Survey of childhood diabetes and impact of school level educational interventions in rural schools in Karimnagar district

This article examines how controlling statistically for baseline covariates, especially pretests, improves the precision of studies that randomize schools to measure the impacts of educational interventions on student achievement. Empirical findings from five urban school districts indicate that (1) pretests can reduce the number of randomized schools needed for a given level of precision to about half of what would be needed otherwise for elementary schools, one fifth for middle schools, and one tenth for high schools, and (2) school-level pretests are as effective in this regard as student-level pretests. Furthermore, the precision-enhancing power of pretests (3) declines only slightly as the number of years between the pretest and posttests increases; (4) improves only slightly with pretests for more than 1 baseline year; and (5) is substantial, even when the pretest differs from the posttest. The article compares these findings with past research and presents an approach for quantifying their uncertainty.

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Educação em saúde sexual e reprodutiva do adolescente escolar

Revista de Enfermagem UFPE on line ◽

10.5205/1981-8963.2020.244493 ◽

2020 ◽

Vol 14 ◽

Author(s):

Maurilo De Sousa Franco ◽

Maryanna Tallyta Silva Barreto ◽

José Willian De Carvalho ◽

Pallysson Paulo Da Silva ◽

William Caracas Moreiras ◽

...

Keyword(s):

Health Education ◽

Reproductive Health ◽

School Environment ◽

School Health ◽

Sexual And Reproductive Health ◽

School Context ◽

Family Health ◽

Educational Interventions ◽

School Level ◽

Adolescent Students

Objetivo: relatar a experiência de estudantes do Curso de Enfermagem na implementação de intervenções educacionais para a promoção da saúde sexual e reprodutiva do adolescente escolar. Método: trata-se de um estudo descritivo, tipo relato de experiência, desenvolvida a partir das seguintes etapas: 1) Capacitação discente; 2) Apresentação do Projeto de Pesquisa; 3) Diagnóstico situacional no contexto escolar; 4) Seleção das temáticas; 5) Planejamento de estratégias e abordagens e 6) Execução e avaliação. As informações foram discutidas em concordância com a literatura. Resultados: notou-se a carência no conhecimento dos adolescentes escolares acerca da temática da saúde sexual e reprodutiva, entretanto, a intervenção no ambiente escolar mostrou ser um ambiente promissor para o processo de educação em saúde realizado, sobretudo, pelo enfermeiro no âmbito da Estratégia Saúde da Família com outros profissionais da saúde e da educação. Conclusão: enfatiza-se a necessidade de atividades no âmbito escolar a fim de promover o conhecimento e adoção hábitos e práticas saudáveis que impactem e assegurem aos estudantes riscos mínimos de injúrias à saúde sexual e reprodutiva. Descritores: Educação em Saúde; Promoção da Saúde; Serviços de Saúde Escolar; Saúde Sexual e Reprodutiva; Saúde do Adolescente; Enfermagem.AbstractObjective: to report the experience of Nursing Course students, in the implementation of educational interventions for the promotion of the sexual and reproductive health of adolescent students. Method: it is a descriptive study, of related experience type, developed from the following steps: 1) Student training; 2) Presentation of the Research Project; 3) Situational diagnosis in the school context; 4) Selection of themes; 5) Planning strategies and approaches and 6) Execution and evaluation. The information was discussed in accordance with the literature. Results: there was a lack of knowledge among adolescent students about the theme of sexual and reproductive health, however, the intervention in the school environment proved to be a promising environment for the health education process carried out, above all, by nurses within the scope of the Strategy Family Health with other health and education professionals. Conclusion: the need for activities at the school level is emphasized to promote knowledge and adoption of healthy habits and practices that impact and ensure students the minimum risk of injury to sexual and reproductive health. Descriptors: Health Education; Health Promotion; School Health Services; Sexual and Reproductive Health; Adolescent Health; Nursing. ResumenObjetivo: reportar la experiencia de los estudiantes del Curso de Enfermería en la implementación de intervenciones educativas para la promoción de la salud sexual y reproductiva del adolescente escolar. Método: es un estudio descriptivo, tipo de informe de experiencia, desarrollado a partir de los siguientes pasos: 1) Capacitación de estudiantes; 2) Presentación del Proyecto de Investigación; 3) Diagnóstico situacional en el contexto escolar; 4) Selección de temas; 5) Planificación de estrategias y enfoques 6) Ejecución y evaluación. Las informaciones fueron discutidas de acuerdo con la literatura. Resultados: hubo una falta de conocimiento entre los adolescentes escolares sobre el tema de la salud sexual y reproductiva, sin embargo, la intervención en el entorno escolar demostró ser un entorno prometedor para el proceso de educación sanitaria llevado a cabo, sobre todo, por el enfermero dentro del alcance de la Estrategia Salud Familiar con otros profesionales de la salud y la educación. Conclusión: se enfatiza la necesidad de actividades a nivel escolar para promover el conocimiento y la adopción de hábitos y prácticas saludables que impactan y aseguran a los estudiantes el riesgo mínimo de lesiones a la salud sexual y reproductiva. Descriptores: Educación en Salud; Promoción de la Salud; Servicios de Salud Escolar; Salud Sexual y Reproductiva; Salud del Adolescente; Enfermería.

