scholarly journals School-level Factors and Consent Form Return Rate in a School-based Vision Program

2021 ◽  
Vol 8 (2) ◽  
pp. 148-158
Author(s):  
Holly Given ◽  
◽  
Amanda Neitzel ◽  
Ahmed Shakarchi ◽  
Megan Collins
Keyword(s):  
School Size ◽  
Student Mobility ◽  
Statistical Significance ◽  
Return Rate ◽  
Consent Form ◽  
School Level ◽  
School Type ◽  
Consent Rate ◽  
School Based ◽  
Linear Regression Modeling

Objective: School-based vision programs provide care directly in schools. Parental consent is typically required for student participation. In this paper, we examine school-level factors associated with consent form return. Methods: We included 123 schools served by a vision program in Baltimore, Maryland between the 2016-17 and 2018-19 school years. Multiple linear regression modeling was used to examine the associations between consent return rate and school type (elementary, elementary/middle or middle school), school size, student attendance, student mobility, percent of students in special education, poverty (percent eligible for free and reduced-price lunch), teacher qualifications, parent response rate to annual school climate survey, vision screening failure rate, and year of vision program participation (cohort). Results: The final model explained 26.2% of variability in consent return rate. Overall consent return rate was 57.8% (range 9.4%-100%). School size (β = -2.419, p < .01) and cohort (βCohort2 = 11.988, p < .01) were significantly associated with consent rate. Whereas poverty (β = 0.225, p < .10) and mobility (β = -0.647, p < .10) were relevant, they did not reach statistical significance. Conclusions: School-level factors are significantly associated with consent form return rates. School-based vision programs should consider additional measures to increase consent form return, especially in larger schools and schools with high rates of student mobility.

scholarly journals Factors of Performance of Secondary Schools in Science, Mathematics and English

2019 ◽  
pp. 1-23
Author(s):  
Jem Boy B. Cabrella ◽  
Marilou D. Junsay
Keyword(s):  
Parental Involvement ◽  
Classroom Management ◽  
Educational Attainment ◽  
School Size ◽  
Family Background ◽  
Empirical Models ◽  
School Type ◽  
Length Of Service ◽  
School Based ◽  
Attitude And Motivation

This sequential exploratory mixed methods research aimed to describe which among the demographics, school profile, teacher factor, student factor, learning resources and classroom management, management and governance, family background and parental involvement significantly influenced and predicted the performance of the secondary schools in Science, Mathematics and English in Davao del Sur Division and thereafter to develop empirical models. The instrument used was developed through the responses of the KII informants, concepts of Creswell, and factor analyses. Using complete enumeration, the researcher selected 68 teachers and principals as respondents. Findings revealed that educational attainment, school based management, field of specialization significantly predicted competition; school type, teachers’ attitude and motivation, class size were linked with NAT results in Science; school type, length of service, teachers’ attitude and motivation, principal’s projects and programs, and school size were associated with NAT results in Mathematics; school type, teachers’ attitude and motivation, and classroom management positively correlated with NAT results in English; and school type, teacher’s attitude and motivation, family background and parental involvement, and length of service significantly linked with NAT results in Science, Mathematics and English. The empirical models adopted were: (1) YCompetition = -5.028 + 2.472*Educational Attainment + 1.514*School Based Management – 1.531*Field of Specialization, (2) YNATScience = 7.814 – 32.872*School Type + 13.007*Teacher’s Attitude and Motivation + 14.318*Class Size, (3) YNATMathematics = 74.026 – 28.828*School Type + 5.381* Length of Service + 9.523* Teacher’s Attitude and Motivation – 6.782* Principal’s Projects and Programs – 4.935* School Size, (4) YNATEnglish = 52.674 – 18.505* School Type + 11.362* Teacher’s Attitude and Motivation – 6.518* Classroom Management, and (5) YNATAverage = 60.645 – 26.052*School Type + 8.362* Teacher’s Attitude and Motivation – 4.902* Family Background and Parental Involvement + 4.158* Length of Service.

scholarly journals Predictors of Anxiety-Induced Sleep Disturbance among in-School Adolescents in Ghana: Evidence from the 2012 Global School-Based Health Survey

2021 ◽  
Vol 11 (2) ◽  
pp. 20 ◽  
Author(s):  
Bright Opoku Ahinkorah ◽  
Richard Gyan Aboagye ◽  
Francis Arthur-Holmes ◽  
Abdul-Aziz Seidu ◽  
James Boadu Frimpong ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Sleep Disturbance ◽  
Emotional Disorders ◽  
Health Survey ◽  
Safety Concern ◽  
Statistical Significance ◽  
Outcome Variable ◽  
Multivariable Logistic Regression Analysis ◽  
School Based ◽  
Multivariable Logistic Regression

