School Zones Research Articles

Teoretyczne i praktyczne aspekty współpracy nauczycieli wczesnej edukacji dziecka ze środowiskiem rodzinnym

One of the basic factors that influence a child’s correct development is the environment where the process of education takes place. The environment is made of the family home and the school zone. Both these elements have to cooperate correctly to make the didactic message consistent and effective. However, educational practice shows that in a number of cases the flow of information between the teachers and the parents is insufficient; joint activities are often lacking, along with mutual determination of objectives and tasks implemented in the didactic process. In the article, the authors try to show the problems related to the possibilities of cooperation among teachers of early school education and the environment of parents in various contexts. In the first part of the paper, legal aspects pertaining to the cooperation are described in detail, taking the historical perspective into account, along with legal provisions applicable in Poland and regulating the principles and the range of information provision by the school to the parents. The second part makes references to school practice, presents interesting and untypical examples of activities and solutions conductive to increased level of the parents’ involvement in the educational process. In the final part of the paper, ICT tools which may be used to build the online space of mutual communication and cooperation are described.

La inteligencia emocional en educación primaria y su relación con el rendimiento académico

En el presente estudio se aborda la inteligencia emocional en educación primaria desde la perspectiva de habilidades afectivas personales y sociales que ayudan a un individuo a conocerse a sí mismo y a relacionarse mejor con las demás personas. Tiene como objetivo analizar la relación entre la inteligencia emocional y el rendimiento académico en estudiantes de nivel primaria de una institución pública. El análisis se ubica en el paradigma cuantitativo, de diseño transversal, no experimental. Se establecen el factor de inteligencia emocional desde las dimensiones de percepción, regulación y comprensión, las cuales se relacionan con el rendimiento académico. Se utilizó el instrumento TMMS-24 para la variable de inteligencia emocional y la calificación final del ciclo escolar 2013-2014 del alumnado para el rendimiento académico. Para encontrar correlaciones positivas y negativas se utilizó la r de Pearson en el análisis de resultados. Se contó con la participación de 58 participantes de quinto y sexto grado. La escuela se ubica en la zona escolar 017 de la comisaria de Pueblo Yaqui, Cajeme, Sonora. Dentro de los hallazgos se destaca la relación significativa entre la inteligencia emocional y el rendimiento académico en el alumnado de educación primaria, y se concluye que un correcto manejo de las emociones es esencial para un buen rendimiento académico estudiantil en la escuela.

Spatial Analysis to Identify Pedestrian Crash Zones: A Case Study of School Zones in Thailand

Background:In Thailand, it has the second highest road traffic fatality rate in the world at 36.2 deaths per 100,000 populations. The pedestrian crash zones are based on the road and physical environment, vehicle and driver behavior and pedestrian behavior, especially the area around the school. Therefore, this paper would like to improve safety by identifying crash area through Geographic Information Systems (GIS).Objective:The objective of this paper is to identify pedestrian crash zones of primary schools and secondary schools in Bangkok, Thailand through the spatial analysis and GIS tool.Method:The research methodology was the data collection from pedestrian-vehicle crashes in 2016 at 12 schools of 1,218 locations in Bangkok. The data analysis used GIS for geocoding the crash locations. The spatial patterns and pedestrian crash zone map were applied by Moran’s I statistic and the Kernel Density Estimation (KDE).Results:The Moran’s index showed that the accident locations within school zone were a clustered pattern considering on Moran’s Index which approached +1 and the z-scores greater than 2.58. The KDE showed that the pedestrian crash zones were different depending on the physical environment; however, the most significant areas were at urban areas, crowded areas, and intersections of arterial roads and local roads about 508 meters from the school center.Conclusion:This research could be concluded that the spatial patterns and pedestrian crash zone map will assist the transportation planners and traffic police for identifying crash locations and specific vulnerable road users, especially pedestrians and bicycle users.

Examining community and consumer food environments for children: An urban-suburban-rural comparison in Southwestern Ontario

The aim of this study is to evaluate how retail food environments for children in the City of London and Middlesex County, Ontario, Canada, vary according to level of urbanicity and level of socioeconomic distress. Urbanicity in this study is defined as a neighbourhood's designation as urban, suburban, or rural. We assessed community food environments (e.g., the type, location, and accessibility of food outlets) using 800m and 1600m network buffers (school zones) around all public and private elementary schools, and we calculated and compared density of junk food opportunities (JFO) (e.g., fast food and full-service restaurants, grocery stores, and convenience stores) within each school zone in urban, suburban and rural settings. The study also assessed consumer food environments (e.g., the price, promotion, placement, and availability of healthy options and nutrition information) through restaurant children's menu audits using the Children's Menu Assessment tool. Results suggest JFO density is greater around elementary schools in areas with higher levels of socioeconomic distress and urbanicity, while urbanicity is also associated with greater use of branded marketing and inclusion of an unhealthy dessert on children's menus.

