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Author : John Herrmann Semon
Publisher :
ISBN 13 :
Total Pages : 122 pages
Book Rating : 4.E/5 ( download)
Download or read book School-community Relationships as Revealed by School Surveys written by John Herrmann Semon and published by . This book was released on 1947 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Joyce L. Epstein
Publisher : Corwin Press
ISBN 13 : 1483320014
Total Pages : 508 pages
Book Rating : 4.4/5 (833 download)
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author : Roald Fay Campbell
Publisher :
ISBN 13 :
Total Pages : 236 pages
Book Rating : 4.F/5 ( download)
Download or read book The Dynamics of School-community Relationships written by Roald Fay Campbell and published by . This book was released on 1955 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Amanda Hitson Cassity
Publisher :
ISBN 13 :
Total Pages : 134 pages
Book Rating : 4.:/5 (81 download)
Download or read book Relationships Among Perceptions of Professional Learning Communities, School Academic Optimism, and Student Achievement in Alabama Middle and High Schools written by Amanda Hitson Cassity and published by . This book was released on 2012 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools. Quantitative data were collected through online surveys and hard copy surveys during the spring of 2012. The study was driven by research questions involving the relationship between teachers' and principals' perceptions that their school is a learning community and the level of academic optimism in those schools; the relationship between teachers' and principals' perceptions their school is a learning community and the level of student achievement; the comparison of school levels with teachers' and principals' perceptions; and the joint contribution of the perceptions of professional learning communities (PLCs) and academic optimism on student achievement. Two surveys were used: the School Professional Staff as Learning Community Questionnaire (SPSLCQ) and the School Academic Optimism Survey (SAOS), measuring participants' perceptions of their schools as learning communities and participants' perceptions of the level of academic optimism at their schools, respectively. Seven hundred three teachers and administrators from 59 schools across the state of Alabama were surveyed. Data were compared using correlations, t-tests, and regression analyses. Results confirmed findings from prior research regarding the relationship between academic optimism and student achievement. In addition, evidence showed that there is a positive, significant correlation between the perceptions of PLCs and academic optimism. Results of this study give school leaders tools with which to address the factors that lead to improved teacher efficacy and academic emphasis and thus increased student achievement.
Author : Anne T. Henderson
Publisher : ReadHowYouWant.com
ISBN 13 : 1458781135
Total Pages : 522 pages
Book Rating : 4.4/5 (587 download)
Download or read book Beyond the Bake Sale written by Anne T. Henderson and published by ReadHowYouWant.com. This book was released on 2010-07-09 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt: Countless studies demonstrate that students with parents actively involved in their education at home and school are more likely to earn higher grades and test scores, enroll in higher-level programs, graduate from high school, and go on to post-secondary education. Beyond the Bake Sale shows how to form these essential partnerships and how to make them work. Packed with tips from principals and teachers, checklists, and an invaluable resource section, Beyond the Bake Sale reveals how to build strong collaborative relationships and offers practical advice for improving interactions between parents and teachers, from insuring that PTA groups are constructive and inclusive to navigating the complex issues surrounding diversity in the classroom. Written with candor, clarity, and humor, Beyond the Bake Sale is essential reading for teachers, parents on the front lines in public schools, and administrators and policy makers at all levels.
