This document proposes an outdoor gifted science enrichment program for three schools in the Richmond Public School System. A needs assessment found that teachers believed science instruction and opportunities to explore the natural world for gifted learners needed improvement. The proposed program would create outdoor learning centers and an afterschool program providing additional science instruction and field trips to increase student engagement with science. Research supports that outdoor education fosters skills like decision-making, citizenship, and well-being through experiences interacting directly with the environment.
The Influence Of Gender On The Attitude Of Teachers Towards Outlawing Of Corp...iosrjce
The abolishment of corporal punishment without finding effective alternative methods of managing
behavior in pupils has led to indiscipline and conflicts in primary schools in Kenya. The study sought to
establish whether there is any influence of gender on the attitude of teachers towards outlawing of corporal
punishment in primary schools in Nandi North District. The population of the study comprised of primary
school teachers in Nandi North district. The study adopted a descriptive survey design. The target population
was 713 teachers, however, the sample size was 217 teachers selected through stratified sample random
sampling techniques whereby schools were grouped according to their various characteristics and participating
schools picked randomly by lottery method to ensure equal chances of participation with the selected schools.
Data was collected by use of closed-ended questionnaire and interview schedules. Data was then analyzed by
use of frequencies, percentages, mean and standard deviation. One way analysis of variance (ANOVA) was used
to test whether there is an influence of teachers’ gender, on attitudes towards the outlawing of corporal
punishment in Nandi North district primary schools. Results of the study showed gender had significant
influence on teachers’ attitudes towards outlawing of corporal punishment in schools. In view of the findings,
the study recommends a need to create awareness on alternative methods to corporal punishment and also the
overall effects of corporal punishment on the child.
Awareness of parents about school backpack and its related musculoskeletal di...iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Greene J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achiev...guestfa49ec
Greene, J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achievement of Low Achieving Kindergarten Students Enrolled in an Extended Day Enrichment
Program, National FORUM of Applied Educational Research Journal, Volume 23, Number 3, 2010
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
The Influence Of Gender On The Attitude Of Teachers Towards Outlawing Of Corp...iosrjce
The abolishment of corporal punishment without finding effective alternative methods of managing
behavior in pupils has led to indiscipline and conflicts in primary schools in Kenya. The study sought to
establish whether there is any influence of gender on the attitude of teachers towards outlawing of corporal
punishment in primary schools in Nandi North District. The population of the study comprised of primary
school teachers in Nandi North district. The study adopted a descriptive survey design. The target population
was 713 teachers, however, the sample size was 217 teachers selected through stratified sample random
sampling techniques whereby schools were grouped according to their various characteristics and participating
schools picked randomly by lottery method to ensure equal chances of participation with the selected schools.
Data was collected by use of closed-ended questionnaire and interview schedules. Data was then analyzed by
use of frequencies, percentages, mean and standard deviation. One way analysis of variance (ANOVA) was used
to test whether there is an influence of teachers’ gender, on attitudes towards the outlawing of corporal
punishment in Nandi North district primary schools. Results of the study showed gender had significant
influence on teachers’ attitudes towards outlawing of corporal punishment in schools. In view of the findings,
the study recommends a need to create awareness on alternative methods to corporal punishment and also the
overall effects of corporal punishment on the child.
Awareness of parents about school backpack and its related musculoskeletal di...iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Greene J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achiev...guestfa49ec
Greene, J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achievement of Low Achieving Kindergarten Students Enrolled in an Extended Day Enrichment
Program, National FORUM of Applied Educational Research Journal, Volume 23, Number 3, 2010
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
Study Of Achievement in Environmental Studies, Family Environment and Learnin...paperpublications3
Abstract: Environment in developing countries like India have been threatened by problems like poverty, pollution, overpopulation, degradation and depletion of environment. As such, the environmental protection and preservation has been an urgent need of the hour. Realizing its importance, it has been enshrined in the Constitution of India, which requires both the state and the citizen to protect, preserve and improve the environment. Considering the seriousness of the problem only inclusion in Constitution will not help a lot in preserving our environment, but the issue should be initiated at the grass root level i.e. in family, school and society. In the changing scenario of our society attitude of an individual are greatly affected by family, teachers, school environment, teaching methods, learning styles and many other factors and they all have a great impact on the personality development of the child. It is well accepted fact that healthy family environment, co-operative learning and environmental education can help a lot in the development of positive desirable attitude towards environment among future citizens.
Impression of Mid Day Meal Scheme on Enrollement & Daily Attendence of School...professionalpanorama
For achieving the goal of education, the enrolment of children and their
daily presence in schools is essential. Mid-Day Meal Scheme is an effort to
achieve and facilitate the goal. The purpose of present study is to assess the
impression of Mid-Day Meal Scheme on enrolment and daily attendance of
children studying in class I to VIII class and to suggest some measures the
sample size is of 250 children and 11 headmasters. The study tries to prove
that the selected scheme plays an important role in improving enrolment
and daily attendance of children. Results revealed that this scheme proves a
major means in improving enrolment and attendance comparatively. More
efforts could be made to increase enrolment and attendance of students by
increasing variety and quality of Mid-Day Meal and by incorporating
interesting method of teaching.
Impression of mid day meal scheme on enrolment & daily attendance of scho...Tapasya123
For achieving the goal of education, the enrolment of children and their
daily presence in schools is essential. Mid-Day Meal Scheme is an effort to
achieve and facilitate the goal. The purpose of present study is to assess the
impression of Mid-Day Meal Scheme on enrolment and daily attendance of
children studying in class I to VIII class and to suggest some measures the
sample size is of 250 children and 11 headmasters. The study tries to prove
that the selected scheme plays an important role in improving enrolment
and daily attendance of children. Results revealed that this scheme proves a
major means in improving enrolment and attendance comparatively. More
efforts could be made to increase enrolment and attendance of students by
increasing variety and quality of Mid-Day Meal and by incorporating
interesting method of teaching.
