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Using Portfolios in a Responsibility-based Youth Development program for Establishing Routines, Assessment and Data Collection

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JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE 2018年第5期89卷 37-47页

作者： McCarthy, John M. Rodriguez, Fritz I. Ettl Altieri, Val C., Jr. Boston Univ Dept Appl Human Dev Boston MA 02215 USA Boston Univ Dept Curriculum & Teaching Boston MA 02215 USA Butler Univ Dept Human Movement & Hlth Sci Educ Indianapolis IN 46208 USA

This article describes how one strength and conditioning youth development program implements the teaching personal and social responsibility (TPSR) framework with a portfolio-based system. Some scholars have noted that using portfolios helps connect assessment to instruction by promoting individualized learning for students. The purpose of this article is to share how one program is implementing TPSR by using graphic organizers that make up the portfolio system. First, the important components of TPSR, and how they guide the creation of portfolios, are described. Second, each section of a daily program format, and how a graphic organizer called the workout card guides student work in each section, is described. The workout card helps coaches capture physical activity planning, self-reflection, self-assessment, and written coach feedback. Third, a graphic organizer referred to as the zoom out is explained. This tool collects and organizes student work and coach feedback completed over an extended period of time. Finally, some lessons learned from years of developing the program and portfolio-based system are shared.

关键词： Data Collection program implementation Portfolio Assessment Youth programs Feedback (Response) Social Responsibility Physical Activities Instructional Materials Leaders Leadership Exercise Physical Fitness Models High School Students

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The Political Geography of Inter-District Integration

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Peabody Journal of Education 2018年第4期93卷 367-377页

作者： Finnigan, Kara S. Holme, Jennifer Jellison University of Rochester Rochester NY United States University of Texas at Austin Austin TX United States

In this article we draw upon case studies of interdistrict integration programs in Omaha, Nebraska, and the Tinsley program in the region south of San Francisco to examine how race and space intersect to influence implementation of these programs. We discuss the origins of these programs, the challenges in implementing them, and the ongoing political tensions that have surrounded them. Our case studies of the two metro areas involved interviews with stakeholders, as well as document and secondary data analysis, and geospatial mapping. Based on our analyses, we conclude that civic capacity must be mobilized so that broad, regional, cross-sector policies can be adopted in the pursuit of educational equity. © 2018, © 2018 Taylor & Francis Group, LLC.

关键词： Human Geography School Districts Racial Integration School Desegregation program implementation Politics of Education Case Studies Equal EducationNebraska (Omaha) California (San Francisco)

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A Review of Collegiate Recovery Communities and Recommendations for implementation on a Small Residential Campus

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INNOVATIVE HIGHER EDUCATION 2018年第6期43卷 447-462页

作者： Staton, Sophie C. Melekis, Kelly McCarthy, Peter Columbia Univ New York NY 10027 USA Skidmore Coll Dept Social Work 815 N Broadway Saratoga Springs NY 12866 USA

Although the Collegiate Recovery Community is increasingly seen as the treatment modality of choice for students in recovery, relatively few such programs have been established on small residential campuses. In this article we examine the possible reasons for this reluctance and suggest ways in which the standard model for a Collegiate Recovery Community, as represented by its three benchmark programs, can be modified and adapted to better fit the small residential campus environment. We summarize the problem and review the concept of a Collegiate Recovery Community, and we then explain and recommend 1) a bottom-up initiative for planning and 2) scaled-down resource demand and utilization. We provide a 5-point plan for a bottom-up, scaled-down Collegiate Recovery Community on a small residential campus.

关键词： Substance abuse Students in recovery Collegiate recovery community program implementation Small residential campus

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Comprehensive School Physical Activity programs: RECOMMENDATIONS FOR Physical Education Teacher Education

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JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE 2018年第5期89卷 11-18页

作者： Zhang, Xiaoxia Gu, Xiangli Zhang, Tao Keller, Jean Chen, Senlin Univ North Texas Dept Kinesiol Hlth Promot & Recreat Denton TX 76203 USA Louisiana State Univ Sch Kinesiol Baton Rouge LA 70803 USA

Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing physical educators with sufficient knowledge and skills to implement a CSPAP and to foster physically literate individuals. This article describes the competencies needed for physical educators to implement CSPAP and synthesizes strategies and recommendations for infusing CSPAP concepts into PETE programs.

