School Programs Research Articles

How effective is nutrition training for staff running after school programs in improving quality of food purchased and meal practices? A program evaluation

Objectives / purposeAfter school programs represents a setting for promoting healthy dietary habits. The aim of this study was to evaluate how effective the after school program staff perceived nutrition training aiming to improve quality of food purchased and meal practices. We further aimed to assess the changes in purchase of primarily fish and fish products, whole grains and fruit and vegetables, by collecting receipts from food purchase before and after the intervention.ResultsThis is a mixed methods study. Group interviews with after school staff were carried out and the data was analyzed deductively according to the RE-AIM framework. Receipts from food purchase were collected. Findings from the qualitative interviews indicated that the intervention had been a positive experience for the staff and suggested a new way of working with promoting healthy foods in after school program units. Although there were some challenges reported, the staff made necessary adjustments to make the changes possible to sustain over time. Findings from the receipts support the changes reported by the staff. These showed increased purchase of vegetables, fish, and whole grain in all four after school program units. After school programs in similar settings may expand on these findings to improve the students’ dietary habits.

Midday Meal Programs in Institutional and Community Schools of Nepal: A Comparative Analysis of Students’ Meal Choices

Midday meals play a crucial role in satisfying and motivating students during teaching-learning activities, ensuring that they receive their basic education rights. As food and nutrition are fundamental for every living being, and since students spend a significant portion of their day in school, they require snacks to sustain their energy levels. The study aimed to recognize modalities related to parents' education and evaluate school physical facilities associated with midday meals in institutional and community schools. The research, conducted with the participation of school principals and fifth-grade students, revealed significant disparities in providing midday meals and the quality of school facilities. The study employed an explanatory sequential design. Ten headteachers and 240 students were the samples for this research. The interview schedule and observing rating scale were used as data collection tools. The study explored how parents' education levels influence their choices regarding where to enroll their children. It also discovered that parents with lower qualifications prefer community schools, while those with graduate qualifications lean towards institutional schools. Additionally, snack consumption habits differ between institutional and community schools, reflecting potential socio-economic influences. It was found that over half of students in institutional schools brought homemade lunches, while community schools offered meals in canteens. The findings underscore the need for targeted interventions to enhance school facilities, particularly addressing identified shortcomings to ensure the well-being and safety of students participating in the midday meal program.

Antibullying Interventions in Schools: Assessing the Evidence Base.

This systematic review used established rating criteria to describe the level of evidence for interventions aimed at preventing or reducing bullying perpetration and victimization in schools, synthesized the evidence for students from racially and ethnically diverse backgrounds, and reviewed the literature for available information to conduct an economic analysis of the interventions. Major databases, gray literature, and evidence-base registries were searched to identify studies published from 2008 through 2022. The authors rated antibullying intervention models as having high, moderate, or low evidence depending on the number and rigor of studies with positive findings. Overall, 80 articles reporting on 71 original research studies describing a total of 48 antibullying interventions met the inclusion criteria for this review. Two schoolwide interventions received a high-evidence rating: the KiVa (Kiusaamista Vastaan) Antibullying Program and the Friendly Schools program. Multilevel interventions with components at the levels of school, classroom, and individual student most consistently showed strong evidence for reducing bullying behavior in elementary and middle school grades. Four interventions yielded positive effects in reducing bullying and victimization among diverse samples of students. Antibullying interventions can reduce bullying in schools. Some interventions show effectiveness with students from racially and ethnically diverse backgrounds. The gains relative to per-student costs were in the range that is considered cost-effective. Most implementation costs are spent on staff training and support. Research on successful implementation of whole-school interventions and additional synthesis of evidence pertaining to program structures would further advance the antibullying evidence base.