IOSR Journal of Humanities and Social Science is an International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
Growing Bodies; Growing Minds: School Gardens Are about More Than Just Nutrition for New Jersey’s Students
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Benefits of Gardening for Children
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Implication of Outdoor Environment on Children’s Physical Activity Performanc...paperpublications3
Abstract: Children’s physical activity performance levels vary by provisions and quality of outdoor areas despite this; many pre-schools do little to create the kind of outdoor environment and experiences that are important for young children. The study therefore aimed to finding out the implication of outdoor environment on children’s physical activity level. The study was based on Descriptive survey design. It involved; 44 primary school head teachers, 44 pre-school lead teachers and 309 final pre-school class pupils (88% 88% and 19% of the study population respectively), selected using cluster, purposive and simple random sampling design respectively. Data was collected using questionnaires, interview schedule and Observation checklist. The major findings included that there was a relatively weak relationship between the availability, adequacy, effectiveness and site of various components of outdoor environment in ECDE centres and the ability of preschool children’s ability to Performing various loco-motor activities and Rhythmic Movement Activities. The results from observation and interview schedules indicated that a rich outdoor environment had a positive influence on preschool children‘s development of various skills. The study recommends that the government and other stakeholders need to invest in the provision of outdoors so as to enhance children’s physical activity levels.
Environmental ethics among adolescent learners of KeralaSarathChandranR1
Environmental Ethics is an important outcome of Environmental Education. It is a positive feeling or positive attitude towards Environment protection and which can get through Environmental Literacy.
Nutrition and Academic Achievement of Filipino Learners: A Literature Reviewijtsrd
Nutrition has always been significant in the lives of all. It refers to the needed amount of vitamins and minerals the body receives to allow proper functioning. Undernourished and malnutrition are no longer new issues in the Filipino learners. It has been reported to have a total of 1,836,793 undernourished pupils from kindergarten to Grade 6 pupils as reported by DepEd on FY 2019. On the latest news, the Programme for International Student Assessment PISA results showed that the Philippines ranked dead last in reading among 79 participating countries or economies, and ranked second to the last in both mathematics and science. The Philippines sees a strong relationship between the socio economic status of students and their school performance, according to the full report. With this, the researchers aimed to see if in the past researches, there was a reported significant association between nutrition and academic achievement of the students. Of the twenty reviewed studies, ten research articles were utilized. From these, six out of ten researches confirmed the association. Furthermore, the researchers concluded that students who were of proper nutrition were more likely to perform better in school as reported in their academic performance. Mariepet A. Cristuta | Joanne E. Berongan | Manuelito D. Radam | Maureen S. Saladaga | Dr. Marilyn Miranda "Nutrition and Academic Achievement of Filipino Learners: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29733.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29733/nutrition-and-academic-achievement-of-filipino-learners-a-literature-review/mariepet-a-cristuta
The Engineers Without Borders chapter at Montana State University (EWB-MSU) works to improve welfare in Khwisero, Kenya by providing clean water and sanitation for primary students. A statistical analysis of household survey data was conducted by EWB-MSU's Impact Evaluation Team (IET) to investigate the organization's impact on primary student health, education and household time-use outcomes. Although impacts on health and education are not observed, some households save considerable time collecting water. This brief discusses these findings and offers program recommendations for EWB-MSU.
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
Study Of Achievement in Environmental Studies, Family Environment and Learnin...paperpublications3
Abstract: Environment in developing countries like India have been threatened by problems like poverty, pollution, overpopulation, degradation and depletion of environment. As such, the environmental protection and preservation has been an urgent need of the hour. Realizing its importance, it has been enshrined in the Constitution of India, which requires both the state and the citizen to protect, preserve and improve the environment. Considering the seriousness of the problem only inclusion in Constitution will not help a lot in preserving our environment, but the issue should be initiated at the grass root level i.e. in family, school and society. In the changing scenario of our society attitude of an individual are greatly affected by family, teachers, school environment, teaching methods, learning styles and many other factors and they all have a great impact on the personality development of the child. It is well accepted fact that healthy family environment, co-operative learning and environmental education can help a lot in the development of positive desirable attitude towards environment among future citizens.
Impression of Mid Day Meal Scheme on Enrollement & Daily Attendence of School...professionalpanorama
For achieving the goal of education, the enrolment of children and their
daily presence in schools is essential. Mid-Day Meal Scheme is an effort to
achieve and facilitate the goal. The purpose of present study is to assess the
impression of Mid-Day Meal Scheme on enrolment and daily attendance of
children studying in class I to VIII class and to suggest some measures the
sample size is of 250 children and 11 headmasters. The study tries to prove
that the selected scheme plays an important role in improving enrolment
and daily attendance of children. Results revealed that this scheme proves a
major means in improving enrolment and attendance comparatively. More
efforts could be made to increase enrolment and attendance of students by
increasing variety and quality of Mid-Day Meal and by incorporating
interesting method of teaching.
Impression of mid day meal scheme on enrolment & daily attendance of scho...Tapasya123
For achieving the goal of education, the enrolment of children and their
daily presence in schools is essential. Mid-Day Meal Scheme is an effort to
achieve and facilitate the goal. The purpose of present study is to assess the
impression of Mid-Day Meal Scheme on enrolment and daily attendance of
children studying in class I to VIII class and to suggest some measures the
sample size is of 250 children and 11 headmasters. The study tries to prove
that the selected scheme plays an important role in improving enrolment
and daily attendance of children. Results revealed that this scheme proves a
major means in improving enrolment and attendance comparatively. More
efforts could be made to increase enrolment and attendance of students by
increasing variety and quality of Mid-Day Meal and by incorporating
interesting method of teaching.
IOSR Journal of Humanities and Social Science is an International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
Growing Bodies; Growing Minds: School Gardens Are about More Than Just Nutrition for New Jersey’s Students
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Benefits of Gardening for Children
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Implication of Outdoor Environment on Children’s Physical Activity Performanc...paperpublications3
Abstract: Children’s physical activity performance levels vary by provisions and quality of outdoor areas despite this; many pre-schools do little to create the kind of outdoor environment and experiences that are important for young children. The study therefore aimed to finding out the implication of outdoor environment on children’s physical activity level. The study was based on Descriptive survey design. It involved; 44 primary school head teachers, 44 pre-school lead teachers and 309 final pre-school class pupils (88% 88% and 19% of the study population respectively), selected using cluster, purposive and simple random sampling design respectively. Data was collected using questionnaires, interview schedule and Observation checklist. The major findings included that there was a relatively weak relationship between the availability, adequacy, effectiveness and site of various components of outdoor environment in ECDE centres and the ability of preschool children’s ability to Performing various loco-motor activities and Rhythmic Movement Activities. The results from observation and interview schedules indicated that a rich outdoor environment had a positive influence on preschool children‘s development of various skills. The study recommends that the government and other stakeholders need to invest in the provision of outdoors so as to enhance children’s physical activity levels.
