School Schedule Research Articles

Time-Based Changes In Physical Education Offerings In Response To A Legislative Mandate

Physical education (PE) remains one of the most effective strategies for promoting school-based physical activity. Fewer than 10 states mandate public schools meet current public health recommendations for PE. Moreover, it remains unknown how implementing such mandates affects PE offerings. In 2007, Oregon passed legislation requiring elementary schools to provide 150+ min/week of PE by fall of 2017. No funding was offered to support this mandate. PURPOSE: To evaluate time-based changes in PE offerings among Oregon public elementary schools for 8 years (2009-10 to 2016-17) preceding required compliance to the legislative mandate requiring 150+ min/week of PE. METHODS: A total of 752 Oregon public elementary schools reported yearly minutes of PE offered and the total number of school weeks in session per year. Mean PE min/week were calculated by dividing yearly PE minutes by weeks in session. Additional publicly available explanatory variables including rurality (rural vs. non-rural county designations) and school schedule (four vs. five-day school week) were collected. A linear-mixed effects model was fit to evaluate time based-changes in PE with min/week of PE as the dependent variable, school year, rurality, and school schedule as fixed effects, and school as a random effect. RESULTS: Although significant year-to-year variability in PE minutes was observed (p < 0.001), between 2009-10 to 2014-15 mean PE minutes remained relatively stable at 74 to 77 min/week before experiencing two larger year-to-year increases in 2015-16 (+3.9 min/week from 2014-15 to 80.8 ± 1.8 min/week) and 2016-17 (+4.0 min/week from 2015-16 to 84.8 ± 1.9 min/week). Schools located in rural counties were offered significantly more PE than non-rural schools (80.7 ± 1.7 vs. 74.6 ± 1.8 min/week, respectively, p < 0.001). No significant difference in mean PE min/week was observed between four vs. five-day school week formats (77.7 ± 2.3 vs. 77.5 ± 1.3 min/week, respectively, p = 0.924). CONCLUSION: Despite having a 10-year lead-in period to increase PE time to 150+ min/week, Oregon elementary schools were only offering about half the required PE min/week (56.7%) in the year prior to mandatory compliance. Unfunded mandates requiring large increases in PE offerings may not effectively increase PE min/week to the required level.

Pengaruh Corona Terhadap Freelance Designer di Surabaya

This study aims to analyze the effect of corona on freelance designers in Surabaya. The effects caused by the coronavirus are many, including: panic buying, anxiety when traveling domestically and abroad, school schedules, lectures, and work becoming irregular and chaotic, some shops experiencing a decline in income, some workers being laid off, and of course this incident greatly affects businesses, including freelance designers. This study uses qualitative research methods, namely online interviews with several individuals who work as freelance designers. After doing research, it can be concluded that the COVID-19 pandemic does not have much effect on the sustainability of freelance designers. The results of these studies can be supported by existing research and theories. &#x0D; Keywords: corona, pandemic, freelancer designer, business.

IMPLEMENTATION OF SCHOOL FROM HOME (SFH) THROUGH ONLINE LEARNING IN THE COVID-19 STATE EMERGENCY IN SMP N 1 SEMIN

The spread of the Corona virus that causes Covid-19 disease led the government issuing a new policy in the field of education. The policy aimed to prevent the Corona virus spread within the educational unit. The policy adopted was the Online School from Home (SFH) implementation. Online learning used smart phones through the Internet network. SFH online has been implemented for the first time in SMP N 1 Semin. Many obstacles occurred during the implementation of SFH, among others: unstable internet connection or network, internet data and limited facilities of android smart phones. The survey results from the students stated that there were things that are not pleasant during SFH that are boring, lack of student motivation, too many tasks, lack of focus in learning, and the learning atmosphere is less fun. Ninety percent of students wanted to go back to school and interacted with schoolmates. The implementation of the SFH continued to be extended until the education environment is safe for teaching and learning. Schools were trying to implement strategies so that SFH runs well. This strategy was a joint discussion between the school and the school committee, adjusting the SFH school schedule, and implemented IT training for teachers.