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Principals as Assessment Leaders in Rural Schools

The Rural Educator ◽

10.35608/ruraled.v33i3.407 ◽

2018 ◽

Vol 33 (3) ◽

Author(s):

Patrick Renihan ◽

Brian Noonan

Keyword(s):

Rural Schools ◽

Large Scale ◽

School Level ◽

System Level ◽

Leadership Roles ◽

Professional Interaction ◽

Large Scale Assessment ◽

Small Rural Schools ◽

Professional Contexts ◽

The Impact

This article reports a study of rural school principals’ assessment leadership roles and the impact of rural context on their work. The study involved three focus groups of principals serving small rural schools of varied size and grade configuration in three systems. Principals viewed assessment as a matter of teacher accountability and as a focus for the school professional team. They saw themselves as teachers first, stressing their importance as sources of teacher support, serving a ‘buffer role,’ ameliorating external constraints to effective assessment and learning. Bureaucratic environments and trappings of large-scale assessment were seen to be incompatible with the familial nature of rural professional contexts. Other constraints were the logistical challenges of small student populations, higher instances of multi-graded classrooms, and the absence of grade-alike professional interaction. Conversely, smallness enabled professional interaction and transformational leadership. Finally, the quality of system-level support emerged as a critical catalyst for assessment leadership at the school level.

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A Review of the Use of ICT Techniques for Teaching Gifted Students

Revista Gestão Inovação e Tecnologias ◽

10.47059/revistageintec.v11i4.2283 ◽

2021 ◽

Vol 11 (4) ◽

pp. 2358-2367

Author(s):

Rabee Alqahtani ◽

Mohammed Alqahtani

Keyword(s):

Self Regulation ◽

Gifted Students ◽

Educational Interventions ◽

School Level ◽

Current Status ◽

Gifted Children ◽

The Impact ◽

Appropriate Education ◽

And Training ◽

Practical Implications

The issue examined in this systematic review was the current status of research on the use of ICT techniques in the education of gifted children. After defining gifted children, the need for separate consideration of educating them and the appropriate method of educating them led to considering ICT as a promising method to teach them. The review found that some recent research has reported models of appropriate education using ICT. However, mere models are not going to achieve anything. Facilitation of ICT at the school level and training of teachers to teach gifted children using ICT is also important. As with any other case, factors and challenges determine the success of ICT use in educating gifted children. Early identification of gifted children, self-regulation and self-efficacy of gifted children to focus on the relevant topics, individualised programmes and lastly, the impact of the current Covid-19 pandemic have been discussed by the other papers that were reviewed. Overall, it can be deduced that ICT is indeed a useful avenue to teach gifted students, but it needs to be used in conjunction with other educational interventions/programs to ensure its effectiveness. These findings have practical implications for improving the education of gifted students.

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How to Increase Ocean Literacy for Future Ocean Sustainability? The Influence of Non-Formal Marine Science Education

Sustainability ◽

10.3390/su122410647 ◽

2020 ◽

Vol 12 (24) ◽

pp. 10647

Author(s):

Melita Mokos ◽

Giulia Realdon ◽

Ivana Zubak Čižmek

Keyword(s):

Primary School ◽

Integrated Approach ◽

Educational Interventions ◽

School Level ◽

Marine Science ◽

School Students ◽

Educational Activities ◽

Ocean Literacy ◽

Ocean Science ◽

School Curricula

Even though the ocean is a defining feature on Earth that regulates climate and provides oxygen, food, and jobs, students still have low to moderate marine and ocean literacy knowledge. Ocean literacy is an understanding of the ocean’s influence on people and people’s influence on the ocean. It is an emerging need necessary for ensuring the sustainability of the ocean and its resources. The UN has declared a Decade of Ocean Science for Sustainable Development, and one of the priority research and development areas is ocean literacy. Unfortunately, marine science and ocean literacy topics are poorly represented in school curricula across the world. This study presents the level of marine knowledge in a sample of primary school students before and after different themed non-formal educational interventions and the effect of non-formal educational activities on students’ knowledge. These activities led to significant increase in the knowledge level three weeks after they were performed, indicating the retention of gained information. Performed educational activities and knowledge transfer from graduate level to primary school level significantly increased the level of students’ knowledge, and consequently ocean literacy, and revealed some of the learning misconceptions. Results of this study show that there is a need for an integrated approach to the teaching of Ocean Literacy starting from the early grades by combining teacher’s professional development, strengthening ocean-related topics in school curricula, and promoting non-formal educational activities.