Environmental ethics among adolescent learners of KeralaSarathChandranR1
Environmental Ethics is an important outcome of Environmental Education. It is a positive feeling or positive attitude towards Environment protection and which can get through Environmental Literacy.
Nutrition and Academic Achievement of Filipino Learners: A Literature Reviewijtsrd
Nutrition has always been significant in the lives of all. It refers to the needed amount of vitamins and minerals the body receives to allow proper functioning. Undernourished and malnutrition are no longer new issues in the Filipino learners. It has been reported to have a total of 1,836,793 undernourished pupils from kindergarten to Grade 6 pupils as reported by DepEd on FY 2019. On the latest news, the Programme for International Student Assessment PISA results showed that the Philippines ranked dead last in reading among 79 participating countries or economies, and ranked second to the last in both mathematics and science. The Philippines sees a strong relationship between the socio economic status of students and their school performance, according to the full report. With this, the researchers aimed to see if in the past researches, there was a reported significant association between nutrition and academic achievement of the students. Of the twenty reviewed studies, ten research articles were utilized. From these, six out of ten researches confirmed the association. Furthermore, the researchers concluded that students who were of proper nutrition were more likely to perform better in school as reported in their academic performance. Mariepet A. Cristuta | Joanne E. Berongan | Manuelito D. Radam | Maureen S. Saladaga | Dr. Marilyn Miranda "Nutrition and Academic Achievement of Filipino Learners: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29733.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29733/nutrition-and-academic-achievement-of-filipino-learners-a-literature-review/mariepet-a-cristuta
The Engineers Without Borders chapter at Montana State University (EWB-MSU) works to improve welfare in Khwisero, Kenya by providing clean water and sanitation for primary students. A statistical analysis of household survey data was conducted by EWB-MSU's Impact Evaluation Team (IET) to investigate the organization's impact on primary student health, education and household time-use outcomes. Although impacts on health and education are not observed, some households save considerable time collecting water. This brief discusses these findings and offers program recommendations for EWB-MSU.
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
Pilot study on curriculum inceptionStudent’s NameInstituti.docxmattjtoni51554
Pilot study on curriculum inception
Student’s Name
Institution
Date
Introduction
Curriculum development is very important in a dynamic and ever changing social and economic environment (Zilian, 2013).. Every school should ensure that its curriculum helps the students meet the emerging needs in the society. The paper will describe some of the factors to consider in a pilot study designed to introduce a better curriculum in Chesapeake. Some of the factors that will be considered include the geographical location, the demographic features, the cultural influence, and existing state policies. The analysis will be based on the fact that integration of classroom requirements along with community needs can dovetail into student activities to promote and strengthen student interest in our actual geographical place .
Geographic factors
Chesapeake is located in Virginia. This is a place where anglers, boaters, canoeists, and wildlife observers can find plenty of recreational opportunities. There are several tributaries in the region. Such tributaries are source of water supplies and fishing lakes. The Intracoastal Waterway flow through Chesapeake. There are also a canoe trail, and observation tower. The region is also adjacent to the Great Dismal Swamp National Wildlife Refuge, which is made up of 107,000b acres of forested wetlands. There are 200 species of birds and around 58 species of turtles, lizards, salamanders and frogs.
Understanding the geography of the place is crucial as far as the analysis of curriculum effectiveness is concerned because it will give an insights as to whether the curriculum prepares the students on environment and ecology and related hazards such as hurricanes and ice. One of the teachers once quoted that “Environmental Science is useless unless students know how they are connected to the natural environment and why it’s worth protecting. Kids are used to hearing words—it’s experiences that really influence them to change.” The pilot study will try to see if the curriculum connects students to the natural environment or not.
Demographic factors
Chesapeake is home to a population of roughly 214,725 residents, encompassing a racial demographic identical to that of the River Walk Community. The Chesapeake public schools are an excellent school district, with a dropout rate of 1.93 percent. This is far much lower than the national average. The district comprises of 27 primary or elementary schools (Eladrel Technologies, LLC 2011), 11 middle schools and eight high schools. This means that the total number of schools in Chesapeake is 46. The district is predisposed to hazards such as hurricane, snow, ice and extreme heat. The number of full-time teaches is 2130 and the total number of students is 39,883. This implies that the average student/teacher ratio is 18.72. The schools are culturally diversed. It is made up of 151 American Indians/Alaska Nativee, 1295 Asian, 1401 Hispanic, 14, 026 Blacks, 21, 846 whites (El.
Instructional Strategies For Science Teachingnoblex1
Increasingly, educators have come to look at children as active constructors of their own learning, instead of passive recipients of knowledge. Consistent with this view, learning is an interpretive process during which learners actively construct their own understanding of the world by building on their previous experience and knowledge then communicating their understanding and their ideas.
