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A growing understanding of the importance of children’s earliest years has led to an increasing desire to measure early childhood development (ECD) outcomes. There are now nearly 150 tools for measuring ECD outcomes internationally, which can make it challenging to choose an appropriate measurement tool for a given measurement effort. This document guides the user through the why, who, what, and how questions that must be considered prior to selecting tools for measuring ECD outcomes. Users should document their responses at each step to collate the information needed to identify and select an appropriate ECD measurement tool.

The “11 for Health in Denmark” concept aims to enhance 10–12-year-old schoolchildren's physical activity levels and health knowledge through an 11-week football intervention and has been shown to induce positive effects in numerous areas. However, little is known about the implementation facilitation of this concept in schools. This case study therefore aims to gain a deeper understanding of the implementation facilitation of “11 for Health” in a Danish 5 th grade class comprising 22 schoolchildren (12 boys and 10 girls, M age 11.86±) and one teacher. Data were derived from multiple school situations using photographs and videos, observations, and informal interviews. Five themes were identified: (1) environmental and organizational factors impacting on the implementation; (2) familiarization with the concept for the teacher and schoolchildren; (3) previous clique formation; (4) the central role of the teacher; and (5) the importance of how praise partners are allocated. We found high adherence to the “11 for Health” concept, in which the teacher played a key role by applying an autonomy-supportive style of teaching and using the praise partner concept in a suitable manner. A clique of football-playing boys was a resource, as their praising of classmates encouraged adherence. However, familiarization with the “11 for Health” concept was a challenge and the clique's competitive nature occasionally built barriers to other schoolchildren without football experience, potentially leading to a more controlled form of motivation. Based on the results, we encourage teachers to apply autonomy-supportive teaching when applying the “11 for Health” concept.

The aim of this paper is to discuss preservice mathematics teachers’ in-the-moment noticing of mathematical opportunities and how they reflected on those opportunities both orally and in writing. A faculty–school collaboration program was set up to enable preservice teachers to work with students in a school setting throughout a year. Ten preservice teachers participated in the study. Videotapes and written documents were major tools to collect data, and a coding framework was used to describe and pursue the pattern in preservice teachers’ noticing skills. The results revealed that preservice teachers were able to notice mathematical opportunities occurring in class both in the moment of and after implementation of mathematical tasks. Although their responding actions during implementation were mostly in the form of orienting students to correct solutions, they attempted to enrich students’ mathematical interpretations by providing justifications from the students’ work in their oral and written reflections.

Contexte. Au Québec, les difficultés d’écriture manuelle et leur impact fonctionnel constituent le principal motif de référence en ergothérapie pour les enfants en milieu scolaire. Pour évaluer le rendement de l’écriture manuelle, plusieurs critères peuvent être utilisés, tels que la lisibilité et la fluidité. Toutefois, aucune valeur de référence n’existe pour situer et comparer correctement la lisibilité et la fluidité de l’écriture manuelle auprès d’enfants franco-québécois.Objectif. L’étude visait à développer un guide d’évaluation de la lisibilité de l’écriture manuelle, à déterminer des valeurs de référence de la lisibilité et de la fluidité pour des enfants francophones et à comparer les scores entre les filles et les garçons.Méthodologie. Il s’agit d’une analyse secondaire de données provenant d’une étude descriptive transversale réalisée auprès d’élèves de 1re et de 2e année du primaire. Les valeurs de référence de la lisibilité et de la fluidité ont été calculées à partir d’échantillons provenant de tâches en copie de près et à l’aide du guide développé dans la présente étude.Résultats. Les critères du guide d’évaluation de la lisibilité offrent une excellente fidélité inter-juges pour la 1re année du primaire et une bonne fidélité interjuges pour la 2e année. De plus, des valeurs de référence ont été obtenues pour la lisibilité et la fluidité. Une différence significative entre les scores de lisibilité des filles et des garçons de 2e année a été relevée.Conséquences. Le guide d’évaluation et les valeurs de référence améliorent la rigueur de l’évaluation ergothérapique de l’écriture manuelle des enfants franco-québécois, et ce, grâce à des critères observables et mesurables bien définis. _________________________________________________________________________________________________________________ Background. In Quebec, handwriting difficulties and their functional impacts are the main reason for referral of children to occupational therapy for children in school settings. To evaluate handwriting performance, several criteria can be used such as legibility and accuracy. However, there are no norms to properly compare handwriting legibility and accuracy among French-speaking children in Québec. Purpose. The purpose of the study was to develop a handwriting legibility assessment guide, to develop norms for legibility and accuracy for francophone children, and to compare scores between boys and girls. Methods. This is a secondary analysis of data from a cross-sectional descriptive study of grade 1 and grade 2 students. Norms for legibility and accuracy were calculated from close-copy tasks samples and using the guide developed in this study.Findings. The criteria used in the handwriting legibility assessment guide offer excellent inter-rater reliability for grade 1 students and good inter-rater reliability for grade 2 students. Norms were also obtained for legibility and fluency. There was a significant difference between the legibility score of grade 2 boys and girls.Consequences. The assessment guide and norms increase the rigour of the occupational therapy evaluation of handwriting for Quebec francophone children, using well-defined observable and measurable criteria.

