Vzdělávání v (pandemické) krizi: Případ „bezděčného“ sensemakingu v koordinaci vzdělávání v základních školách

The Third School Nutrition Dietary Assessment Study: Summary and Implications

OVER THE PAST 15 YEARS, cash transfer programs have become a core component of antipoverty policy strategies in the developing world. In Latin America in particular, cash transfer programs have adopted a multidimensional approach to poverty, whereby income support is provided together with simultaneous interventions in health, education, and nutrition. This "human development" approach to poverty reduction places a strong emphasis on tackling the intergenerational transmission of poverty through human capital investment (Levy and Schady 2013; Nio-Zaraza 2011; Levy 2006). Mexico's Progresa-Oportunidades-Prospera, Brazil's Bolsa Familia, Colombia's Familias en Accin, and Chile Solidario are prominent examples of this antipoverty policy framework.

Background: After the near-universal school closures in the United States at the start of the pandemic, lawmakers and educational leaders made plans for when and how to reopen schools for the 2020–2021 school year. As school reopening plans and data sets aggregating reopening statuses became available, researchers moved quickly to assess how a range of public health, political, and demographic factors were associated with school reopening and parent preferences for in-person and remote learning. Purpose: This paper provides a review of K–12 public school reopening decisions in the United States during the COVID-19 pandemic. There are two important insights from this research. First, we can learn from the findings themselves: The way schools and districts reopened during the COVID-19 pandemic has lessons about how our school system leaders make decisions in times of crisis and how those decisions are shaped by different actors, interests, and contextual factors. Second, we can learn from the limitations of this research—specifically, some cautionary wisdom about rapidly responding to new research questions in education with large-scale quantitative studies. Research Design: I review studies on K–12 public school reopening in the United States during the COVID-19 pandemic. There are two distinct but related questions in the literature that I used to guide my review. The first is, “What factors are associated with the decisions that districts or schools made to reopen for in-person instruction in the 2020–2021 school year?” The second question is, “What factors are associated with the racial and socioeconomic divergence in preferences for and participation in in-person instruction?” Conclusions: The existing literature identifies factors associated with reopening, including partisanship, teachers’ union strength, district demographics, and COVID-19 rates. The association between these factors and modality offered was strongest at the beginning of the 2020–2021 school year and weakened over time. Most studies do not capture how these factors may have been interrelated, nor do they provide evidence of the processes through which these factors influenced decision-making. Also, few studies consider operational decisions beyond modality. These limitations identify directions for research on educational decision-making during times of crisis. They also offer some cautionary wisdom about rapidly responding to new research questions in education with large-scale quantitative studies.

PurposeThis paper aims to analyze the requirements for stakeholder integration in sustainability project partnerships in times of sustainability crisis. Referring to the COVID-19 pandemic as a sustainability crisis that has sensitized consumers and other stakeholders to corporate responsibility for social and sustainability issues, a conceptual framework for stakeholder integration is developed from which implications for designing the potential, process and result quality are derived.Design/methodology/approachIn this conceptual paper, design options for stakeholder integration are derived from open innovation and service management research. Specific crisis-related determinants of stakeholder integration are derived from current corporate social responsibility (CSR) and crisis research taking into account the opportunities and challenges of the COVID-19 pandemic. Design options and crisis-related determinants are then combined to a conceptual framework for stakeholder integration in sustainability project partnerships in times of crisis. Based on this framework, research propositions are derived that provide insights into the design of the potential, process and result quality of stakeholder integration.FindingsThis paper shows that the COVID-19 pandemic can be viewed as a sustainability crisis, which places special entrepreneurial demands on stakeholder integration in sustainability project partnerships. The pandemic offers potential for integrating a large number of stakeholders and has emphasized the need for integrating a broad range of stakeholders. Higher skepticism of stakeholders toward companies' CSR engagement in the pandemic has raised stakeholder demands for early integration. Higher skepticism and CSR involvement have rendered active forms of integration even more relevant, which, however, should still be adapted to the respective stakeholder prerequisites. The pandemic has increased the need for constant and comprehensive exchange of data on project results between stakeholders and the project leading organization. Measurement of target achievement can be promoted by establishing stakeholder commitment with regard to the target measures on the collective and relationship levels of the partnership. Finally, the pandemic has reinforced the need for more dialogical forms of communicating sustainability project results.Originality/valueSolving problems and exploiting opportunities in times of crisis require a high degree of entrepreneurship and creative leadership in order to gain new ideas and overcome resource deficits. Sustainability project partnerships in which various stakeholders contribute resources and knowledge to collaborate on idea development and finding solutions to sustainability issues are suitable for this. However, previous approaches to stakeholder integration in open innovation and service management research largely neglect the crisis context and only a few are related to sustainability. In CSR and crisis research, stakeholder-related approaches to coping with crises tend to be underrepresented, and the comprehensive concept of stakeholder integration has so far hardly been considered as an approach to crisis management. By taking into account the COVID-19 pandemic as a sustainability crisis, this paper provides new impulses for the integration of stakeholders in sustainability project partnerships in times of crisis. Recommendations for the design of the potential, process and result quality are derived, which provide insights for project leaders and stakeholders alike. In addition, implications for public policymakers are derived, who are assigned an increasingly active role in the pandemic and who can contribute to the success of sustainability project partnerships by setting suitable framework conditions. The developed concept can be expanded to include further company-related determinants and offers a starting point for empirical analysis in the still underexplored research fields of sustainability-oriented relationship marketing and sustainability crises.

