Rural Middle School Research Articles

Do health-promoting schools improve nutrition in China?

To demonstrate the effectiveness of health-promoting school framework to promoting healthy eating behaviours and nutrition knowledge among Chinese middle school students, their parents and school staff. Three schools were randomly selected from 15 rural middle schools, then were randomly assigned to either (i) school using HPS framework (HPS school), (ii) school with improved health education only (HE school) or (iii) school received no intervention (control school). Nutrition knowledge and eating behaviours were measured at baseline and 3-month after interventions, using the same instrument. Students and parents in the HPS school had the largest improvement in nutrition knowledge, from 4.92 to 8.23 and 4.84 to 7.74, followed by those in the HE school, from 4.98 to 8.09 and 4.78 to 5.80. School staff in the HE school had the largest improvement in nutrition knowledge (from 4.40 to 8.45), followed by those in the HPS school (from 5.20 to 9.15). Students in the HPS school had the largest improvement in eating behaviours (from 3.16 to 4.13), followed by those in the HE school (from 2.78 to 3.54). There was a statistical difference in the improvement of nutrition knowledge of all target population and of eating behaviours of students after interventions across three schools (p < 0.05). Both HPS framework and health education can increase nutrition knowledge among Chinese middle school students, their parents and school staff. However, HPS framework was more effective than health education only. Noticeably, HPS framework had a positive impact on students' eating behaviours, which should be in the subject of further research.

Self-monitoring of On-task Behaviors Using the MotivAider® by a Middle School Student with a Moderate Intellectual Disability

This investigation used an ABAB withdrawal design to determine the effect of self-monitoring using the MotivAider® (MotivAider, 2000) on percentage of intervals of on-task behavior by an 11-year old male with a moderate intellectual disability who attended a rural middle school. The MotivAider® is a small device, the size of a pager, which can be programmed to vibrate on a variable or fixed interval schedule. The student used the MotivAider® as a tactile prompt to self-record the presence or absence of on-task behavior at 3-min time intervals while completing math assignments independently in a resource setting. During 15-min sessions, the student completed a math assignment requiring computation skills for one- and two-digit addition and subtraction facts. The investigators used a pretest-posttest measure to examine the effects of the self-monitoring intervention on the student's math fluency before and after intervention. To enhance social validity, the instructional assistant implemented the intervention and the design of the investigation supported and monitored the student's Individualized Education Program goals for math computation and self-sufficiency. Results of this investigation demonstrated (a) an increased percentage of time on-task during self-monitoring intervention, (b) the ability of the student to accurately self-monitor his on-task behavior, and (c) a 100% increase in math fluency from the pretest to posttest. Implications of these findings and directions for future research are discussed.

Engagement of Middle School Students in Discovery Science: A strategy to Elevate Achievement and increase public awareness and appreciation of Science in Rural Communities

Science outreach encompasses many different forms, including science cafes, science festivals, public lectures. These activities afford scientific experts the opportunity to share their knowledge with the public. We have piloted an educational strategy involving rural middle school students with the dual purpose of elevating science achievement and increasing the rural public awareness and appreciation of science through the students. To this end, we have engaged four gifted and talented students in a search for the evolutionary origin of a newly discovered chemical bond. The sulfilimine chemical bond reinforces the collagenous network that underlies epithelial cells in all animal tissues. The students were tasked with searching for evidence for the bond in Cnidaria phylum by collecting and analyzing Hydractina, Ectopleura and Metridium from the Maine coast. Their investigation was hands‐on and guided by a team involving their classroom teacher and scientists within the classroom and by video conferencing between the classroom and the university. Their findings indicate that the bond exist in all these Cnidarian species, indicating that the bond arose during the Cambrian Explosion, representing an essential innovation for the genesis of animal tissues. The students took the initiative to report their finding to the school board, fellow students, parents, school board and other members of the community. This effort engaged the students with the scientific process, provided an opportunity to experience discovery, and lead to their sharing of their knowledge and experience with a rural community.

AN INTERVENTION FOR STUDENTS' BICYCLE INJURY IN MIDDLE SCHOOLS IN RURAL CHINA

BackgroundBicycle riding is an important means of transportation by students in rural areas of China. Little intervention research is available on developing injury prevention strategies.Aims/Objectives/PurposeTo explore effective intervention to reduce...

Postsecondary Expectations for a Student in a Rural Middle School: Impact of Person-Centered Planning on Team Member Agreement

This article describes the impact of a MAPS process on team member agreement on postsecondary expectations and goals for a middle school student with Autism Spectrum Disorders in a rural area. The results revealed similarities and differences in the beliefs and expectations of the participants on the transition team and that the MAPS approach increased agreement in the short term.