Author : Sherri Holt
Publisher :
ISBN 13 :
Total Pages : 260 pages
Book Rating : 4.:/5 (113 download)
Download or read book The Relationship Between the School's Parent Partnership Programs and the Achievement of Urban High School Students written by Sherri Holt and published by . This book was released on 2013 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Partnerships between family and school can improve school programs and school climate and also increase parent leadership skills and the level and quality of parent involvement (Epstein, 1995). Parents who are involved in their children's education improve their children's chances of academic success. However, if schools do not work together with families to promote constructive involvement, partnerships between families and school often decline as children progress from elementary, middle and high school (Epstein, 1995). The development of partnerships between schools and families is one of the biggest problems that urban schools face. Due to the lack of funds, effective guidance and clear directives that demonstrate how to create, maintain and evaluate partnerships, urban schools that assist students from high risk communities have a difficult time in developing effective partnerships between the school and families (Sanders & Harvey, 2002). The purpose of this study was to determine if there is an association between the degree to which parents perceive the school to be fostering school and parent partnership programs and the achievement of urban high school students. Using the High School and Family Partnership Survey (Epstein, Connors & Salinas, 1993), parents of students that attend a high school in a mid-Atlantic urban school district completed questions to obtain information on their perceptions about the school's efforts to foster school and parent partnerships in the overall and six distinct areas of Epstein's framework. The Maryland High School Assessment (HSA) provided data to determine the level of student achievement. A correlational design was developed to test the null hypothesis that there is no association between the degree to which parents perceive the school to be fostering school and family partnership programs and the academic achievement of students attending an urban high school. Six classrooms were selected, three from each grade levels11 and 12 in one large urban high school. The students in the selected classrooms were asked to take a copy of the survey home, request a parent to complete the survey, and return the completed survey to their teacher. The results of the study showed that parents perceived volunteering to be the area in which the school is most successful in fostering parent involvement and collaborating with the community as the lowest area. Results also showed a difference in parent perspectives of how the school was fostering relationships based on student gender, grade level, race, parental employment status and parent education. The major implication of this study is the need to gain a better understanding of how schools might foster better relationships with the community. -- Abstract.
Author : Mathias Che Bama
Publisher :
ISBN 13 :
Total Pages : 380 pages
Book Rating : 4.:/5 (438 download)
Download or read book The Relationship Between Students' Perceptions of the School Learning Climate of a Community of Caring High School and Selected Characteristics of Students and Teachers written by Mathias Che Bama and published by . This book was released on 1999 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Deborah Clarke Mangum
Publisher :
ISBN 13 :
Total Pages : 130 pages
Book Rating : 4.:/5 (16 download)
Download or read book Improving the School, Family, and Community Partnership Through Increased Awareness and Collaboration written by Deborah Clarke Mangum and published by . This book was released on 2006 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: This applied dissertation was designed to increase the awareness of a parent resource center located in an urban community. The center had been in existence for 10 years. Due to a massive urban renewal project, the original residents were relocated to other areas of the city. When the replacement housing was constructed, a different, more diverse group of residents inhabited the new development. Purpose: The literature attests to the importance of a parent resource center to the community it serves. However, if residents, stakeholders, and school officials within the community are not aware of the programs and services that are available at the parent resource center, how can they take advantage of those offerings? The purpose of this study was to increase the awareness and familiarity of programs and services available at the parent resource center. The site previously served as a valued support mechanism to area schools as well as to the families of neighborhood children that were attending school in suburban locations. Setting: An urban metropolitan area, bustling with economic blight, located in the southern most state in the country. Study Sample: There were 111 participants in this study: 35 community residents, 16 stakeholders, and 60 school officials. Intervention: Based on preliminary data, the new inhabitants were not aware of services provided through the center and within the community. Therefore, a community relations program was developed to promote the programs, services, and activities available in order to thereby increase the quality of life among the targeted population. Research Design: Experimental; Data Collection and Analysis: Participants were asked to complete a familiarity and awareness survey while participating in an information session. Some of the participants took guided tours of the parent resource center facilities after the initial survey and later completed another survey, measuring their gain in awareness of featured programs, services, and activities. An analysis of the data revealed the importance of using the parent resource center as a supplementary source of information and direct services development in the low-income, primarily minority, community. Findings: The study revealed that the usage of the center's educational, self sufficiency, and assistive programs increased the opportunities for the success of residential clientele. The study also showed how the center could be accessed to enhance current school and neighborhood initiatives. Conclusion: Increasing the awareness of the parent resource center, through a targeted strategic marketing plan, resulted in a renewed interest in usage of the center's various programs, services, and facilities. In turn, usage equated to sustainability through continued funding and resources that were appropriated to keep the center's doors open. The need for the center's existence was therefore substantiated. Ten appendices are included: (1) Administrative Resource Teacher Job Description; (2) Neighborhood Service Center Strategic Plan; (3) Social Services and Education Committee; (4) Needs Assessment for the Community; (5) Awareness, Familiarity, and Usage Questionnaire; (6) Awareness, Familiarity, and Usage Discussion Questions; (7) Service Delivery Record; (8) Recruitment Materials; (9) Facility Tour Sign-Up Sheet; and (10) Open House Tour Meeting Sign-In Sheet. (Contains 10 tables.) [Doctoral Dissertation, Nova Southeastern University.].