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Supporting a Participatory Process for Evidence on Healthy Eating to Promote Healthy Diet among Children: An Illustration from Nigeria

Health Behavior and Policy Review ◽

10.14485/hbpr.8.3.8 ◽

2021 ◽

Vol 8 (3) ◽

pp. 269-276

Author(s):

Yetunde John-Akinola ◽

Odunayo Akano ◽

Oluwasegun Akinwale

Keyword(s):

Public Schools ◽

Healthy Eating ◽

Behavioral Change ◽

Primary Schools ◽

Eating Behaviors ◽

Educational Interventions ◽

Healthy Food ◽

School Level ◽

Word Cloud ◽

Word Clouds

Objective: In this study, we assessed children’s perception of healthy eating and investigated the contents of lunch boxes packed from home. Methods: Overall, 728 pupils in first to sixth class across 25 primary schools in Ibadan, South West Nigeria wrote their perceptions of healthy eating on small colored papers. Contents of lunch boxes were observed during the school lunch period. Descriptive and qualitative analysis was carried out and data were represented in word clouds and figures. Results: Most pupils (97.9%) listed food items that they referred to as healthy food, represented in a word cloud. Further categorization showed that few pupils identified fruits (5.3%) and vegetables (2.4%) as healthy food. Pupils in private schools were 1.9 times more likely to have pastries in their lunch boxes than public schools (OR = 1.914, 95% CI: 1.121-3.268). Conclusions: Multiple educational interventions should be targeted at the pupil-, parent-, and school-level to promote healthy eating behaviors. The use of communication materials with pictorial depiction of examples of healthy food could serve as a reinforcing factor to help maintain positive behavioral change.

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School Council Member Perceptions and Actual Practice of School Councils in Rural Schools

The Rural Educator ◽

10.35608/ruraled.v26i2.514 ◽

2018 ◽

Vol 26 (2) ◽

Author(s):

Thomas Pharis ◽

Randall V. Bass ◽

James L. Pate

Keyword(s):

Rural Schools ◽

Educational Practice ◽

School Level ◽

School Council ◽

Council Member ◽

State University ◽

School Councils ◽

Advisory Groups ◽

The Difference ◽

Council Effectiveness

In a time of growing interest in accountability, sharing school governance with parents, teachers, the community, and business leaders has become a norm. School councils or advisory groups have become a requirement for schools in many states. This research examined school council members’ perceptions of issues addressed by the councils and council effectiveness in rural Georgia. Additionally, this research examined the relationship between council members’ perceptions of school council effectiveness among council member constituent groups and the difference between council members’ perceptions of issues addressed and actual issues addressed. The research identified factors school council members believed to be important for school council effectiveness. The data were gathered through a survey of school council members in the forty-one county Valdosta State University service area. Actual issues addressed were obtained through a content analysis of school council minutes. Implications for educational practice in rural schools included a process of involving of a variety of constituents in policy making at the school level in an attempt to improve student academic performance and principals hold the key to council effectiveness.

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Outmigration Among Rural High School Graduates: The Effect of Academic and Vocational Programs

Educational Evaluation and Policy Analysis ◽

10.3102/01623737019004360 ◽

1997 ◽

Vol 19 (4) ◽

pp. 360-372 ◽

Cited By ~ 5

Author(s):

Gary G. Huang ◽

Stanley Weng ◽

Fan Zhang ◽

Michael P. Cohen

Keyword(s):