Basic Workshop Personal Leadership For Student

Specifically in educational activities many schools learning centers and tertiary institutions stand in a variety of forms and fields of science. In the last decade there has been a decline in the value of leadership, especially for adolescents, in this case high school-age children who, when examined more deeply, found disciplinary attitudes, apathy, lack of social sense, and deteriorating educational achievement. The effect of this is the decreasing level of HDI (Human Development Index) of NTB. Based on data releases from BPS, it turns out that since 2010 NTB has been ranked 29th out of 33 provinces in Indonesia. Unfortunately since 2013 it has dropped back to 30th out of 34 provinces in Indonesia (BAPPEDA NTB: 2020). Therefore, it is important to provide knowledge and leadership training early on to teenagers through a Workshop with the theme Personal Leadership For Student in the hope that this training provides insight into the importance of having a leadership spirit that is supported by high motivation and confidence. Besides that, basic leadership training for students can also become routine and permanent schedule in schools so that the knowledge of leadership is not only an insight but also a soft skill values that are embedded in the character of young people who will lead in the future

Basic Workshop Personal Leadership For Student

Specifically in educational activities many schools learning centers and tertiary institutions stand in a variety of forms and fields of science. In the last decade there has been a decline in the value of leadership, especially for adolescents, in this case high school-age children who, when examined more deeply, found disciplinary attitudes, apathy, lack of social sense, and deteriorating educational achievement. The effect of this is the decreasing level of HDI (Human Development Index) of NTB. Based on data releases from BPS, it turns out that since 2010 NTB has been ranked 29th out of 33 provinces in Indonesia. Unfortunately since 2013 it has dropped back to 30th out of 34 provinces in Indonesia (BAPPEDA NTB: 2020). Therefore, it is important to provide knowledge and leadership training early on to teenagers through a Workshop with the theme Personal Leadership For Student in the hope that this training provides insight into the importance of having a leadership spirit that is supported by high motivation and confidence. Besides that, basic leadership training for students can also become routine and permanent schedule in schools so that the knowledge of leadership is not only an insight but also a soft skill values that are embedded in the character of young people who will lead in the future

Changes in sleep and activity from age 15 to 17 in students with traditional and college-style school schedules

ObjectivesSleep duration and physical activity decline with age during adolescence. Earlier school schedules may contribute to these declines. The aim of this longitudinal study was to track changes in sleep and activity of Icelandic youth from primary to secondary school and compare students who enrolled in secondary schools with traditional and college-style schedules. MethodsWe measured free-living sleep and activity with wrist actigraphy and body composition by dual-energy x-ray absorptiometry in 145 students at age 15 and age 17, when 58% attended schools with college-style scheduling. Differences from 15 to 17 and between students of different school structures were assessed with mixed-effect models. ResultsActigraphs were worn for 7.1 ± 0.4 nights at 15 and 6.9 ± 0.4 nights at 17. Overall, sleep duration decreased from 6.6 ± 0.7 h/night to 6.2 ± 0.7 h/night from age 15 to 17 (P < .001). Students with traditional schedules reduced school-night sleep duration 26 min/night at follow-up (P< .001), while sleep duration did not change for college-style students. All students went to bed later on school nights at follow-up, but only college-style students rose later. Sleep efficiency and awakenings did not differ by schedule-type. Neither sex changed body fat percentage, but average school-day activity decreased by 19% (P< .001) on follow-up and did not differ by schedule-type. ConclusionsOver the 2-year period, adolescents decreased weekly sleep duration and activity, but only those continuing traditional schedules reduced school-night sleep. This suggests greater individual control of school schedule may preserve sleep duration in this age group, which may be beneficial during the transition into adulthood.

What's Important: Managing the Impact of Coronavirus on Pediatric Spine Surgery.

What's Important: Managing the Impact of Coronavirus on Pediatric Spine Surgery.