关键词： Physical Activities Comprehensive programs Physical Education Teachers Physical Education Competency Based Teacher Education Minimum Competencies program implementation Change Strategies Educational Strategies Educational Practices Comprehensive School Health Education Life Style Health Related Fitness Elementary Secondary Education

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Teaching Note-Teaching Self-Care and Wellness as a Professional Practice Skill: A Curricular Case Example

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JOURNAL OF SOCIAL WORK EDUCATION 2018年第1期54卷 180-186页

作者： Grise-Owens, Erlene Miller, Justin Jay Escobar-Ratliff, Laura George, Nicole Wellness Ctr Hoffman Estates IL USA Univ Kentucky Lexington KY 40506 USA Centerstone Kentucky Louisville KY USA Univ Louisville Louisville KY 40292 USA

Educating for human rights and justice requires attention to the well-being of those being prepared to pursue these aims. This article describes an MSW program's implementation of teaching self-care as a core practice skill. This curricular innovation stems from the increasing literature documenting the deleterious effects of burnout in professional helping and the need to address this concern in educational curricula. Further, this curricular change is a result of increased student exhaustion affecting academic performance and professional preparedness, and the ethical imperative to address this phenomenon. We describe specific components, strategies, and assignments in the curriculum as well as assessment of the curricular innovation. This curricular example is readily adaptable for other programs.

关键词： Teaching Methods Daily Living Skills Wellness Masters programs Social Work Caseworkers program implementation Anxiety Stress Variables Stress Management Burnout Academic Achievement

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Tailored communications for obesity prevention in pediatric primary care: a feasibility study

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HEALTH EDUCATION RESEARCH 2018年第1期33卷 14-25页

作者： Wright, Julie A. Whiteley, Jessica A. Watson, Bonnie L. Gorin, Sherri N. Sheinfeld Hayman, Laura L. Univ Massachusetts Dept Exercise & Hlth Sci Boston MA 02125 USA NYPAC New York NY USA Univ Massachusetts Dept Nursing Boston MA 02125 USA

Recommendations for the prevention of childhood obesity encourage providers to counsel parents and their children on healthy diet and activity behaviors. This study evaluated the feasibility of a theory-based, tailored communication intervention for obesity prevention (Team Up for Health) delivered during a well-child visit. A two-armed randomized controlled trial was used. Parents of children aged 4-10 years were recruited from a list of patients due for a well-child visit at a pediatric primary care clinic. Parents were randomized to either the 'immediate' condition (parent and pediatrician received the tailored report at the well-child visit) or the 'delayed' condition (parent received the report at the end of the study). Self-report measures assessed physical activity, fruits, vegetables, television time, sugary drinks, and 100% fruit juice. Parents completed assessments at baseline, <48 h and 4-week follow-up. Providers were interviewed at the end of the study. Independent t-tests were used to examine between group differences. Seven areas of feasibility were evaluated: Recruitment, randomization, measurement, retention, acceptability, implementation and demand. Results showed high rates of measurement (85%) and acceptability (89%) and implementation (80%) of the intervention. In conclusion, Team Up for Health was feasible;however, a larger study is needed to evaluate its efficacy.

关键词： Prevention Child Health Obesity Intervention Randomized Controlled Trials Children Reports Parents Physical Activity Level Eating Habits Television Viewing Dietetics Interviews Physicians Comparative Analysis program implementation program Evaluation program Effectiveness QuestionnairesMassachusetts

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Current implementation of and Opinions and Concerns Regarding Suicide Education for Social Work Undergraduate Students in Japan: A Cross-Sectional Study

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JOURNAL OF SOCIAL WORK EDUCATION 2018年第1期54卷 79-93页

作者： Kodaka, Manami Hikitsuchi, Emi Takai, Michiko Okada, Sumie Watanabe, Yasue Fukushima, Kiyoko Yamada, Mitsuhiko Inagaki, Masatoshi Takeshima, Tadashi Matsumoto, Toshihiko Sophia Univ Inst Grief Care Tokyo Japan Japan Soc Promot Sci Tokyo Japan Saitama Med Univ Dept Emergency Med Saitama Japan Japan Social Worker Assoc Alcohol Related Problem Chiba Japan Natl Ctr Neurol & Psychiat Natl Inst Mental Hlth Dept Neuropsychopharmacol Kodaira Tokyo Japan Japan Lutheran Coll Dept Integrated Human Studies Mitaka Tokyo Japan Okayama Univ Hosp Dept Neuropsychiat Okayama Japan Kawasaki City Ctr Mental Hlth & Welf Kawasaki Kanagawa Japan Natl Ctr Neurol & Psychiat Natl Inst Mental Hlth Dept Drug Dependence Res Kodaira Tokyo Japan