Relation with practical situation of natural environmental education at elementary school in Kansai area and natural environment in school zone

So far, natural environmental education has been surveyed mainly on time of comprehensive learning. I can not find any research about each subject in detail. Therefore, in this research, we clarified the actual condition of natural environmental education for each unit, mainly in the department of life, science, social studies, home economics. The practical rate did not change very much in any grade, but in the 3rd and 4th grade, the tendency to teach more time was seen. In terms of grouping with constituent elements, the average practice rate tended to be higher than that of groups with fewer constituent groups, but there was no significant difference in mean class hours. Natural environmental education tends to be practiced when the number of components is large, but relationship with the class hour has not been seen. To qualitatively examine natural environmental education, it is necessary to analyze other factors.

The Effect of VMS Message Presentation Type on the Speed Reduction of Driving Vehicle in School Zone

The Effect of VMS Message Presentation Type on the Speed Reduction of Driving Vehicle in School Zone

A multi-criteria analysis framework including environmental and health impacts for evaluating traffic calming measures at the road network level

ABSTRACTRecent interests in both vehicle emissions and public health have facilitated the development of more eco-friendly transportation systems. This study developed a multi-criteria evaluation framework to evaluate the effectiveness of traffic calming measures (TCMs) from the various perspectives at the road network level; operational efficiency, traffic safety, environmental and health impacts. The proposed methodology employs four-step sequential simulation experiments, including driving, traffic flow, emissions, and air dispersion simulations. The results obtained from these four simulations are used to evaluate the effectiveness in terms of safety and operational efficiency in addition to environmental and health impacts. A multi-criteria value function based on the weights estimated from the analysis of an analytical hierarchy process (AHP) is applied in the evaluation framework. As an application, chicanes and speed humps widely implemented in Korean school zones were evaluated at the road network level. The proposed simulation-based approach is expected to be effectively used for the decision-making process in selecting better alternatives for TCM.

A Review of Vehicles Speed on School Safety Zone Areas in Pekanbaru City

School Safety Zone is a location or region on particular roads that are time-based speed zone to set the speed of the vehicle in the school environment. The maximum speed limit permits entering a School Safety Zone, especially in Pekanbaru City is 25 km / h and an outline of the speed limit permit vehicles that pass through the School Safety Zone in Indonesia is generally 20-30 km / h. However, the vehicles speeds that pass School Safety Zone are higher than permit speeds.To ensure the level of vehicle offense across the territory of the School Safety Zone so it is necessary a primary data which is taken randomly based on field survey for 3 days at schools that has that facility ie SDN 3 Jalan Kesehatan Pekanbaru City, SDN 68 Jalan Balam Ujung Kota Pekanbaru and SDN 143 Jalan Taskurun Kota Pekanbaru. Furthermore, the data were taken in good condition that is at 6:30 to 7:30 am and at 12:00 to 13:00 pm. In addition, the data obtained is mileage and travel time of the vehicle. Both of these data can generate good speed value that passes through the area of School Safety Zone. Based on the research findings, the vehicle speed passing through the area of School Safety Zone is incompatible with speed permit at 35 km / h with a maximum average percentage of the rate of offense in the area of the school zone is 91.7%. This indicates that the vehicle passes School Safety Zone not following the rules of the maximum limit area and can be potentially harmful to elementary school students.

스쿨존에서 물리적 도시 가로 환경과 청소년의 범죄 불안감의 관계 연구

스쿨존에서 물리적 도시 가로 환경과 청소년의 범죄 불안감의 관계 연구

Psychometric properties of a newly developed learning difficulties scale in the Omani society

Introduction. Learning difficulties (LD) is a recent construct. It has been agreed that the individual who suffers from learning difficulty has a disorder in one or more of the basic psychological processes, including attention, cognition, formation of concepts, memory, problem solving, understanding or reading, speaking or writing, or computing.Method. This study was designed to test the construct (convergent and discriminate) validity of this conception of LD with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Also, responses of normal students were compared to responses of students identified as having learning difficulty. The sample comprised 410 children from Muscat School Zone, who were rated by their teachers (30) teachers based on the newly questionnaire. The questionnaire is composed by six domains and each measures one component of difficulties. These components are difficulties in: perception, attention, memory, writing, arithmetic and reading.Results. Reliability analysis and factor analysis revealed that the measure possesses both reliability and factorial validity.Discussion and conclusion. The CFA confirmed the structure of the measure. ANOVA revealed significant differences between normal and LD children on most of the LD components, the providing further support to its construct validity