There is a lack of training for parents, school staff, and residential staff aimed at helping persons with intellectual disabilities acquire menstrual self-care skills. This may be due in part to the sensitive nature of this topic, the aversion to performing menstrual care for individuals with a disability, and the lack of empirically supported training protocols. This chapter critically reviews behavior analytic research on menstrual care that has been published in peer reviewed journals. This is followed by a case illustration using behavior analytic methods to teach menstrual self-care skills for a student with autism spectrum disorder in a public school setting. Evaluated using a multiple baseline across behaviors design, it was shown that the student increased her independent performance of selected menstrual self-case skills.

School-based health promotion interventions have been shown to lead to measurable changes in the nutrition and physical activity behaviors. This study examines whether the impact of an intervention program on students’ healthy eating and physical activity was mediated by teacher training and engagement in health promotion. The trial was conducted in three phases: needs assessment of the baseline survey of teachers, mothers’ and children; intervention among seven randomly selected schools that included teacher training in healthy eating and physical activity; and a post-intervention evaluation survey. The SPSS PROCESS for Hayes (Model8) was used to determine moderation and mediation effects. The difference in difference (DID) was calculated for the three main outcomes of the study: eating breakfast daily (DID = 17.5%, p < 0.001); consuming the recommended servings of F&V (DID = 29.4%, p < 0.001); and being physically active for at least 5 days/week (DID = 45.2%, p < 0.001). Schoolchildren’s eating breakfast daily was mediated by their teachers’ training in nutrition (β = 0.424, p = 0.002), teachers’ engagement (β = 0.167, p = 0.036), and mothers preparing breakfast (β = 1.309, p < 0.001). Schoolchildren’s consumption of F&V was mediated by teachers’ engagement (β = 0.427, p = 0.001) and knowing the recommended F&V servings (β = 0.485, p < 0.001). Schoolchildren’s physical activity was mediated by their teachers’ training in physical activity (β = 0.420, p = 0.020) and teachers’ engagement (β = 0.655, p < 0.001). Health behavior changes in the school setting including improvements in eating breakfast, consuming the recommended F&V and physical activity was mediated by teacher training and engagement. Effective teacher training leading to teacher engagement is warranted in the design of health-promotion interventions in the school setting.