Source: https://ebookschoice.com/instructional-strategies-for-science-teaching/
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
Home Environment as A Predictor of Academic Performance of Pupils with Learni...ijtsrd
The study sought to examine home environment as a predictor of academic performance for children with learning disabilities in the Buea Municipality, South West Region of Cameroon. The main was to find out the effect of home environment on the academic performance of children with learning disabilities. The study design was a survey. The study population was made up of the pupils of the three selected primary schools in the Buea municipality in the South West Region of Cameroon. The purposive sampling technique was also used to select the sample for the study. And the sample was 50 pupils with learning disabilities. Data was obtained through the use of a written exercise for the learners with learning disabilities. Data were analysed using an Epi Data and findings were presented in frequencies, and proportions. Multiple Responses Analyses was also used for the grounding of concepts that emerged from the open-ended questions. The Chi-Square test of equality of proportions was used to compare proportions for significant difference. The relationship between conceptual components was assessed using Spearman Rho correlation test. Findings from the study indicated that there was a significant relationship between home environment and academic performance of children with learning disabilities. This means that for persons with learning disabilities to perform academically well in school the home factor must be taken into consideration such as parents' socio-economic factors, parental involvement, parents' level of education and home location. Esonwo Emeaka Francisca | Payne Rosaline Mezoh "Home Environment as A Predictor of Academic Performance of Pupils with Learning Disabilities in Buea, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd19067.pdf Direct URL: http://www.ijtsrd.com/humanities-and-the-arts/education/19067/home-environment-as-a-predictor-of-academic-performance-of-pupils-with-learning-disabilities-in-buea-south-west-region-of-cameroon/esonwo-emeaka-francisca
Educators’ Perspectives towards Inclusion of Students with Mild to Moderate D...ijtsrd
This research deals with the perception of teachers and administrators in the inclusion of children with mild to moderate disabilities to general education classroom. General education and special education teachers together with administrators were surveyed to gather data for this quantitative study. The Inclusive School Program survey by McLesky et al. 2001 and four point Likert scale were used in the collection of data. The respondents also responded to open ended questions in order to determine what training approach is most helpful and least beneficial. There was a low correlation between the perspective of educators and the variables, age and educational level, towards inclusive education. However, there was no significant correlation between educators’ perspectives and gender and race profile in relation to inclusion of students with mild to moderate disabilities to general education. The researcher concluded that based on the assessment of educators’ perspectives, a proposed plan would be administered to enhance educator’s perspectives towards inclusion of students with mild to moderate disabilities into the general education classroom. It is recommended that professional development training for general education teachers should be conducted for them to be effective and efficient. Felipe M. Landicho "Educators’ Perspectives towards Inclusion of Students with Mild to Moderate Disabilities into the General Education Classroom" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51812.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/51812/educators’-perspectives-towards-inclusion-of-students-with-mild-to-moderate-disabilities-into-the-general-education-classroom/felipe-m-landicho
R E S E A R C H A R T I C L EPlaying Fair The Contributio.docxmakdul
R E S E A R C H A R T I C L E
Playing Fair: The Contribution of
High-Functioning Recess to Overall School
Climate in Low-Income Elementary Schools
REBECCA A. LONDON, PhDa LISA WESTRICH, MSWb KATIE STOKES-GUINAN, PhDc MILBREY MCLAUGHLIN, PhDd
ABSTRACT
BACKGROUND: Recess is a part of the elementary school day with strong implications for school climate. Positive school
climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income
elementary schools’ experiences implementing a recess-based program designed to provide safe, healthy, and inclusive play to
study how improving recess functioning can affect school climate.
METHODS: Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a
teacher survey are triangulated to understand the ways that recess changed during implementation. Comparing schools that
achieved higher- and lower-functioning recesses, we link recess functioning with school climate.
RESULTS: Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and
principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social
skill development, and emotional and physical safety. Respondents in these four schools linked these changes to improved
overall school climate.
CONCLUSIONS: Recess is an important part of the school day for contributing to school climate. Creating a positive recess
climate helps students to be engaged in meaningful play and return to class ready to learn.
Keywords: recess; school climate; play; emotional safety; physical safety.
Citation: London RA, Westrich L, Stokes-Guinan K, McLaughlin M. Playing fair: the contribution of high-functioning recess to
overall school climate in low-income elementary schools. J Sch Health. 2015; 85: 53-60.
Received on January 20, 2014
Accepted on July 9, 2014
Recess has been called ‘‘the fourth R’’
1 and is
thought to be an important part of the elementary
school day because the free play and physical activity
associated with recess are key inputs to both learning
and a well-behaved classroom.2 Play itself is so critical
for children’s healthy development that it has been
recognized by the United Nations High Commission
for Human Rights as a right of every child3 and by the
American Academy of Pediatrics as an essential part
of children’s social, emotional, cognitive, and physical
well-being, especially for those who are economically
aAssistant Director of Research and Policy, ([email protected]), Education Department, Center for Collaborative Research for an Equitable California, University of California, Santa
Cruz, 1156 High Street, Santa Cruz, CA 95064.
bFormerly Research and Policy Analyst, ([email protected]), John W. Gardner Center for Youth and Their Communities, Graduate School of Education, Stanford University,
365 Lasuen Street, Stanford, ...
Brown, sidney teachers and parents perceptions of an alternative school progr...William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
The American Library Association (ALA) (2016) defines censorship as a “change in the access status of material, based on the content of the work and made by a governing authority or its representatives. Such changes include exclusion, restriction, removal, or age/grade level changes” (para 2). Intellectual Freedom may be defined as:
the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored (ALA, 2016, para 2).
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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2. I. Introduction and Rationale
The Richmond Public School System currently offers differentiated and pull out
instruction for gifted learners in grades K-8 (Brandon, 2012). This proposal describes a
program plan that calls for the expansion of science activities and authentic learning
experiences available to gifted learners in the Richmond Public School System.
This program plan was developed in response to a needs assessment, which
demonstrated that teachers in the Richmond Public School system believed that science
instruction for gifted learners is in need of improvement. In addition, the needs
assessment determined that the teachers believed that gifted learners had limited
opportunities to explore science and the natural world in an authentic manner. This
program plan attempts to address these needs by creating an Outdoor Learning Center
and an Afterschool Outdoor Gifted Science Enrichment Program at three schools in the
Richmond Public School System. Data will be collected throughout the school year and
at the end of the school year the effects of the enrichment programs will be determined.
This program plan will create three new multiuse facilities that will be useful
learning centers not only for the gifted learners in the afterschool program but also to the
rest of the school community at each school where they are constructed. The gifted
learners in the afterschool program will benefit from eight additional hours per week of
afterschool science instruction as well as the opportunity to attend six additional field
trips over the course of the school year. The effect of this program will be to
dramatically increase gifted student engagement with science and the natural world
resulting in significant improvement in standard measures of academic success.
3. II. Documentation of Needand Description of Proposed Plan
The needs assessment surveyed teachers in the Richmond Public School System.
This needs assessment was hindered by a small sample size which most likely skewed
some of the data. For example, 100% of the respondents were female. The needs
assessment found the 66% of respondents taught in sixth grade, 33% taught in seventh
grade, and 33% taught eighth grade students. The needs assessment found that 33% of
the teachers surveyed taught gifted-identified English students, 33% of the teachers
taught special education, and 33% of the teacher taught art students. The needs
assessment found that 100% of the teachers taught at a public school.
The needs assessment found that a majority of schools represented by the teachers
surveyed were not near bodies of water. For example, 67% of teachers surveyed
indicated that their school was not within walking distance of a pond, lake, or creek,
while 33% indicated that their school was within walking distance of the James River. In
addition, the teachers surveyed indicated that their schools were not near parks or open
spaces: 33% indicated that being near a park or open space was somewhat like their
school, 33% indicated that this condition was somewhat not like their school, and 33%
indicated that this condition was not like their school. This survey data indicates that an
outdoor education program which would be require frequent trips to a park or body of
water would not be practical.