Author : Vickie Mc Mullen
Publisher :
ISBN 13 :
Total Pages : 239 pages
Book Rating : 4.:/5 (815 download)
Download or read book Community Engagement Through Collective Efficacy written by Vickie Mc Mullen and published by . This book was released on 2012 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: The challenge of ensuring educational equity, closing the achievement gap between African American students and White students attending public schools has gone on for half a century. As we enter the twenty-first century, neither educational reforms enacted by the public school system nor legislative actions, the No Child Left Behind (NCLB) Act of 2001, with its accountability mandate have produced solutions that will insure that African American children are equally educationally prepared to pursue a post-secondary education or to enter the workforce with marketable skills that would allow them to compete for jobs which offer competitive salaries more than a step above minimum wage. In fact the gap is widening (Ladson-Billings, 2006; Lee and Orfield, 2005). It has been suggested that public schools must change how they improve student learning outcomes and consider developing outside relationships (Elmore, 1996). There has been growing agreement on the importance of community involvement in schools (Epstein and Sheldon, 2005; Noguera, 2003; Sanders 2003). Researchers are continually examining what affect community involvement may have on the academic outcomes of children attending schools in urban communities. However, examining perceptions and beliefs of residents in predominantly African American communities and what variables may influence individuals in those communities to commit to working collectively for the educational success of children in their neighborhood required investigation. Using one-on-one in-depth interviews, field observations and documentation, this qualitative study examined long-term and short-term residents, and community organizational representatives' views from one community on perceived collective efficacy. This study utilized the conceptual framework of Bandura, (1982) and Sampson et al., (1997) Collective Efficacy construct. The findings suggest that using a qualitative approach provides data for studying perceived collective efficacy that offers comprehensive views and observations of conditions in neighborhoods (Pebley and Sastry, 2004). Unlike earlier examinations, my study revealed that many long term residents believed that their perceived collective efficacy which grew out of the strong relationships and ties, and the kinships that they developed, still exist today; and is central to their efforts to improve the quality of life for all residents in their community. The data also revealed that among short term residents, there appeared to be a lack of the same social support networks and kinships and willingness to build perceived collective relationships with neighbors. The data collected suggest that community residents and community organizations working collaboratively with neighborhood schools may facilitate perceived collective efficacy which could affect the academic success of children attending those schools. However, strong measurable evidence was not found in this study.
Author : Michael S. Burde
Publisher :
ISBN 13 :
Total Pages : 139 pages
Book Rating : 4.:/5 (953 download)
Download or read book The Relationship Between Student Achievement and Professional Learning Communities at the Middle School Level written by Michael S. Burde and published by . This book was released on 2016 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: For nearly two decades, schools throughout the United States and beyond have utilized the Professional Learning Community (PLC) model to foster teacher collaboration in hopes of improving student achievement outcomes. At the turn of the century, much of the research suggested a positive relationship between student achievement outcomes and the implementation of PLC’s in the school setting. The more recent research suggests little to no relationship between PLC’s and student achievement outcomes. In an effort to bring clarity to the conflicting research, data was collected from a sample of 12 schools which included 275 teachers and nearly 6,000 students. Teacher survey data was collected using Olivier, Hipp, and Huffman’s (2010) Professional Learning Community Assessment – Revised (PLCA-R) survey instrument, which deconstructs PLC’s into six elements. Student state assessment data in mathematics and reading in grades seven and eight was also collected. Analysis of variance (ANOVA) revealed statically significant differences between the 12 buildings in both PLCA-R and state assessment data; therefore, hierarchical linear modeling (HLM) was used to determine whether any of these differences could be attributed to any of the six PLCA-R elements. After controlling for the effects of student and school-level covariates, HLM analyses revealed that none of the variance in student achievement data could be attributed any of the six PLCA-R elements. The analyses also indicated low socioeconomic status had a profound impact in explaining student achievement variance. Future studies should consider a multi-region or multi-state sample to capture more variation between buildings. Moreover, future researchers would be wise to consider a six to ten point Likert scale to capture what may potentially be a larger degree of PLC implementation variance.
