Full-time School Research Articles

Clinical Outcomes of Pediatric Acute Sport- and Non-Sport-Related Concussions.

The objectives were to examine clinical characteristics, length of recovery, and the prevalence of delayed physician-documented recovery, compare clinical outcomes among those with sport-related concussion (SRC) and non-sport-related concussion (nSRC), and identify risk factors for delayed recovery. Included patients (8-18 years) were assessed ≤14 days post-injury at a multidisciplinary concussion program and diagnosed with an acute SRC or nSRC. Physician-documented clinical recovery was defined as returning to pre-injury symptom status, attending full-time school without symptoms, completing Return-to-Sport strategy as needed, and normal physical examination. Delayed physician-documented recovery was defined as >28 days post-injury. Four hundred and fifteen patients were included (77.8% SRC). There was no difference in loss of consciousness (SRC: 9.9% vs nSRC: 13.0%, p = 0.39) or post-traumatic amnesia (SRC: 24.1% vs SRC: 31.5%, p = 0.15) at the time of injury or any differences in median Post-Concussion Symptom Scale scores (SRC: 20 vs nSRC: 23, p = 0.15) at initial assessment. Among those with complete clinical follow-up, the median physician-documented clinical recovery was 20 days (SRC: 19 vs nSRC: 23; p = 0.37). There was no difference in the proportion of patients who developed delayed physician-documented recovery (SRC: 27.7% vs nSRC: 36.1%; p = 0.19). Higher initial symptom score increased the risk of delayed physician-documented recovery (IRR: 1.39; 95% CI: 1.29, 1.49). Greater material deprivation and social deprivation were associated with an increased risk of delayed physician-documented recovery. Most pediatric concussion patients who undergo early medical assessment and complete follow-up appear to make a complete clinical recovery within 4 weeks, regardless of mechanism.

EVALUATION OF ACCESS TO ORAL HEALTH AND THE NEED FOR TREATMENT IN ADOLESCENTS IN A FULL-TIME SCHOOL SYSTEM

This study evaluated the self-perception of adolescents' oral health and their oral conditions and the need for treatment in relation to dental caries. An epidemiological survey was carried out in the municipality of Belém, Pará, Brazil, in 2018. The sample consisted of 200 students, aged 11 to 16 years old, from a full-time public school. The data were collected through a questionnaire where their self-perception of their oral health was assessed and an intra-oral examination was carried out to assess oral health conditions in relation to dental caries, using the Dental Caries Index and need for treatment (ICDNT). The data analysis was based on the Chi-square test, and when the npq <5 restriction occurred, Fisher's exact test was applied. The comparison between quantitative variables was performed using the Student's t test. The average DMFT index was 3.57, with only 17% of the studied population free of caries. The carious component was the one with the greatest significance (3.14) and the need for treatment with the highest prevalence was the restoration of one face (47.5%). A percentage of 88.5% of the adolescents evaluated answered that they did not take a toothbrush to school. The studied sample had a moderate prevalence of caries compared to the parameters recommended by the WHO, but above the standard obtained in the national survey carried out in 2010. Therefore, it is necessary to implement measures aimed at improving the quality of oral health of these adolescents and a full-time system would be a ideal for implementing good habits and routines for the adolescent’s oral health.

O brincar das crianças na escola em tempo integral: tensões entre as fronteiras territoriais e as culturas infantis

O artigo se sustenta na defesa da educação integral em tempo integral na Educação Infantil e visa contribuir para ampliar o debate nesse campo, ao tomar como objeto o brincar das crianças de 5 anos, em uma escola municipal, na qual elas permanecem 8 horas diárias. Como questão norteadora, indaga-se sobre as configurações do brincar dessas crianças na Escola em Tempo Integral. O referencial teórico estabelece um diálogo com autores da Sociologia da Infância que reconhecem a centralidade do brincar como constitutivo das culturas infantis, e autores do campo da Geografia que tematizam território e territorialidade. Participam do estudo 22 crianças e, para capturar as configurações do brincar, foram utilizados para a coleta dos dados: observação do cotidiano da escola, análise de documentos e rodas de conversa com as crianças. A análise coloca em evidência as tensões entre as culturas infantis e as fronteiras territoriais que buscam conformar o brincar das crianças na Escola em Tempo Integral (ETI). Os resultados indicam a forma escolar presente nas configurações do brincar e os escapes propiciados pelas práticas do brincar na imbricação território/territorialidade. As conclusões permitem refletir sobre a necessidade de reconhecimento, no tempo integral, de que o brincar é parte da cultura infantil, tem centralidade na infância e, portanto, é um direito das crianças.

Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education

There is a noticeable, widely accepted movement in the field of science teaching, which suggests that continuing education should focus on the needs and goals of the teachers. To this end, a viable path is adopting a metacognitive perspective to enable deeper reflections, the construction of meaning, reevaluations and redirections. Given this panorama, this paper aims to present a discussion about the metacognitive knowledge teachers may hold on the subject of research-based teaching, and what metacognitive experiences they may bring up in order to further develop (more) investigative activities in class. Assuming this thesis and relying on action research mechanisms, a training course for practicing teachers was held between August and December 2019, supported with the participation of six Chemistry teachers working in public and full-time schools in the state of Sergipe, Brazil. Based on the audio recording of the first phase of the course, our results point out that these teachers have adequate metacognitive knowledge on research-based teaching, and how to foster more autonomy for students to elaborate their own arguments, propose solutions, make decisions and solve different problems. The discussions conducted throughout the course allowed an expansion of this knowledge, by means of proposals grounded on various types of metacognitive experiences. Therefore, it is understood that taking a metacognitive approach for continuing education, as well as for initial training, leads to certain possibilities: firstly, the chance to properly identify the well-established metacognitive knowledge held by teacher; and then, to reflect on it, with a view to planning new metacognitive experiences that will be built upon this knowledge, expanding and improving it.

Prevalence of caregiving and high caregiving strain among late-career medical school faculty members: workforce, policy, and faculty development implications

BackgroundNearly one-third of medical school faculty members are age 55 + . As our population ages, the prevalence of family caregiving is increasing, yet we know very little about the caregiving experiences of aging faculty members in academic medicine. Faculty caregiving responsibilities coupled with projected physician shortages will likely impact the future academic medical workforce. We examined the prevalence of caregiving, concomitant caregiving strain, general well-being, and thoughts about retirement for medical school faculty members age 55 and older.MethodsWe analyzed data from a survey of 2,126 full-time medical school faculty 55 + years of age conducted in 2017. Chi-square tests of independence and independent samples t-tests were used to examine statistical differences between subgroups.ResultsOf the 5,204 faculty members invited to complete the parent survey, 40.8% participated (N = 2126). Most were male (1425; 67.2%), White (1841; 88.3%), and married/partnered (1803; 85.5%). The mean age was 62.3 years. Of this sample, 19.0% (n = 396) reported providing care on an on-going basis to a family member, friend, or neighbor with a chronic illness or disability, including 22.4% (n = 154) of the female respondents and 17.3% (n = 242) of the male respondents. Among the caregiving faculty members, 90.2% reported experiencing some or a lot of mental or emotional strain from caregiving. Caregivers gave lower ratings of health, social and emotional support, and quality of life, but greater comfort in religion or spirituality than non-caregivers. Both caregiving and non-caregiving faculty members estimated retiring from full-time employment at age 67.8, on average.ConclusionThese data highlight caregiving responsibilities and significant concomitant mental or emotional strain of a significant proportion of U.S. medical schools’ rapidly aging workforce. Human resource and faculty development leaders in academia should strategically invest in policies, programs, and resources to meet these growing workforce needs.

