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Many Schools (many + school)
Selected AbstractsThe BreathmobileÔ: A Novel Comprehensive School-Based Mobile Asthma Care Clinic for Urban Underprivileged ChildrenJOURNAL OF SCHOOL HEALTH, Issue 6 2006Otto Liao Many school-based programs have been funded to improve asthma management, especially for these "high-risk" inner-city children with asthma. Here we report the outcomes of the Children's Hospital of Orange County Breathmobile program, which is a school-based asthma program that combines the use of a mobile clinic and a pediatric asthma specialist. Baseline evaluations included a detailed history and physical, skin prick test to common allergens, spirometry measurements, and asthma severity classification based on the current National Asthma Education and Prevention Program guidelines. From April 2002 to September 2005, a total of 1321 children were evaluated for asthma. Analysis of the 1112 (84%) children diagnosed with asthma showed a population mean age of 7.8 years, 81% Latino ethnicity, and 73% with persistent disease. At baseline, only 24% of children with persistent asthma were on daily anti-inflammatory medications, which increased to 78% by the first follow-up visit. In the year prior to entry into the program, 64% had school absenteeism related to asthma (38% >10 days), 45% had emergency room (ER) visits (28% >1), and 19% had hospitalizations (9% >1). There was a significant reduction (p < .001) in the annual rates of ER visits, hospitalizations, and school absenteeism when comparing pre- and postentry into the program. These data suggest that a mobile asthma van clinic at the school site with an asthma specialist could be an effective model in reducing morbidity in the underserved child with asthma. Further studies are necessary to determine whether this model is applicable to other inner-city settings. (J Sch Health. 2006;76(6):313-319) [source] Soft Methods in Primary Schools: Focusing on IT StrategiesINTERNATIONAL TRANSACTIONS IN OPERATIONAL RESEARCH, Issue 2 2002Lene Sørensen New legislation has been imposed on Danish primary schools to increase the use of information technology (IT), without giving guidelines on practical implementation. Many schools are, therefore, left in despair. We suggest that IT strategy development can be supported by soft OR methods. We present three case studies that illustrate different application perspectives of methods. [source] A FRAMEWORK FOR TEACHING SUPPLY CHAIN MANAGEMENT,PRODUCTION AND OPERATIONS MANAGEMENT, Issue 1 2000M. Eric Johnson The rise of global markets and increasingly virtual companies has focused management attention on competition between supply chains. Many schools of management and engineering are adopting integrated curricula that prepare students to design and manage the resulting complex global web of material and information flows. In this paper, we examine the curricula used by many top engineering and graduate business schools for courses in supply chain management. We present a framework for supply chain management and highlight supporting material and pedagogy. We also classify popular supply chain case studies within our framework and provide useful References to recent business press treatment of these issues. [source] A paradigmatic and methodological examination of information systems research from 1991 to 2001INFORMATION SYSTEMS JOURNAL, Issue 3 2004WenShin Chen Abstract., The field of information systems (IS) has evolved for more than three decades. Although many schools of thought have emerged and even become well established, few historical analyses of research paradigms and methodologies have been undertaken. One of the rare exceptions is Orlikowski & Baroudi (1991). Yet, the IS research community has evolved substantially since 1991 in many aspects. A variety of journal outlets have emerged and become well established. More attention has been paid to paradigmatic and methodological issues. Political and professional contexts have also changed noticeably. Therefore, it should be an opportune time for the field to ask: ,What changes are manifested in journal publications?',Is the field making progress regarding pluralism in IS research?',How will the field's publications practices change in the future?' The purpose of this paper is to investigate these questions and, in turn, reflect on the paradigmatic and methodological progress made since 1991. We examined 1893 articles published in eight major IS publication outlets between 1991 and 2001. Our findings suggest that the long-term endeavours of interpretivist researchers might need to continue because the paradigmatic progress appears somewhat inconsequential; positivist research still dominates 81% of published empirical research. In particular, US journals, as opposed to European journals, tend to be more positivist, quantitative, cross-sectional and survey oriented. With respect to research design, survey research is still the most widely used method (41%), although case studies have gained substantial recognition (36%). Further, the increase of qualitative research (30%), empirical studies (61%) and longitudinal cases (33%) at the expense of laboratory experiments (18%) might suggest that IS researchers have become more interested in obtaining scientific knowledge in real world settings. In summary, we suggest that the field has been dominated by the positivist paradigm, despite calls to the contrary. Indeed, if the field was to truly embrace pluralism, it would have to find ways to fundamentally change the publication practices of the journal system, including the current tenure and promotion system, which pose considerable obstacles for the acceptance of alternative paradigms. [source] Creativity: Delusions, Realities, Opportunities and ChallengesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2009John Steers This article considers the background and provisions of the New Secondary Curriculum in England. Attention is drawn to the extent of the policy changes by comparing the ten-year old demands of the Swift & Steers ,Manifesto for art in schools' (1999) with the new legislation and guidance. In particular, while there is strong support for overdue recognition of the importance of creativity in the curriculum it is argued that its inclusion remains problematic because the ,risky thinking' involved will be difficult in the many schools that have become risk averse in the face of ever increasing accountability. Nevertheless, there are very significant opportunities for art and design provided a number of key challenges are faced and acted upon. [source] Conferencing in schools: punishment, restorative justice, and the productive importance of the process of conversation,JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2004Wendy Drewery Abstract During