Author : Hyung Jin Kim
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (812 download)
Download or read book School-community Relations, Social Capital and Children's Walking to School Behaviors written by Hyung Jin Kim and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of increasing interests in the relationship between neighborhood environments and children's walking-to-school behaviors, few studies have examined the dynamic nature of school-community relationships from physical and social perspectives. Questions such as how centrally the school is located within the larger community, and how connected or accessible the school is to the surrounding communities, will have significant implications for children?s walking to school and physical activity behaviors and also for the community's social capital. The primary aims of this study are: (a) to assess the association between school-community relations and social capital among parents of school children; (b) to assess the relationship between school-community relations and walking-to-school behaviors among school children; and (c) to examine the mediating effects of social capital on the relationship of (b). This cross-sectional study focuses on children and parents from 19 elementary schools in the Austin Independent School District (AISD) in Austin, Texas, utilizing the parental Safe Routes to School (SRTS) survey and conducting a follow-up Parental Social Capital survey to gather additional in-depth data on social capital. Also objective measurements are performed to assess school-community relations and physical environments using the spatial centrality index and Geographical Information System (GIS) network analysis at/around schools and surrounding communities. Data analyses are conducted based at the school/community-level and the individual-level (large full data and small sub-group data) separately by using ANOVAs, bivariate statistical analysis and multivariate statistical models. Overall findings of this study show that: (a) neighborhood schools have more students walking to school and a higher centrality of the school than non-neighborhood schools; (b) differences in social capital between neighborhood schools and non-neighborhood schools are not significant or are only marginally significantly; (c) two social capital variables, "volunteerism" and "social cohesion" are correlated with children's walking-to-school behaviors but no significant mediating effect is found for social capital in the association between school-community relations and children's walking-to-school behaviors; and (d) "volunteerism" is shown to be positively correlated with "perceived centrality" but negatively associated with all objective centrality measures. The other social capital variable of "social cohesion" has a positive correlation with one of the objective centrality measures, "closeness centrality." Findings of this study may contribute to research exploring the dynamics of school-community relations with socio-spatial perspectives, and also bring attention to the policy makers for school siting in the large community context and evidence-based knowledge promoting healthy community design.
Author : Karen Durrence Bland
Publisher :
ISBN 13 :
Total Pages : 101 pages
Book Rating : 4.:/5 (847 download)
Download or read book Relationship of Collaborative School Culture and School Achievement written by Karen Durrence Bland and published by . This book was released on 2012 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this correlational, quantitative study was to examine the magnitude and direction of the relationship between collaborative school culture and school achievement in rural, economically disadvantaged middle schools utilizing a 6, 7, 8 grade configuration. Survey data was collected from 263 teachers representing 12 rural, economically disadvantaged middle schools in the state of Georgia. Data collection tools included the Learning Community Culture Indicator (LCCI) 4.0 survey developed by Williams, Matthews, Stewart, and Hilton (2007) and the Georgia Criterion Referenced Competency Test (GCRCT). The study generated data from 12 middle schools regarding the overall functionality level of their collaborative school culture, individual elements indicative of collaborative culture, and the presence of formal professional learning communities. Study results from Pearson's product-moment correlations revealed no statistically significant relationships between overall school scores on the LCCI 4.0 and school achievement. Additional correlational analyses examined the relationship between individual elements of collaborative culture and school achievement, and findings indicated a statistically significant relationship between school achievement in the area of mathematics and the element identified as common mission, vision, values, and goals. Analysis of Variance (ANOVA) was utilized to compare functionality levels of collaborative culture and school achievement, and findings did not reveal any statistically significant results. The study did not support the need for formal professional learning communities in schools as a prerequisite for highly functioning collaborative culture. Characteristics of highly functioning collaborative school cultures were identified within the research. While the study resulted in limited statistically significant findings, it may suggest an association between school achievement and collaborative school culture that bears future consideration.