ANALYSIS OF SOME METHODS OF DESIGNING AND RECONSTRUCTION OF BUILDINGS OF SCHOOLS

The article describes the process of transforming the industrial model of the school into a modern one. The conclusion is made about the influence of the development of the educational process on the formation of architecture and space-planning decisions of buildings. The increase in the nomenclature of classrooms is directly related to the complexity of the structure of the school and its functional component. Also, modern trends in the design of school buildings are described. The space of schools is considered as a multifaceted structure, combining both places for study, and for rest. The problem of expanding and deepening the information space is analyzed, and ways of its solution are suggested. The main principles of designing public school zones, their division into different-scale volumes are described in detail. Conclusions are made about the requirements for modern school buildings to ensure their compliance with the aesthetic needs of the student's personality. The main problems that are present in the modern school fund are analyzed and possible options for its reconstruction are analyzed. Also, the principles of reconstruction in accordance with the types of planning organization are developed. Examples of solutions to some of these problems are given, and the issue of creating comfortable conditions for people with disabilities is separately highlighted. A conclusion is made about the effectiveness of applying these principles to ensure the modern learning process.

Gerrymandering educational opportunity

Gerrymandering is known best as a tool to manipulate boundaries for voting districts, but school districts have long used the same tool to manipulate school boundaries. The author used geospatial techniques — mapping various kinds of demographic data onto school boundaries — to examine public school attendance zones and their effect on students. The author’s research yielded several key insights. Like congressional districts, school zones are highly gerrymandered; the gerrymandering of school zones serves to worsen the already severe racial segregation of public schools, but affirmative gerrymandering can effectively increase diversity and reduce racial segregation.

The effects of neighborhood characteristics and the built environment on pedestrian injury severity: A random parameters generalized ordered probability model with heterogeneity in means and variances

Transportation infrastructure facilities and pedestrian/driver behaviors are associated with neighborhood characteristics and the built environment. However, the effects of neighborhood characteristics and the built environment on pedestrian injury severity are not well documented. To investigate and quantify the effects of neighborhood characteristics and built environment on pedestrian injury severity, a random parameters generalized ordered probit model with heterogeneity in means and variances was proposed to consider the ordinal nature of injury data and the issue of threshold and unobserved heterogeneity. A total of 3867 pedestrian-vehicle crashes that occurred in Florida Department of Transportation District 7 from 2011 to 2014 were analyzed. Based on the estimation results, three factors (African American community, school zone, and bus stop area) related to neighborhood characteristics and the built environment were identified to have significant influence on pedestrian injury severity. Pedestrian-vehicle crashes that occurred in African American community or bus stop area are less likely to involve incapacitating and fatal injuries. The presence of a school within a 0.5-km buffer from a crash leads to a decreased probability of fatal injury and an increased probability of incapacitating injury. In addition, the estimated parameter for elderly pedestrian indicator (50<age≤65) was found to be random with significant heterogeneity in both mean and variance (where the mean and variance are associated with intersection-related crash indicator). Compared to younger pedestrians (age≤30), 74.3% of elderly pedestrians who are involved in intersection-related crashes are more likely to suffer severe injury (fatal or incapacitating injury), while 52.4% of elderly pedestrians who are not involved in intersection-related crashes are more likely to suffer severe injury.

“I wanted to go here”: Adolescents’ perspectives on school choice

ABSTRACTNew Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin.

School zone safety diagnosis using automated conflicts analysis technique

School safety is a high priority for road safety agencies worldwide due to the growing concerns about student safety and emphasis on community livability. However, the lack of consistent data available at schools makes it challenging for engineers to understand the safety issues faced accurately. Traffic conflicts have been advocated in the literature as a surrogate safety measure due to the advantages it offers for road safety evaluations. This paper demonstrates the capability of automated traffic safety diagnosis at a school using computer vision techniques. The selected school is located in a residential area in the City of Edmonton, Alberta, and is on a main roadway in the neighbourhood. The age group of the school is from 5 to 16 years old (corresponding to Grade 1 to 9 respectively). Data are collected during the fall and winter terms. The severity and frequency of conflicts and traffic violations were analyzed to quantify the safety concerns. These concerns included driving violations, jaywalking violations as well as conflicts between pedestrians and vehicles as well as between vehicles and each other. Hourly and seasonal trends were observed and analyzed to assist in the selection of treatments and recommendations to improve the safety around schools. The results show that pedestrian safety has improved in winter due to lower vehicle speeds.

