School Programs Research Articles

Short- and medium-term effects of a single session of pain neuroscience education on pain and psychological factors in patients with chronic low back pain. A single-blind randomized clinical trial.

Biopsychosocial approach in patients suffering chronic low back pain (CLBP) promotes pain self-management strategies. Current evidence recommends high dose of Pain Neuroscience Education (PNE) for clinically significant differences. However, the workload and time constraints experienced by healthcare providers impede the application of the recommended treatment regimen. In fact, Back School with a biomechanical model is the main approach to manage CLBP in public systems. The objective of this study is to explore the effect of a 60 min single session of PNE as an adjunct to back school on pain intensity and psychological variables patients with CLBP. A double-blind, two-arm randomized controlled clinical trial was conducted in patients with CLBP who attended back school sessions held in a Spanish public hospital. A total of 121 patients were randomized into control group, who received the Back School program during 5 weeks, and intervention group, who additionally received a single session of PNE. Patient-reported outcomes were the Numerical Pain Rating Scale, Central Sensitization Inventory, Pain Catastrophizing Scale, and Tampa Scale of Kinesiophobia, with a 12-week follow-up. A total of 113 patients were analysed. Intervention and control group presented similar effects on pain and kinesiophobia. At follow-up, intervention group exhibited reduced sensitization and catastrophism scores compared with control, including the subscales. Additionally, PNE reduced the percentage of participants classified as having central sensitization compared with control. Adding a single PNE session in the back school program did not reduce pain but improved psychological factors as central sensitization and pain catastrophizing at medium-term. This study highlights the potential of PNE to optimize treatment strategies for CLBP, especially in public health centres where time resources are scarce. Adding a single PNE session in the back school program did not reduce pain but improved psychological factors as central sensitization and pain catastrophism at medium-term.

Intensity matters in CLIL: Evidence from primary school learners’ receptive skills

The implementation of L2-medium education, exemplified by Content and Language Integrated Learning (CLIL), is becoming increasingly popular in primary schools (García Mayo, 2021). While previous research highlights CLIL's positive impact on linguistic competence (Jiménez-Catalán & Ruiz de Zarobe, 2009), differences in linguistic achievement are often associated with varying exposure hours (Pladevall-Ballester & Vallbona, 2016). Despite CLIL's growing popularity, studies examining linguistic achievement in varying-intensity CLIL programs remain scant. We address this gap by comparing low and high-intensity CLIL programs, alongside a standard English as a foreign language (EFL) program in primary schools. Focused on 11-year-olds' receptive skills, our results show that high-intensity programs significantly enhance proficiency in listening and reading when compared to their lower-intensity counterparts. Distinctions between low-intensity and EFL programs are non-significant. These findings underscore the critical role of the intensity of exposure in shaping the effectiveness of CLIL programs and contribute insights for refining CLIL program design guidelines.

Technology-based parent school: A randomized controlled trial.

This study was conducted as a randomized controlled trial to evaluate the technology-based parent school program. The study was conducted in the well-child care outpatient clinic of a hospital in Turkey. Data were collected between October 31, 2022 and February 17, 2023. The parent school was prepared based on Meleis' transition theory. Forty-eight parents participated in the study. Parents in the intervention group participated in a 10-week parent school program (five website modules, five online interactive group trainings, and counseling). Data were collected before the program, after the program, and 1month after the program. There were increases in the mean scores of the "Parent Skill Assessment Form" and "Skills Assessment Form for the Toddler Development" items in the intervention group compared to the control group. The difference between the groups in the mean scores of the Self-Efficacy for Parenting Task Index Toddler Scale (1-3years) was not statistically significant. However, the difference between the times was statistically significant. It was concluded that the technology-based parent school training program could guide parents with children aged 1-3years on child-rearing. It was registered at ClinicalTrials.gov in May 2022 (NCT05370989).