The objective of this systematic review was to identify the association between overweight/obesity and level of physical activity in Brazilian children and adolescents in the school setting. For search strategy, the main reference databases (PubMed, LILACS, SciELO, SPORTDiscus, Web of Science, ERIC) were used. Baseline searches resulted in 3,265 potentially relevant titles (2,775 titles after removal of duplicate studies); 21 studies met all inclusion criteria and were included for analysis. Studies were carried out from 2007 to 2019; 47.6% of them were conducted in Southern Brazil, and only one study had nationwide approach. Prevalence from 5.4% to 21% was identified for overweight, 3.5% to 16.9% for obesity and 11.8% to 40.1% for overweight + obesity. According to results, 64.3% of overweight, 69.8% of obese and 37.7% of young overweight people were considered insufficiently active. The non-standardization of instruments to assess levels of physical activity and the lack of information regarding other Brazilian regions were classified as important limitations. The results reinforce the increase in the prevalence of overweight in Brazilian children and adolescents, and the high prevalence of physical inactivity among them. For every ten overweight children/adolescents, six are reported to be insufficiently active. O objetivo desta revisão sistemática foi identificar a associação entre excesso de peso, obesidade e nível de atividade física em crianças e adolescentes brasileiros, no ambiente escolar. A busca eletrônica foi realizada nas principais bases de dados de referência (PubMed, LILACS, SciELO, SPORTDiscus, Web of Science, ERIC). A pesquisas nas bases resultaram em 3265 títulos potencialmente relevantes (2775 títulos após análise duplicada); 21 estudos preencheram todos os critérios de inclusão e foram analisados. Os estudos foram realizados entre 2007 e 2019, 47,6 % deles foram realizados no sul do Brasil, e apenas uma pesquisa foi realizada a nível nacional. Foi identificado prevalências de 5,4% a 21% para sobrepeso, 3,5% a 16,9% para obesidade e 11,8% a 40,1% para excesso de peso (obesidade + sobrepeso). De acordo com os resultados, 64,3% dos jovens com sobrepeso, 69,8% dos obesos e 37,7% daqueles com excesso de peso foram considerados insuficientemente ativos. A não padronização dos instrumentos para avaliar os níveis de atividade física e a pouca representatividade de outras regiões brasileiras foram classificadas como lacunas importantes. Os resultados reforçam o aumento da prevalência de excesso de peso em crianças e adolescentes no Brasil, e a alta prevalência de inatividade física entre estes jovens. A cada dez jovens acima do peso, seis são insuficientemente ativos.

Mindfulness has attracted considerable attention in educational settings as it can have positive effects on children. However, the role of mindfulness practice in schools has yet to be understood. The aim of the present study is to assess the impact of mindfulness on neuropsychological performance and psychological well-being of primary school children. It also aims to explore the teacher’s mindfulness training effect on the intervention. The present study recruited 100 children (64% girls and 36% boys) aged 9–11 from a primary school in Tarragona (Spain). The research was conducted between 2016–2018 with three experimental groups: a mindfulness intervention group with a trained mindfulness teacher, a mindfulness intervention group with a non-trained mindfulness teacher, and a control group. All groups were evaluated before and after a 13-weeks intervention, consisting of 5–10 min mindfulness daily sessions before class. After the intervention, the two groups of children receiving mindfulness sessions performed better than controls in several neuropsychological tasks involving executive functions, such as short-term and working memory, learning, mental flexibility, visuospatial abilities and processing speed. No significant differences were found in the assessment of daily stress or emotional and behavioural problems. The findings of the present study can contribute to a better understanding of the role of mindfulness practice in primary children regarding neuropsychological performance, highlighting the importance of the teacher’s mindfulness training in the teaching/learning process.

The introductory chapter sets the stage for understanding the roles, responsibilities, and all other relevant information necessary for the success of school social workers within the public school setting. The chapter begins with a review of the key concepts related to the practice of school social work. It also discusses enduring practice tensions, policy domains that influence practice, seven domains of knowledge, values, and skills relevant to the success of new school social workers. The roles of school social workers and the factors that shape these roles are examined. Finally, the chapter discusses the importance and use of student and school assessments.

This study evaluated the effectiveness of the AIM curriculum when implemented in a public-school setting by schoolteachers and direct care staff. Three hundred eighteen students took part in this quasiexperimental design where all received the AIM curriculum every day for an entire school year. The participants completed a series of self-assessments (the Avoidance and Fusion Questionnaire for Youth, the Child and Adolescent Mindfulness Measure, and the Strength and Difficulties Questionnaire) at the onset of the study and at the end of the school year to assess psychological flexibility, mindfulness, and emotional behavioral skills. Results suggest that at the end of the school year, participants increased psychological flexibility and mindfulness. State standardized testing scores also showed increases school-wide as compared to the previous 2 years. These results suggest that the AIM curriculum may be effective in large school settings, appeared easy to implement by school staff to address the needs of both the individual student and the entire student body, and likely participated in improving school-wide academic success.