The needs assessment data on teacher attitudes towards outdoor education
indicated interest in outdoor education. The needs assessment found that 33% of teachers
agreed that they believed that outdoor education can help meet their student’s academic
needs, 33% agreed somewhat with this statement, and 33% disagreed somewhat. In
4. addition, the needs assessment determined that the surveyed teachers believed students at
their school would like to learn more about biology and the environments by directly
experiencing the natural world; 33% indicated that this statement described students at
their school, and 67% indicated that this statement somewhat described students at their
school. The needs assessment asked teachers if they believed a new afterschool program
at their school in which students learned to conduct experiments and study the natural
world outside would improve student science performance at their school; 100% agreed
somewhat with this proposal.
While the needs assessment indicated teacher interest in an outdoor education-
based afterschool program, the needs assessment also indicated that opportunities for
students to study the natural world outside were limited. When asked if most students at
their schools had never spent time exploring a forest, 33% of teachers surveyed indicated
that this statement somewhat did not describe their school, 33% of the teachers indicated
this statement did somewhat describe their school, and 33% of the teachers indicated that
this statement described their school. The needs assessment also asked the teachers if
most students at their school had never travelled to the ocean. For this statement 67% of
teachers indicated this statement somewhat described the students at their school and
33% indicated that this statement described the students at their school.
The needs assessment also found that school support for outdoor education and
science education in general at their schools were in need of improvement. When asked
if their schools had adequate extracurricular opportunities that allowed gifted students to
study science outside of the classroom only 33% of teachers agreed that this statement
described their school, while 67% of teachers felt that this statement did not describe
5. their school. When asked if their schools had afterschool programs designed for gifted
science enrichment for gifted students only 33% agreed somewhat that their school had
this program, while 67% did not agree at all that their school had this program. The
needs assessment found low levels of school support for gifted science education in the
form of field trips directly related to science education: 33% of the teachers indicated
that the school did have such field trips, while 67% indicated that their schools did not.
Finally the teachers surveyed recognized a need to improve science performance
outcomes at their schools, with 33% agreeing this need exists and 67% somewhat
agreeing this need exists.
The needs assessment revealed that teachers were interested in providing more
outdoor science education opportunities for their students and that the teachers surveyed
believed student science outcomes needed to improve. However, the needs assessment
also demonstrated that school support for gifted outdoor science enrichment was limited.
The needs assessment indicated that an outdoor education based afterschool science
enrichment program could fill a need for improved student performance and engagement
with science and the natural world.
III. ResearchReview
Gifted-identified students who are studying science derive a variety of benefits
from outdoor education. These benefits become apparent through the linkage of
environmental action and environmental education. Environmental action may be seen as
an educational approach. In this context environmental action does not focus on
modifying specific behaviors like recycling or water conservation, rather it “engages
6. youth in planning and taking action on environmental issues they find relevant” (Schusler
& Krasny, 2010).
Environmental action implemented in the context of environmental education
fosters decision-making and citizenship skills (Schusler & Krasny, 2010). A potential
benefit of environmental education is the promotion of students’ physical, intellectual,
psychological, and social wellbeing (Schusler & Krasny, 2010). Physical developmental
benefits include healthy habits such as nutrition and fitness and health risk management
(Schusler & Krasny, 2010). Intellectual developmental benefits include content
knowledge, job preparation, learning the value of hard work, and vocational skills
(Schusler & Krasny, 2010). Psychological and emotional developmental benefits include
positive self-regard, emotional self-regulation, confidence in personal efficacy, and a
sense of personal autonomy and responsibility (Schusler & Krasny, 2010). Social
developmental benefits include connectedness, and commitment to civic engagement
(Schusler & Krasny, 2010). Schusler & Krasny (2010) identified nine major themes in
which to categorize the benefits of environmental education, including “creating safe
spaces, providing structure, building relationships, bridging differences, setting
expectations, providing opportunities for meaningful contribution, supporting youth,
connecting youth with their community, and expanding horizons.”
The benefits of outdoor educational experiences may be further understood in
terms of the student’s interaction with the environment. Three main groups of
conceptions regarding the relationship of the individual to his or her environment have
been developed: egocentric, guardianship, and ecocentric (Palmberg & Kuru, 2000). In
the egocentric conception, individuals are concerned about their own health, safety, and
7. quality of life (Palmberg & Kuru, 2000). In the guardianship conception, individuals
are concerned about the future of their children and the survival of the Earth (Palmberg &
Kuru, 2000). In the ecocentric conception, individuals view humanity as an equal or
interdependent part of the environment (Palmberg & Kuru, 2000). The purpose of
outdoor educational activities “is to give pupils out-of-classroom education experiences
involving direct contact with various environments” (Palmberg & Kuru, 2000).
Outdoor educational experiences provide learning opportunities for gifted learners
that traditional educational experiences do not adequately provide. This problem is most
apparent in traditional science education. Traditional science teaching methods consist of
teacher directed instruction, rote memorization or facts, and provide little opportunity to
move around the room (Pfouts & Schultz, 2003). Outdoor education provides gifted
learners with the opportunity to access science concepts and principles by directly
interacting with materials, objects, and situations related to the science curriculum
(Pfouts & Schultz, 2003). Outdoor education gives gifted students the chance to be
active learners through the use of hands-on activities that allow them to form their own
hypotheses and to test them out through social interaction, physical manipulation, and
their own though processes (Pfouts & Schultz, 2003).
Given an understanding of the benefits of outdoor education and the interactions
with the environment outdoor education facilitates in gifted learners, the specifics of
outdoor education activities for gifted learners must be defined. One activity, which acts
as an entry point to a variety of educational experiences, is the creation of an outdoor
learning center. An outdoor learning center is a garden with a variety of uses. Students
first become engaged in the design process of the outdoor learning center. Members of
8. the community also become engaged as volunteers to help construct the outdoor learning
center. The outdoor learning center can include a variety of flowering plants to attract
pollinators as well as bird and hummingbird feeders (Pfouts & Schultz, 2003). The
outdoor learning center can also contain benches and a podium and can be used as an
outdoor classroom (Pfouts & Schultz, 2003).
An outdoor learning center requires a significant expenditure of resources and
time. For this reason the outdoor learning center must be developed with a commitment
to “whole school ownership” (Pfouts & Schultz, 2003). As many teachers as possible
should be involved in the project. In addition administrators and support staff must be
involved in the planning, development, and construction of the outdoor learning center
(Pfouts & Schultz, 2003). Most importantly members of the community should be
engaged in the project. Local organizations such as the Boy Scouts and the Girl Scouts
can be helpful by contributing to the maintenance of the outdoor learning center (Pfouts
& Schultz, 2003).
