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Selected AbstractsThe Role of Interest in Fostering Sixth Grade Students' Identities As Competent LearnersCURRICULUM INQUIRY, Issue 1 2000Jean C. Mcphail The combined works of John Dewey and Jerome Bruner provide a framework spanning a century of educational thought which can inform curriculum decisions concerning students' educational development, especially for middle school students whose waning of motivation toward school has been well documented by researchers and has long concerned parents and teachers. This framework, combined with recent contributions of motivation and interest researchers, can create broad understandings of how to collaboratively construct effective educational contexts. As early as 1913, Dewey specifically looked at the pivotal role of students' genuine interests in Interest and Effort in Education. Our current research focus on how students' interest can inform curricular contexts marks the recent shift showing an increased use of interest in education research since 1990. In this article, we discuss our study of a team-taught double classroom of sixth grade students whose interests were determined through a series of brainstorming sessions, and individual and focus group interviews. Students' interests fell into six categories centering around subject areas such as Drama, Science, and Animal Studies. Learning contexts were constructed around four of these subject areas. Students participated in their first or second choice of subject area group. We found significantly higher scores on measures of Affect and Activation if students participated in their first choice group. We found intra-group unities of preferred and dispreferred ways of learning which distinguished each group from the class as a whole. Finally, our findings indicated that students reliably described their genuine interests over time. Students' interests were found to be effective tools for informing curriculum decisions in the creation of sixth grade learning contexts. [source] Exposure to cannabis in popular music and cannabis use among adolescentsADDICTION, Issue 3 2010Brian A. Primack ABSTRACT Background Cannabis use is referenced frequently in American popular music, yet it remains uncertain whether exposure to these references is associated with actual cannabis use. We aimed to determine if exposure to cannabis in popular music is associated independently with current cannabis use in a cohort of urban adolescents. Methods We surveyed all 9th grade students at three large US urban high schools. We estimated participants' exposure to lyrics referent to cannabis with overall music exposure and content analyses of their favorite artists' songs. Outcomes included current (past 30 days) and ever use of cannabis. We used multivariable regression to assess independent associations between exposures and outcomes while controlling for important covariates. Results Each of the 959 participants was exposed to an estimated 27 cannabis references per day [correction added on 19 January 2010, after first online publication: 40 has been changed to 27] (standard deviation = 73 [correction added on 19 January 2010, after first online publication: 104 has been changed to 73]). Twelve per cent (n = 108) were current cannabis users and 32% (n = 286) had ever used cannabis. Compared with those in the lowest tertile of total cannabis exposure in music, those in the highest tertile of exposure were almost twice as likely to have used cannabis in the past 30 days (odds ratio = 1.83; 95% confidence interval = 1.04, 3.22), even after adjusting for socio-demographic variables, personality characteristics and parenting style. As expected, however, there was no significant relationship between our cannabis exposure variable and a sham outcome variable of alcohol use. Conclusions This study supports an independent association between exposure to cannabis in popular music and early cannabis use among urban American adolescents. [source] Effects of home access and availability of alcohol on young adolescents' alcohol useADDICTION, Issue 10 2007Kelli A. Komro ABSTRACT Aims The purpose of the present study was to examine the effects of parental provision of alcohol and home alcohol accessibility on the trajectories of young adolescent alcohol use and intentions. Design Data were part of a longitudinal study of alcohol use among multi-ethnic urban young adolescents who were assigned randomly to the control group of a prevention trial. Setting Data were collected from a cohort of youth, and their parents, who attended public schools in Chicago, Illinois (2002,2005). Participants The sample comprised the 1388 students, and their parents, who had been assigned randomly to the control group and were present and completed surveys at baseline, in the beginning of 6th grade (age 12). The sample was primarily low-income, and African American and Hispanic. Measurements Students completed self-report questionnaires when in the 6th, 7th and 8th grades (age 12,14 years; response rates 91,96%). Parents of the 6th grade students also completed questionnaires (70% response rate). Findings Student report, at age 12, of parental provision of alcohol and home alcohol availability, and parental report of providing alcohol to their child and the accessibility of alcohol in the home, were associated with significant increases in the trajectories of young adolescent alcohol use and intentions from ages 12,14 years. Student report of receiving alcohol from their parent or taking it from home during