Bridging and bonding social capital in place-based rural careers advising

AbstractResearch studies continue to document the inequitable access to quality careers education and guidance for rural Australian youth, raising questions about these programs in rural schools. A significant proportion of the existing rural careers education and guidance literature focuses on factors of students’ decision-making, with little attention on the role of the careers advisor. This article explores how rural careers advisors develop and leverage their social capital to create place-based careers education and guidance programs. Drawing on narrative interviews with career advisors in western Victoria, the article uses theories of bridging and bonding social capital as an analytic framework to highlight the risks and opportunities in creating place-based programs. It argues that local knowledge and a strong network of relationships across the local communities assists advisors in tailoring relevant and effective careers education and guidance. This is vital to ensuring rural students have access to the quality careers education and guidance they need to have positive post-school outcomes.

Opportunities and hindrances for promoting interdisciplinary learning in schools

ABSTRACT Background Influential philosophers have suggested that interdisciplinarity is crucial for ecosystem management and scientific practice, and for education to democracy. However, a historical review of the rise of disciplines points at their compartmentalization in schools. An analysis of core construct categories of three disciplines, shows that this compartmentalization may decrease when dialogic argumentation is enacted. This background led us to launch an interdisciplinary program in schools. In previous publications, we identified multiple constraints in its implementation and listed design principles for affording interdisciplinary dialogic argumentation. Method We adopt a narrative approach to analyze classroom talk, and ask whether and how interdisciplinary processes emerge in this talk. Findings Students maintain dialogic argumentation around Interdisciplinary Social Dilemmas, but guidance is necessary for integrating knowledge from different disciplines. When the teacher is attentive to student’s unarticulated references to disciplinary ideas, she may subtly guide the emergence of interdisciplinary dialogic argumentation. Often, the teacher misses those opportunities and declaims the integration of knowledge in a non-dialogic talk. Contribution Dialogic Education is crucial for the success of interdisciplinary programs in schools, but the actual emergence of interdisciplinary processes depends on the handling of organizational and institutional constraints, on huge design efforts, and on subtle guidance.

Understanding the Multifaceted Impacts of Social Media Addiction on Minors: A Comprehensive Analysis of Psychological, Behavioral, and Physiological Dimensions

Social media platforms have become ubiquitous in modern life, particularly for adolescents. This secondary research explores the impact of social media addiction on minors. Existing literature suggests a complex relationship between social media use and mental health. Studies highlight potential links between excessive use and increased anxiety, depression, and sleep disturbances in minors. Social media can also contribute to social comparison and negative body image perception. Employing a thematic analysis of data from academic journals, scholarly reports, and systematic reviews. The analysis focused on studies published within the last ten years to ensure the findings reflect the latest trends and developments in social media use and its impact on minors. Findings revealed concerning trends, including the negative impact on mental health, the potential for cyberbullying and social isolation, and the influence of family dynamics on social media addiction development. The discussion emphasizes the importance of promoting responsible social media use through open communication between parents and children, media literacy programs in schools, and content moderation efforts by social media platforms. Further research is needed to develop effective interventions and mitigate potential harm to minors’ well-being.

Risk factors associated with occlusal caries in first permanent molars in a school program

Aim: Evaluate the longitudinal status of dental caries in the occlusal surface of first permanent molars (FPM) and to identify risk factors for the progression to cavitated caries lesions in a school oral health program. Methods: Children who were enrolled in the program between September 2017 and October 2019, 5 to 10 years-old, presenting the four FPM were included. Four calibrated examiners assessed dental caries according to Nyvad criteria. Descriptive analysis included frequency, mean, and standard deviation calculations. Chi-square test was used in the bivariate analysis and, logistic regression adjusted for cluster effect was used to identify significant risk factors for cavity among the following independent variables: gender, age in the baseline, deft, upper/lower molar, initial caries score, Molar Incisor Hypomineralization (MIH), fluorosis, occlusal sealing. Odds ratio (OR) and respective confidence intervals (CI) are presented. Results: From 174 children enrolled in the program between 2017/2019, 120 were reevaluated in 2022. Eleven (2.6%) FPM in 11 children (9.2%) presented cavitated caries in the follow up examination. Significant risk factors for cavity were caries experience in the primary teeth (OR = 5.59; CI: 1.4 – 22.3) and the presence of MIH (OR = 5.33; CI: 1.6 – 18.1). Most of the active lesions in the follow up were considered active in the baseline examination. Conclusions: The progression to cavity was relatively low, significantly influenced by past caries experience and MIH.