IV. Target Population to Be Addressed
Data on the enrollment of gifted students in the Richmond Public School system
exists for the 2011 to 2012 school year. The Richmond Public School System serves
23,336 students: 1% are Asian, 81% are African American, 7% are Hispanic, 10% are
White, and 1% are of two or more races (Virginia Department of Education, 2012). The
gifted-identified population makes up a small fraction of the overall school system
population; 144 students are identified as gifted, 48% are African American and 41% are
White (Virginia Department of Education, 2012). The Richmond Public School System
9. provides gifted services for students identified with general intelligence aptitude
(Brandon, 2012).
Gifted-identified students are provided with pullout resource services in grades K-
5 (Brandon, 2012). In grades 6-8 gifted-identified students have the options to take
elective courses, take International Baccalaureate (IB) courses, and to take courses for
high school credit (Brandon, 2012). In grades 9-12 gifted-identified students can
continue to take IB courses, and can apply to three specialized high schools for gifted
services including Richmond Community High School, Appomattox Regional
Governor’s School for the Arts and Technology, and Maggie L. Walker Governor’s
School for Government and International Studies.
This program plan seeks to provide an outdoor learning center and an outdoor
enrichment afterschool program to three schools that provide gifted services in the
Richmond Public School System. Because gifted learners in the Richmond public school
system attend schools that are also used by general education students the outdoor
learning centers described in this program plan must be designed with the needs of the
general education students at the targeted schools as well. In the first year of
implementation this program plan intends to build three outdoor learning centers for use
over a one-year trial period. The schools will be selected based upon the interest of
teachers and administrators as well as facilities suitable for the location and maintenance
of a community garden and outdoor classroom.
10. V. Goals of the Plan
This program plan has three primary goals. The first is to measurably increase the
engagement and academic proficiency with science of gifted learners in the Richmond
Public School System. The second is to construct three Outdoor Learning Centers at
three selected schools that will serve as centers of learning and as centers of community
engagement. The third is to construct an outdoor-based science curriculum, which will
enhance and compliment the existing science curriculum at the elementary, middle, and
high school levels.
In order to measurably increase science engagement and proficiency of the gifted
learners who enroll in this program data must be collected throughout the school year as
the program progresses. This proposal will fund the hiring of an Outdoor Enrichment
Gifted Science Coordinator. This Coordinator will develop lesson plans and activities
designed to enhance and complement the existing science curriculum. The Coordinator
will work closely with three Outdoor Enrichment Gifted Science Facilitators to deliver
this content to the students in the program and will conduct professional development
sessions for science teachers. These professional development sessions will help teachers
use the Outdoor Learning Centers and incorporate their use into lesson planning. The
Coordinators and the Facilitators will collect data on the efficacy of the program
throughout the school year. This data will include student scores on standardized tests,
student and teacher evaluations of the program, and a pre-instruction and post-
instructional assessment. This data will allow the school system’s administrators to
determine the future directions of the program.
11. This program will increase student engagement by allowing the students in the
program to design, build, and manage an Outdoor Learning Center. The creation and
management of these centers will require students to interact with content in a variety of
science fields including engineering, biology, and physics. An example of an activity
that could be conducted in the Outdoor Learning Centers is an experiment to determine
the mercury content of the soil. Students in the afterschool program will also have the
opportunity to attend six field trips throughout the year. The field trips will provide the
students with authentic learning experiences. For example, this means that students who
are learning about ecosystems will have the opportunity to visit a state park and learn
how park rangers manage the wildlife in that park. Over the course of the school year the
Outdoor Enrichment Gifted Science Coordinator and Facilitators will develop new
additions to the curriculum as they create and implement new lesson plans for the
afterschool program and for the construction and management of the Outdoor learning
Centers.
VI. Major Tasks/Activities to Be Completed
The major objectives of this program consist of two key parts. The first is to
create a multipurpose outdoor learning center. The second is to create an afterschool
science enrichment program targeting gifted students. An outdoor learning center and
afterschool science enrichment program will be created at the schools in the Richmond
Public School System for a trial period of one year.
In order to determine which schools will benefit most from this gifted science
enrichment program the Office of the Superintendent will fund three grants which will be
12. made available to all of the schools in the Richmond Public School System that serve
gifted students. The grants will consider teacher and administrator interest in accepting
the grants as well as the availability of necessary facility resources at the school sites
considered. The school sites must have an open grass lot of at least twenty by forty feet
to be used as the site of the outdoor learning center. The Office of the Superintendent
will hire an Outdoor Enrichment Gifted Science Coordinator. The Gifted Science
Coordinator will connect the afterschool science enrichment program to the Richmond
Public School System’s gifted curriculum and learning objectives. The Gifted Science
Coordinator will secure material support from the community to build the Outdoor
Learning Centers and will conduct professional development for teachers to learn how to
use the Outdoor Learning Centers to support gifted science education. The Gifted
Science coordinator will select sites for and implement field trips to be conducted as part
of the afterschool science enrichment program.
After the three school sites have been chosen funding will be provided to hire one
teacher at each school as the school’s Outdoor Enrichment Gifted Science Facilitator.
The Gifted Science Facilitator will partner with the Gifted Science Coordinator, school
administration, other faculty members, and members of the community to begin
construction of the Outdoor Learning Center. The Gifted Science Facilitator will run the
afterschool science enrichment program that will be provided to students free of charge.
Construction of the Outdoor Learning Center will occur in multiple phases. First,
the Gifted Science Facilitator will engage students in the design process of the Outdoor
Learning Center. The design phase will be integrated into the gifted science curriculum.
Construction of the Outdoor Learning Centers will occur during afterschool enrichment
13. program. Each Outdoor Learning Center will feature a garden with plant species selected
to attract pollinators. Other components will include bird and hummingbird feeders,
weather and temperature-monitoring devices such as rain gauges, sundials, barometers,
and thermometers, as well as benches and a podium for outdoor instruction. Teachers at
the selected school will have the option to use the Outdoor Learning Center to conduct
classes outside. The Outdoor Enrichment Gifted Science Coordinator will seek out
community partners to aid in construction and maintenance of the Outdoor Learning
Center.