Health consciousness of students and their environmental awareness of WASH-integrated lesson in school program

Health consciousness of students and their environmental awareness of WASH-integrated lesson in school program

Influence of School Feeding Programs on Students’ participation in Sports Activities in Ilala District Council, Tanzania

This study investigated the influence of school feeding programs on students’ sports activities in Ilala District. It was conducted to examine primary school pupils’ participation in sports before the introduction of feeding programs, to determine the relationship between school feeding programs and pupils’ participation in sports in primary schools, and to highlight improvements in students’ participation in sports activities after the introduction of school feeding programs in primary schools in Ilala District. The study employed a convergent research design under a mixed research approach. A sample of 168 respondents, including head teachers, sports teachers, and pupils purposefully chosen from selected primary schools in Ilala District were involved in the study. Data were gathered by using questionnaires, interviews, and focus group discussions. The quantitative data were analysed by using descriptive statistics with the help of SPSS version 25 while the qualitative data were analysed thematically. The results showed that the school feeding programs enhance students' physical fitness for sports activities. It was revealed that, before the introduction of the feeding programs, students' participation in sports was low as many of them were inactive and others found it difficult to participate due to the lack of food in their schools. Moreover, it was found that the introduction of feeding programs had positively changed students’ attitudes towards sports and improved their health and participation in sports. The study recommends that the authorities responsible for education have to make every possible effort to sustain and expand the feeding programs and establish special committees for effective management and monitoring to ensure that children get food in schools on a continuous basis.

Newer New Jersey work-based learning teachers during the COVID-19 pandemic: school safety regarding ventilation, trainings, and awareness of government agencies resources

ABSTRACT New Jersey (NJ) Safe Schools Program (NJSS) provides code-required trainings for NJ teachers supervising students in work-based learning (WBL) experiences. During the COVID-19 pandemic, increased use of chemical cleaning, sanitization, and disinfectant products (CSDPs) led to ventilation and other health concerns. NJSS conducted two surveys of newer NJ WBL teachers between October 2021 and June 2023, with a follow-up in fall 2022 for those who completed initial surveys before summer 2022. This study focused on questions regarding workspace ventilation; respirator and CSDPs trainings; awareness of government resources for safety and health (S&H); and demographics. Over 65% of participant classrooms have operable windows or ventilation systems, while 13% of school salons have ceiling fans. Half of participants didn’t receive training on handling CSDPs, although 90% were aware of government S&H resources. Data suggested teachers have well-ventilated workspaces and are aware of different resources available, which is important to continue post COVID-19.

Effect of Teaching Strategies on Academic Performance of Learners with Special Needs in All Public Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya

Learners having special needs encounter diverse trials in their schooling, which considerably manipulate their approach, and wide-ranging contribution in educational set of courses. The purpose of this research study was to the effect of teaching strategies on academic performance of learners with special needs in all public primary school in Emuhaya Sub-County, Vihiga County, Kenya. This study embraced Albert Bandura’s Social Cognitive Theory, which underscores on the substance of self-assurance as an important constituent within an individual’s character. It as well emphasizes that schooling programs can be planned to offer appropriate knowledge for all learners building on their exceptional wants. The study utilized a descriptive survey design. The target population included 159 head teachers of public primary schools, 798 teachers, and 1,003 learners with special needs, totaling 1,960 individuals. Krejcie and Morgan's table was employed to get a sample size of 322 respondents who were selected using stratified and Simple random sampling techniques. The study utilized interview schedules for head teachers, questionnaires for teachers and learners as well as observation checklists for data collection. Quantitative data was analyzed by means of Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed thematically from the interview schedules and observation checklists and was stated in narrative forms. Quantitative data was presented in form of frequency tables, percentages, bar graphs and pie charts. The study established that teaching strategies positively and significantly influenced academic performance of learners with special needs in public primary schools. The study recommended that school teachers should modify their instruction approaches and come up with a policy that learners with disabilities are able to gain access to government scholarships.

Analisis Implementasi Profil Pelajar Pancasila dalam Membentuk Karakter Siswa Kelas V SDN 2 Balerejo

Education is a process of developing all aspects of human life including knowledge, skills and character values. Western paradigms that enter Indonesia need to be sorted out, especially cultural deviations and Pancasila values. Strengthening character education seeks to shape student character to integrate Pancasila values, in order to create a generation with character, nationalist spirit, and global competence. The independent curriculum aims to realize Pancasila students through the implementation of the Pancasila Student Profile which is divided into six dimensions, namely faith, devotion to God Almighty and noble character, critical thinking, global diversity, independence, creativity, and mutual cooperation. This research used a descriptive qualitative approach. Data collection was done through observation, interviews, and documentation. Data analysis includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of student character education at SDN 2 Balerejo was carried out through learning activities, extracurricular activities, habituation, and the Student Character Education Strengthening Project. Supporting factors include school commitment, parental support and active student participation. However, there are some obstacles such as the lack of literacy, students' interest and willingness, and the low role of parents. This study suggests increasing school program innovation, improving parental support, and optimizing the learning process. Thus, it is expected that the Pancasila Student Profile can effectively shape students' character in accordance with the values of Pancasila and can be actualized in daily activities.