Comparison of discomfort caused by speed humps on bicyclists and riders of motorized two-wheelers

Speed humps have been used extensively across the world as effective traffic calming measures. Speed humps are typically used in areas where interactions between motorized and non-motorized users are expected, such as residential areas, urban areas, near school zones, and shopping areas. In these areas, various other users including pedestrians and bicyclists would be present. However, the impacts of speed humps on the non-motorized users have not been explored well so far. In this study, an attempt is made in this direction, focusing on discomfort of bicyclists while passing over speed humps. An experiment is conducted using nine volunteers who were asked to ride instrumented bicycles and motorized two-wheelers over speed humps of varying geometry at different speeds and report the level of discomfort they felt in Borg CR 10 scale. The vibration values were also recorded. When the responses of riders were considered, it was observed that for the same speed, the bicyclists experienced higher discomfort than that by riders of motorized two-wheelers while passing over the humps. For the same geometry, the critical speeds after which the riders feel discomfort are much lower (about 4km/h) for bicyclists than that of riders of a motorized two-wheeler.

Emotional Factor Impacts on User Compliance with an Automated Advisor System

Social norms and emotional instincts such as “women and children first” have historically guided judgement and decision making processes in crisis situations. This study simulated emotionally charged, environmental factors (school zones) and an expert drone system in a search and rescue scenario to identify patterns of automation utilization. Participants played a mixed design experimental video game, Search and Rescue, where they had to send search and rescue efforts to various zones (Residential, Industrial, School, and Business) in a city devastated by an earthquake. Participants were randomly assigned an automated advisor system, which varied in accuracy, that made recommendations regarding where to send search and rescue teams. Early in the task, participants were more likely to send rescue efforts to school zones, but were not as likely to do so later in the task, suggesting a practice effect. Factors regarding advisor system utilization and application are discussed.

学校選択・通学区域の弾力化( 学校と地域の関係の再構築)

学校選択・通学区域の弾力化( 学校と地域の関係の再構築)

Internship terrains: Psychogeographically mapping place

Abstract Art teacher candidates, recently beginning their internships/student teaching experiences, engaged in a form of arts-based educational research (ABER) to examine their larger teaching contexts – the communities surrounding their placement schools – through a performance-based, map-based approach. Much like the Situationists’ psychogeographies of the 1950s and 1960s, where artist geographers wandered the urban landscapes in attempts to construct interpretive readings of well-known European cities, interns began by playfully ‘drifting’ through the geographic environments of their school zones. Through the act of drifting, interns conducted enquiries into their own sense of place. ‘Maps’ of place embodied these explorations and discoveries. Such explorations of place are vital as educators seek to construct rich understandings of their students’ lived worlds and to provide appropriate, relevant learning experiences. This visual essay explores the value and possibilities of one ABER approach for teacher education.

COMMUNITY PREVENTION STRATEGIES FOR SPEED REDUCTION IN SCHOOL ZONES: WHAT ARE THE REAL IMPACTS?

BACKGROUND: Pedestrian injuries are responsible for most transport related fatalities among children, emphasizing the importance of implementing good practices to improve child pedestrian safety. Pedestrian fatality risk is directly related to speed. Accidents involving a car traveling more than 40 km/h have drastically a higher risk of death. The city of Sherbrooke and various stakeholders build up community-wide strategies based upon engineering, enforcement, advocacy and education to reduce vehicle speed in school zones to improve pedestrian safety, reduce injuries severity and promote active transport. OBJECTIVES: To compare the average vehicle speeds in school zones between school hours (7am-5pm, Monday to Friday) and the rest of the week (evenings, nights and weekend). DESIGN/METHODS: A cross-sectional study to measure vehicle speeds was performed during 26 complete days, in October and November 2015 after implementing community prevention strategies around 4 elementary school zones in the city of Sherbrooke. Vehicle speed measurements before the intervention were available for one school zone and used for a before-after analysis. RESULTS: A total of 130, 274 vehicle speeds were measured in fall 2015. The mean speed for all school zones was 36.9 ± 5.4 km/h between 7am-5pm compared to 42.7 ± 5.8 km/h for evening, night and weekend hours (p < 0.0001). Furthermore, we observed an 9% reduction of vehicle speed on 7am-5pm weekdays after the implementation of prevention strategies in 2015. The mean speed was 36.4 km/h in 2013 and 33.2 km/h in 2015. CONCLUSION: Community-based interventions are an efficient method to reduce speed during school hours. These strategies led to a reduction in average speed during other hours of the day and during the weekend. However, the average speed measured in school zones were not under 30 km/h between 7am-5pm. These strategies could help other cities to promote safe pedestrian environments and improve active transportation and physical activity among children.