Power-PALS (Peers Assisting, Leading, Supporting): Implementing a Peer-Mediated Intervention in a Rural Middle School Program

Teaching staff at a rural middle school, with support from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), implemented a peer-mediated intervention. This program involved 4 learners with ASD and 18 typical peers divided into three groups that met over a semester as typical peers were taught about social skills and specific ways to support their classmates with ASD. While quantitative data were limited, outcomes suggest that Power Pals had a significant impact on school experiences and social interactions for both learners with and without ASD. Implications for future research and implementation in rural settings are discussed.

Prevalence of 15 skin diseases in adolescents from Liangshan prefecture in Sichuan Province

Objective To investigate the prevalence of 15 skin diseases in adolescents from Liangshan prefecture in Sichuan Province.Methods A stratified cluster random sampling method was used to select subjects.Adolescents from 2 urban and 3 rural middle schools were investigated,who were required to fulfill self-report questionnaires and received physical examinations by doctors.Results A total of 7747 adolescents aged from 12 to 20 (15.86 ± 1.86) years were included in the investigation,and skin diseases were present in 6379 adolescents,with a total incidence of 82.34％.In average,each subject suffered from 1.3372 ± 0.96861 skin diseases.Of the adolescents,4698 (60.64％) had acne,2219 (28.64％) freckle,966 (12.47％) lichen pilaris,792 (10.22％) eczema or dermatitis,511 (6.60％) urticaria,195 (2.52％) papular urticaria,37 (0.48％) vitiligo,55 (0.71％) psoriasis,166 (2.14％) verruca vulgaris,168 (2.17％) flat wart,317 (4.09％) tinea manus and pedis,142 (1.83％) tinea corporis,62 (0.80％) chloasma,26 (0.34％) nevus flammeus,15 (0.19％) nevus of ota.Male adolescents showed a higher incidence of acne (63.91％ vs.58.50％),but a lower incidence of eczema,lichen pilaris,freckle,chloasma and psoriasis compared with female adolescents.The incidence of acne,vitiligo,psoriasis and melasma were higher,while that of freckele was lower (25.93％ vs.29.58％ ) in Yi adolescents than in Han adolescents.Increased incidence of acne and papular urticaria and decreased prevalence of urticaria,freckle,melasma and lichen pilaris were observed in urban adolescents compared with rural adolescents.Conclusions The prevalence of skin diseases is high in adolescents from Liangshan prefecture.Of these 15 skin diseases,acne,freckle,lichen pilaris,eczema and urticaria are the 5 most common diseases in the area.Differences exist in the incidence of skin diseases between male and female,Han and Yi,urban and rural,adolescents.

School effect on decreasing achievement gap between urban and rural middle school students

School effect on decreasing achievement gap between urban and rural middle school students

浅谈农村中学地理学科联组教研活动的开展&lt;br&gt; Brief Taking about How to Carry Out the Geography Inter-Team Teaching and Research Activities in Rural Middle Schools

本文以江苏省苏州市相城区实验中学地理教研组联组活动为例，从组织形式，到操作实施，以及活动中可能遇到的各种问题及解决方法诸角度，全面探讨农村中学如何发挥团队合作的优势，以多种联组活动方式为手段，提升教研活动水平与教师专业水平，达到丰富教研活动方式，更好地激活课堂，实现地理教研、教学的成功改革。 This essay is based on the inter-team teaching and research activities in the experimental middle school in Xiangcheng District, Suzhou. This article talks thoroughly about how to make full use of the advantages of team cooperation in rural middle schools with the help of various activities to improve the level of teaching and research activities from the aspect of organization form, organizing and implementing as well as the possible problems and its solutions during the activity. And this activity is to be carried out with the purpose of improving the overall abilities of the teachers and the teaching and researching activities, thus enriching the forms of the teaching and researching, activating the lessons in a better way and making the reform of the teaching and researching activities a success.

浅谈农村中学地理学科联组教研活动的开展&lt;br&gt; Brief Taking about How to Carry Out the Geography Inter-Team Teaching and Research Activities in Rural Middle Schools

浅谈农村中学地理学科联组教研活动的开展&lt;br&gt; Brief Taking about How to Carry Out the Geography Inter-Team Teaching and Research Activities in Rural Middle Schools

Fruit and vegetable intake among rural youth following a school-based randomized controlled trial