KINERJA GURU DALAM PEMBELAJARAN PADA PROGRAM FULL DAY SCHOOL DI SMAN 22 MAKASSAR

This study discusses about the teachers performance in optimizing learning in the Full Day school program at SMAN 22 Makassar. This research was qualitative research. Data collection methods obtained through observation, interviews and documentation. The data was analyzed by reducing data, presenting data, verifying data, and validating data (triangulation). The result of the research showed that; the first was the teacher performance at SMAN 22 Makassar has improved such as planning, implementation and evaluation. The second was Full Day school at SMAN 22 Makassar about school schedules based on school rules. The third was Effective efforts to optimize learning are carried out by teachers and schools. The teacherteach the learning to the students, gave some motivation and learning methods. The school helps teachers by school rules, teaching and learning process (PBM picket) and controlled by hand master in the school.

0245 Relationship of Chronotype with Sleep Duration, Daytime Sleepiness, and Sustained Attention in High School Students: A Pilot Study

Abstract Introduction People with a later chronotype typically sleep later and perform better later in the day. In an early high school schedule, students with later chronotypes earn lower average grades than those with earlier chronotypes. However, other effects of late chronotype on high school students are poorly understood. This study examined the relationship of chronotype with sleep duration, daytime sleepiness and sustained attention in high school students. Methods This study was conducted at Byram Hills High School in Armonk, NY, where classes begin at 7:45am. During three class periods, 36 participants (female n=24, n=12, 14–17 years old) completed the Morning-Eveningness Questionnaire (MEQ), Karolinska Sleepiness Scale (KSS), and Psychomotor Vigilance Test (PVT) during their class. Subjects recorded time spent on homework/extracurricular activities and bedtime/waketime from the night prior to the assessment. Results Later chronotype (lower MEQ score) was significantly associated with later bedtime, shorter sleep duration, and increased sleepiness (r=-0.82, p&amp;lt;0.001; r=0.72, p&amp;lt;0.001; and r=-0.40, p=0.016; respectively). Shorter sleep duration was significantly correlated with increased sleepiness (r=-0.34, p=0.045). Increased workload (time on homework/extracurriculars) was significantly associated with later bedtime (r=0.42, p=0.011). Chronotype, sleep duration, and sleepiness showed no significant association with PVT scores (r=-0.16, p=0.360; r=-0.10, p=0.933; r=0.09, p=0.619, respectively); however, increased workload was significantly associated with increased PVT scores (r=-0.35, p=0.041). Conclusion These results are important for the wellbeing of high school students, as they show relationships between late chronotype, short sleep, and increased sleepiness during class in an early school schedule. Further research is needed to determine the best school schedule for high school students based on individual differences in chronotype. Support We thank the Authentic Science Research program at Byram Hills High School, specifically teachers Mrs. Stephanie Greenwald, Dr. Caroline Matthew, and Mrs. Megan Salomone.

0412 Parents Sleep Longer When School is Out for the Summer: Associations Among Parenthood, Gender, and Season

Abstract Introduction Seasonal effects in sleep are often attributed to day length; however, change in obligatory daily activities might also have an impact on sleep behavior. Longitudinal measurement using consumer sleep technology enables the observation of patterns in sleep behavior in the home environment. We analyzed the impact of parenthood and gender on total sleep time (TST) over the summer break period using data collected in the home. Methods Sleep data were collected using the SleepScore mobile application from October 2018 through October 2019, with the summer break period defined as June 25th - August 5th. U.S. age and gender matched samples of parents and non-parents were selected using Mahalanobis distance from a pool of users more likely to have school-aged children. The final samples included n=345 parents (38.7 +/- 4.5 years) and n=345 non-parents (37.8 +/- 4.7 years); both groups were 46% female. Only weeknights (n=34,323) were analyzed to maximize impact of school schedule. Linear regression and independent t-tests were used to analyze main and interaction effects for gender, parenthood, and summer break. Results Male gender, parenthood, and summer break were associated with decreased sleep duration (ps &amp;lt; .01). However, during summer break, parents exhibited an increase in TST, with mothers (+5.6 mins) having a greater increase than fathers (+1.1 mins). In contrast, adults without children showed a decrease in TST during summer break, with males having a greater reduction (-8.8 mins) than females (-6.5 mins). Conclusion These results suggest that parental status may play a part in seasonal sleep patterns. Contrary to the typical trend of shorter TST during summer, being a parent is associated with longer TST during summer break, with a greater increase for females. This change may be attributed to parents following a less rigid schedule when their children are not in school. Support N/A