A lei 13.415/2017 e algumas implicações no currículo do ensino médio no que tange ao ensino de artes

The objective of this text is to bring to discussion the Law 13.415/2017 and its implications in the high school curriculum of art education (music, dance and drama), more specifically the articles 26 and 36 directly related to this education level. The teaching of arts in the last decade has achieved great advances regarding specific contents that better suits the job market, with the inclusion of music as a mandatory component in the curriculum matrix, expansion of full-time schools and the creation of Federal Institutes through Law 11.892 / 2008. However, the law 13.415/2017 points to a drawback in these achievements, maximizing some aspects in a way, but reducing in others. While extending the time of the student in the classroom with full-time high school classes, the law does not provide a proper structure for the additional demands that follow. On the contrary, the law may be interpreted as considering certain disciplines “superfluous”, causing a rupture in the educational process from elementary school to high school. This text is intended to bring some specific points for reflection, seeking to create a dialogue between excerpts of LDB 9394/96 and 13.415/2017 and authors that study the high school curriculum, and thus allowing an exchange of information that may bring a clear view of the implications of such reforms.

Interpregnancy intervals and child development at age 5: a population data linkage study

ObjectiveTo investigate the associations between interpregnancy intervals (IPIs) and developmental vulnerability in children’s first year of full-time school (age 5).DesignRetrospective cohort study using logistic regression. ORs were estimated for associations...

Examining continuance intention in business schools with digital classroom methods during COVID-19: a comparative study of India and Italy

ABSTRACT This study investigates and compares the continuance intention of full-time business school students and faculty in India and Italy who moved from traditional pedagogy style to the digital classroom due to the COVID-19 pandemic. The study integrates the Expectation Confirmation Model (ECM) and Task-Technology Fit (TTF) to examine their continuance intention. Survey data was collected from 396 business school students and 130 faculty members from India and Italy and analysed using SmartPLS 3 software. The study found that perceived usefulness, satisfaction, and task-technology fit significantly impact the continuance intentions of students and faculty. Multigroup analysis of students indicates that Italian students are more driven by task-technology fit as compared to Indian students in their continuance intention; in comparison, Indian students rely more on gaining experience and knowhow on technology. Finally, the multigroup study of faculty suggests that Italian educators have a comparatively stronger orientation towards the fit between digital classroom technology and a portfolio of related tasks. In comparison, their Indian counterparts rely more on the perceived usefulness of technology. The strength of relationship between task-technology fit and continuance intention is comparatively lower for faculty as compared to students in both countries. Finally, implications for theory and practice are discussed.

Evaluating the health promoting schools in Iran: across-sectional study

PurposeHealth-promoting schools have been associated with improvements in the health status of students globally. This study is a secondary analysis study assessing Iranian HPSs.Design/methodology/approachThis was a cross-sectional study on routinely collected data using an external audit 63-item checklist, which was utilized to evaluate 440 HPSs between 2014 and 2017. The mean score for each of the checklists' components was calculated. Nonparametric tests were conducted to investigate the association between the presence of a school caregiver, students' educational level and the school's score.FindingsWhile the number of five- and four-star schools increased significantly, one- to three-star schools declined. Providing clinical and counseling services had negative growth. Despite the steady growth of the staff's health, this category still had the lowest score among; on the contrary, physical activity had the highest score in 2017. The presence of a full-time school caregiver and middle schools were both significantly correlated with achieving higher scores (p < 0.005).Originality/valueIt seems that in addition to developing school facilities to promote physical activities, measures should be taken to promote access to counseling services, considering health issues of students and staff and finally increasing the number of full-time school caregiver

The Impact of COVID-19 on Islamic Schools in the United States: Implications and Recommendations