High School ◽

Labor Market ◽

Curriculum Reform ◽

Rural Schools ◽

Rural Areas ◽

College Attendance ◽

Academic Program ◽

School Level ◽

Market Condition ◽

Local Labor Market

Although rural communities have pressing needs for educated youth, rural schools are criticized for training students with urban-oriented labor skills that facilitate rural-to-urban migration. Some analysts see such schooling contributing to the rural community’s decline. Educators and policymakers concerned about rural areas need to know what kind of school programs help retain educated youth in rural areas. Research on the comparative effectiveness of different curriculum programs in retaining youth in the community can inform the program development for rural schools. This report presents a study that addressed the issue with data from a national longitudinal study, the High School and Beyond (HS&B) of the National Center for Education Statistics. With two-level hierarchical logit modeling that decomposed the variance into school- and individuallevels components, we examined the post-school outmigration pattern in connection with students’ coursework (at the individual level) and curriculum program enrollment (at the school level). We focused on the effects on outmigration of the academic program and the vocational program measured at the two levels, adjusting for the effects of the local labor market condition and student sociodemographic background and test scores. We also introduced interaction terms to determine the specific effects of curriculum on rural school average outmigration. The results revealed that, controlling for the effects of local labor market and student background and academic achievement, outmigration was positively related to schools’ emphasis on academic programs and students’ high credits in the academic curriculum. To clarify the possible confounding relationship between outmigration and college attendance, we further analyzed data of youth that had not gone to college four years after high school. Essentially, the same pattern was found among this subsample of noncollege-goers. Implications for curriculum development were suggested based on the results and other perspectives regarding curriculum reform.

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Olhar Docente Acerca da Prática com Jogos e Tecnologias nas Intervenções da Sala de Recursos Multifuncionais

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2020v21n2p118-126 ◽

2020 ◽

Vol 21 (2) ◽

pp. 118-126

Author(s):

Mara Silvia Spurio ◽

Luciane Guimarães Batistella Bianchini ◽

Nielce Lobo da Costa ◽

Adriana Von Stein

Keyword(s):

Junior High School ◽

Educational Interventions ◽

Pedagogical Practices ◽

School Level ◽

High School Level ◽

Teachers Perceptions ◽

Education Service ◽

Resource Classroom ◽

Specialized Education ◽

Teaching Learning

As intervenções educacionais que integram jogos às tecnologias digitais têm sido motivadas a fim de tornar o ensino significativo aos alunos, por se tratar de uma metodologia ativa e também por este tipo de hábito lúdico ser comum à geração atual. Mas, e no caso do professor do Atendimento Educacional Especializado (AEE), como ele considera tal integração à sua prática com alunos que apresentam Necessidades Educacionais Especiais (NEE)? Este estudo, caracterizado como qualitativo objetivou conhecer professores atuantes no AEE, suas práticas pedagógicas com jogos, bem como verificar suas percepções com relação ao uso dos jogos e da tecnologia para aprendizagem dos alunos com NEE no ensino fundamental. Para a coleta de dados foi realizada entrevista com cinco docentes do AEE que atuam em um munícipio da região norte do estado do Paraná. Os dados foram analisados qualitativamente e os resultados da pesquisa indicaram que a maioria das professoras sabe utilizar os jogos digitais, embora duas docentes (P2 e P4) informassem ter dificuldades, por falta de conhecimento e tempo para se dedicar à aprendizagem de determinado jogo. Quanto às suas percepções, todas as entrevistadas reconhecem a importância de jogos e tecnologias para a geração de alunos na atualidade, até mesmo no caso da proposta inclusiva na Sala de Recursos Multifuncionais (SRM). Este estudo concluiu que as percepções docentes se articulam à prática do professor, por isso refletir sobre como o professor concebe os jogos e tecnologias na SRM poderá contribuir para novas propostas junto aos alunos e suas NEE. Palavras-chave: Ensino. Aprendizagem. Recursos Lúdicos Digitais. Atendimento Educacional Especializado. Abstract Educational interventions which integrate games with digital technologies have been encouraged to make teaching meaningful to students, since it is an active methodology and also due to the fact that this type of playful habit is common among the current generation. But, and in the case of the Specialized Education Service teacher (AEE), how does he/she consider such integration with his /her practice concerning students presenting Special Education Needs (NEE)? This study, based on a qualitative approach, was carried out to investigate how teachers act in AEE, their pedagogical practices with games, as well as to gain their perceptions concerning the use of games and technologies to further learning by NEE students at grade/junior high school level. To collect the data one carried out interviews with five AEE teachers working in a county located in northern Paraná State. Such data underwent a qualitative analysis and the research results showed that most of the teachers know how to use digital games, although two of them (P2 and P4) reported to have difficulty, due to lack of familiarity with it and time to get acquainted with the game at issue. Concerning their perceptions, all the interviews acknowledged the importance of games and technologies for current students, even for the inclusive proposal within the Multifunctional Resource Classroom (SRM). This study concluded that teachers’ perceptions are articulated with their practice and therefore the pondering on how the teacher conceives games and technologies in SRM may contribute to further new proposals jointly with NEE students. Keywords: Teaching. Learning. Digital Playful Resources. Specialized Education Service.

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