AIM Whilst prevalence of paediatric feeding disorders is high amongst children in specialist schools, there is little guidance for professionals supporting families with a child feeding orally with established risk of aspiration. We sought perceptions of the complex feeding decision-making process amongst health professionals supporting families in the specialist school setting in New Zealand. METHODS An observational, cross-sectional, national online survey of speech-language therapists was followed by in-depth interviews with seven health professionals associated with one specialist school. RESULTS Survey responses from 32 speech-language therapists showed inconsistency in assessment processes and how family, children and school staff are involved in feeding decisions, with 71% reporting a doctor had been involved. Respondents were not confident in their ability to predict aspiration risk, with 41% reporting that they could often determine risk, 41% sometimes and 16% never. Sixty-three percent of respondents indicated that level of risk was written in a report for a child and 50% reported that every child at high risk had a management plan. Speech-language therapists valued professional supervision, but it was not always available. Health professionals were broadly positive about the collaborative nature of decision-making in most but not all situations. They described communication, access/institutional and emotional barriers to timely, shared decision-making. CONCLUSION These findings demonstrate variability in how families are supported to make complex feeding decisions. Health professionals identified a need for clearer processes and strengthened communication between family, school and health professionals. Trusting relationships are critical if all families are to be well-supported.

Purpose This study aimed to investigate the prevalence of online and homeschool attendance in transgender and gender-diverse (TGD) youth. Methods Caregivers of 12- to 17-year-olds participated in a phone survey about school attendance. Subjects included TGD youth receiving care in a gender health clinic and youth receiving care in a pediatric endocrinology/diabetes (PED) clinic. Results Parents of 83 TGD and 83 PED youth participated in the study. Current/past enrollment in a nontraditional school setting was higher among TGD than PED youth (37.3% vs. 19.3%; p = .01). In addition, 14.5% of TGD and 7.2% of PED youth had transferred between traditional school settings (public, private, and charter) for psychosocial reasons. Conclusions Approximately half of the TGD youth had either attended a nontraditional school setting or changed schools for psychosocial reasons, compared with approximately one fourth of PED youth (51.8% vs. 26.5%, p = .001). This suggests that traditional school environments present significant psychological difficulties for TGD adolescents.

Insufficient consumption of fruit and vegetables was found in primary school children. To address this problem, a three-year school-based multicomponent intervention was conducted in 14 primary schools in the City of Zagreb. The aim of the study was therefore to evaluate one of the primary goals of the intervention—the increase in fruit and vegetable intake among primary school children. A total of 681 children were allocated to the intervention (n = 300 in the control group and n = 381 in the intervention group). The intervention included 23 interactive classroom workshops, 10 cross-curricular activities, 13 homework challenges, visual exposure with educational posters in classrooms, parent education via the website, and the implementation of new dishes into the school food system. Fruit and vegetable intake was assessed using a semi-quantitative food frequency questionnaire at baseline and after the intervention. Data were analyzed by per-protocol analysis. The study involved 259 children (50.2% girls; age 7.7 ± 0.4 years; n = 116 in the control group and n = 143 in the intervention group) who completed a food intake frequency questionnaire at both time points. Children in the intervention group showed a significant increase (p < 0.001) in total daily fruit and vegetable intake (before: 332.1 ± 164.9 g; after: 430.1 ± 186.7 g) compared to the control group (before: 350.2 ± 187.5; after: 382.6 ± 196.8) after the intervention. The increase in fruit and vegetable intake was achieved in 89% of children, while 25% more children reached the daily recommendation of 400 g. The use of the multicomponent intervention showed potential to increase fruit and vegetable intake in primary school children.

Over the past 20 years, work, play, and learning have changed dramatically through technology. Today, we need different skills than in the 20th century, and educational institutions have a key role to play in developing skills. Unfortunately, schools are unable to keep pace with the development of skills that are essential elements of student success. Educators around the world are becoming increasingly aware of the importance of soft skills and play a huge role in ensuring that students are properly prepared for the world of university and work. In contrast, traditional education does not always provide the right tools to improve student success in this area. Following the recent shift from traditional didactic classroom models to the adoption of active learning approaches, escape rooms are increasingly being used in academia as a method for experiential, peer-group, game-based learning. Educational escape rooms are emerging as a new type of learning activity under the promise of enhancing students’ learning through highly engaging experiences. The paper aims to present opportunities to develop soft skills in the school setting using educational escape rooms. The study also reports on testing the self-developed escape room environment for educational purposes.