Author : Joanne D. Martin
Publisher :
ISBN 13 :
Total Pages : 874 pages
Book Rating : 4.:/5 (311 download)
Download or read book How School Practices to Promote Parental Involvement Influence Student Success written by Joanne D. Martin and published by . This book was released on 2009 with total page 874 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Philip G. Smith
Publisher :
ISBN 13 :
Total Pages : 129 pages
Book Rating : 4.:/5 (57 download)
Download or read book The School-community Development Study Monograph Series written by Philip G. Smith and published by . This book was released on 1956 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Equasia Yard-Jean
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.8/5 (34 download)
Download or read book The Perceptions of School Building and School District Leaders' Culturally Responsive Leadership Practices and Discipline Actions written by Equasia Yard-Jean and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is important for school leaders to understand how students who identify as belonging to specific races, ethnicities, or cultures experience school climate. The purpose of this quantitative study was to investigate the perceptions of school leaders on their culturally responsive leadership (CRSL) practices and discipline actions. This study focused on the perceptions of 142 school leaders (Principals and Superintendents) who work in public schools in New York State. The sample consisted of school building and district leaders who work in elementary, middle, and high school settings in urban, suburban, and rural communities. The study was conducted utilizing the Culturally Responsive School Leader (CRSL) Survey, an anonymous self-reporting school building and district leader online survey, to gather information about principal and superintendents' perceptions of their CRSL practices and discipline actions in their schools and districts. This study addressed the need identified by Voight (2013) stating WestEd's research findings suggests that addressing school-climate issues, including the gaps in how different student groups experience school climate, may be an important and complementary strategy for reducing achievement gaps. Furthermore, that nurturing school environments that are safer and supportive for all students, and make all students feel part of a larger community, is an important step toward education equity and a promising step in the direction of closing the racial/ethnic school climate gap.The findings revealed that there was a statistically significant relationship between the role of the school leader (principal or superintendent) and their perceptions of their CRSL practices and discipline actions. Findings were further explained and supported by principals and superintendents' comments on the challenges of implementing CRSL practices and discipline actions in their schools or districts through the open-ended response on the CRSL perception survey. Ultimately, the study serves as a resource to assist the K-12 education leadership community identify where they are on the CRSL practices and discipline actions continuum to follow actionable steps to utilize as a guide to implement in schools district wide as they work towards transformational leadership.
Author : Jacqueline Bergman
Publisher :
ISBN 13 : 9781321608038
Total Pages : pages
Book Rating : 4.6/5 (8 download)
Download or read book Using Community-based Participatory Research to Create Sustainable Healthy School Environments and Promote Positive Behavior Changes in School-aged Children written by Jacqueline Bergman and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The overarching objective of the research included in this dissertation was to identify program models that support healthy behaviors in school-age children. Special emphasis was given to models and methods that focus on the sustainability of community-based health and wellness programs. Chapter I of this dissertation provides a review of literature that explores the prevalence, definition, consequences, and potential causes of childhood overweight and obesity as well as potential methods, theories, and approaches designed to help ameliorate the problem. This review recognizes obesity as a complex issue and presents a variety of approaches that requires coordinated, multifaceted and collaborative approaches that target not only the individual, but also the whole community. In addition to providing a comprehensive review of behavior change theories and examples of their application in the school setting, this review concludes with a proposed solution to a secondary issue: the long-term sustainability of school-based health and nutrition programs and their outcomes. Chapters II provides a Statement of Purpose for the research discussed in Chapters III through Chapter V. Chapter III describes a study conducted in collaboration with the California Department of Education. The purpose of this study was to develop, implement, and assess the impact of a statewide professional development program designed to equip school nutrition directors with the knowledge and skills needed to cost-effectively implement federal health and wellness initiatives and policies at the local level. The professional development