the decade to 1999 in New Zealand, schools experienced more than doubling of the rates of suspension and exclusion. The higher suspension rates of Maori, males and in low decile schools were of particular concern. The Ministry of Education enacted a variety of responses to this situation, including encouraging the use of restorative conferencing in schools. This article builds on learning from the Restorative Conferencing in Schools Trial and shows how the process of a conversation can be productive of more and less peaceable relationships. It is argued that school communities are uniquely placed in civic life, and that it is worthwhile considering restorative conferencing and restorative practices more generally in relation to their behaviour management and disciplinary functions. Restorative practices are advanced from a social constructionist position, which is a very different philosophy from the philosophy of punishment and judgement that dominates in many schools. Copyright © 2004 John Wiley & Sons, Ltd. [source] The impact of a collaborative family/school reading programme on student reading rateJOURNAL OF RESEARCH IN READING, Issue 1 2002Lisa Kelly-Vance Student reading skills are below grade level in many schools and professionals are constantly searching for new ideas to enhance reading curricula. To address this problem in one elementary school, a parent/school reading programme was implemented. Parents were encouraged to increase the amount of time spent reading with their children at home and the school provided easily accessible reading materials, suggestions for encouraging reading at home, prizes and special activities. Programme participants demonstrated a higher increase in reading rate and accuracy than the matched peers. Prior to implementation and at the end of the reading programme, parents and students who chose to participate in the programme reported positive attitudes toward reading together. Implications of these results are discussed and an emphasis is placed on expanding research in the area. [source] Connecting school and community with science learning: Real world problems and school,community partnerships as contextual scaffolds,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2001Lisa M. Bouillion A challenge facing many schools, especially those in urban settings that serve culturally and linguistically diverse populations, is a disconnection between schools and students' home communities, which can have both cognitive and affective implications for students. In this article we explore a form of "connected science," in which real-world problems and school-community partnerships are used as contextual scaffolds for bridging students' community-based knowledge and school-based knowledge, as a way to provide all students opportunities for meaningful and intellectually challenging science learning. The potential of these scaffolds for connected science is examined through a case study in which a team of fifth-grade teachers used the student-identified problem of pollution along a nearby river as an interdisciplinary anchor for teaching science, math, language arts, and civics. Our analysis makes visible how diverse forms of knowledge were able to support project activities, examines the consequences for student learning, and identifies the features of real-world problems and school,community partnerships that created these bridging opportunities. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 878,898, 2001 [source] Family and Community Involvement in Schools: Results From the School Health Policies and Programs Study 2006JOURNAL OF SCHOOL HEALTH, Issue 8 2007Shannon Michael MPH ABSTRACT Background:, Family and community involvement in schools is linked strongly to improvements in the academic achievement of students, better school attendance, and improved school programs and quality. Methods:, The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer-assisted telephone interviews or self-administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of school districts (n = 461). Computer-assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n = 1029) and with a nationally representative sample of teachers of required health education classes and courses (n = 912) and required physical education classes and courses (n = 1194). Results:, Although family and community involvement in states, districts, and schools was limited, many states, districts, and schools collaborated with community groups and agencies to promote and support school health programs. More than half of districts and schools communicated information to families on school health program components. Teachers in 55.5% of required health education classes and courses and 30.8% of required physical education classes and courses gave students homework or projects that involved family members. Conclusions:, Although family and community involvement occurred at all levels, many schools are not doing some of the fundamental things schools could do to increase family involvement. Improvements in family and community involvement can support school health programs in states, districts, schools, and classrooms nationwide. [source] Sociodynamic relationships between children who stutter and their non-stuttering classmatesTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 7 2002Stephen Davis Background: Previous research has indicated that children who stutter are more likely to be bullied and to hold a lower social position than their peers who do not stutter. However, the majority of this research has used data from respondents who were in the educational system more than 20 years ago. The current policy on integration of children with severe disabilities into mainstream education and the increased awareness of bullying in schools would indicate that attitudes toward children who stutter might have changed in the intervening period. Method: The study uses a sociometric scale (adapted from Coie, Dodge, & Coppotelli, 1982) to assess children who stutter in classroom groups with fluent peers. The peer relationships between 16 children who stutter and their classmates (403 children in total) were examined. Results: Children who stutter were rejected significantly more often than were their peers and were significantly less likely to be popular. When compared to children who do not stutter, the children who stutter were less likely to be nominated as `leaders' and were more likely to be nominated to the `bullied' and `seeks help' categories. Conclusions: The changes in integration policy and the implementation of anti-bullying policies in many schools appear to have made little impact on the social status of children who stutter. The incidence of bullying and rejection reported in this study has implications for schools and clinicians. [source] | |||||||||||||