Lessons From the Field: Case Studies of Evolving Schoolwide Projects

1991 ◽  
Vol 13 (4) ◽  
pp. 353-362 ◽  
Author(s):  
Linda F. Winfield
Keyword(s):  
Effective Schools ◽  
Central Office ◽  
School Level ◽  
Math Instruction ◽  
School Based ◽  
Reading And Math ◽  
Urban School Systems ◽  
Effective Schools Research ◽  
Instructional Frameworks ◽  
Primary Type

This study describes changes that occurred in one of the nation’s largest urban school systems on the East Coast following passage of the Hawkins-Stafford Amendments. Case study methods were used to describe the central office and system role and changes at the elementary school level in selected sites. A major emphasis of central office framework for school wide projects (SWPs) was school-based management and instructional frameworks based on effective schools research. The primary type of instructional intervention at the school level was reduction of class size during reading and math instruction. School wide projects offer the potential for improving learning outcomes of disadvantaged students but require coordinated and direct support from the central office and district

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 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 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.

Does Training Predict Second-Grade Teachers’ Use of Student Data for Decision-Making in Reading and Mathematics?

2020 ◽  
pp. 153450842090252
Author(s):  
Marissa J. Filderman ◽  
Jessica R. Toste ◽  
North Cooc
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Reading Instruction ◽  
Student Assessment ◽  
Math Instruction ◽  
Use Of Data ◽  
Frequent Use ◽  
Reading And Math ◽  
Early Childhood Longitudinal Survey ◽  
And Mathematics

Although national legislation and policy call for the use of student assessment data to support instruction, evidence suggests that teachers lack the knowledge and skills required to effectively use data. Previous studies have demonstrated the potential of training for increasing immediate teacher outcomes (i.e., knowledge, skills, and beliefs), yet research is still needed that investigates whether these immediate learning outcomes correspond to improved practices in reading and math instruction. Using the Early Childhood Longitudinal Survey: Kindergarten (2011), the present study sought to investigate whether data-focused training predicted teacher use of data for four prevalent decision-making outcomes: monitor progress on specific skills, identify skill deficits, monitor overall progress of students performing below benchmark, and determine placement in instructional tiers. Results indicate that professional development to use data to identify struggling learners and coursework focused on the use of assessment to select interventions and supports significantly predicted teachers’ frequent use of data across key decision-making dimensions in reading instruction. Results for math instruction differ in that more frequent data use was not consistent across outcomes, more training sessions were needed, and professional development to use data to guide instruction significantly predicted use of data to monitor students who performed below benchmark.

Classroom Pivotal Response Teaching: Teacher Training Outcomes of a Community Efficacy Trial

2019 ◽  
Vol 43 (3) ◽  
pp. 215-234 ◽  
Author(s):  
Jessica Suhrheinrich ◽  
Sarah R. Rieth ◽  
Kelsey S. Dickson ◽  
Scott Roesch ◽  
Aubyn C. Stahmer
Keyword(s):  
Autism Spectrum ◽  
School Level ◽  
Efficacy Trial ◽  
Training Outcomes ◽  
Randomized Controlled ◽  
School Based ◽  
Students With Autism ◽  
Community Efficacy ◽  
Large Randomized Trial ◽  
Training Protocol

Classroom Pivotal Response Teaching (CPRT) is a naturalistic behavioral intervention for students with autism spectrum disorder (ASD) that was systematically adapted for teacher use. In this study, the authors evaluate outcomes of a large randomized trial training teachers ( n = 126) to use CPRT. Training involved 12 hours of small group sessions and additional 1:1 coaching in each teacher’s classroom. Overall, CPRT fidelity was significantly higher at the end of the training year relative to the observation year ( B = 0.24, p = .001) and teachers report using CPRT an average of 47 minutes per day. Moderator analyses indicate that training, teacher, and classroom- and school-level characteristics affected CPRT fidelity. Teachers report high overall satisfaction ( M = 4.37, SD = 0.45; 1-5 Likert-type scale) and confidence in their ability to use CPRT with their students ( M = 4.2, SD = 0.57). In this study, the authors indicate the acceptability and feasibility of the CPRT training protocol and adds to the limited number of school-based randomized controlled trials (RCTs) evaluating interventions for students with ASD.

School-based Clubs as a Mechanism to Increase Student Interest in Materials Science Engineering and Nanotechnology among Underserved Groups

2011 ◽  
Vol 1320 ◽  
Author(s):  
Sandra L. Dika ◽  
Jaquelina E. Alvarez ◽  
Jeannette Santos ◽  
O. Marcelo Suárez
Keyword(s):  
Puerto Rico ◽  
Parent Education ◽  
Low Income ◽  
Materials Science ◽  
Educational Aspirations ◽  
Education Level ◽  
School Level ◽  
Student Interest ◽  
Science And Engineering ◽  
School Based

ABSTRACTSince 2005, the University of Puerto Rico-Mayagüez (UPRM) has co-facilitated materials science and engineering (MSE) clubs at low-income middle and high schools in Western Puerto Rico to increase awareness and interest in the areas of materials science, nanotechnology, and engineering. In this article, we describe the club activities and share the results of the 2009 end-of-year assessment regarding knowledge, interest, and educational aspirations in MSE, along with differences based on gender, parent education level, and school level. Overall, participants expressed positive opinions about engineering as a career. While students expressed high interest in pursuing university studies in science and engineering, some differences became apparent based on gender, parent education level, and school level. There were also differences between boys and girls in perceived knowledge gains. The results of this assessment provide promising evidence that school-based MSE clubs may help attract underserved students into the MSE pipeline.

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