Block-based programming has become popular for children and young school students, but at university level almost all programming is still text-based. A third intermediate option is the use of frame-based editors that combine elements of both block- and text-based systems. However, there have been few evaluations of the efficacy of frame-based editing, so its suitability for school use is uncertain. This paper describes an experiment comparing the use of frame-based and text-based editing in a UK school setting. A total of 85 teenage students from five different schools each completed three sessions of object-oriented programming tasks and a programming quiz, with each school assigned to use either a text-based editor or frame-based editor. We found no difference in understanding of object-oriented concepts between the two editors, and no difference in task completion times. This provides some evidence to suggest that frame-based editing is a viable option for use in a school setting, in place of text-based editing.

Humans spend more than 80% of their lives indoors resulting in an increased demand for high indoor air quality (IAQ). At the same time, indoor air tends to be at least twice as polluted as outdoor air, and health threats caused by long-term exposure to indoor air pollution are rising. Few experiments under real-life conditions have demonstrated positive effects of indoor plants on parameters related to IAQ, resulting in improved humidity and temperature, reduced particulate matter concentration and CO2 levels. Indoor living walls allow the presence of many plants—without taking up valuable floor area. This article presents the results of conducted measurements on four do-it-yourself green walls planted with different plant species that are typically used for vertical indoor greenery (golden pothos, Boston fern, spider plant and a combination of plants) in a school setting. Besides the parameters of air humidity and temperature, CO2, mold spore and particulate matter levels, influences on room acoustics were investigated. Based on a custom-developed evaluation matrix, the plants were compared with each other and a reference without plants. The results show that no species led to deterioration of IAQ. Golden pothos had the most substantial effect and delivered improvements in all examined parameters.

The use of various learning apps in school settings is growing and thus producing an increasing amount of usage generated data. However, this usage generated data has only to a very little extend been used for monitoring and promoting learning progress. We test if application usage generated data from a reading app holds potential for measuring reading ability, reading speed progress and for pointing out features in a school setting that promotes learning. We analyze new data from three different sources: (1) Usage generated data from a widely used reading app, (2) Data from a national reading ability test, and (3) Register data on student background and family characteristics. First, we find that reading app generated data to some degree tells the same story about reading ability as does the formal national reading ability test. Second, we find that the reading app data has the potential to monitor reading speed progress. Finally, we tested several models including machine learning models. Two of these were able to identify variables associated with reading speed progress with some degree of success and to point at certain conditions that promotes reading speed progress. We discuss the results and avenues for further research are presented.

Violence in schools is a global issue. Approximately 32% of Mexican students have experienced some form of violence in the school setting in their lives. Previous research has tended to focus on the causes of violence and antisocial behaviors in offenders or adolescent samples and has found evidence to suggest the underlying role of environmental and personal factors. The present study investigates the effect of positive school environment and agreeableness as protective factors against antisocial behaviors in a sample of undergraduate and graduate students (n = 304) from northwestern Mexico. Our results demonstrate that a positive school environment has a negative effect on antisocial behaviors via mood and anxiety disorders as well as in interaction with agreeableness, suggesting an interplay between personality and environment. These findings can provide some basis for the development of university programs aimed at fostering positive environments that promote student mental health and protect against antisocial behaviors.

Introduction Every year, 1/10,000 children experiences a food‐anaphylactic reaction. Most of these events, including attack‐related deaths, may happen during the school hours. In the current study, we assessed the influence of information and communication technologies (ICT) in the school‐staff's education on food allergy and anaphylaxis (FAA). Methods The target population of this intervention was non‐university teaching centers from the local Regional Education Council, including both state and private institutions. The digital intervention was supported by the free‐of‐charge and open‐source learning‐management Aulatic Educational Platform. Structured questionnaires were developed to evaluate the educators' knowledge, feelings, and self‐efficacy on FAA, in addition to a satisfaction and quality survey of the training program. Results A total of 1748 school‐educators were virtually enrolled from May 2016 to June 2020 in one of the 8‐week course editions, with 80.6% of attendees successfully completing the full training. All scores concerning school‐staff's basic knowledge and self‐efficacy on FAA significantly improved after the educational intervention, reaching a high level of satisfaction among participants (98.5%) over the 4‐year educational program. Conclusion Our results highlighted the effectiveness of a focused e‐learning activity to improve teachers and school caretakers in the management of food allergic scholars and anaphylactic reactions during the school hours. The use of ICTs tools should become an integrated part of curricular frameworks in non‐university education, leading to a better care of FAA school children.