This study explored the current implementation status of and opinions and concerns regarding suicide education at schools of social work in Japan. We conducted a survey of faculty members who taught at least one of the social work subjects. About half the respondents had given a lecture of some kind on suicide, and more than 80% agreed that suicide is an important topic to include in social work program curricula. However, more than half indicated they did not have enough knowledge or skills to teach students about suicide, and more than 60% were concerned about adverse psychological effects of suicide education on students. Our findings highlight the importance of providing faculty members with guidelines for teaching students about suicide.

关键词： Undergraduate Students Suicide Social Work Case Studies Student Attitudes Foreign Countries Teacher Surveys Caseworkers Likert Scales Psychological Patterns program implementation College Faculty Questionnaires Qualitative ResearchJapan (Tokyo)

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Predictors of School Garden Integration: Factors Critical to Gardening Success in New York City

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HEALTH EDUCATION & BEHAVIOR 2018年第6期45卷 849-854页

作者： Burt, Kate Gardner Burgermaster, Marissa Jacquez, Raquel CUNY Lehman Coll Bronx NY USA Columbia Univ New York NY USA Columbia Univ Teachers Coll New York NY 10027 USA

The purpose of this study was to determine the level of integration of school gardens and identify factors that predict integration. 211 New York City schools completed a survey that collected demographic information and utilized the School Garden Integration Scale. A mean garden integration score was calculated, and multiple regression analysis was conducted to determine independent predictors of integration and assess relationships between individual integration characteristics and budget. The average integration score was 34.1 (of 57 points) and ranged from 8 to 53. Operating budget had significant influence on integration score, controlling for all other factors (p < .0001). Partner organizations, evaluation/feedback, planning the physical space, and characteristics of the physical space were positively and significantly related to budget. The results of this study indicate that any garden can become well integrated, as budget is a modifiable factor. When adequate funding is secured, a well-integrated garden may be established with proper planning and sound implementation.

关键词： environmental education farm to school health education nutrition education program implementation school gardens

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Promoting physical activity within under-resourced afterschool programs: A qualitative investigation of staff experiences and motivational strategies for engaging youth

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APPLIED DEVELOPMENTAL SCIENCE 2018年第1期22卷 58-73页

作者： Zarrett, Nicole Abraczinskas, Michelle Cook, Brittany Skiles Wilson, Dawn K. Ragaban, Faten Univ South Carolina Columbia SC USA

Afterschool programs (ASPs) have become increasingly recognized as a key context to support youth daily physical activity (PA) accrual. Using Self-Determination Theory (SDT) as a framework, this study examined staff perspectives on the strengths and barriers within under-resourced ASPs for establishing a social-motivational climate for encouraging and supporting youth PA. Analysis of semi-structured staff interviews (28 staff;7 ASPs) indicated that staff had knowledge and value for establishing a PA-supportive motivational climate. However, the feasibility of implementing PA curricula was identified as challenging across programs. Findings suggest increased need for staff training and supports to provide a PA climate that meets the developmental needs/interests of all youth, with particular attention toward increasing the PA of girls and older program youth. Furthermore, striking an appropriate balance between PA and other competing program demands (e.g., academics) will be required to optimize on the effectiveness of PA program components.

关键词： Physical Activities After School programs Qualitative Research Motivation Techniques Self Determination Teacher Attitudes Semi Structured Interviews Feasibility Studies program implementation program Effectiveness Needs Assessment Faculty Development Student Needs Case Studies Elementary School Students Barriers Improvement

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Infrastructure Support for Using Assessment Data for Continuous Improvement

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New Directions for Teaching and Learning 2018年第155期2018卷 81-88页

作者： Matuga, Julia M. Turos, Jessica M. Bowling Green State University (BSGU) United States

This chapter describes essential components of an all-in-one assessment system used for learning outcomes assessment. The recent review, revision, and implementation of a new general education program led to important illustrations of how this assessment system contributes to course, program, and institutional alignment, access, action, and amelioration. © 2018 Wiley Periodicals, Inc.

关键词： Evidence Based Practice Data Outcome Measures Evaluation Methods Alignment (Education) Access to Education program implementation program Descriptions Educational Change Higher Education Educational Improvement Educational Facilities

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