0325 Better Aerobic Fitness is Associated with Distinct Sleep Characteristics in Children and Adolescents - A Pilot Study

Abstract Introduction Aerobic fitness facilitates brain synaptic plasticity, which influences global and local sleep expression. While it is known that sleep patterns/behavior and non-rapid eye movement (NREM) sleep slow wave activity (SWA) tracks brain maturation, little is known about how aerobic fitness and sleep interact during growth and development in children and adolescents. The aim of this pilot study was to characterize relationships among aerobic fitness, measures of global/local sleep expression, and habitual sleep patterns in children and adolescents. We hypothesized that greater aerobic fitness would be associated with better sleep quality, indicated by increased SWA. Methods Twenty healthy youth (11-17 years-old, 11 female) were evaluated during summer vacation (no school schedule constraints). Aerobic fitness (VO2peak) was measured using ramp-type progressive cycle ergometry, habitual sleep (i.e., sleep-time consistency and circadian activity patterns) was assessed with 7-day actigraphy, and ad lib sleep was evaluated during overnight polysomnography (PSG) with high-density electroencephalography (hdEEG; 128 channels). Spectral analysis was implemented to quantify SWA (0.5-4.5Hz). Data were analyzed using linear regression analyses and exploratory independent samples t-tests. Results Negative correlations were observed between VO2peak and sleep measures including sleep-time consistency (partial r=-0.53, p=0.045) and timing/acrophase of the circadian activity rhythm (partial r=-0.64, p=0.01) while controlling for sex and age. Additionally, after accounting for Tanner stage and sex, data demonstrated significant effects in SWA at frontal derivations (p=0.024) between low and high fitness levels at topographically specific and meaningful EEG derivations, e.g. over frontal cortex. Conclusion These results suggest that children and adolescents with greater fitness have less variability in sleep-times (improved sleep consistency), tend to have a more advanced circadian activity phase (i.e., go to sleep earlier), and express greater frontal SWA, supporting the hypothesis that fitness is associated with improved local and global sleep quality. Future research with larger samples is necessary to further evaluate these relationships, and to determine if interventions that improve fitness also improve sleep and related brain plasticity. Support NCATS grant #UL1TR001414 &amp; PERC Systems Biology Fund

Mengembangkan Sikap Rasa Ingin Tahu (Curiosity) Pada Pelajaran Fisika Menggunakan Model Pembelajaran Flipped Classroom

Curiosity is one of the attitudes that needs to be developed in learning activities. This research proved hat students' curiosity can be developed by selecting appropriate learning models. The flipped classroom learning model is one of good models to develop curiosity. In this research the action research (CAR) class has been chosen as a research method to analyze the increase in curiosity and the value of learning outcomes in class 12 Physics learning activities. The treatment given is to provide opportunities for students to study independently outside the school schedule to study the material provided and find out all forms of information needed. Students have the opportunity to work together in class giving reports on their learning outcomes by making presentations in class. The instrument used for part of the data collection technique is in the form of observation sheets, questionnaire sheets and question sheets containing questions in accordance with the material being studied. The data analysis technique was carried out using descriptive and quantitative qualitative analysis. The results of the research show that students' curiosity and student learning outcomes can be improved by using these learning models. The obtained data analysis of the also shows that the implementation of the flipped classroom learning model provides very significant benefits.

Predictors of students' participation in internet or computer tutoring for additional instruction and its effect on academic achievement

AbstractIn recent years, it has become common to use the internet or computer tutoring with a programme or application for additional instruction (ICTPAAI), in addition to the mandatory school schedule. This study aimed to understand students' participation in ICTPAAI and its relation to academic achievement. Multilevel structural equation modelling was conducted on a sample comprising 6,425 Chinese students (Mage 15.72 years; 48.9% girls) who had various forms of additional instruction during the 2014/2015 school year. Results showed that the use of information and communication technology (ICT) to complete schoolwork, whether in school or outside of school, was positively associated with students' participation in ICTPAAI; however, students' ICT interest, ICT self‐efficacy and ICT autonomy were not. Students' participation in ICTPAAI was negatively associated with their academic achievement at the end of the school year; much variance was explained at the school level. These findings suggest that students should be cautious about participating in this form of additional instruction and that schools play an important role in students' participation in ICTPAAI.