Brifkani, I., & Khan, S. (2021). The Impact of COVID-19 on Islamic Schools in the United States. JournalofEducationin MuslimSocieties,2(2),82–89. DOI 10.2979/jems.2.2.05 • Copyright © 2021 International Institute of Islamic Thought The Impact of COVID-19 on Islamic Schools in the United States Implications and Recommendations Isra Brifkani and Shaza Khan INTRODUCTION T he COVID-19 pandemic caused unprecedented disruption to education , as an estimated 1.6 billion students were impacted by school closures globally (United Nations, 2020). Both the fragility and agility of educational institutions were on display as schools worldwide endeavored to respond to the pandemic and pivot to distance learning models. In the United States, the impact was felt in both public and private school sectors. Ramifications of school closures on educational institutions and children across the country were experienced in varying degrees, raising concerns regarding equity and equal access to resources and tools necessary for student success. According to the Islamic Schools League of America (ISLA), there are approximately 300 full-time Islamic schools in the United States (ISLA, 2021). Like their private school counterparts of other religious and nondenominational backgrounds, Islamic schools faced the pandemic with uncertainty. Their future stability was threatened by the disruption COVID-19 caused in the economic sector and its trickle-down impact on Isra Brifkani is a Research Associate at the Islamic Schools League of America. Her research interests include wholeness in education from an Islamic perspective as inspired by tarbiyah. In addition to her role at ISLA, she serves as a school board member and leads the Islamic Whole Child Education Project at Nashville International Academy. She works to promote educative experiences that are transformative and cultivate positive change in students—academically, spiritually, socially, emotionally, and physically. Shaza Khan is the Executive Director of the Islamic Schools League of America. She has worked in Islamic education for over 15 years as a teacher, curriculum developer and researcher. Her research interests include Muslim identity and adolescent development. TheImpactofCOVID-19onIslamicSchoolsintheUnitedStates · Brifkani & Khan83 enrollment, tuition, and donation dollars, upon which Islamic schools rely heavily. Under pressure to provide continuity and minimize academic disruption , Islamic schools across the United States invested immense energy to adapt to the pandemic and offer their educational services through distance learning platforms within a span of days or weeks. The new reality that schools across the globe had to face—specifically, abrupt interruptions to their educational programming for an unforeseen future—was not part of the education manuals or training educators had received. Organizations that support Islamic schools, such as ISLA, provided professional development webinars, courses, and guidance to Islamic schools on topics ranging from hybrid learning design to teaching with technology, fundraising during a pandemic, and mental health support for both teachers and students. These resources supported Islamic school leaders and teachers as they concluded the academic year, many of them still operating virtually. Yet, as the 2019–2020 academic school year ended and a new one commenced, Islamic schools grappled with the conundrum of reopening schools via in-person, hybrid, or virtual learning models. Their decisions required that they take into account federal and local guidelines on school reopenings, the needs of their school community, and the resources available to them to maintain their educational services. To provide a data-based perspective and guidance to Islamic schools, ISLA administered a survey to gauge the impact COVID-19 had on current Islamic school enrollment and instructional delivery models. The data would serve as a benchmarking tool for Islamic schools and provide a broad-view picture of how Islamic schools were operating as the pandemic continued to impact educational institutions even with the start of a new school year. In the sections that follow, we provide a brief background of Islamic schools in the United States and then discuss the survey methodology , results, and implications of the findings. BACKGROUND The first full-time Islamic schools in the United States were established 90 years ago, known as the “University of Islam.” These were K-12 schools for children of the Nation of Islam to provide an empowering alternative to public schools that perpetuated white supremacy and racial and economic inequality for Black students. They...

Методика определения уровня учебной мотивации в младшем школьном возрасте

The article describes the development of a diagnostic tool for determining the level of learning motivation in primary school children. The questionnaire developed by the authors includes 4 scales: negative attitude towards full-time schooling, demonstration of competence, positive attitude towards school life, and social significance of learning as a value. The study was carried out on a stage-by-stage basis and involved 352 students of 3—4 grades of Moscow schools in the first stage and 364 students in the second. The first stage allowed us to select 15 out of 33 judgments which differentiate the answers of children the most. These judgments made up the final version of the questionnaire which was used in the subsequent stages of the study. Standardization of the questionnaire showed the internal consistency of its scales and the correspondence between the indicators of motivation obtained in the test and the expert assessments of teachers. The results obtained in the study demonstrate construct validity and reliability of the “Learning Motivation Level” questionnaire. The developed technique can be used for monitoring purposes in primary schools in order to study and assess children’s motivation and needs, in counseling and research practice, and for assessing the effectiveness of various educational programs.