their last drinking occasion were the most robust predictors of increases in alcohol use and intentions over time. Conclusions Results indicate that it is risky for parents to allow children to drink during early adolescence. When these findings are considered together with the risks associated with early onset of alcohol use, it is clear that parents can play an important role in prevention. [source] Early Versus Late Start in Foreign Language Education: Documenting AchievementsFOREIGN LANGUAGE ANNALS, Issue 4 2005Rocío Domínguez Abstract: This study compares 27 sixth grade students who have been learning Spanish since kindergarten with 5 who have had Spanish for only 1 year using a battery of Spanish oral and written tests. The students who started early outperformed the new students in listening, speaking, and writing Spanish. Those who started early also displayed a positive attitude toward speaking Spanish in the classroom, a high level of confidence in their Spanish oral and literacy skills, and the use of sophisticated language structures in writing. These findings provide additional evidence supporting the case for early foreign language learning. [source] Gender Differences in a Comparison of Two Tested Etiological Models of Cigarette Smoking Among Elementary School Students,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 8 2007Randall C. Swaim The theory of reasoned action (TRA), theory of planned behavior (TPB), and a revised TPB were evaluated using manifest variable structural equation modeling among 4th - through 6th -grade students for effectiveness in predicting lifetime cigarette use. TRA was an adequate model for female students, but not male students. TPB resulted in improved model fit over TRA for both male and female students, and a revised TPB model improved fit marginally among female students. Tests for differences across gender indicated that the relationship between intention to use and lifetime cigarette use was stronger among female compared to male students. The results indicate that the TPB is an effective model for predicting lifetime cigarette use among late elementary-school-aged children. [source] "But Others Do It!": Do Misperceptions of Schoolmate Alcohol and Marijuana Use Predict Subsequent Drug Use Among Young Adolescents?JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 4 2007Jaana Juvonen We examined the effects of perceived prevalence of drug use among same-age peers on adolescents' subsequent drug use. In 7th grade, participants estimated prevalence of alcohol and marijuana use among 7th -grade students in their school, reported own use of these drugs, receipt of offers to use these drugs, and frequency of contact with peers who use these drugs. In 8th grade, participants reported their frequency of alcohol and marijuana use. Although perceived prevalence of drug use predicted subsequent alcohol and marijuana use when controlling for actual prevalence, these effects disappeared once participants' prior levels of drug use and proximal peer contacts were considered. Implications of findings for intervention programs aiming solely to increase accuracy of perceived prevalence estimates are discussed. [source] Promoting adolescent sense of coherence: Testing models of risk, protection, and resiliencyJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 1 2010William Paul Evans Abstract Sense of coherence (SOC) is a dispositional trait that has been linked to well-being in a broad range of populations and contexts. Little is known, however, about the factors associated with SOC development and maintenance across the lifespan. Conceptualized as a condition of resiliency, SOC in adolescents was explored via measures of risk and protection as reported on by 8th and 10th grade students (N,=,1619). Employing cumulative indexes of protection and risk, analyses focused on testing four models of resiliency. Further, the relative and cumulative effects of protection and risk were explored across ecological domains. Analyses revealed support for the compensatory model of resiliency for males and females, while the challenge model also was supported for females. Analyses also revealed that protection and risk influencing SOC emerge at multiple domains for males and females. In addition, protective factors present at multiple domains were related to higher SOC while risk factors present at multiple domains were related to lower SOC regardless of gender. Results suggest a resiliency framework that considers multiple ecological domains is useful for understanding SOC in adolescents. Implications for additional research are presented. Copyright © 2008 John Wiley & Sons, Ltd. [source] Investigating the relationship between past contraceptive behaviour, self-efficacy, and anticipated shame and guilt in sexual contexts among Norwegian adolescentsJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 1 2007Bente Træen Abstract What are the relationships between self-efficacy when communicating to the partner about use of contraception, stopping undesired intercourse, and perceived self-conscious emotions in sexual contexts? How does past contraceptive behaviour influence perceived self-efficacy? These research questions were studied among 399 10th grade students with coital experience in the county Nordland in Norway. Two dimensions of perceived emotional responses were identified in a hypothetical situation related to communicating to the partner about use of contraception, namely Shame and Emotional intimacy. Two dimensions were also identified with regard to anticipated