SPORTS PERFORMANCE, SLEEP AND ANXIETY IN CHILDREN AND ADOLESCENTS: SECOND YEAR RESULTS OF A LONGITDUINAL STUDY

Background:In the preliminary results of a longitudinal study, we gathered baseline insights into students’ sleeping habits, activity levels and anxiety. The results showed that the seventh grade (now eighth grade) students reported mild anxiety, played sports non-competitively and underslept according to the National Sleep Foundation (NSF). In the second year of this study, we continue to look at the trends of sleep, athletic performance and emotional wellness.Methods:40 eight grade students were administered an ActiGraph watch to assess sleep patterns. Students completed a background survey to obtain information regarding sports participation and subjective injury reports. Students completed the Beck Youth Anxiety Inventory (BYAI) to assess anxiety. Actigraph data was reviewed with a board certified sleep pulmonologist.Results:16 males and 24 females wore the watch for 5 school nights. Average age of patients was 13 years (range: 13 to 14). 200 nights of nocturnal sleep were analyzed with total sleep time (TST) averaging: 6.2 hours (370 minutes) (range: 216 to 448 minutes). Females averaged 6 hours (368 minutes) and males averaged 6.25 hours (375 minutes) (p=0.62). Out of the 40 students that wore the watch, 78% (31/40) completed the background survey regarding sports participation. 78% (24/31) reported playing a sport and on average spend 7 hours a week playing (range: 1 to 30 hours). 78% (24/31) also participate in an organized or recreational sport and on average started competitive sports at the age of 6 years (range: 3 to 12 years). 46% (11/24) of students reported injuries that removed them from their sport during the school year (range: 1 to 4 injuries). On the BYAI (n=32), scores were significantly higher this year with a mean score of 16 (moderate anxiety) compared to last year (mean=12, p=0.01). Females scored significantly higher (p=0.04) on the BYAI (mean=18, n=20) than males (mean=12, n=12). Patients that also reported higher anxiety received significantly less sleep (p=0.01, r=-0.46).Conclusion:In the second year of our longitudinal study, our results show that students continue to sleep below the recommendation of the NSF (9 to 11 hours, 546 to 660 minutes) and select students are starting to specialize in sports. However, anxiety compared to last year was significantly higher. As they transition from middle school to high school, we expect to see students undergo personal development, commit to one sport and have a more rigorous school schedule that will continue to affect sleep and emotional wellness.

MANAGEMENT SUPPORT PRACTICES TO PROMOTE TEACHERS’ INSTRUCTIONAL IMPROVEMENT FOR SUSTAINABLE DEVELOPMENT IN SECONDARY EDUCATION

This study ascertained the principals’ management support practices to promote teachers’ instructional improvement for sustainable development in secondary education in Anambra State. Two specific purposes were formulated and two research questions guided the study. The study adopted a descriptive survey design. The study was conducted in the six education zones in Anambra Statenamely:Aguata,Awka,Nnewi,Ogidi,Onitsha and Otuocha.The study population comprised 257 principals in public secondary schools in the six education of the State. No sampling was used due to the manageable size of the population. The instrument used for data collection is a structured 15 items researchers’ developed instrument titled; Principals’ Management Support Practices to Promote Teachers’ Instructional Improvement Questionnaire (PMSPTIIQ). The face validation of the instrument was established by three research experts. The Cronbach alpha was used to determine the reliability of the instrument. Coefficient value of 0.84 was obtained. Data were analyzed using mean and standard deviation. The findings of the study revealed among others that secondary school principals in Anambra State do not engage in instructional supervision practices of observing classroom instruction to ensure curriculum coverage, monitoring teachers’ compliance to school schedules, meeting regularly with teachers to discuss instructional challenges and providing feedback to teachers after class observation. The study also found out that secondary school principals’ do not engage in adequate motivational practices to promote teachers’ instructional improvement for sustainable development in secondary education in Anambra State. Based on the findings, it was recommended that school administrators’ should always engage in instructional supervision practices by observing classroom instruction to ensure curriculum coverage, monitoring teachers’ compliance to school schedules, meeting regularly with teachers to discuss instructional challenges and providing feedback to teachers after class observation among others. Conclusion was drawn. KEYWORDS: principals’, management support practices, instructional improvement, sustainable development