Public Space Sharing Strategies for Youth Education Building

Education building can be activated by space sharing strategies to satisfy the large demand of outside school education needs. The public space of youth education building has a more flexible social adaptability than the full-time school. Through case collection, data research, statistical analysis methods, design elements of public space of youth education buildings are studied. Based on the consideration of design elements, the spatial layout modes and design strategies are summarized. These results are helpful for the similar space design in outside school education buildings.

Does Grandparenting Pay off for the Next Generations? Intergenerational Effects of Grandparental Care

Grandparents act as the third largest caregiver after parental care and daycare in Germany, as in many Western societies. Adopting a double-generation perspective, we investigate the causal impact of this care mode on children's health, socio-emotional behavior, and school outcomes, as well as parental well-being. Based on representative German panel data sets, and exploiting arguably exogenous variations in geographical distance to grandparents, we analyze age-specific effects, taking into account counterfactual care modes. Our results suggest null or negative effects on children's outcomes: If children three years and older are in full-time daycare or school and, in addition, cared for by grandparents, they have more health and socio-emotional problems, in particular conduct problems. In contrast, our results point to positive effects on parental satisfaction with the childcare situation and leisure. The effects for mothers correspond to an increase of 11 percent in satisfaction with the childcare situation and 14 percent in satisfaction with leisure, compared to the mean, although the results differ by child age. While the increase in paternal satisfaction with the childcare situation is, at 21 percent, even higher, we do not find an effect on paternal satisfaction with leisure.

Use of administrative record linkage to examine patterns of universal early childhood health and education service use from birth to Kindergarten (age four years) and developmental vulnerability in the Preparatory Year (age five years) in Tasmania, Australia.

BackgroundIn Australia, the health and education sectors provide universal early childhood services for the same population of children. Therefore, there is a strong imperative to view service use and outcomes through a cross-sectoral lens to better understand and address the service needs of young children and their families.ObjectivesTo investigate patterns of health and education service use from birth through Kindergarten (age four years), the associations with cumulative risks, and developmental vulnerability in the first year of full-time school (age five years).MethodsA retrospective cohort study that used population-wide linkage of health and education administrative data records for 5,440 children with a Tasmanian 2015 Australian Early Development Census (AEDC) record who were born in Tasmania (2008–2010).ResultsFour service use patterns were identified: Regular (46% of children), Declining (24%); Low (18%); and Selective service use (12%). Regular service use (aOR 0.8, 95% CI 0.7 to 0.9), adjusted for cumulative risks, was associated with decreased odds of developmental vulnerability, compared to the other service use groups. Low (OR 6.1, 95% CI 4.5 to 8.2) and Declining service use (OR 2.5 95% CI 1.9 to 3.4) were more likely for children with the highest levels of cumulative risks. Low and Declining service use, adjusted for cumulative risks were associated with increased odds of developmental vulnerability, compared to the Regular service use group.ConclusionThis study provides a whole population view of the differential use of universal services and the complex risk circumstances that influence service use. The association between patterns of multiple risk and service use points to barriers to service use, and the varying level of developmental vulnerability within each service use group draws attention to children who may benefit from higher sustained participation in core health and education services across the whole of early childhood.

Очное обучение для одаренных учеников в Турции: что об этом говорят учителя и эксперты?

This study aimed at investigating suggestions provided by gifted education teachers and experts about full-time schooling for gifted students. In this study qualitative survey method was used and data was collected by an open-ended survey and semi-structured interviews. The data was analyzed by descriptive analysis including coding and categorizing. Using purposive sampling 341 teachers and 3 experts were selected for this study. The findings revealed that the experts suggested disciplinary and theme-oriented curriculum while the teachers suggested flexible and mixed-type curriculums. The experts and teachers suggested different ideas for outcome of the curriculum of the school, life skills and thinking skills component of the curriculum, features of classroom environment, physical conditions and technical equipment, and evaluation of learning in a full-time gifted school. The findings have merit to represent the general picture for starting a new full-time gifted school and contribute to the literature, authorities and families about necessity of this reform.