emotional responses in a hypothetical situation related to stopping undesired intercourse: Guilt and responsibility and Emotional intimacy. Most of the boys and girls reported that they would react with positive emotions in both hypothetical situations. Path models were constructed with the affective dimensions and self-esteem as mediating variables between past contraceptive behaviour and contextual self-efficacy. Past behaviour influenced communication self-efficacy indirectly via Shame, and Shame had a direct effect upon self-efficacy. Guilt and responsibility had a direct effect upon stop-self-efficacy. Copyright © 2006 John Wiley & Sons Ltd. [source] Changing negative attitudes towards persons with physical disabilities: an experimental interventionJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 1 2006Barbara Krahé Abstract An experimental study was designed and tested to change negative attitudes towards the physically disabled. A pre-post-test intervention was conducted including three conditions: (a) cognitive intervention; (b) cognitive and behavioural intervention involving equal-status contact with the target group; (c) no-intervention control. The sample consisted of 70 ninth grade students. Following baseline assessments of attitudes, attitude change was measured immediately following the intervention and at a follow-up three months post-intervention. The cognitive intervention provided information about physical disability and challenged stereotypic conceptions about the physically disabled. The behavioural intervention consisted of engaging in three paralympic disciplines under the instruction of a group of disabled athletes. The cognitive intervention alone did not result in significant changes in attitudes towards the physically disabled. However, the combined cognitive-behavioural intervention resulted in greater attitude change than the no-intervention condition, both immediately post-intervention and at a three months follow-up. The findings are discussed with regard to models of attitude change through equal-status contact. Copyright © 2006 John Wiley & Sons, Ltd. [source] A strategic response to class size reduction: Combination classes and student achievement in CaliforniaJOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 3 2008David Sims The California class size reduction program provided schools with cash rewards for K,3 classes of 20 or fewer students. I show how program rules made it possible for schools to save money by using mixed-grade classes to meet class size reduction obligations while maintaining larger average class sizes. I also show that this smoothing of students across grades is associated with a significant test score gap for certain second and third grade students. My estimates suggest that class size reduction may lead to lower test scores for students placed in combination classes. Alternative explanations of teacher experience and credentialing changes cannot explain the test score pattern. This result spotlights both the underappreciated role of age heterogeneity in classroom learning and the difficulty of replicating the success of policy experiments in statewide reform. © 2008 by the Association for Public Policy Analysis and Management. [source] Drinking Alcohol before Age 13 and Negative Outcomes in Late AdolescenceALCOHOLISM, Issue 11 2009Neta Peleg-Oren Background:, Research has shown that adolescents who begin drinking at an early stage in life are at greater risk of developing alcohol dependency, as well as a variety of negative outcomes, for instance, delinquent behavior. Most of these studies have focused on those who begin drinking in middle adolescence, but little attention has been paid to youth who initiate drinking under the age of 13. Twenty percent of adolescents have begun using alcohol by the age of 13. The purpose of the study is to examine whether initiating alcohol use before the age of 13 exacerbates negative outcomes in late adolescence. Methods:, Data for the study were derived from 2 school-based statewide surveys conducted in Florida: the 2005 YRBS and the 2006 FYSAS. The sample included 12,352 11th and 12th grade students divided into 3 groups: students who initiated alcohol use under the age of 13, students who initiated alcohol use at age 13 or later, and students who never used alcohol. Results:, Results showed that after adjusting for gender, ethnicity/race, and grade, adolescents who initiated alcohol use before age 13 were more likely to report problems with school performance and display delinquent behaviors (carrying a gun, carrying a weapon to school, and recent marijuana use). Conclusion:, Although no temporal relationships can be determined between drinking alcohol before age 13 and delinquent behavior outcomes, the results suggested that adolescents under the age of 13 need to be included in national epidemiological surveys on alcohol use and more efforts need to be directed toward the implementation of prevention programs early in elementary and middle schools. [source] System thinking skills at the elementary school levelJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2010Orit Ben-Zvi Assaraf Abstract This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that focuses on the hydro-cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry-based learning with lab inquiry-based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long-term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior,high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540,563, 2010 [source] Effects of fidelity