SummaryBackgroundRotations of schoolchildren on a weekly basis is one of the nonpharmaceutical interventions often considered in the covid-19 pandemic. This study aims to investigate the impact of different types of rotations in various testing contexts.MethodsWe built an agent-based model of interactions among pupils and teachers based on an online survey in an elementary school in Prague, Czechia. This model contains 624 schoolchildren and 55 teachers (679 nodes) and about 27 thousands social contacts (edges) in 10 layers. The layers reflect different types of contacts (in classroom, cafeteria etc.) as described in the survey. On this multi-graph structure we run a modified SEIR model of the covid-19 dynamics. The parameters of the model are calibrated on data from the outbreak in the Czech Republic in the period March to June 2020.FindingsThere are three main findings in our paper.Weekly rotations of in-class and distance learning reduce the spread of covid-19 by 75–81% and thus represent an effective preventative measure in school setting.Regular antigen testing twice a week, or weekly PCR testing, significantly reduces infections even when using tests with a lower sensitivity: tests with a 40% sensitivity reduce infections by more than 50 percent.The density of revealed contact graphs for older pupils is 1.5 times higher than the younger pupils graph, the teachers network is yet an order of magnitude denser. Consequently, the infection transmission between teachers is highly overproportional in our school. Moreover, teachers act as bridges connecting clusters of classes, especially in the secondary grade where they are responsible for 14–18% of infections, in comparison to 8–11% in primary grade.InterpretationWeekly rotations with regular testing are a highly effective non-pharmaceutical intervention for the prevention of covid-19 spread in schools and a way to keep schools open during an epidemic or to reopen them as the epidemiological situation improves.

Child safety is a top priority in the school setting. Many accidents that occur on school playgrounds range from minor scrapes and bumps to fractures or other health problems that require quick medical response. Data can be a powerful tool for school nurses when seeking to promote changes in their schools.

Background:High-quality data in Electronic Dental Records (EDR) is essential for dental schools to provide high-quality patient care, improve dental students’ professionalism, and support a platform for research. Therefore, ensuring data quality in EDRs is extremely important.Objective:To perform a quality appraisal of EDRs by evaluating their accuracy and completeness.Methods:This was a Cross-sectional Observational Study conducted over four consecutive years in a dental school setting. Manual chart reviews were performed on an annual basis. EDR data were audited for accuracy and completeness. Accuracy was evaluated by comparing the entered data with an external source, where possible. An EDR data field was considered complete if it was not missing.Results:A total of 1,720 de-identified chart reviews were studied. The accuracy of the data to identify the patient was 93%. The completeness of the essential components of EDRs was 48-94%. Completeness was highest for documenting the patient’s chief complaint (94%) and the lowest for recall plan (48%). Completeness of data documenting social and behavioral determinants of health in EDRs was 36-77%, with the highest proportion of completeness in this domain being for oral hygiene habits, smoking habits, and social history.Conclusion:The quality appraisal of EDRs varied according to the data field. Understanding patterns of accuracy and completeness in EDRs will guide training and quality enforcement activities.

A significant body of critical scholarship exists problematizing the dominant behavioural-individualist approaches to public health policy and intervention, and practice theories have been noted for their potential in providing an alternative. Children’s physical activity in primary school settings continues to be a major area of attention in public health, yet no critical examination of a practice theory approach exists in this context. This paper addresses this gap by applying the prevalent three-elements model of practices to the case of children’s school-based physical activity. Drawing on focus group, interview and observation data from pupils, staff and parents at one primary school setting in England, our analysis highlights; first, how the configurations of (a) physical resources (e.g. playground space and equipment), (b) practical know-how (e.g. a skilled understanding of performing the activity), and (c) the socio-cultural significance of practices (e.g. the values and meanings of the activity) impact how, and whether children’s physical activity happens, and is sustained or interrupted; and second, by showing how physically active practices are contingent on being simultaneously in harmony or conflict with other routinized practices of the school day. We conclude that the three-elements model offers a helpful framework for understanding school physical activity which de-centres the individual, but that there are challenges in using this analysis to support primary schools as they attempt to enable physically active practices more effectively. Further research is required to develop and evaluate a practice theory approach to promoting children’s physical activity.