Communicating the science of suicide prevention: A call to action for psychologists.

Suicide is a major public health concern within the United States, and prevention efforts are essential for decreasing the suicide rate. Researchers and clinicians have knowledge and effective treatments for preventing suicide; however, their impact is limited to those with access to services. Science Communication (SciComm) is an effective tool that can be integrated into the field of suicide prevention and can bridge the gap between scientific findings and the general population. SciComm can help disseminate evidence-based strategies for suicide prevention, dispel misinformation on suicide, and normalize help-seeking. In this article, we propose specific, tangible ways that SciComm can be integrated into graduate school programs, mentorship, career advancement requirements and can help enact systemic change within the field of suicide prevention. Additionally, we discuss why it is important that the field of suicide prevention, specifically, adopts a SciComm framework. Embracing SciComm can help the field of suicide prevention to have a broader impact and can help to reduce rates of suicide.

How do we prepare our youth for a world of big data?

How do we prepare our youth for a world of big data? Nancy Butler Songer, Associate Provost of STEM Education at the University of Utah, considers the importance of developing primary and secondary school programs in STEM fields that support students in developing the competencies with big data. We all know something about Big Data. This term describes massive volumes of structured and unstructured data that influence nearly every decision in our lives. A recent report by the United States National Academies of Sciences, Engineering, and Medicine stated, ‘We live in a world where nearly every interaction—both personal and professional—is mediated through data’. (1) As dedicated scientists and educators, it is our crucial responsibility to develop and evaluate primary and secondary school programs in Science, Technology, Engineering, and Mathematics (STEM) that can identify and guide students in developing the competencies with data that students need to navigate the Big Data world of the present and future. But what are these competencies?

Bodies and Bites: a medical school program that teaches anatomy, physiology, and nutrition to elementary school kids.

Undergraduate medical students who participate in community outreach programs gain a multitude of benefits that impact not only their professional development but also the well-being of the communities they serve. At the Virginia Tech Carilion School of Medicine (VTCSOM), students have the opportunity to volunteer in the "Bodies and Bites" program at the West End Center for Youth, an after-school educational center that serves K-12 children in Roanoke, Virginia. The purpose of Bodies and Bites is to teach elementary school children in 2nd to 5th grade how their bodies work and how to keep them healthy through good nutrition and exercise. All sessions are led by VTCSOM medical students and graduate students from our partnering academic institution, the Fralin Biomedical Research Institute (FBRI). Each week, the children and Health Professions students explore a different topic related to human anatomy and physiology using anatomical models, small group discussions, and hands-on activities. At the end of each session, the participants create a healthy snack related to the day's topic. The overall goal of the present study was to assess the perception of the Bodies and Bites program from the view of our student volunteers, and the 4th and 5th graders who attend the West End Center. Now in its 6th year, Bodies and Bites continues to be popular as a voluntary program among our Health Professions students, and is well received by the West End Center and the elementary school children they serve. Our students and community mutually benefit from this program, with the former having an opportunity to briefly disengage from the rigors of their studies while gaining valuable skills in science communication and inspiring children to pursue fields in Science, Technology, Engineering, Math, and Medicine (STEMM), and the latter having fun while learning about their bodies and discovering ways to improve their health.

The mediating role of emotional intelligence between self-efficacy and resilience in Chinese secondary vocational students.

This study aimed to explore the relationship between self-efficacy and resilience in Chinese secondary vocational students and examine the mediating effect of emotional intelligence. In September 2023, a cross-sectional survey was conducted in 282 Chinese students from three secondary vocational schools by using a voluntary and anonymous structured questionnaire, which included a general self-efficacy scale (GSES), emotional intelligence scale (EIS), and resilience scale (RS). The data were analyzed using SPSS 26.0 software and macro PROCESS. The scores of self-efficacy, emotional intelligence, and resilience of Chinese secondary vocational students were above the average level. Correlations among the self-efficacy, emotional intelligence, and resilience levels of students were significant. The analyses of mediating effect showed that emotional intelligence partially mediated the influence of self-efficacy on resilience of secondary vocational students. Self-efficacy was positively associated with resilience. Self-efficacy not only has a direct effect on the resilience of secondary vocational students but it also indirectly affects the resilience through the mediating role of emotional intelligence. These findings valuable for designing the secondary vocational school programs aimed at improving students' psychological resilience.