School Performance and Symptoms of Depression, Anxiety, and Stress in Adolescents

Abstract The objective of this study was to verify the correlation between school performance and symptoms of depression, anxiety, and stress in 432 public school students aged from 15 to 18 years. The instruments used were a sociodemographic datasheet, Escala de Depressão, Ansiedade e Estresse (EDAE-A), and the grades in the courses/areas of interest of three school trimesters. Descriptive analyses, as well as the Mann-Whitney U test and Spearman's correlation test, were conducted. A weak and negative correlation was found between school performance and anxiety and depression symptoms, with the adolescents from full-time schools presenting better performance and fewer symptoms of depression and anxiety than those in regular schools. Younger adolescents presented more stress symptoms, while female adolescents have more depression and anxiety symptoms.

Gestión en primarias multigrado indígenas inscritas al PETC: caso comparativo

El objetivo del estudio fue explorar los distintos aspectos que inciden en la gestión de dos primarias multigrado del servicio indígena, ambas participantes en el Programa de Escuelas de Tiempo Completo (PETC) en Baja California, México. Se empleó el método de estudio de caso de tipo comparativo desde la perspectiva etnográfica para observar dos escuelas ubicadas en dos ciudades. Los hallazgos revelan que el número, la condición laboral y permanencia de los docentes son elementos diferenciadores que inciden en la gestión de cada plantel. Además, si bien la inyección de recursos económicos y el servicio de alimentación proporcionados por el programa beneficia a las comunidades escolares, la mejora en el servicio educativo no se logra del todo debido a que el PETC incumple su propia normativa y no contempla la totalidad de dimensiones que atraviesan la gestión.

Public Works and Children’s School Attendance: Evidence from Rural India

Rural public works programmes offer a guarantee of temporary employment to any household upon request. This article examines household survey data from India and measures the effect of public works participation on the school attendance of children in workers’ households. Since schooling and public works are determined simultaneously, it relies on an econometric technique that exploits heteroscedasticity in the public works decision rather than requiring an instrumental variable or exclusion restriction. It is found that higher public works intensity is associated with a small but significant decrease in the likelihood of full-time school attendance and that this effect does not appear to be driven disproportionately by women or girls specifically. It is important to consider intergenerational effects when evaluating the effectiveness of rural public works for long-term poverty alleviation.

Supra-company apprenticeship training in Austria: a synopsis of empirical findings on a possibly early phase of a new pillar within VET

Since 2008, the Austrian Vocational Training Act has given young people the opportunity to obtain vocational qualifications in supra-company training workshops. In addition to the traditional full-time vocational school system and company-based apprenticeship training, a third vocational qualification path has thus been established. This article presents empirical findings on this innovation in skill formation and examines the question of whether conditions for the sustainable establishment of a third pillar for acquiring vocational qualifications are given with regard to regulatory, normative, and cultural cognitive dimensions.

Desafios para o fomento da Educação Integral: experiências desenvolvidas por cidades fluminenses

Este estudo traz uma reflexão sobre as escolas de tempo integral no estado do Rio de Janeiro. São abordadas as condições sociais e históricas que a determinam, além dos desafios que a escola, equipe gestora e o corpo docente enfrentam diante da demanda contemporânea. Foi realizada uma pesquisa de cunho qualitativo, e como suporte, foram realizadas entrevistas por meio de formulários disponibilizados pela plataforma Google Forms. Participaram 4 gestores de 3 escolas localizadas no estado do Rio de Janeiro e 9 professores dessas mesmas escolas. O objetivo deste estudo foi compreender quais são os principais desafios das escolas que tiveram de aderir a jornada do Tempo Integral e como esses profissionais se colocam quanto ao seu trabalho na rede de ensino em que atuam, visto que são responsáveis pela organização da rotina escolar e determinação do trabalho docente. Verificou-se que, dentre as diversas dificuldades enfrentadas pelas instituições de tempo integral, as principais são: precarização do trabalho docente, escola vinculada à proteção social e falta de estrutura física. Sabe-se que a educação pública no Brasil caminha em passos lentos em direção ao futuro desejado, todavia se reforça que as pesquisas acadêmicas e o envolvimento da sociedade são de suma importância para alcançar melhorias dentro das políticas públicas escolares.