The afterschool science enrichment program will run for two hours per day, four
days per week. Students in the program will receive advanced supplemental science
instruction developed by the Gifted Science Facilitator and implemented by the Gifted
Science Coordinator. In addition the students will attend three field trips per semester
that will focus on science and biology. These field trips could include trips to science
museums and authentic experiences such as trips to natural parks to observe park
management and wildlife monitoring.
VII. Areas of Responsibility
Office of the Superintendent
Hiring of an Outdoor Enrichment Gifted Science
Coordinator
Hiring of three Outdoor Enrichment Gifted
Science Facilitators
Provides funding for construction of three
Outdoor Learning centers
Provides funding for three afterschool outdoor
14. science enrichment programs
Receives and monitors data on the efficacy of the
Outdoor Science Gifted Enrichment Programs
School Level Administrators
Supervision of the Outdoor Enrichment Gifted
Science Facilitator
Coordination with the Outdoor Enrichment
Gifted Science Coordinator and the Outdoor
Enrichment Gifted Science Facilitator to make sure
the academic goals of the Outdoor Enrichment
Gifted Science Program are met
Outdoor Enrichment Gifted
Science Coordinator
Coordinates with School Administrators,
teachers at the selected school sites, community
members, and the Outdoor Enrichment Gifted
Science Facilitators to construct the Outdoor
Learning Centers
Conducts professional development for all
teachers involved with the Outdoor Enrichment
Gifted Science Program
Monitors Gifted Science Facilitators and assists
with delivery of content targeted for gifted science
enrichment
Assists with data collection to determine the
efficacy of the Outdoor Education Gifted Science
Enrichment Program
Attends field trips and supervises students
Creates a website to document the program
Outdoor Enrichment Gifted
Science Facilitator
Works directly with students during the
afterschool Gifted Science Enrichment Program
Collects data from students to determine the
effectiveness of the program
Attends field trips and supervises students
15. VIII. Benefits
This program plan offers direct benefits for the gifted learners enrolled in the
afterschool enrichment program. It will also benefit general education students, teachers,
and community members at the three schools chosen as the sites for the Outdoor
Learning Centers. The program can be expanded over subsequent years to cover more
students and content areas.
This program will cover gifted learners at three public schools in the school
system selected for teacher and administrator interest as well as suitability of the schools’
facilities. Gifted learners in the program will benefit from eight additional hours of
science content instruction per week. The students will also be engaged in the design,
construction, and maintenance of a long-term project: the creation and management of
the Outdoor Learning Centers. Gifted learners in the program will benefit from
attendance of six additional field trips per school year, which will be chosen for their
appropriateness as authentic learning experiences. In addition the program will be
evaluated on the basis of data collected from teachers, administrators, and students
ensuring that the benefits of the program can be measured quantitatively.
Construction of the outdoor learning centers will have tangible benefits for the
entire school community at the school where each one is created. During the building
phase of these centers teachers, students, and community members at the school sites will
have the opportunity to become involved in the project through volunteering. The
Outdoor Learning Centers will become a new multiuse school facility. These facilities
will allow teachers in many different subjects to take a break from their daily schedule
and reengage their students by holding class outside.
16. IX. Timeline
July 1, 2014 The school board office begins hiring
process for Outdoor Enrichment Gifted
Science Coordinator and three Facilitators
August 23, 2014 Dead Line for Hiring of Outdoor
Enrichment Gifted Science Coordinator
and Facilitators
August 24, 2014 Outdoor Enrichment Gifted Science
Coordinator begins designing professional
development sessions for Facilitators and
lesson plans integrating the Outdoor
Learning Center as well as lesson plans for
the Afterschool Gifted Outdoor Enrichment
Program
September 3, 2014 Student’s first day. Students are recruited
for the Afterschool Gifted Outdoor
Enrichment Program
September 10, 2014 Afterschool Gifted Outdoor Enrichment
Program Begins, the afterschool program
will run for two hours per day after school
four days per week and will feature three
relevant field trips per semester Facilitators
lead students in the design phase of the
Outdoor Learning Centers
October 3, 2014 Facilitators partner with students, other
faculty, administrators, and community
members to begin construction of Outdoor
Learning Centers
November 3, 2014 Fall Semester Construction of the Outdoor
Learning Centers is completed
January 6, 2015 Classes resume after break, Gifted Outdoor
Enrichment Program Resumes. Data is
collected on Efficacy of first semester of
the Outdoor Enrichment program. Three
field trips will be run as part of the program
this semester.
March 20, 2015 Spring Planting at Outdoor Learning
Centers Begins
June 6, 2015 Gifted Outdoor Enrichment Program ends
for the year. Coordinators and Facilitators
submit data to the Office of the
Superintendent to document the efficacy of
the program.
17. X. Documentation of Progress
Documentation of progress will come from multiple sources. Students enrolled in
the program will be assessed for science content knowledge at the beginning of the
program and at the end of each school quarter. Data will be collected from student
performance in science classes. This data will include scores on homework, tests, lab
activities, and other assignments. At each quarter students enrolled in the program will
complete a survey in which they will describe their experiences in the program and what
they believe they have accomplished and learned.
The Outdoor Enrichment Gifted Science Facilitators and the Outdoor Enrichment
Gifted Science Coordinator will work together to document the achievements of the
program. The Gifted Science Facilitators will complete a survey describing the
effectiveness of the program and will qualitatively assessment individual student
achievement in the program. The Gifted Science Coordinator will manage a website to
document the design and construction of the Outdoor Learning Centers. The Gifted
Science Coordinator will survey teachers and administrators at each of the school sites to
assess the degree to which other teachers at the school site are using the Outdoor
Learning Centers and to determine if participation in the Outdoor Gifted Science
Enrichment program has improved student performance in other academic subjects. In
addition the Gifted Science Coordinator will report data on the degree of community
involvement in the program, including material support and volunteer hours.
18. XI. Budget
Item Price
Salary for Outdoor Enrichment Gifted
Science Coordinator
45,000
Salary for three Outdoor Enrichment Gifted
Science Facilitators
18,000
Lumber for Construction of three Outdoor
Learning Centers
6,000
Plants for Fall planting at Outdoor
Learning Centers
1,200
Plants for Spring Planting at Outdoor
Learning Centers
1,500
School Bus Rental (to include salary for
driver) for 6 Field trips
2,400
Funding for student participation in field
trips
3,000
Total 77,100
19. XII. Bibliography
Brandon, Y. W. (2012) Local Plan for the Education of the Gifted. Richmond City
Public Schools. Retrieved from
http://web.richmond.k12.va.us/Portals/0/assets/Gifted/pdfs/LPEG.pdf
Palmberg, I. E., & Kuru, J. (2000). Outdoor activities as a basis for environmental
responsibility. The Journal of Environmental Education, 31(4), 32-36.