ObjectiveWe implemented a theory-based randomized controlled trial (Living Free of Tobacco, Plus (LIFT+) in ten rural middle schools and assessed impact on tobacco use and fruit/vegetable (F/V) intake in 2008–2010. Data on F/V intake at baseline, immediate post intervention, and 1-year follow-up are presented. MethodsSchools were randomized to intervention or control groups. Goal setting, peer leaders, and class workshops with parent involvement, were intervention features; community partners were supportive. Seventh graders filled out surveys on health behaviors, psycho-social variables, and demographic characteristics. Adjusted models comparing intervention and control conditions were analyzed. ResultsSample (n=1119) was 48.5% female, 50% White, with a mean age of 12.7years. Mean F/V servings were significantly higher in intervention schools at immediate post (3.19 servings) and at 1-year (3.02 servings) compared to controls (2.90, 2.69 respectively). Knowledge of 5-a-day recommendation was significantly higher in intervention schools at immediate post test (75.0%) versus controls (53.8%) but not at 1-year follow-up. ConclusionsIntervention schools reported significantly higher mean F/V servings at post intervention and 1-year, and for knowledge of F/V recommendations at immediate post compared to controls. Higher levels of parent and community involvement may further increase F/V intake in future interventions.ClinicalTrials.gov Identifier: NCT01412697.

Transcending an urban–rural divide: rural youth’s resistance to townization and schooling, a case study of a middle school in Northwest China

Based on an ethnographic study in a rural middle school in Northwest China, the author explores how the transition of the rural countryside, specifically townization, has challenged the urban–rural dichotomy being reproduced in and by formal schooling. Rural students express criticism of the chaos, pollution, and corruption they have experienced during townization, which also penetrate the school walls and become part of their daily schooling experience. Students’ resistance to townization corresponds to their resistance to schooling. The author analyzes three groups of rural youth (conformists, reformers, and rebels), and how their resistance is limiting and even self-defeating, yet also has potential for being liberating.

Eveningness, Sleep Patterns, Daytime Functioning, and Quality of Life in Israeli Adolescents

The purpose of the study was to assess the relationships between eveningness, sleep patterns, measures of daytime functioning, i.e., sleepiness, sleep problem behaviors, and depressed mood, and quality of life (QOL) in young Israeli adolescents. A cross-sectional survey was performed in urban and rural middle schools in Northern Israel. Participants were 470 eighth and ninth grade middle school students (14 ± 0.8 yrs of age) in the normative school system. Students completed the modified School Sleep Habits Survey (SSHS) and Pediatric Quality of Life Inventory Short Form, assessing six subscales of physical, emotional, social, school performance, and psychosocial functioning, plus an addition generated total score. During weekdays and weekends, evening types went to bed later, their sleep latency was longer, their wake-up time was later, and their sleep duration was shorter than intermediate and morning types. Evening types exhibited more sleep problem behaviors, sleepiness, depressed mood, and lower QOL compared to intermediate and morning types. Based on the regression model, sleepiness, sleep-problem behaviors, and depressed mood were the variables most strongly associated with QOL, followed by morning-evening preference, weekday sleep duration, and weekend sleep latency. This study is the first to assess QOL in normative, healthy adolescents and to demonstrate strong associations between morning-evening preference and QOL. These findings enhance the need to identify young individuals with an evening preference, and to be aware of the characteristics and manifestations of the evening chronotype on daytime and nighttime behaviors in adolescence. (Author correspondence: Orna@yvc.ac.il)

An Outcome Measure for Social Goals of Inclusion

Teachers in rural areas are finding that more and more special needs children are being included in their K-12 classrooms to comply with the mandate for a free and appropriate public education even in isolated small school systems. For students with mild intellectual disabilities (MID) this placement is meant to accomplish both the academic and the social goals in their individualized educational programs (IEP). Measuring progress in the achievement of social goals is less straightforward than measuring academic improvements. This study used a simple sociometric assessment technique to measure how much general education peers socially accepted the students with MID in the general education setting. At the time of this study, the students with MID were placed in general education classrooms using the old “mainstreaming” model for a minimal length of time in a limited number of nonacademic settings. The participants were 61 students with MID and their 286 general education peers. Preservice special education teachers were trained to use nominal sociometry to measure peer acceptance. The data were aggregated for statistical analysis. The procedure used was counting the number of students who were not named at least once as a friend by general education peers during two opportunities. The findings were that only 43% of the students with MID were named at least once by a nondisabled peer while 85% of general education students were chosen at least once. There were no differences by gender or educational level. These data can provide a baseline for school systems desiring to measure the effectiveness of inclusion programs in rural elementary, middle or secondary schools. The newer inclusion programs that increase the amount of time that students with MID spend in general education with appropriate supports should have better social outcomes when measured in a similar manner.

Teacher Support and Student’s Self-efficacy Beliefs

Abstract&#x0D; The present study investigated the role of teacher support and its influence on middle school student’s self-efficacy beliefs. A statewide survey of 9,702 urban and rural middle school students found that teacher support declined across the middle school years and that this had negative effects on student self-efficacy beliefs. The data do show that girls received more support than did boys and that girls also had generally higher self-efficacy beliefs than did boys. Overall, the results show that middle school teachers can do more in fostering self-efficacy, particularly in boys, and maintaining support throughout a student’s middle school experience. The present study of student’s perceptions of teacher support over the middle school years is an important step in our ability to understand the complex ways in which teachers influence student’s self-efficacy beliefs.

