related practices are associated with breastfeeding initiation (BF) and exclusive breastfeeding (EBF) at discharge in a low-income population. Methods This is a secondary analysis of the Infant Toddler Feeding Practices Study II (ITFPS-2), a nationally representative sample of low-income mothers enrolled in the Special Supplemental Nutrition Program for Women, Infants and Children (WIC). This analysis included birth mothers who delivered at a hospital, whose infants did not spent time in the NICU, and had survey weighting data. BF and EBF (in women who initiated breastfeeding), hospital practices (rooming in, breastfeeding encouragement from staff, availability of staff who provided breastfeeding support, reception of gift pack, and among those who initiated breastfeeding, breastfeeding in the first hour and on demand, ) and sociodemographic data were collected via interview at 1 month postpartum. Logistic regression analysis, adjusting for maternal age, race and ethnicity, income, breastfeeding history, and delivery type, was conducted. We further adjusted for breastfeeding intentions, assessed in a sub-sample during pregnancy. Results The weighted analytic sample included 394,022 women (n = 311,355 for EBF). Rooming in was positively associated with BF (P &lt; 0.0001). Among those who initiated breastfeeding, doing so within the first hour was associated with EBF (P &lt; 0.0001). Breastfeeding encouragement from staff and availability of breastfeeding support staff were strongly associated with BF (both P &lt; 0.0001), but not with EBF (P = 0.74 and P = 0.08, respectively). Receiving a pro-formula gift pack was associated with a 40% and 50% reduction in the odds of BF and EBF, respectively (both P &lt; 0.0001). Further adjustment for breastfeeding intentions in a sub-sample (n = 250,665 for BF, n = 202,412 for EBF) provided similar findings. Conclusions Hospital practices were associated with breastfeeding practices, regardless of breastfeeding intentions. Limiting pro-formula gifts and providing breastfeeding support at hospitals, either directly or by creating an environment that allows for breastfeeding opportunities, may improve breastfeeding rates in the WIC population. Funding Sources The WIC ITFPS-2 is a federal study conducted under the direction of Office of Policy Support in the USDA FNS.

scholarly journals Unscripted Possibilities

2021 ◽  
Vol 42 (1) ◽  
pp. 57-67
Author(s):  
Tom Fox ◽  
Rachel Bear
Keyword(s):  
School Culture ◽  
Professional Learning ◽  
Rural Schools ◽  
Teacher Practice ◽  
National Writing Project ◽  
School Environments ◽  
Writing Project ◽  
Rural Environments ◽  
College Career ◽  
The World

  Abstract “Unscripted Possibilities” examines the potential for change that emerges in rural environments that are affected by poverty and educational reforms that ignore the specific contexts of rural schools. Using a National Writing Project program, the College, Career, and Community Writers Program as case, we argue that professional learning relationships that are characterized by mutuality and indeterminacy create changes in teacher practice and school culture. Our analysis adapts concepts from Anna Tsing’s (2015)The Mushroom at the End of the World to uncover hopeful possibilities in damaged school environments.

scholarly journals Sustaining Successful ICT Integration in Remote Rural Schools

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Elenita Natalio Que
Keyword(s):  
Rural Schools ◽  
Low Income ◽  
Continuous Process ◽  
The Philippines ◽  
Study Data ◽  
Pedagogical Practices ◽  
Ict Integration ◽  
Small Rural Schools ◽  
Context Specific ◽  
Geographically Isolated

This paper aims to provide insights into how teachers can sustain ICT integration practices in geographically isolated and disadvantaged areas. A mixed-method case study design was used for the study. Data were collected through interviews, questionnaires, classroom observation, and document examination. Qualitative analysis and descriptive statistics were used to analyse the data. For data validity, triangulation of responses and member checking was carried out. The study identified successful technology integration factors in geographically isolated and disadvantaged schools: a strong community of practice, an adequate support system, and contextual ICT integration practices. It suggests that teachers’ pedagogical practices related to ICT toned to undergo a continuous process of review and reflection to ensure that ICT-related practices remain pedagogically effective and relevant to changing needs and contexts. The account of the teachers in this study, focusing on their teaching experiences in a school in a remote, low-income area, creates a paradigm for comparative research on education in challenging contexts. Comparative studies on ICT integration practices in poverty-stricken, post-disaster, and conflict-affected areas, could provide inputs for formulating context-specific policy recommendations that could support successful ICT integration in small rural schools in the Philippines and other developing countries.

scholarly journals School walkability index: Application of environmental audit tool and GIS

2020 ◽  
Vol 18 ◽  
pp. 100880
Author(s):  
Sungmin Lee ◽  
Chanam Lee ◽  
Ji Won Nam ◽  
Mark Abbey-Lambertz ◽  
Jason A. Mendoza
Keyword(s):  
Environmental Audit ◽  
Audit Tool ◽  
Walkability Index
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