Food prices and weight gain during elementary school: 5-year update

In this follow-up survey, all children in elementary and junior high schools who were absent from school for more than thirty days in one school year from 1989 to 1991 in a certain city were investigated. The results were as follows:(1) In elementary schools, 1/3 of the students who were absent from school for more than thirty days in one school year in 1989 and 1990 were also absent from school for more than thirty days even the following year. And half of them were school non-attendants.(2) In junior high schools, half of the students who were absent from school for more than thirty days in one school year in 1989 and 1990 were also absent from school for more than thirty days even the following year. And 80% of them were school non-attendants.(3) 20% of the students who were absent from school for more than thirty days in 1989 were also absent from school for more than thirty days in one school year the next two years.

460 The integration of children and adolescents with developmental disabilities

Schooling, as an institution within our society, is charged with the formal and compulsory education of young people. However, social theorists such as Pierre Bourdieu, argue that schooling processes and practices go well beyond formal curriculum and constitute society within the individual, as a means of societal reproduction. In Australia the education system, and its associated research, has only recently begun to focus on the experiences of young people in their middle years of schooling. What is known about these experiences and the influence of practices as enculturation processes is minimal. A focus on the middle years has been the result of concerns over the disengagement, alienation, and marginalisation of young people towards schooling during these middle years and as associated with the transition from primary to secondary school. More specifically within the learning area of Health and Physical Education (HPE), similar concerns exist, coupled with solicitude towards students' in physical activity and sport, and the possible relationship to a decline in health. The dearth of literature to illuminate the complex process, practices, and relationships between young people and physical education warranted further research, particularly so for the middle years of schooling in the Australian context where the research fields have not, until now, coincided. The reflexive nature of the study has worked between the generated data from fieldwork in schools and the work of researchers informing what is known about young people, physical education, and the middle years of schooling. Chapter 1 sets the broader context of the study within Australian education, with particular reference to the field of physical education and the middle years of schooling. The literature that informs what we know about young people, physical education, and transfer as a process within the middle years is mapped in Chapter 2. As outlined in Chapter 3, the study draws from a number of theoretical perspectives including critical pedagogy, post-structural feminism, cultural studies, and youth studies. Through the use of these perspectives, the study attempts to analyse the relational positioning of 24 students within their physical education class using Bourdieu's conceptual tools of habitus, field, capital, and practice. The students participated in the study as one Year 7 class, during their final year of primary school, and as members of nine Year 8 classes in their first year of secondary school or middle school. A classroom generalist teacher and physical education specialist teacher worked with the students in Year 7 and five specialist Health and Physical Education teachers were primarily involved with the classes in Year 8. The participants and their schools are described, as are the methods used for data generation and analysis. A multi-method approach was taken for data generation in an attempt to include as many students' perspectives as possible over the 16 months of fieldwork. The methods included interviews, field observations, questionnaires, journals, videoing, photography, and Qsorts. The data were analysed using the tools of grounded theory, critical discourse analysis, descriptive statistics and Qmethodology to constitute a theory of practice, as encouraged by Bourdieu. Issues arising from the reflexive research process between data, theory, and my own habitus were ongoing throughout the study and are reflected upon in an Epilogue. Chapters 4 to 6 inclusively present the literature, data, and discussion focussing on three dimensions that relate to the thesis questions. Chapter 4 centres on the practices and processes of transition within the middle years of schooling, transfer being the primary transition of note. Physical education as a social field acts as the organizing theme for Chapter 5 before concentrating on student habitus in Chapter 6. The key findings of these chapters suggest that schooling in general, and physical education in particular, needs to redefine and refocus practices within the middle years, before, during and after transfer. Transfer can be situated as a powerful disruption, and therefore possible learning process, as part of the middle years, warranting explicit attention by students, teachers, and adults involved in education. It was concluded that three foci require attention within the middle years of schooling, namely learning, the habitus of individuals, and the social nature of the class. Consideration towards notions of student participation and difference inform a list of principles in Chapter 7 targeting different agents within the field, to promote shifts from currently oppressive to more socially just practices within schooling and physical education. Two possible future physical education scenarios, using and promoting a pedagogy of imaginative praxis, are then put forward as alternatives to those observed in this study. These scenarios are constructed from my experiences, observations, engagement with research, and imagination, in an attempt to illustrate what practices might look like in the classroom, recognizing that some already exist, but not on a large scale or in a systematic way. The scenarios acknowledge the importance of a multi-agent approach to change within a field including teachers, administrators, teacher educators, policy and curriculum writers, researchers, and significantly, students. The thesis argues that physical education has the potential to develop other ways of knowing and being in the world for young people and those within the field that includes teacher, administrators, curriculum writers, teacher educators, policy makers and researchers, beyond those discursive spaces dominating our society and reproducing practices that are alienating, marginalising and disengaging. However, this potential will only be realised if the field constantly reflects on its constituted and constituting practices, and shifts towards a more socially-just orientation that is inclusive of its members and open to change. I suggest that subjects and learning areas associated with the field of physical education have no future in the school curriculum should these shifts not be made.

