The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review     

Catherine B. Woods  Kevin Volf  Liam Kelly  Blthín Casey  Peter Gelius  Sven Messing  Sarah Forberger  Jeroen Lakerveld  Joanna Zukowska  Enrique García Bengoechea  PEN consortium 《运动与健康科学(英文)》2021,10(3):263-276

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.  相似文献   

Comparison of personality profiles for intellectually gifted students and students outstanding in the fine and performing arts attending self-contained secondary schools     

Frances A. Karnes  Jane C. Chauvin  Timothy J. Trant 《Psychology in the schools》1985,22(2):122-126

The study included 199 intellectually gifted students and 176 students in the fine and performing arts who were administered the High School Personality Questionnaire. The results indicated that the gifted students obtained higher Leadership Potential scores, while the talented students scored higher in Creativity. Several significant differences were found in the personality profiles of the two groups.  相似文献   

HELIOS Education Gold Award Winner     

Frances James 《欧洲特需教育杂志》2013,28(2):222-230

ABSTRACT

This paper describes a collaborative project between the staff of twelve mainstream schools and Suffolk Local Education Authority staff which has aimed to develop differentiated teaching strategies. The project has developed teaching and assessment techniques for pupils with literacy difficulties and approaches to delivering aspects of the whole curriculum to pupils with special educational needs. The project recognizes the central importance of mainstream teachers if integration for pupils with special educational needs is to be a truly meaningful educational experience.  相似文献   

Standards-to-Standards Linkage Under Title III: Exploring Common Language Demands in ELD and Science Standards     

Alison L. Bailey  Frances A. Butler  Edynn Sato 《教育实用测度》2013,26(1):53-78

A great deal of measurement research is currently being utilized to improve instruction at the elementary and secondary levels, but many opportunities for improving utilization are still untapped. The author proposes specific approaches to increased collaboration between researchers and practitioners to meet the burgeoning research needs of the nations' schools and to assist in data-based decision-making efforts. Society's increasing demands for accurate, usable data have contributed to the urgent current need for viable, appropriate research. This need can be met only by reseachers and practitioners working together to provide answers to critical educational questions.  相似文献   

The learning worker,organizations and democracy     

Catherine Casey 《International Journal of Lifelong Education》2013,32(6):620-634

A current turn of interest in notions of the ‘learning economy’ and the ‘learning society’ is fuelling discussions on promoting education, training and learning in contemporary organizations and workplaces. Although the education of workers has been variously theorized and practised throughout the 20th century, the current debates are marked by a prevailing economic perspective that places emphasis on constructing ‘learning organizations’ and on ‘human resource’ learning in service of organizational strategies for innovation and competitive advantage in economic activities. Critics point out that economic and managerial models scarcely attend to the human subjectivity of the learner‐worker and the worker's diverse learning interests. Broader socio‐cultural ends of worker learning such as lifelong human development and participatory citizenship in democratic society are very often overlooked. This article offers a critical discussion of current conceptions of learning organizations and learning workers. It argues that the prevailing focus on techno‐economic imperatives and of obscured managerial elite interests in organizations currently circumscribe and delimit learning in production organizations. It proposes that a more comprehensive approach to learning in organizations attends explicitly to the needs and interests of workers as learning persons. Taking a longer view, it proposes that organizational and worker learning may generate not only improved work practices but may regenerate links between lifelong learning, societal democratic citizenship and civilized organizations.  相似文献   

Policy discourse analysis: negotiating gender equity     

Catherine Marshall 《教育政策杂志》2013,28(2):125-156

This analysis of activists' and bureaucrats' politicking for gender policy in Australia demonstrates the utility of discourse analysis. Feminist policy initiatives are special: they challenge hegemony and they circulate counter discourse. Policy elites try to manage and discredit them. Traditional policy frameworks are used to identify policy with policy mechanisms, policy communities, value shifts and the like. But the use of policy discourse analysis for this Australian story elicits key strategies for constructing and managing a counter narrative and maintaining a counter public of outsiders using insiders to institutionalize gender policies even as equity and social justice value priorities recede.  相似文献   

12. Calling for community in a conservative age     

Catherine A. Lugg 《教育政策杂志》2013,28(1-2):101-110

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Correspondance     

Henry Collis  Frances A Karnes  Joyce Serwatowski 《Roeper Review》2013,35(2)

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Making and Molding Identity in Schools: Student Narratives on Race,Gender, and Academic Engagement     

Catherine Rassiguier 《课程研究杂志》2013,45(5):595-598

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The Socialization of Oral English     

Frances Broehl 《Clearing house (Menasha, Wis.)》2013,86(5):275-278

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