Oralidad: fundamento de la didactica y la evaluacion del lenguajeOralidade: fundamento da didatica e da avaliacao da linguagemOrality is the first symbolic form of interacting with the world, not only because of the anthropological arrangement of human relations (among them and with other life forms), but also because it may be the only prosthesis established as a rational and reasonable device that provides a multiple structure for both hominization and humanization. This particular condition of articulated human language —which can be said to be close to perfection given the minimal changes it has undergone since its emergence until today— acts then as the highest point and measure of what can be considered cultural, symbolic, representative, identifying and, of course, human. Paradoxically, in the school setting, orality is understood as a human expression that lacks representativeness, academic power and sociocultural identifying character. All this pushes it into the background, makes it dependent on writing and causes its educational and pedagogical abolition, preventing it from being studied and researched by teachers and students. In the framework of this problem, orality is proposed as a basis for pondering on language didactics and evaluation and as a foundation of the education and transformation of individuals and society.Para citar este articulo / To reference this article / Para citar este artigoUribe-Hincapie, R. A., Montoya-Marin, J. E. y Garcia-Castro, J. F. (2019). Oralidad: fundamento de la didactica y la evaluacion del lenguaje. Educacion y Educadores 22(3), 471-486. DOI: https://doi.org/10.5294/edu.2019.22.3.7Recibido: 10/05/2018Aceptado: 01/10/2019

Universal prevention approaches have significantly reduced children's conduct problems and aggressive behavior in the school setting, but it has not been clear whether the effects generalize into children's behavior in home and community settings in later elementary school years. The present study examined this issue using a classroom-randomized design, with 1030 students in 70 fourth and fifth grade Italian classes. The intervention model is the Coping Power Universal and the classroom teachers delivered it. Coping Power Universal produced a significant reduction in both parents' and teachers' rated conduct problems, relative to control classes, indicating that universal prevention can produce significant reductions in children's conduct problems that generalize into the home and community settings. The intervention also increased children's prosocial behaviors in school and home settings. The Coping Power Universal is a short intervention model that is believed to be a useful strategy for children's behavioral problems in the broad population.

In classrooms, the use of newer technology—particularly laptops, tablets, and smart-phones—in the teaching-learning process is a relatively new phenomenon with little investigation. The purpose of this study was to investigate student perceptions and experiences regarding the emergent technology used to achieve learning in a high school setting. The participants were eight high school graduates from Northern Colorado, where a homogenous sampling procedure was used to gather participants. In this study, we used a generic qualitative approach with semi-structured interviews, and NVIVO was used to manage and analyse participant response data. Findings indicated a consensus in support of using emergent technology for learning from the students’ perspective. The results revealed a significant difference between the perceptions of participants who used emergent technology in their classrooms as a tool to enhance learning and those who used emergent technology as a distraction. Therefore, most of the participants believed that there was an urgent need for instructors to learn how to increase the effectiveness of using emergent technology in the classroom setting and make instructors more effective.

The processing of facial expressions is biased in social anxiety (SA). We tested whether a brief situational context training in the school setting might be helpful in changing biased facial processing and reducing relevant symptoms in children with SA. A final sample of 118 children aged 8 to 13 years with high vs. low SA were randomly assigned to a training group or a control group without intervention. During the training, the children were exposed to images depicting negative facial expressions with masked and later unmasked backgrounds, in order to demonstrate that negative expressions can also occur in emotion-irrelevant contexts (e.g., during onion cutting). Especially for socially anxious children, the intervention effectively reduced harmful expectations during the presentation of images showing negative facial expressions. Moreover, socially anxious children having undertaken the training were able to perform a subjectively more challenging social evaluation task in front of the class.