Parental awareness on Project Water, Sanitation and Hygiene (WASH) - Wash in Schools (WINS) program

Parental awareness on Project Water, Sanitation and Hygiene (WASH) - Wash in Schools (WINS) program

Hate Speech Against Asian American Youth: Pre-Pandemic Trends and The Role of School Factors.

Although hate speech against Asian American youth has intensified in recent years-fueled, in part, by anti-Asian rhetoric associated with the COVID-19 pandemic-the phenomenon remains largely understudied at scale and in relation to the role of schools prior to the pandemic. This study describes the prevalence of hate speech against Asian American adolescents in the US between 2015 and 2019 and investigates how school-related factors are associated with whether Asian American youth are victims of hate speech at school. Analyses are based on a sample of 938 Asian American adolescents (Mage = 14.8; 48% female) from the three most recently available waves (2015, 2017, and 2019) of the School Crime Supplement to the National Crime Victimization Survey. On average, approximately 7% of Asian Americans were targets of hate speech at school between 2015 and 2019, with rates remaining stable over time. Findings also indicate that students had lower odds of experiencing hate speech if they attended schools with a stronger authoritative school climate, which is characterized by strict, yet fair disciplinary rules coupled with high levels of support from adults. On the other hand, Asian American youth faced higher odds of experiencing hate speech if they were involved in school fights. Authoritative school climate and exposure to fights are malleable and can be shaped directly by broader school climate related policies, programs and interventions. Accordingly, efforts to promote stronger authoritative climates and reduce exposure to physical fights hold considerable potential in protecting Asian American youth from hate speech at school.

Urban political economy of elite education: international programs in Chinese elite public high schools

ABSTRACT This ethnographic data-driven article investigates the urban political economy of a new form of elite schooling, which is represented by the fee-charging international programs recently established by ‘key’ public high schools in metro China. Grounding the analysis in Harvey’s work on urbanization and neoliberalism, the literature on China’s development model, and Bourdieu’s theory of capital conversion, this article reveals that the construction of an international program is deeply implicated in the school’s social relationships with the state, real estate developers, and urban middle classes. While the program provides wealthy Chinese families with access to international higher education for accumulating desirable capitals at ‘world-class’ universities, the Chinese elite school generates its own capital. Through theorizing how the creation of the fee-charging international program draws together multiple forms of neoliberal profit-making and multi-scalar capital accumulation, this study adds novel conceptual and empirical insights to the emergent scholarship of elite and international education.

Parental involvement in public school programs and activities in Omar District, Ministry of Basic, Higher and Technical Education – Sulu: Teacher’s perspective

This study is descriptive-exploratory research determining the extent of parental involvement in public school programs and activities as perceived by teachers at Omar District, Ministry of Basic, Higher, and Technical Education, Sulu. Employing weighted mean, standard deviation, t-test for independent samples, one-way ANOVA, and Pearson’s r test of correlation. The following are the findings of this study: 1) Out of 100 teacher-respondents, the great majority are within 31 years old and above age brackets, are female, and most have 6–10 years of service and a bachelor’s degree. All the sub-categories subsumed under the extent of parental involvement in public school programs and activities, as perceived by teachers at Omar District, Ministry of Basic, Higher, and Technical Education—Sulu, are all rated as “highest extent,” with a total weighted mean score of 4.67, 4.61, 4.59, and 4.52 with a standard deviation of .15786,.20728,.19589, and .28588, respectively, by the teacher-respondents at Omar District, Ministry of Basic, Higher, and Technical Education—Sulu. 3) Generally, there is no significant difference in the extent of parental involvement in public school programs and activities, as perceived by teachers at Omar District, Ministry of Basic, Higher, and Technical Education—Sulu, when data are grouped according to their demographic profile. 4) Generally, the sub-categories subsuming the extent of parental involvement in public school programs and activities, as perceived by teachers at Omar District, Ministry of Basic, Higher, and Technical Education—Sulu, are moderately correlated, which means there is but not strong interdependency among the subcategories subsumed.