of implementation on science achievement gains among english language learnersJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2009Okhee Lee Abstract This study examined the effect of fidelity of implementation (FOI) on the science achievement gains of third grade students broadly and students with limited literacy in English specifically. The study was conducted in the context of a professional development intervention with elementary school teachers to promote science achievement of ELL students in urban schools. As the criterion for measuring FOI, we focused on the quality of instructional delivery in teaching science to ELL students. We measured FOI using both teachers' self-reports and classroom observations during the first year of the intervention. Science achievement was measured by a pretest and posttest over the school year. The results indicate that none of the measures of FOI using teachers' self-reports or classroom observations had significant effects on science achievement gains. The results are discussed in terms of issues about conceptualization and measurement of FOI in educational interventions. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 836,859, 2009 [source] Early elementary students' development of astronomy concepts in the planetariumJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2009Julia D. Plummer Abstract The National Science Education Standards [National Research Council (1996) National science education standards. Washington, DC: National Academy Press] recommend that students understand the apparent patterns of motion of the sun, moon and stars by the end of early elementary school. However, little information exists on students' ability to learn these concepts. This study examines the change in students' understanding of apparent celestial motion after attending a planetarium program using kinesthetic learning techniques. Pre- and post-interviews were conducted with participants from seven classes of first and second grade students (N,=,63). Students showed significant improvement in knowledge of all areas of apparent celestial motion covered by the planetarium program. This suggests that students in early elementary school are capable of learning the accurate description of apparent celestial motion. The results also demonstrate the value of both kinesthetic learning techniques and the rich visual environment of the planetarium for improved understanding of celestial motion. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 192,209, 2009 [source] Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2008Okhee Lee Abstract This study examined the impact of the 3-year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and literacy with diverse student groups. The study involved third, fourth, and fifth grade students at six elementary schools in a large urban school district during the 2001 through 2004 school years. Significance tests of mean scores between pre- and posttests indicated statistically significant increases each year on all measures of science at all three grade levels. Achievement gaps among demographic subgroups sometimes narrowed among fourth grade students and remained consistent among third and fifth grade students. Item-by-item comparisons with NAEP and TIMSS samples indicated overall positive performance by students at the end of each school year. The consistent patterns of positive outcomes indicate the effectiveness of our intervention in producing achievement gains at all three grade levels while also reducing achievement gaps among demographic subgroups at the fourth grade. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 726,747, 2008 [source] Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learningJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2008Katherine L. McNeill Abstract Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project-based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53,78, 2008 [source] Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional interventionJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2006Okhee Lee This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 607,636, 2006 [source] Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grantJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2005Sharon Lynch This article reports on the results of a planning grant studying the effects of a highly rated curriculum unit on a diverse student population. The treatment was introduced to 1500 eighth grade students in five middle schools selected for their ethnic, linguistic, and socioeconomic diversity. Students were given pre-, post-, and delayed posttests on a Conservation of Matter Assessment and measures of motivation and engagement. This quasi-experiment found statistically significant posttest results for achievement, basic learning engagement, and goal orientation. Analyses of disaggregated data showed that subgroups of students in the treatment condition outscored their comparison group peers (n,=,1500) in achievement in all cases, except for students currently enrolled in ESOL. Analysis of video data of a diverse group of four students as the unit was enacted suggests that students entered a learning environment that permitted them to function in different, but consistent ways over time; that is, the frequency of students' manipulation of objects showed a different pattern of engagement for each of the four students compared with patterns of verbal responses such as the use of scientific terms. The results of this planning grant paved the way for a large study of the scale-up of highly rated curriculum units. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 912,946, 2005 [source] Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibriumJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2002Mei-Hung Chiu The purpose of this study was to investigate students' mental models of chemical equilibrium using dynamic science assessments. Research in chemical education has shown that students at various levels have misconceptions about chemical equilibrium. According to Chi's theory of conceptual change, the concept of chemical equilibrium has constraint-based features (e.g., random, simultaneous, uniform activities) that might prevent students from deeply understanding the nature of the concept of chemical equilibrium. In this study, we examined how students learned and constructed their mental models of chemical equilibrium in a cognitive apprenticeship context. Thirty 10th-grade students participated in the study: 10 in a control group and 20 in a treatment group. Both groups were presented with a series of hands-on chemical experiments. The students in the treatment group were instructed based on the main features of cognitive apprenticeship (CA), such as coaching, modeling, scaffolding, articulation, reflection, and exploration. However, the students in the control group (non-CA group) learned from the tutor without explicit CA support. The results revealed that the CA group significantly outperformed the non-CA group. The students in the CA group were capable of constructing the mental models of chemical equilibrium,including dynamic, random activities of molecules and interactions between molecules in the microworld,whereas the students in the non-CA group failed to construct similar correct mental models of chemical equilibrium. The study focuses on the process of constructing mental models, on dynamic changes, and on the actions of students (such as self-monitoring/self-correction) who are learning the concept of chemical equilibrium. Also, we discuss the implications for science education. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 688,712, 2002 [source] Performance of students in project-based science classrooms on a national measure of science achievementJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2002Rebecca M. Schneider Reform efforts in science education emphasize the importance of supporting students' construction of knowledge through inquiry. Project-based science (PBS) is an ambitious approach to science instruction that addresses concerns of reformers. A sample of 142 10th- and 11th-grade students enrolled in a PBS program completed the 12th-grade 1996 National Assessment of Educational Progress (NAEP) science test. Compared with subgroups identified by NAEP that most closely matched our student sample, White and middle class, PBS students outscored the national sample on 44% of NAEP test items. This study shows that students participating in a PBS curriculum were prepared for this type of testing. Educators should be encouraged to use inquiry-based approaches such as PBS to implement reform in their schools. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 410,422, 2002 [source] Associations of Trying to Lose Weight, Weight Control Behaviors, and Current Cigarette Use Among US High School StudentsJOURNAL OF SCHOOL HEALTH, Issue 8 2009Jonetta L. Johnson MPH ABSTRACT BACKGROUND: Approximately one-quarter of high school students currently use cigarettes. Previous research has suggested some youth use smoking as a method for losing weight. The purpose of this study was to describe the association of current cigarette use with specific healthy and unhealthy weight control practices among 9th,12th grade students in the United States. METHODS: Youth Risk Behavior Survey data (2005) were analyzed. Behaviors included current cigarette use, trying to lose weight, and current use of 2 healthy and 3 unhealthy behaviors to lose weight or to keep from gaining weight. Separate logistic regression models calculated adjusted odds ratios (AORs) for associations of current cigarette use with trying to lose weight (Model 1) and the 5 weight control behaviors, controlling for trying to lose weight (Model 2). RESULTS: In Model 1, compared with students who were not trying to lose weight, students who were trying to lose weight had higher odds of current cigarette use (AOR = 1.30, 95% CI: 1.15,1.49). In Model 2, the association of current cigarette use with the 2 healthy weight control behaviors was not statistically significant. Each of the 3 unhealthy weight control practices was significantly associated with current cigarette use, with AORs for each behavior approximately 2 times as high among those who engaged in the behavior, compared with those who did not. CONCLUSION: Some students may smoke cigarettes as a method of weight control. Inclusion of smoking prevention messages into existing weight management interventions may be beneficial. [source] Prevalence and Degree of Childhood and Adolescent Overweight in Rural, Urban, and Suburban GeorgiaJOURNAL OF SCHOOL HEALTH, Issue 4 2006Richard D. Lewis The aim of this study was to determine the prevalence of OW and EOW in school-aged youths from 4 regions of Georgia. A 2-stage cluster sampling procedure was performed in 2002, with participation of 4th-, 8th- and 11th-grade students (N = 3114). Measured height and weight were used to determine body mass index (BMI) for age percentiles and data were weighted to estimate population prevalence of OW. A logistic regression model