Pfouts, D. K., & Schultz, R. (2003). The benefits of outdoor learning centers for young
gifted learners. Gifted Child Today, 26(1), 56-69.
Schusler, T. M., & Krasny, M. E. (2010). Environmental action as context for youth
development, The Journal of Environmental Education, 41(4), 208-223.
Virginia Department of Education. (2012). Gifted students, statewide and by school
division, 2011-12, retrieved from http://tinyurl.com/gifted-students-data
20. XIII. Appendices
Dear Teacher,
Thank you for your hard work and for taking the time to complete this survey. The
purpose of this survey is to determine the degree to which teachers at your school
utilize outdoor education as an educational strategy. I also wish to determine your
attitudes towards outdoor education and the degree to which outdoor education
strategies are feasible in your field of instruction. I am interested in feedback from
teachers of all subject areas and grade levels.
I am a student taking a graduate course called Programs and Models in Gifted
Education with Dr. Kimberley Chandler at the College of William and Mary. This
survey may take 10 to 15 minutes to complete. Please take your time and answer
these questions honestly. Your answers will be kept anonymous. Data will be
collected in a non-personally identifiable manner. Aggregate data from this survey
will be presented to my graduate class. If you have questions about this survey or
would like more information please contact me by email or phone. Thank you very
much for your participation.
Respectfully,
Kyle Guzik
kaguzik@email.wm.edu
225-354-5411
I agree to participate in this survey on outdoor education strategies for gifted
students. I understand that participation is voluntary. I understand that my
answers will remain confidential and will be used only for the purpose of the
development of a program plan
____________________________________ ___________________________________
Signature Date
21. Outdoor Gifted Science Education Questionnaire
1. In what city is your school located?
2. What is your gender
3. How many years have you been a teacher?
4. What subjects do you currently teach?
5. At what grade level do you currently teach?
6. Please list all content areas and levels in which you are currently certified.
7. Dou any of the following apply to you:
a. School counselor
b. Gifted Education Teacher
c. Special education teacher
d. Gifted education certification
e. Special education certification
f. Teacher of gifted students
g. Parent of a gifted child
h. Other (please explain)
8. Is the school you work at
a. A public school
b. A private school
c. Other (please explain)
9. My school is with walking distance of a pond, lake, or creek.
a. Like my school
b. Somewhat life my school
c. Somewhat not like my school
d. Not like my school
e. Unknown
f. Other form of water (please describe)
22. 10. My school is within walking distance of a park or other open space
a. Like my school
b. Somewhat life my school
c. Somewhat not like my school
d. Not like my school
e. Unknown
11. I believe outdoor education can help meet my students’ academic needs.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
12. My school has adequate extracurricular opportunities that allow gifted students to
study science outside of the classroom.
a. Like my school
b. Somewhat life my school
c. Somewhat not like my school
d. Not like my school
e. Unknown
13. My school has after school programs designed for gifted science enrichment for
gifted students.
a. Like my school
b. Somewhat life my school
c. Somewhat not like my school
d. Not like my school
e. Unknown
14. My school supports gifted science education for gifted students by sponsoring
field trips related to science.
a. Like my school
b. Somewhat life my school
c. Somewhat not like my school
d. Not like my school
e. Unknown
15. Most students as my school have never travelled to the ocean.
a. Like my school
b. Somewhat life my school
c. Somewhat not like my school
23. d. Not like my school
e. Unknown
16. Most students at my school have never spent time exploring a forest.
a. Like my school
b. Somewhat life my school
c. Somewhat not like my school
d. Not like my school
e. Unknown
17. Students at my school would like to learn about biology and the environment by
directly experiencing the natural world.
a. Like my school
b. Somewhat life my school
c. Somewhat not like my school
d. Not like my school
e. Unknown
18. There is a need to improve science performance outcomes at my school.
a. Like my school
b. Somewhat life my school
c. Somewhat not like my school
d. Not like my school
e. Unknown
19. I believe a new afterschool program at my school in which students learn to
conduct experiments and study the natural world outside would improve student
science performance at my school.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
24. Needs Assessment Data
1. In what city is your school located?
Richmond (3)
2. What is your gender
Female (3)
3. How many years have you been a teacher?
2, 18, 22
4. What subjects do you currently teach?
English (1)
Special Education (1)
Art (1)
5. At what grade level do you currently teach?
6 (3)
7 (2)
8(2)
6. Please list all content areas and levels in which you are currently certified.
Art preK-12 (1)
English and Social Studies (1)
English 6-12 (1)
7. Do any of the following apply to you:
Teacher of gifted students (1)
Special education certification (1)
None of these (1)
8. Is the school you work at
A public school (3)
9. My school is with walking distance of a pond, lake, or creek.
Not Like my school (2)
Other- The James River (1)
25. 10. My school is within walking distance of a park or other open space
Somewhat like my school (1)
Somewhat not like my school (1)
Not like my school (1)
11. I believe outdoor education can help meet my students’ academic needs.
Agree (1)
Somewhat agree (1)
Somewhat disagree (1)
13. My school has adequate extracurricular opportunities that allow gifted students to
study science outside of the classroom.
Like my school (1)
Not like my school (2)
14. My school has after school programs designed for gifted science enrichment for
gifted students.
Somewhat like my school (1)
Not like my school (2)
15. My school supports gifted science education for gifted students by sponsoring field
trips related to science.
Like my school (1)
Not like my school (2)
16. Most students as my school have never travelled to the ocean.
Like my school (1)
Somewhat like my school (2)
17. Most students at my school have never spent time exploring a forest.
Like my school (1)
Somewhat like my school (1)
Somewhat not like my school (1)
18. Students at my school would like to learn about biology and the environment by
directly experiencing the natural world.
Like my school (1)
26. Somewhat like my school (2)
19. There is a need to improve science performance outcomes at my school.
Like my school (1)
Somewhat like my school (2)
20. I believe a new afterschool program at my school in which students learn to conduct
experiments and study the natural world outside would improve student science
performance at my school.
Somewhat like my school (3)