Return on Investment of Three-Year Accelerated Programs for Students, Medical Schools, Departments, and Community

AbstractBuilding on the initial accelerated pathway programs in the 1970s to increase workforce, nearly 30 schools have launched accelerated 3-year pathways (A3YP) during the past decade. The authors based on their educational roles, experiences, and scholarship with A3YP provide this perspective of the argument for A3YP and potential disadvantages for each group—students, schools, residencies, departments, and community. When schools consider innovations, they might consider A3YPs for multiple reasons; this perspective helps provide justification for the program and broadly considers return on investment (ROI). The ROI for students includes decreased debt, reduced costs and stress associated with the fourth-year residency applications, and a directed pathway with facilitated transition into a residency program with accompanying professional identity development. Disadvantages for students include early specialty commitment, risk of deceleration, and condensed curriculum. The ROI for schools includes recruiting and retaining students, who will then transition more easily into residency and stimulating innovation. Residency programs gain residents with known skills, who have been a part of the department for 3 years. In addition, fewer residency slots for interviewing leads to saving recruitment administrative costs and time. Finally, many programs are intended to increase the workforce, since students who come to the region for medical school and transition directly into residency are likely to stay in the region. Disadvantages include increased curricular complexity for the medical school, increased administrative support, and advising resources. Finally, several of the accelerated programs attract matriculants from diverse backgrounds contributing to the diversity of the medical school, residency program, and community workforce.

A caregivers' perspective on social reintegration and stigma of childhood cancer survivors in Kenya.

Childhood cancer survivors' social reintegration may be hampered in low and middle-income countries. The nature and extent of social challenges and prejudices that survivors encounter in such settings are largely unknown. This study explores caregivers' perspectives on social reintegration and stigmatization of Kenyan childhood cancer survivors. Caretakers of childhood cancer survivors (<18years) were interviewed using mixed-methods questionnaires during home or clinic visits between 2021 and 2022. Stigma was assessed with an adjusted Social Impact Scale and risk factors were investigated. Caretakers of 54 survivors (median age 11years) were interviewed. Families' income (93%) decreased since start of treatment. Caretakers (44%) often lost their jobs. Financial struggles (88%) were a burden that provoked conflicts within communities (31%). School fees for siblings became unaffordable (52%). Families received negative responses (26%) and were left or avoided (13%) by community members after cancer disclosure. Survivors and families were discriminated against because the child was perceived fragile, and cancer was considered fatal, contagious, or witchcraft. Survivors repeated school levels (58%) and were excluded from school activities (19%) or bullied (13%). Performance limitations of daily activities (p=0.019), male sex (p=0.032), solid tumors (p=0.056) and a short time since treatment completion (p=0.047) were associated with increased stigma. Caretakers recommended educational programs in schools and communities to raise awareness about cancer treatment and curability. Childhood cancer survivors and their families experienced difficulties with re-entry and stigmatization in society. Increasing cancer and survivorship awareness in schools and communities should facilitate social reintegration and prevent stigmatization.