determined predictors of OW. The overall estimate of OW prevalence was 20.2% and highest in males (22.0%), non-Hispanic blacks (21.8%), "other races" (32.4%), and students residing in rural growth (23.7%) and rural decline (23.0%) areas. Overweight prevalence was similar among grades. The overall estimated EOW was 4.3 and highest in males (4.7), other races (5.6), non-Hispanic blacks (5.2), and students from rural growth (5.4) and rural decline (5.0) areas. Sex, race, location, and economic tier were significant predictors (= 0.02) of OW. The prevalence and severity of OW was higher in youths residing in Georgia than nationally. School health professionals, community leaders, and parents should provide support for updated school policies aimed at providing BMI surveillance and a school environment that encourages physical activity and healthy nutrition practices. (J Sch Health. 2006;76(4):126-132) [source] Effect of a Combined Repeated Reading and Question Generation Intervention on Reading AchievementLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2006William J. Therrien Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random sampling. Instructional components and training were based on best practices reported in the literature. Students receiving intervention significantly improved their reading speed and ability to answer inferential comprehension questions on passages that were reread. Compared to the control group, students in the intervention group also made significant gains in oral reading fluency on independent passages. [source] Young adolescents' use of medicine for headache: sources of supply, availability and accessibility at home,PHARMACOEPIDEMIOLOGY AND DRUG SAFETY, Issue 4 2008Bjørn E. Holstein Mag. Abstract Objective Use of medicines for headache is common among young adolescents but little is known about their sources of supply and access to medicines. The purpose was to describe sources of supply, availability and accessibility at home and to examine if supply, availability and accessibility were associated with medicine use. Methods Cross-sectional study in eight schools where all fifth and seventh grade students (11- and 13-year-olds) answered a questionnaire about socio-demographic factors, health and medicine use. Response rate: 84.0%, n,=,595. Results The reported prevalence of headache at least monthly was 45.0%, and 42.5% had used medicines for headache during the past month. 68.2% reported that medicines for headache were always available at home, and 22.2% were allowed to use these without asking for permission. Most pupils received medicine from their parents (73.1%) and physicians (25.4%). Smaller proportions had received medicine from school nurses, teachers, friends and others; 11.6% mentioned at least three sources of supply. Pupils with frequent episodes of headache reported more sources of supply and higher availability and accessibility at home. OR for medicine use among children who mentioned three or more sources of supply was 4.53 (95% CI 2.63,7.83) in a multivariate model controlled for sex, age and prevalence of headache. Use of medicine was also associated with availability at home (OR,=,1.51, 1.01,2.27) and accessibility (OR,=,2.49, 1.57,3.93). Conclusion Medicine use for headache among children and young adolescents is common and control of access may be the key issue for safe medicine use. Copyright © 2008 John Wiley & Sons, Ltd. [source] Adults matter: Protecting children from the negative impacts of bullyingPSYCHOLOGY IN THE SCHOOLS, Issue 7 2009Nicola A. Conners-Burrow This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully-victims, or not involved children). Nine hundred and seventy-seven 5th-, 9th-, and 11th-grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully-victims were the most at-risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from teachers was associated with fewer symptoms of depression. When parental support was high, the impact of support from the teacher was not significant. © 2009 Wiley Periodicals, Inc. [source] Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioningPSYCHOLOGY IN THE SCHOOLS, Issue 5 2008Jill D. Sharkey Given the importance of student engagement for healthy outcomes, research needs to investigate whether school-based assets promote student engagement beyond individual and family influences. Unfortunately, such research has been limited by a lack of valid instrumentation. After examining the psychometrics of the California Healthy Kids Survey Resilience Youth Development Module, we used this risk and resilience instrument with a randomly selected sample of 10,000 diverse 7th-, 9th-, and 11th-grade students to test a model of relations between school assets, individual resilience, and student engagement for students grouped by level of family assets. Although youth in the low family asset group reported lower student engagement, contrary to hypothesis, multigroup structural equation modeling revealed that school assets did not have a differential relation for low family asset youth compared to their high family asset peers. School assets were associated with student engagement for all groups, even accounting for individual resilience. Implications and future directions are provided. © 2008 Wiley Periodicals, Inc. [source] A descriptive study of school discipline referrals in first gradePSYCHOLOGY IN THE SCHOOLS, Issue 4 2007Julie C. Rusby School discipline referrals (SDRs) may be useful in the early detection and monitoring of disruptive behavior problems to inform prevention efforts in