Research on applying flipped classroom and digital learning to high school programming courses

The objective of this study is to investigate how flipped classrooms affect education in high school programs. Although many studies have pointed out that flipped teaching can improve the learning experience and can evaluate learning effectiveness through classroom activities, it may also make it difficult for teachers to grasp students' learning status and behavior, and flipped teaching is used in high school programming course recognition and satisfaction Empirical research is somewhat lacking. Accordingly, this research applies the flipped teaching method to high school programming courses and gathers data on students who watch instructional videos. Through research data analysis, it is found that 51% to 93% of students will actively watch the designated instructional videos before class, and some students will repeat Watch the video (1.3 to 1.8 times), and most students will watch it again during the group project design. In addition, most students have the habit of adjusting the video speed to self-regulate their learning (1.4 to 1.5 times). The questionnaire results indicate that most students prefer the flipped classroom learning method (3.48 to 4.01 points). Through this study, we understand the students' mode of digital learning in programming courses, and we know that flipped classrooms can improve the learning satisfaction of programming courses.

Analisis Program Badan Layanan Umum Daerah (BLUD) Sekolah Menegah Kejuruan (SMK) Dalam Mewujudkan Layanan Pemerintah Daerah Yang Good Corporate Governance (GCG)

The Regional Government, in supporting education reform for better quality and optimality within its units of authority, established the Regional Public Service Agency Program (BLUD) which can be understood as a system implemented by a technical implementation unit of regional agencies/agencies in providing services to the community, and has flexibility in financial management as an exception to regional financial management provisions in general. In line with the Directorate of Vocational High School Development (SMK) in seeking SMK as a school with BLUD status, this can support the management of goods and services whose superior products can manage the production process in the Teaching Factory Program (TEFA) more flexibly without violating regulations (Fazli, 2022). Implementing the Teaching Factory (TEFA) in the form of goods and services for vocational school students is expected to align with the objectives of Good Corporate Governance (GCG) Regional Government Services, namely good management to support the BLUD Vocational School Program in schools. In conducting this research the author used a descriptive qualitative research method approach.

Percentage of Pancasila student profile dimensions in the Merdeka curriculum and the implications for high school guidance and counseling programs

The Merdeka curriculum is an improvement on the previous curriculum, namely the 2013 curriculum, whose implementation was based on the implementation of the Pancasila student profile. The aim of this research is to compare the six dimensions of the Pancasila student profile in order to assist counselors in developing guidance and counseling service programs. This research uses a survey method. The research subjects were 90 students in class X at a private Catholic high school in Malang. The results of data analysis in this study found that the percentage of the dimensions of faith, devotion to God Almighty, and having noble morals was 80.56%, the global diversity dimension was 72.83%, the mutual cooperation dimension was 81.61%, the independent dimension was 83.78%, the critical reasoning was obtained at 81.50%, and the creative dimension was obtained at 77.67%. The findings of this study can be utilized as a point of reference for counselors to design guidance and counseling programs in schools to enhance or maintain values that strengthen dimensions within the Pancasila student profile. This includes collaborating with subject teachers, conducting group guidance, using traditional games, art therapy, and various counseling techniques.

Kebijakan Sekolah Dalam Mengatasi Kesulitan Belajar Pada Siswa Di SDI Bimoku Kota Kupang

This research aims to understand the school's policies in addressing learning difficulties of students at SDI Bimoku. This qualitative research uses a case study approach, with subjects being students experiencing learning difficulties and the object of study being the school's policies in addressing these difficulties. The principal and class teachers, who handle the students directly, are the primary sources of data obtained through interviews and observations at SDI Bimoku in Kupang City. Secondary data sources are gathered from books, the internet, and other documents. Data analysis in this study follows the Miles & Huberman method, which includes data reduction, data presentation, and conclusion drawing. The validity of the data is tested using the triangulation technique. The results show that learning difficulties at SDI Bimoku include both academic and non-academic challenges. The causes of these difficulties are internal and external factors. The school's policies to address student learning difficulties include initial tests, teacher observation during the learning process, remedial programs, and curriculum adjustments. These policies, implemented through various school programs, largely meet the school's expected outcomes, though some students require special and longer-term attention due to persistent learning difficulties. However, based on the obtained information, the school's programs have improved the grades of several students who previously had learning difficulties. Overall, it can be concluded that the school's policies through these programs are considered successful.