PurposeThis paper aims to examine how managers use planning meetings to coordinate their actions in light of an uncertain future. Existing literature suggests that coordination under uncertainty requires a “dynamic” approach to planning, which is often realized in the form of rolling forecasts and frequent cross-functional exchange. Not so much is known, however, about the micro-level process through which coordination is achieved. This paper suggests that a sensemaking perspective and a focus on “planning talk” are particularly helpful to understand how actors come to a shared understanding of an uncertain future, based upon which they can coordinate their actions.Design/methodology/approachThis paper builds upon a qualitative case study in the Austrian production site of an international manufacturing company. Drawing on a sensemaking perspective, the paper analyses monthly held “planning meetings” in which sales and production managers discuss sales forecasts for the coming months and talk about how to align demand and supply.FindingsThe authors show how collective sensemaking unfolds in planning meetings and highlight the role that “plausibilization” of expectations, “calculative reasoning” and “filtering” of information play in this process. This case analysis also sheds light on the challenges that such a sensemaking process may be subject to. In particular, this paper finds that competing hierarchical accountabilities may influence the collective sensemaking process and render coordination more challenging.Originality/valueThe paper contributes to the hitherto limited management accounting and control literature on operational planning, especially its coordination function. It also extends the management accounting and control literature that draws on the concept of sensemaking. The study shows how actors involved in planning meetings create a common understanding of the current and future situation and what sensemaking mechanisms facilitate this process. In this respect, this paper is particularly interested in the role that accounting and other types of numbers can play in this context. Furthermore, it theorizes on the conditions that allow managers to overcome concerns with hierarchical accountabilities and enact socializing forms of accountability, which is often necessary to come to agreements on actions to be taken.

Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children's Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

This research was conducted to understand how 30 American school leaders managed during the COVID-19 pandemic. This qualitative study used a case study approach. The researchers utilized a convenience and snowball sampling to conduct Zoom interviews in May 2020. The research findings revealed that leaders encountered numerous difficulties related to having to lead during two crises (a global pandemic and social-racial issues). Findings also indicated that leaders altered their style and used many strategies to lead in times of crises: They emphasized communication, became stress managers and cheer leaders, focused on developing a sense of belonging among teachers and students alike, and planning for the school year. This study is significant because it expands leaders’ understanding of how to manage schools in times of crisis. When leaders lead effectively during times of crisis, then learning, teaching, and well-being will be less negatively impacted. The implications of this research also invite educational stakeholders to reimagine how to lead in an increasingly technological world. This study is relevant for K-12 leaders, but results could also be useful for leaders in a variety of contexts.

To assess oral hygiene and dietary patterns in school children participating in a school-based preventive oral health program during the COVID-19 pandemic. In this cross-sectional study, an anonymous questionnaire exploring oral hygiene and dietary patterns during the COVID-19 pandemic was completed by parents of school children. Data were compared among different schools, school years, and between genders using nonparametric tests. Associations among further nominal and categorical variables related to oral hygiene and dietary habits were also assessed using the chi-square test. Only 26% (n = 32) of parents reported that their children brushed their teeth the recommended amount of twice or more per day during the pandemic. In addition, 17.2% of the parents reported less brushing than before the pandemic. A total of 40 parents (32.8%) reported that their child consumed unhealthy beverages once a day or more. Comparison between genders revealed that male participants were drinking significantly unhealthier than female (p = 0.038). Sugary foods were consumed once a day or more by 63.1% of children. No significant differences were found between public and church schools. Significant direct associations were found between changes in dietary habits and brushing frequency (p = 0.017), between parental concern regarding the interruption of the school program and decreased brushing frequency (p = 0.005), and negative changes in dietary habits (p = 0.013). Within the limitations of this study, the present significant findings observed during the pandemic support the importance of school programs in promoting oral hygiene and healthy dietary habits of children. Agius A-M, Gatt G, Cortes ARG, et al. Patterns in Oral Hygiene and Dietary Habits in School Children during the COVID-19 Pandemic. Int J Clin Pediatr Dent 2023;16(2):205-210.

Trying To Do It All: Being a Physician-Mother during the COVID-19 Pandemic.

Elementary Students Select More Fruits and Vegetables When Required, but Waste More Regardless of Farm to School Programing