(1) Background: Psychological problems of adolescents have become a global health and safety concern. Empirical evidence has shown that adolescents experience diverse mental health conditions (e.g., anxiety, depression, and emotional disorders). However, research on anxiety-induced sleep disturbance among in-school adolescents has received less attention, particularly in low- and middle-income countries. This study’s central focus was to examine factors associated with t anxiety-induced sleep disturbance among in-school adolescents in Ghana. (2) Methods: Analysis was performed using the 2012 Global School-based Health Survey (GSHS). A sample of 1342 in-school adolescents was included in the analysis. The outcome variable was anxiety-induced sleep disturbance reported during the past 12 months. Frequencies, percentages, chi-square, and multivariable logistic regression analyses were conducted. Results from the multivariable logistic regression analysis were presented as crude and adjusted odds ratios at 95% confidence intervals (CIs) and with a statistical significance declared at p < 0.05. (3) Results: Adolescents who went hungry were more likely to report anxiety-induced sleep disturbance compared to their counterparts who did not report hunger (aOR = 1.68, CI = 1.10, 2.57). The odds of anxiety-induced sleep disturbance were higher among adolescents who felt lonely compared to those that never felt lonely (aOR = 2.82, CI = 1.98, 4.01). Adolescents who had sustained injury were more likely to have anxiety-induced sleep disturbance (aOR = 1.49, CI = 1.03, 2.14) compared to those who had no injury. Compared to adolescents who never had suicidal ideations, those who reported experiencing suicidal ideations had higher odds of anxiety-induced sleep disturbance (aOR = 1.68, CI = 1.05, 2.71). (4) Conclusions: Anxiety-induced sleep disturbance among in-school adolescents were significantly influenced by the psychosocial determinants such as hunger, loneliness, injury, and suicidal ideation in this study. The findings can help design appropriate interventions through effective strategies (e.g., early school-based screening, cognitive-behavioral therapy, face-face counseling services) to reduce psychosocial problems among in-school adolescents in Ghana.

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

scholarly journals Prevalence and Factors Associated with Interpersonal Violence among In-School Adolescents in Ghana: Analysis of the Global School-Based Health Survey Data

Adolescents ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 186-198
Author(s):  
Richard Gyan Aboagye ◽  
Abdul-Aziz Seidu ◽  
Francis Arthur-Holmes ◽  
James Boadu Frimpong ◽  
John Elvis Hagan ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Health Survey ◽  
Interpersonal Violence ◽  
Statistical Significance ◽  
Final Analysis ◽  
Risky Behaviors ◽  
Health Concern ◽  
Negative Consequences ◽  
Factors Associated ◽  
School Based

Interpersonal violence is a critical public health concern that is linked with many negative consequences, including mortality. It is the second most predominant cause of death among male adolescents aged 15–19. This study used a nationally representative data from the recent Ghana Global School-based Health Survey to examine the prevalence and factors associated with interpersonal violence among Ghanaian in-school adolescents. A total of 2214 in-school adolescents were included in the final analysis. Multivariable binomial logistic regression analysis was performed to determine the factors assciated with interpersonal violence. The results of the regression analysis were presented as adjusted odds ratios (aOR) with 95% confidence level (CI) in all the analyses. Statistical significance was set at p < 0.05. The overall prevalence of interpersonal violence was 55.7%, of which the prevalences of physical fighting and attack were 38.2% and 41.5%, respectively. In-school adolescents who had an injury were more likely to experience interpersonal violence (aOR = 2.29, 95% CI = 1.71–3.06) compared with those who did not have an injury. The odds of interpersonal violence were higher among in-school adolescents who were bullied (aOR = 2.48, 95% CI = 1.84–3.34) compared with those who were not bullied. In addition, in-school adolescents who attempted suicide (aOR = 1.56, 95% CI = 1.22–2.47), consumed alcohol at the time of the survey (aOR = 1.88, 95% CI = 1.15–3.06), and were truant (aOR = 1.58, 95% CI = 1.29–1.99) had higher odds of experiencing interpersonal violence. These factors provide education directors and school heads/teachers with the relevant information to guide them in designing specific interventions to prevent interpersonal violence, particularly physical fights and attacks in the school settings. School authorities should organize parent–teacher meetings or programs to help parents improve their relationships with in-school adolescents to prevent or minimize their risky behaviors, including physical fights.