Barriers and strategies to implementing safe routes to school programs within disadvantaged communities: Interviews with state-level representatives

ObjectiveSafe Routes to School (SRTS) programs promote walking, bicycling, and other alternative transportation modes to school for children. These programs have shown increases in active transportation in children and implement programs through non-infrastructure (e.g., education) and infrastructure (e.g., sidewalks) projects. Although SRTS have been shown to be successful in increasing active transportation and promoting healthy lifestyles, many state SRTS representatives have noted many barriers to reaching disadvantaged populations (e.g., low-income, communities of color, individuals with disabilities, non-English speakers, etc.), which may be contributing to the various participation/injury/fatality disparities seen within these populations. Purpose/methodsThis study attempted to qualitatively understand the current barriers, successful strategies, and future resources/tools needed to provide equitable SRTS programming by interviewing state SRTS representatives/coordinators (or similar) (n = 13). Thematic analysis was conducted on interview transcripts, and eight common themes arose. ResultsThemes noted barriers to funding, community involvement, lack of personnel, and lack of proper education/experience/expertise within stakeholders., Common desired resources/tools were increased funding, the hiring of consultants, and a federal SRTS mandate. Strategies to address disparities focused on strategic partnerships, both within the government and with community organizations, providing consulting to communities, and access to funding. ConclusionVarious barriers were seen among state SRTS coordinators when attempting to reach disadvantaged populations. State SRTS coordinators should attempt to implement strategies to increase their capacity to reaching disadvantaged populations, including early contact with disadvantaged communities, hiring consultants for communities, and partnering with other government organizations who attempt to address the needs of disadvantaged students.

Psychiatry as a career choice: determinants of attraction towards psychiatry among final year medical students in a Nigerian university

Background: Despite an increase in the overall number of medical students, the shortage of psychiatry trainees in Nigeria and worldwide reflects diminishing interest in psychiatry among medical students. The study examined the degree and factors influencing attraction towards psychiatry as a career choice. Method: A cross-sectional study of 71 final-year medical students who enrolled at the Usmanu Danfodiyo University Sokoto State (UDUS), Northwest Nigeria between 2006/07 and 2013/14 academic session were interviewed in 2021 while in 600 level. The questionnaires were adapted from similar studies. Results: The ATP-30 revealed a high prevalence of negative attitudes towards psychiatry, the degree of preference for psychiatry as a career option was classified as low and high. Almost half (47.9%) of the participants had a low degree of preference for psychiatry as a career choice. Most (92.9%) of the participants rated job satisfaction (p&lt;0.001) and intellectually challenging (86.7%) (p&lt;0.001) poorly, as negative influences for not being attracted towards psychiatry as a career choice. A low proportion (8.5%) of the participants selected psychiatry as their most preferred area of specialization. Generally, the majority (85.7%) viewed psychiatry as not attractive. Among the participants, the majority perceived psychiatry as unattractive. Students' misconceptions about job satisfaction and the negative view of not being intellectually challenging were the associated factors for the negative views towards psychiatry. Conclusion: There is a need for strategy and policy to promote interest in psychiatry early in medical school and residency programs as recommended by the World Psychiatric Association.

Manajemen Pembiayaan Pendidikan Sekolah di Indonesia

This article aims to comprehensively explore the management of education financing in schools across Indonesia. The research adopts a literature review approach, gathering data through meticulous source searches and synthesizing information from diverse references, including books, journals, and previous research. The findings of this study reveal that the education budget encompasses the allocation of funds used to facilitate educational services. Whether for public schools or governmental entities (at both central and regional levels), the authority for budget utilization is governed by legal frameworks. Nationally, the Ministry of Education and Culture (Kemendikbud) and the Ministry of Research, Technology, and Higher Education (Kemenristek Dikti) play pivotal roles in determining the education budget, specifying its sources and objectives. At the regional level, Provincial, District, and City governments, through the Education Service Unit (Satker Dinas Pendidikan), are accountable for planning and overseeing the utilization of education budgets in line with their respective jurisdictions and discretion. Simultaneously, at the school level, active involvement in planning and executing agreed-upon school programs funded by the budget is undertaken by the school principal in collaboration with the school community.