program was entitled, the "Stepping Up To the Challenge: Creating a Healthy School Environment" and was a unique partnership among state education agency staff, university researchers, and practitioners. Post-professional development questionnaire identified key "insights, inspirations, and strategies" as (a) marketing of school foods pro- gram, (b) expansion of salad bars, and (c) collaboration with community partners. A six-month follow-up questionnaire identified that 86% of participants made progress toward implementing at least one of their five insights, inspirations, and strategies in their school districts. Most common areas that were implemented were marketing and branding (32%), revamping salad bars (18%), and motivating staff (16%). School and Community Actions for Nutrition survey analysis showed a significant increase in the use of marketing methods in school nutrition programs from baseline to six-month post-program implementation (p = .024). The nutritional impact of several of the techniques presented in this program were tested in a farm to school (F2S) project funded by a specialty block grant program sponsored by the California Department of Food and Agriculture described in Chapter IV. Chapter IV describes a study designed to evaluate the impact of F2S programming on dietary behavior outcomes, specifically fruit and vegetable preferences and consumption patterns, among school aged children attending schools in three distinct California school districts. To ensure that the intervention methods were appropriate for each unique school community, the intervention plan was designed in conjunction with school nutrition directors. As an outcome of this study, the surrounding community benefited through the establishment of a sustainable relationship between local farmers and the school nutrition directors. Data collected from a series of behavioral questionnaires and plate waste observations were assessed pre- and post-F2S programming. Results in the small, rural school district showed an increase in the percent of students able to correctly identify asparagus (34.5% to 58.6%; p= 0.02), an increase in the amount of fruit consumed; (53% to 94%; p = 0.01), and an increase in total produce consumed; (59% to 94%; p = 0.01). Results in the medium rural/urban school district showed an increase in the percent of students able to correctly identify red bell pepper (79% to 92%; p = 0.0415). Students increased their consumption of fruit and total produce at follow-up as compared to baseline (25% to 50%; p = 0.04 and 33% to 58%, p = 0.04). Results in the large, urban school district showed an increase in the percent of students able to correctly identify cucumber (39% to 61%; p=0.05). No significant positive changes were observed in student's willingness to taste a feature produce item, with a decrease willingness to taste a radish at the small, rural school district (90% to 62%; p= 0.01). Overall, results showed that limited intervention strategies yielded positive nutrition behavior changes in school-aged children's eating behavior. Results from these findings informed the wellness component of a multi-component project entitled the Shaping Healthy Choices Program. The Shaping Healthy Choices Program is a school-based intervention that integrated five components: nutrition education; family and community partnerships; regional agriculture; foods available on school site; and school wellness policies. The research discussed in Chapter V used a mixed-methods approach to assess the effectiveness of site-specific school wellness committees (SSWCs) to supplement Shaping Healthy Choices Program activities, and create a best practices model for sustainability of SHCP components. Community-Based Participatory Research principles and approaches were utilized to develop SSWC objectives. Baseline results from the School and Community Actions for Nutrition (SCAN) Survey served as a platform to launch SSWC objectives. An ethnographic approach was to analyze the level of community involvement during each phase of the project. The wellness committee was also involved in a smaller research project through which they identified the strengths and weakness of their school environment and implemented activities based on this information. Results from the wellness committee's study were compared with community-based principals in order to draw any relationships with the wellness committee outcomes and the level of community based participation. Results suggested that the more the community was involved in the planning, implementation, and maintenance phases of an activity, the more likely the School Sites were to implement these activities into the second year. More research is needed to assess the sustainability of the program outcomes over a longitudinal course. This dissertation concludes with Chapter VI, a discussion of research results, implications, conclusions, and future directions.
Author : Megan Tschannen-Moran
Publisher : Jossey-Bass
ISBN 13 :
Total Pages : 284 pages
Book Rating : 4.3/5 (91 download)
Download or read book Trust Matters written by Megan Tschannen-Moran and published by Jossey-Bass. This book was released on 2004-08-24 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher Description