This commentary explores the legal and ethical obligations of yoga programs and teachers to uphold both the principles and the spirit of secularism when teaching yoga in schools. Arguing that secularity is essential both to comply with legal mandates and to maximize inclusivity and access, each facet of a secular approach to yoga in schools is explored through an inquiry-based model meant to help the reader gain clarity and make informed choices when developing school-based yoga programming. This article does not address the use of nonsecular yoga for children outside the school setting. It instead speaks to the complexities of topics such as spirituality, personal transformation, secular ethics, and the use of cultural and historical artifacts within school programs. While inviting continued reflection on the nuances of the topic, the article concludes that given both the legal imperatives and potential risk of exclusion, failure to offer school-based yoga using a secular approach threatens to undermine the success of the field and hinder access to practices that have positive effects on young people.

This paper presents findings about teachers’ and parents’ perceptions of homework in a middle-class, primary school setting in Ireland, from a qualitative study that aimed to provide an insight int...

This study adds to the current understanding of co-teaching in rural school systems, specifically its use to equitably serve the needs of English learners (ELs). The authors investigated one western U.S. rural district’s implementation of a co-teaching model where general classroom teachers shared teaching responsibilities with an English as a second language (ESL) teacher in a secondary school setting. Research has long shown traditional pull-out models for teaching ELs are not the most effective because there is often a disconnect between what is happening in the mainstream classroom and what is happening in the pull-out placement. This quantitative study included observations of 20 co-taught classes during 400 minutes of classroom instruction to measure fidelity to the district’s co-teaching model. This article details the extent to which teachers utilized specific co-teaching strategies. It also reports on the quantity of teacher-student interactions in general and relative to ELs and non-ELs. Observations revealed that EL students worked primarily with the language specialist, and most of those interactions took place in the context of individualized support. Implications regarding equity and opportunity to learn academic content for both EL and non-EL students are discussed.

BACKGROUND Coppinger and Howells’ (2019) previously completed an International comparison between primary schools in Ireland and England focusing on children’s understanding of fluid intake. They identified that children under 11 years did not understand the amount of fluid they need each day for good health. Within their sample there was only a limited number of children who were aged 4 – 5 years. This research focuses on this particular age phase and further questions if young children understand fluid intake. METHODS 130 children (63 boys and 67 girls, of which 83 were aged 4 and 47 were aged 5) from 4 elementary schools in the South East of England were questioned between January and April 2019 using an adapted version of Coppinger and Howells’ (2019) questionnaire on their understanding of fluid intake and how much they perceived they drank and who supported them in prompting them when to drink. The adaptions were to ensure the questionnaire was age appropriate for younger age range, and included physical visual representations to aid question comprehension. RESULTS 46.9% of children felt they consumed 500ml or under a day. Only 39.6% responded that they were supported by the teacher, also when children were thirsty, if given the option of playing or stopping rehydration and then playing 33.8% would continue to play without drinking. CONCLUSION Young children in England do not understand fluid recommendations, they were not supported within the school setting by their teacher and more effective resources and strategies are needed to support children’s knowledge.

Although orientation towards local norms is increasing in Singapore, Singapore English (SgE) is still perceived by some as a nonnative variety. Variation in attitudes towards SgE may shape acquisition of SgE features by both Singaporean and expatriate children, who increasingly attend government schools. The present study investigates how the -t/d deletion patterns of 60 children reflect their attitudes and school setting. Significant correlations are observed between deletion rate, attitude towards SgE, and accent self-perception among Singaporean children, highlighting that this variety is undergoing endonormative stabilization. However, while some expatriates in local schools delete more than peers in international schools, expatriate children generally do not acquire local -t/d deletion rates or constraints, regardless of familiarity with SgE or attitudes towards the variety. This gap between locals and expatriates reflects the persistence of ideologies that delegitimize SgE, as well as the growing prominence of SgE as a marker of local identity.

This study examines the retention rates of new teachers in Texas given their initial certification type and initial school setting. The 5-year persistence rates of 175,664 teachers from 2000 to 2015 are analyzed using logistic regression to calculate the probability of new teacher persistence at the school, district, and state level. Main findings suggest that teachers’ certification type and initial school setting are statistically significant predictors of new teacher persistence, and traditionally licensed teachers initially placed in traditional public school are more likely to persist when compared with other preparation types or initial placements into charter schools.