Midwestern Rural Adolescents' Oral Sex Experience

This study examined the prevalence of oral sexual activity in rural Midwestern adolescents. We also examined the correlates of a series of risk behaviors with oral sexual activity. A questionnaire based on the Youth Risk Behavior Surveillance System was distributed to 2121 rural middle and high school students in grades 6-12 across 5 rural counties in a Midwestern state. The schools within districts were stratified by grade level and a stratified random sample of schools was used (n = 49). A total of 2000 (94%) students completed the survey. The rural adolescents were: male (51%), White (85%), with an average age of 14.7 years (SD = 1.9). Overall, one-fourth (26%) of the students had engaged in sexual intercourse (8% of middle school and 39% of high school students). Slightly more than one-fourth of the students (29%) had engaged in oral sex (9% of middle school and 44% of high school students). Logistic regression was used to calculate adjusted odds ratios and found 3 risk behaviors were statistically significantly associated with oral sexual behavior: ever having had sexual intercourse (16.6 times more likely to engage in oral sex), having drunk alcohol in the past 30 days (2.2 times more likely), and having smoked 1 or more cigarettes in the past 30 days (2.0 times more likely). Oral sexual activity is an established component of many rural adolescents' sexual experiences. These findings have important implications for sex education programs targeted to rural adolescent youths.

The Analysis on the Conditions and its Causes of Sports Ground in Xinjiang

The analysis being in progress , result wielding the research method data to fifth time of Xinjiang stadium field general investigation rural area middle and primary school stadium current situation such as field , funds such as document data law , expert interview law , logic grouping law demonstrate the main body of a book: Xinjiang rural area middle and primary school stadium field funds throws into sum quantity deficiency , the especially interior sports house mansion is not worth gravely, stadium field construction funds throws into way unitary, school sports beneficial result is not high. Suggestion: Enlarge investment in Xinjiang rural area middle and primary school stadium field funds , encourage various forms of ownership to invest in rural area middle and primary school sports education cause , plan Xinjiang rural area middle and primary school rationally interior and stadium field layout, is outside same.

Levels of Hope and their Relationship with Problem Behavior, Academic Records and Procrastination among Rural Adolescents

This study was conducted to investigate the levels of hope and their relationship with problem behavior, academic records and procrastination among rural adolescents. The participants were 579 rural middle and high school students from three counties. The major results of the study were as follows. First, pathway and agency thinking of rural adolescents were negatively correlated with depression and anxiety, and were positively correlated with academic records and procrastination. But only agency thinking of rural adolescents were negatively correlated with delinquency among problem behaviors. Second, as a result of multivariate analysis of variance, groups of high hope of rural adolescents were lower in depression and anxiety than groups of low hope, but were higher in academic records and procrastination.

Pass the Crayons: Leadership, Art Production, and Communities of Practice

The results of an arts-based leadership (Kelehear, 2006, 2008) practice at a rural middle school in South Carolina are examined. The school principal and art teacher led a day-long staff development and followed up individually to assist teachers to create art as metaphor for individual growth plans as well as school improvement plans. Specifically, the arts-based initiative sought to invite professional conversations that focused on: 1) personal reflections, 2) multiple perspectives, and 3) art making. Findings suggest that when the art teacher and principal work in collaboration, there is real value in an arts-based leadership practice. Also, when led by the art teacher, teacher reflections suggested that as the principal worked alongside the teachers, they felt valued and supported and viewed the principal as authentic and trusting. Additionally, out of the engendered trust, the teachers were emboldened to consider innovative, arts-based approaches to their teaching. Finally, there was evidence that the art teacher was highly effective in introducing innovative leadership practices as teachers. This study is one of several implementation studies emerging from earlier research on arts-based leadership.

‘We are so over pharaohs and pyramids!’ Re‐presenting the othered lives with young people through an international studies program

Based on a year‐long implementation of an international studies program in a rural middle school using videoconferencing technology, this paper focuses the international presenters' interpretation of and reaction to the program through their interaction with the students. Attention here is paid to the ways that the presenters' assumptions and beliefs affect their (re)construction of their own cultures. Some contradiction in presenters' re‐presentations can be discussed further using a distinction between the social observer and the social participant, and a categorization of roles taken by the Third‐World individuals. The presenters provided following suggestions for improving the program implementation in rural learning environments: (1) teach students about the misrepresentation and cultural stereotypes in the US media; (2) provide analogies between the program presentations and the corresponding aspects of the US culture; and (3) teach them the constructs with which the various cultures are viewed and evaluated.