Using a brief tool to assess healthy school environments: a pilot study

The theme of this chapter is in accord with the growing discussion proposed by several researchers while investigating games contributions for teaching and learning, particularly in relation to school. Within school environments, parents and teachers perceive that moment with suspicion, thus augmenting their questions about which evidence would point to games as capable of facilitating learning. Therefore, methodologies, procedural field, and evaluation instruments arise in an attempt to evidence the contributions of games for learning. The chapter's main objective is to present the bases of a summative evaluation methodology for educational digital games, having as a guiding tool an instrument ad hoc. The principles which orientate such grounds are based on interaction design and on the learning principles of Paul Gee. The instrument description is also included, as well as its enforceability by means of a pilot study.

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Developing Interventions for Children’s Exercise (DICE): A Pilot Evaluation of School-Based Exercise Interventions for Primary School Children Aged 7 to 8 Years

Journal of Physical Activity and Health ◽

10.1123/jpah.2012-0116 ◽

2014 ◽

Vol 11 (4) ◽

pp. 699-704 ◽

Cited By ~ 2

Author(s):

Karen Hind ◽

David Torgerson ◽

Jim McKenna ◽

Rebecca Ashby ◽

Andy Daly-Smith ◽

...

Keyword(s):

Physical Activity ◽

Pilot Study ◽

Primary Schools ◽

School Setting ◽

Well Being ◽

Primary School Children ◽

School Environments ◽

Exercise Interventions ◽

Full Support ◽

School Based

Background:Developing Interventions for Children’s Exercise (DICE) is an initiative aimed at determining effective schoolbased exercise programs. To assess feasibility, we conducted a pilot study of exercise sessions which varied in duration and frequency.Methods:Exercise interventions were delivered to Year 3 pupils (age 7–8 years; n = 73) in primary schools within Yorkshire, UK. Evaluations were conducted using focus group sessions, questionnaires and observations.Results:The study revealed positive aspects of all interventions, including favorable effects on children’s concentration during lessons and identified the value of incorporation of the DICE concept into curriculum lessons. Children appeared enthused and reported well-being and enjoyment. Areas requiring attention were the need for appropriate timetabling of sessions and ensuring the availability of space.Conclusion:The concept and sessions were well-accepted by teachers who confirmed their full support of any future implementation There appears to be potential for the encouragement and empowerment of teachers to support physical activity and healthy school environments, and to take an interest in the health of their pupils. Ultimately, these findings should assist in the design of successful exercise interventions in the school setting.

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Pilot study on criteria in cavity preparation-facts or artifacts?

Journal of Dental Education ◽

10.1002/j.0022-0337.1973.37.11.tb00753.x ◽

1973 ◽

Vol 37 (11) ◽

pp. 27-31 ◽

Cited By ~ 16

Author(s):

G Salvendy ◽

WM Hinton ◽

GW Ferguson ◽

PR Cunningham

Keyword(s):

Pilot Study ◽

Cavity Preparation

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Assessing manual dexterity: pilot study of a new instrument

Journal of Dental Education ◽

10.1002/j.0022-0337.1981.45.2.tb01432.x ◽

1981 ◽

Vol 45 (2) ◽

pp. 71-73 ◽

Cited By ~ 1

Author(s):

P Weinstein ◽

HA Kiyak

Keyword(s):

Pilot Study ◽

Manual Dexterity ◽

New Instrument

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Writing Funding Proposals for Speech-Language Staff Development Projects

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1303.163 ◽

1982 ◽

Vol 13 (3) ◽

pp. 163-171

Author(s):

Carol A. Esterreicher ◽

Ralph J. Haws

Keyword(s):

Staff Development ◽

Development Project ◽

Project Manager ◽

State Funding ◽

Service Needs ◽

School Environments ◽

Speech Language Pathologists ◽

Service Programs ◽

Speech Language Pathologist ◽

Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0305 ◽

2019 ◽

Vol 62 (9) ◽

pp. 3397-3412

Author(s):

Michelle I. Brown ◽

David Trembath ◽

Marleen F. Westerveld ◽

Gail T. Gillon

Keyword(s):

Hearing Loss ◽

Pilot Study ◽

Visual Analysis ◽

Single Case ◽

Eye Contact ◽

Preliminary Evidence ◽

Storybook Reading ◽

Book Selection ◽

Turn Taking ◽

Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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