the school setting, yet little is known about the nature and validity of SDRs in the early grades. For this descriptive study, SDR data were collected on a sample of first grade students who were at risk for developing disruptive behavior problems (n = 186) and a universal sample (n = 531) from 20 schools. Most SDRs were given for physical aggression and the predominant consequence was time out. As expected, boys and at-risk students were more likely to receive an SDR and to have more SDRs than were girls and the universal sample. A large difference between schools regarding the delivery of SDRs was found. A zero-inflated Poisson model clustered by school tested the prediction of school-level variables. Students in schools that had a systematic way of tracking SDRs were more likely to receive one. Also, schools with more low-income students and larger class sizes gave fewer SDRs. SDRs predicted teacher ratings, and to a lesser extent, parent ratings of disruptive behavior at the end of first grade. Practitioners and researchers must examine school-level influences whenever first grade discipline referrals are used to measure problem behavior for the purpose of planning and evaluating interventions. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 333,350, 2007. [source] A preliminary investigation of the concurrent validity of reading comprehension rate: A direct, dynamic measure of reading comprehensionPSYCHOLOGY IN THE SCHOOLS, Issue 4 2007Christine E. Neddenriep Reading comprehension rate (RCR) is a direct measure of reading skills that may be useful in formatively evaluating students reading beyond the fourth-grade level. To investigate the concurrent validity of RCR, we correlated RCR, reading comprehension level (RCL), and words correct per minute (WC/M) with the Broad Reading Cluster Scores of the Woodcock-Johnson III Tests of Achievement (WJ-III ACH) across 88 students in 4th, 5th, and 10th grades. Results showed that aloud-RCR was significantly correlated with the WJ-III ACH scores for 4th-grade (r = .90; n = 22), 5th-grade (r = .87; n = 29), and 10th-grade (r = .65; n = 37) students. Regression analysis specified a one-predictor model for 4th-grade students (aloud-RCR), a two-predictor model for 5th-grade students (WC/M and aloud-RCR), and a one-predictor model for 10th-grade students (WC/M). Discussion focuses on directions for future research and applied issues related to RCR probe passage development. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 373,388, 2007. [source] Sources of variance in curriculum-based measures of silent readingPSYCHOLOGY IN THE SCHOOLS, Issue 4 2003Rachel Brown-Chidsey Curriculum-Based Measurement silent reading (CBM-SR) items have been found to be reliable and valid for measuring reading comprehension skills This generalizability study reports the findings from administration of three CBM-SR passages to fifth through eighth grade students in one school district. Using Repeated Measures Analyses of Variance (RMANOVA) procedures, the statistical probability of performance on the CBM-SR task as a differential indicator of reading comprehension skill was found to be significant among students in different grade levels and between students who did and did not receive special education services. Follow-up analyses were conducted using generalizability theory to estimate the amount of variance in CBM-SR scores from individual score differences, grade levels, and special education status. The results indicated that on two of the passages, variability in CBM-SR scores came primarily from grade level differences in scores on the tasks, while on the third passage, the differences were most attributable to individual differences in scores, regardless of grade level or special education services. Implications for the use of CBM-SR items for routine assessment of students' reading skills are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 363,377, 2003. [source] Identification of Cardiovascular Risk: Use of a Cardiovascular-Specific GenogramPUBLIC HEALTH NURSING, Issue 3 2000Frances B Wimbush Ph.D. Cardiovascular disease (CVD) affects nearly 50 million Americans of all ages, races, and educational levels. Many of the risk factors for CVD are modifiable and public health nurses (PHNs) are in unique position to impact this major health problem because of their access to individuals, families, and groups. Addressing this major health problem requires early identification of those at risk for CVD. This article describes the implementation of a cardiovascular-specific genogram (CVSG) which can be used to identify persons at risk for CVD. Rationale for the development of this disease-specific tool and suggestions for its clinical application are discussed. The genogram was distributed to the parents of 100 6th grade students. All of the respondents reported cardiovascular risk factors present in at least one of three generations examined. The risk factors in the two younger generations were at the primary and secondary levels of prevention and were modifiable with intervention. Only the older generation in this sample had tertiary level risk factors. The CVSG can easily be incorporated into all aspects of public health nursing practice, from assessment for case finding to planning and implementing disease management strategies. The CVSG can identify individuals, families, and groups at risk for CVD allowing the nurse to focus attention on those most at risk, and to implement proactive assessment, screening, and educational programs. [source] | |||||||||||||||||||