Development and Implementation of a Self-Optimizable Smart Lighting System Based on Learning Context in Classroom.

Illumination is one of the most important environmental factors in the classroom. Researchers have discovered that lighting settings have significant impact on students’ performance. Although light-emitting diode (LED) lighting systems can precisely control brightness level and correlated color temperature (CCT), existing designs of LED lighting control systems for classrooms are focused on energy-saving but lack context-based illumination control ability. In this study, a smart lighting system with continuous evolution capability was developed. It can adjust brightness, CCT, and illuminance distribution dynamically according to specific learning context. This system allows not only manual control, but also automatic switching of scenes by integrating with school schedules. Based on existing knowledge about lighting preference, 10 lighting modes confined in the comfortable zone of Kruithof curve were proposed for various classroom scenarios. Moreover, a classroom environmental data-processing framework for collecting and analyzing learning context, illumination settings, environmental data, and students’ performance data was introduced. This framework can help researchers explore the correlation between student performance and environmental parameters.

California Passes Nation’s First Law on School Start Times

California Passes Nation’s First Law on School Start Times

Longer School Schedules, Childcare and the Quality of Mothers’ Employment: Evidence from School Reform in Chile

Ample empirical evidence has shown that access to childcare for preschool children increases mothers’ labor-force participation and employment. By estimating the causal effect of a school schedule reform in Chile, we investigated whether increased childcare for primary school children improved the quality of the jobs that mothers found. Combining plausibly exogenous temporal and spatial variations in school schedules with a panel of mothers’ employment between 2002 and 2015, we estimated a fixed-effects model that controlled for unobserved heterogeneity. We found a positive effect of access to full-day schools on several measures of the quality of mothers’ jobs, which were correlated to working full-time. We also found small, positive effects on the quality of fathers’ jobs. Our evidence suggests that the mechanism driving the effect was the effect of the reform’s implicit subsidy to the cost of childcare on the opportunity cost of mothers’ time. We also found that less-educated mothers benefited most from the reform. Childcare can increase household welfare by improving parents’ jobs and, thus, can play a role in reducing inequality.

School Schedule and the Gender Pay Gap

School Schedule and the Gender Pay Gap

THE MEASUREMENT OF CONNECTIVIST AND CONSTRUCTIVIST LEARNING MODALITIES USING TRIOSTATISTICAL ANALYTICAL METHODS: COMPARING ONLINE ASYNCHRONOUS AND SYNCHRONOUS INSTRUCTIONAL STRATEGIES VIA IN-DEPTH TRI–SQUARED ANALYSIS AND ANALYTICS

ABSTRACT The narrative in this paper focuses on a discourse by the authors regarding the ideal method of delivery for online instruction. A research study was conducted with 20 experienced online learners who also happened to have experience with online instructional design. The outcomes of the study provide insight regarding the preferred method of online instructional delivery. Primarily it was determined that: a.) Distance Education as a method of instructional delivery is perceived by the majority of students taking online courses as an opportune way of achieving their educational goals; and b.) Graduate students who work full-time are sometimes limited in their choices of programs they can earn a degree in to maximize their career aspirations. Additionally, the study looked at synchronous versus asynchronous online learning as two course delivery methods used in distance education (to see which one was preferred by graduate students who participated in the study as they worked full-time). The literature that supports the study supported both methodologies for different reasons. Asynchronous online courses are preferred by those who seek a more flexible school schedule and synchronous online courses are preferred by those who prefer live interactions between the instructor and the student.