scholarly journals A school-based oral health educational program: the experience of Maringa- PR, Brazil

2004 ◽  
Vol 12 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Carlos Alberto Conrado ◽  
Sandra Mara Maciel ◽  
Márcia Regina Oliveira
Keyword(s):  
Health Care ◽  
Oral Health ◽  
Oral Hygiene ◽  
Primary Schools ◽  
Oral Health Care ◽  
School Level ◽  
Educational Approach ◽  
Entire Study ◽  
School Based ◽  
Study Population

The main purpose of this study was to evaluate the preliminary results of a school-based oral health educational strategy adopted in public primary schools from the city of Maringa, State of Parana, Brazil. The study sample was composed by 556 children and adolescents aged 6 to 17 years old, 124 schoolteachers and a group of 55 mothers. The educational approach was implemented for 18 months and consisted of reinforcements of interventions addressed to students and schoolteachers at school level and few activities targeted at the mothers, performed by means of home visits. Baseline and follow-up interviews focused on oral health care were undertaken for the entire study population. As a stimulus for the students to achieve proper oral hygiene habits, the simplified oral hygiene index was assessed at three different moments. A statistically significant improvement in their oral hygiene index (p<0.001) was recorded. The results achieved suggest an encouraging tendency towards the improvement in the levels of oral health care among the school-age youths studied. They also point out the need of intensifying the preparation of schoolteachers in oral health topics, as well the instructions to the mothers for their oral health care. Moreover, they highlight the importance of the continuous implementation of school-based programs to promote the oral health.

scholarly journals ANALISIS SIKAP PEDULI LINGKUNGAN SISWA SD NEGERI 184 PEKANBARU

2019 ◽  
Vol 8 (2) ◽  
pp. 139
Author(s):  
Hadi Gunawan ◽  
Guslinda Guslinda
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Environment ◽  
School Level ◽  
School Students ◽  
Public Elementary School ◽  
Descriptive Research ◽  
School Based ◽  
Quantitative Descriptive ◽  
Research Type

The background of this research is the importance of the attitude of caring for the environment that is planted early on starting from the elementary school level. The purpose of this study is to find out how the attitude of caring for students' environment in 184 Pekanbaru Elementary School. This research is quantitative descriptive research type. This research was conducted at 184 Pekanbaru Elementary School. Based on the results of research assessed from 6 indicators, namely cleaning toilets, cleaning trash cans, cleaning the school environment, beautifying classrooms and schools with plants, participating in maintaining parks in schools and participating in maintaining environmental cleanliness. Based on the results of the study showed that 184 Pekanbaru Public Elementary School students have a very caring attitude towards the environment with an acquisition value of 89.02 in the very caring category

scholarly journals Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Emine Yavuz ◽  
Hakan Yavuz Atar
Keyword(s):  
Problem Solving ◽  
Hierarchical Linear Modeling ◽  
School Attendance ◽  
Hierarchical Linear Model ◽  
School Level ◽  
School Type ◽  
Achievement Scores ◽  
Linear Modeling ◽  
Problem Solving Skills ◽  
Pisa 2012

Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students’ problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students’ PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools. Keywords: PISA; Problem solving; School effect; Two-level Hierarchical Linear Model (HLM) 

scholarly journals Building Healthy Communities: Creating Policy to Sustain Health-Related School Change

2018 ◽  
Vol 13 (3) ◽  
pp. 176-190
Author(s):  
Erin Elizabeth Centeio ◽  
Jeanne M. Barcelona ◽  
Kristen Kaszeta ◽  
Nate McCaughtry
Keyword(s):  
Elementary Schools ◽  
School Change ◽  
School Intervention ◽  
School Level ◽  
Healthy Communities ◽  
School Based ◽  
Control And Prevention ◽  
Health Related ◽  
Evidenced Based ◽  
The Impact

Many organizations including the Centers for Disease Control and Prevention and the National Academies of Science have called on schools to address childhood obesity and provide more opportunities for children to be active and eat healthier. This study discusses the impact that one comprehensive school program, Building Healthy Communities (BHC), had on school policy across 40 Midwest elementary schools. The study aim was to assess elementary schools that participated in the BHC whole-of-school intervention and examine the policy changes that took place during the year-long intervention, as well as proposed changes made as part of a sustainability plan. Findings indicated that evidenced-based tools can spur awareness of the need for health-based school change among administration, which in turn can prompt the adoption of school-level adherence policies. The intersection between school-based health policy and community-based youth programs is explored as an important part of comprehensive youth health promotion.

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