Education Commons^™

Addressing Challenges To The Reliable, Large-Scale Implementation Of Effective School Health Education, Michael J. Mann, David K. Lohrmann

Public Health and Population Science Faculty Publications and Presentations

The long-held priority of teaching young people the knowledge and skills needed for healthy living has recently been diminished in many preK-12 schools. Driven by federal and state priorities, laws, and policies associated with high-stakes testing, instruction in untested subjects has been reduced or eliminated in most schools in order to devote more attention to tested subjects, like reading, math, writing, and science. This article proposes a pathway to ensure that all children are able to learn what society knows about health. To that end, four challenges to the reliable, large-scale implementation of effective school health education are identified: (1) …

Effects Of Acute Physical Activity On Nih Toolbox-Measured Cognitive Functions Among Children In Authentic Education Settings, H. G. Calvert, J. M. Barcelona, D. Melville, L. Turner

University Author Recognition Bibliography: 2019

Introduction: Identifying a dose of physical activity (PA) that can improve cognitive function in children has important implications for school-day PA recommendations. Researchers and educators have interest in this link as it relates to both health and academic performance. This study examined the dose-response relationship between PA and improvement in cognition in a sample of fifth and sixth grade students.

Methods: Participants (n = 156) from eight classes each completed two of four different cognitive assessments on an iPad, both before and after exposure to one of four randomized, 10-min PA conditions (sedentary, light, moderate, and vigorous). Conditions …

An Exploration Of Supports For Increasing Classroom Physical Activity Within Elementary Schools, Hannah G. Calvert, Julianne A. Wenner, Lindsey Turner

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Classroom-based physical activity (CBPA) can significantly benefit students’ health and educational outcomes, but many teachers do not utilize CBPA. This study examined teachers’ perceptions about the value and impact of several approaches to support CBPA implementation, and teachers’ weekly self-reported CBPA use. Interviews were conducted with 35 classroom teachers (including those using and not using CBPA) at two public elementary schools, and CBPA tracking logs were collected on a weekly basis. Interview transcripts were interpreted through key domains within implementation science. On average, teachers reported using one activity every other day. Interview data revealed that utilizing professional collaboration time for …

Reducing Alcohol-Related Consequences Among High School Seniors: Efficacy Of A Brief, Web-Based Intervention, Diana M. Doumas, Susan Esp

Counselor Education Faculty Publications and Presentations

The authors examined the efficacy of a brief, web-based personalized feedback intervention on reducing alcohol-related consequences among high school seniors (N = 105) using a group-randomized controlled design. Results of repeated measures mixed-models analyses indicated significant intervention effects over time for alcohol-related consequences at 30-day and 6-month follow-up assessments. Drinking risk-status moderated intervention effects such that results were only significant for high-risk drinkers (i.e., students reporting initiation of heavy episodic drinking at baseline).

The Effects Of Students’ Perceptions Of Teachers’ Anti-Bullying Behavior On Bullying Vicimization: Is Sense Of School Belonging A Mediator?, Diana M. Doumas, Aida Midgett

Counselor Education Faculty Publications and Presentations

This study evaluated the influence of students’ perceptions of teachers’ anti-bullying behavior and sense of school belonging on bullying victimization among elementary school students (N = 110). We used structural equation modeling (SEM) to test a mediational model in which we hypothesized sense of school belonging would mediate the relationship between students’ perceptions of teacher behavior and bullying victimization. Results supported the mediational model, indicating students’ perceptions of teachers’ anti-bullying behavior was positively related to sense of school belonging, which in turn was related to lower levels of bullying victimization. Findings highlight the importance of teachers in fostering a …