Peran Kepala Sekolah dalam Pembinaan Karakter Siswa di SMAK Gabriel Wanibesak

The purpose of this study was to find out the role of the school principal in building student character at Gabriel Wanibesak High School, Lorotolus Village, Malaka District, Wewiku District, and the factors that support and hinder the role of school principals in building student character. This study used a qualitative method. Data collection techniques were carried out using observation, interviews, and documentation. The results of this study are as follows: First, the role of the principal at Gabriel Wanibesak High School as a leader and example for subordinates and all students of Gabriel Wanibesak High School. As a simple example shows, the two principals set a good example for all teachers, staff, and students. Always arriving on time to school, fostering, managing, and supervising school programs so they can run well, as evidenced by a teaching and learning process at school. The three school principals can perform additional roles as education managers, leaders, supervisors, and administrators. This proves that the principal's role in developing student character at SMAK Gabriel Wanibesak plays a good role.

Learners’ Grit, Self-Regulation, and Classroom Engagement

The complex interaction of personal characteristics and the learning environment has a substantial impact on learners’ educational experiences. This study aimed to determine how grit and self-regulation are associated with the learners' classroom engagement. It sought to find out the learners’ level of grit in terms of consistency of interest and perseverance of effort, self-regulation, and classroom engagement in terms of learner-learner, learner-teacher, and learner-class, and its significant relationships. The respondents were the 134 Grade 6 learners of the North-II District of Gingoog City. It utilized a questionnaire adapted from Duckworth’s Grit Scale survey and Moilanen’s Self-Regulation combined with a self-made questionnaire for engagement. The study made use of a descriptive correlational design utilizing a universal sampling among respondents. Moreover, it used Mean, standard deviation, and Pearson Product Moment Correlation (r) statistical techniques to treat the data of the study. Results revealed that learners' grit is Very High in terms of consistency of interest and High in perseverance of effort, and Very High in self-regulation. Moreover, the study concluded a significant relationship between learners’ grit and classroom engagement, and learners’ self-regulation and classroom engagement. Further, it recommended integrating learning activities in school programs such as homeroom guidance, Gender and Development, and Catch-up Fridays, as well as several learning areas that will enable the fostering of grit and self-regulation among learners.

Analysis of Natural Dye Batik Waste Management in Ciwaringin Village that is Integrated into Science Learning in Elementary Schools as an SDGs Program

Analysis of Natural Dye Batik Waste Management in Ciwaringin Village that is Integrated into Science Learning in Elementary Schools as an SDGs Program

THE IMPACT OF EDUCATIONAL STAKEHOLDERS' ATTITUDES ON STUDENTS' ACADEMIC AND CAREER INTERESTS IN CERAMICS WITHIN THE KUMASI METROPOLIS, GHANA

Educational programmes whether vocational or not have the potential to shape students to be able to give back to their societies. Unfortunately, some attitudes of players of education can affect students so much to dampen their self-efficacy and interest in Ceramics education. This study investigated some educational stakeholders' and their attitudes that can possibly have negative impact on students' academic and career interest in Ceramics within the Kumasi Metropolis, Ghana. Three schools offering Ceramics in the metropolis were purposively selected. They consisted of one mixed-gender, one boys-only, and one girls-only schools. The study was exploratory research and adopted the QUAN+Qual mixed-methods triangulation to conduct the investigation. Data was concurrently gathered using questionnaire, interviews and observation. 273 participants, including students, teachers, schools’ heads and parents were sampled from the three selected schools. Four Likert scale questionnaire and “Yes or ‘No’ data type was employed where SPSS v24, excel spreadsheet applications as well as frequencies and percentages (descriptive statistical techniques) helped to simplify and interpret the data. The study's findings revealed that educational stakeholders such as parents, students and their peers, teachers and schools’ managers put up behaviours that discourage students’ interest in Ceramics. The study found that low employment opportunities in Ceramics is the primary reason why parents, students, and teachers discourage students’ academic and career interest in Ceramics. The study also conducted a chi-square to establish whether the age, programme and level in school had any correlation with their believe that there is a low employment opportunity in Ceramics. The results found that the level of students alone to have significant correlation with p&gt;0.000.