An Explanatory Sequential Study of Public Elementary School Teachers on Deped Computerization Program (DCP)

The purpose of the study was to determine what personal information need further explanation on the utilization of DepEd computerization program in terms of; (1) purpose of computer usage, (2) indicated computer skills, (3) type of software for teaching and learning, (4) educational software by subject, (5) types of peripherals, (6) teaching and learning activities by subject and (7) internet usage of teachers and students. Further, to find out the significant difference between the utilization of DepEd computerization program when they are grouped according to their personal information variables. A total of 30 EPP/TLE teachers of Binugao District are the respondents were identified through purposive sampling technique. The study utilized explanatory sequential mixed method design. Two methods in collecting the data were utilized, for the quantitative phase the researcher used survey questionnaire in determining the personal information and utilization of DCP. Furthermore, in the qualitative phase the researcher used in-depth interview in gathering the data to identify what school program should be enhanced in utilizing DCP efficiently. On the quantitative analysis, there is no significant difference between the utilization of DepEd computerization program when they are grouped according to their personal information variables. In addition, the quantitative findings were follow-up by the qualitative findings. Thus, it was found that the school program to enhance the utilization of DCP efficiently of teachers revealed four major themes namely: (1) resiliency, (2) results-focus, (3) innovation and (4) receptiveness.

The impact of the national school nutritional programme in the selected rural and urban primary schools in Mahwelereng circuit

This study evaluated the impact of the national school nutrition program IN the selected primary schools Mahwelereng circuit, Limpopo Province. To date, the (NSNP) reaches almost all schools in the poorest areas and quintiles nationwide. However, the COVID-19 pandemic has increased the demand on the National School Nutrition Program (NSNP) in schools far beyond expectation, even in schools outside quintile 1, 2, and 3. The purpose of this study was to investigate the impact of the NSNP in the primary schools in Mahwereleng Circuit, Limpopo Province. A qualitative phenomenological study within the interpretive research paradigm was used to explore the impact of the National School Nutrition Programme in primary schools. The researcher, through non-probability convenience sampling, selected a total of 12 primary school teachers from four primary schools in Mahwereleng Circuit. Data from semi-structured interviews was thematically analysed and interpreted to draw findings that answered the research questions. Findings indicated that the NSNP has a positive impact to learners’ welfare and academic performance in schools. The study appreciates the prescribed measures of food to each learner by the Department of Education (DoE). Primary school teachers in the selected schools around Mahwelereng circuit were interviewed individually for 20-30 minutes each in schools on the impact of the National School Nutrition Programme using semi-structured interviews to collect data. The implementation of the national school nutrition programme has a positive impact and established advantageous learning climate and decreased hunger and absenteeism in schools, while increasing enrolment, participation and scholarly execution among the schoolchildren.

Parents’ Participation in Extracurricular Programmes at Primary Schools in Surakarta

Participation plays an important role in the success of school programs. However, in reality, there are still obstacles to increasing parental participation, so a strategy is needed in an effort to optimize parental participation in school programs. The objectives of the study are (1) to describe parents’ participation in school programs; (2) to describe school strategies to optimize parents’ participation in school programs; and (3) to describe the outcomes achieved when a school strategy was implemented to maximize parent participation in State Elementary School Sayangan. The methodology utilized is a subjective way to deal with the plan of contextual investigations. The research results show that (1) parent and teacher communication through WAG and written invitations; (2) an intense approach strategy or open communication by maximizing the role of IOM for each class through regular meetings to develop programs; and (3) IOM’s involvement can increase the success of the adiwiyata competition program, alert bazaar, steady front group, and work title festival during learning. The conclusion of the research is that communication is very important in student activities at school and that success will be achieved with good cooperation between teachers, students, and parents.

Environmentality in (food) sustainability education: an analysis of a pedagogic intervention in Italy

ABSTRACT This article applies a governmentality perspective to approach education for sustainability. First, we outline governmentality through a Foucauldian lens and consider the emergence of environmentality in Italian education. Next, we analyse education for sustainability teaching and learning dynamics. Focusing on a pedagogic intervention carried out in a hotel-management vocational high school, we explore how school programming, classroom interactions, teachers, and environmental experts conceptualise food sustainability, influencing the pupils' view. Precisely, by analysing the ‘From farm to fork' programme – the empirical case study we have investigated – three pedagogic processes are detected: ‘framing', ‘politicising', and ‘normalising'. Our argument is that they work in tandem to problematise the socio-ecological implications of eating consumption choices and to guide students towards the neoliberal solution of sustainability. Implications of this research discuss how neoliberalism influences pedagogic activities, especially as it relates to establishing environmentally responsible action and shaping the ethics of the sustainable citizen.