Analytic Survey of State Courses of Study for Rural Elementary Schools. Charles M. Reinoehl

1924 ◽  
Vol 24 (5) ◽  
pp. 391-392
Author(s):  
A. C. Boyce
Keyword(s):  
Elementary Schools ◽  
Rural Elementary Schools

Characteristics of Effective Rural Elementary Schools for Students with Disabilities

2006 ◽  
Vol 25 (3) ◽  
pp. 3-12 ◽  
Author(s):  
Katherine M. Nagle ◽  
Glenda Hernandez ◽  
Sandra Embler ◽  
Margaret J. Mclaughlin ◽  
Frances Doh
Keyword(s):  
Elementary Schools ◽  
Students With Disabilities ◽  
Rural Elementary Schools

Using Accelerometry To Measure Physical Activity Opportunities During The School Day In Rural Elementary Schools.

2017 ◽  
Vol 49 (5S) ◽  
pp. 164
Author(s):  
Evan Hilberg ◽  
Patrick Abi Nader ◽  
John M. Schuna ◽  
Deborah John ◽  
Katherine B. Gunter
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Rural Elementary Schools ◽  
School Day

Comparison Of Accelerometer And Pedometer Measured Physical Activity In Rural Elementary Schools

2017 ◽  
Vol 49 (5S) ◽  
pp. 477
Author(s):  
Patrick Abi Nader ◽  
Evan Hilberg ◽  
John M. Schuna ◽  
Katherine B. Gunter
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Rural Elementary Schools

Teacher-Level Factors, Classroom Physical Activity Opportunities, and Children’s Physical Activity Levels

2018 ◽  
Vol 15 (9) ◽  
pp. 637-643 ◽  
Author(s):  
Patrick Abi Nader ◽  
Evan Hilberg ◽  
John M. Schuna ◽  
Deborah H. John ◽  
Katherine B. Gunter
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Cost Effective ◽  
Mixed Effects ◽  
Operating Conditions ◽  
Mixed Effects Models ◽  
Activity Levels ◽  
Item Questionnaire ◽  
Rural Elementary Schools ◽  
Children’S Physical Activity

Background: Classroom-based physical activity (CBPA) breaks are a cost-effective strategy to promote physical activity (PA) at school. Despite teachers’ critical roles in sustained implementation of CBPA breaks, few studies examined the association of teacher-level factors with student PA levels, and none focused on rural schools. Methods: We monitored children’s PA levels over 4 consecutive school days at 6 rural Oregon elementary schools with Walk4Life pedometers. During the same week, teachers recorded all student PA opportunities (recess, PE, and CBPA breaks) and answered a 26-item questionnaire about factors influencing their use of CBPA breaks. Mixed-effects models were used to associate teacher-level factors and PA opportunities with children’s moderate to vigorous PA (MVPA; in minutes per day), controlling for child-level covariates. Results: When teachers valued PA, students accumulated more MVPA (1.07 min/d; P < .01) than students of teachers reporting low PA value. Students did more MVPA (1 min/d; P < .001) when teachers agreed the school operating conditions posed barriers to providing PA than when teachers disagreed that barriers existed. PE classes contributed significantly to student’s PA levels. Conclusion: Provision of PE, increasing teacher value for PA, and further investigation of how teacher-level factors relate to students’ MVPA levels during CBPA breaks at rural elementary schools are warranted.

scholarly journals Implementation of Kentucky Nongraded Primary Program

2000 ◽  
Vol 8 ◽  
pp. 34
Author(s):  
Patricia J. Kannapel et al ◽  
Lola Aagaard ◽  
Pamelia Coe ◽  
Cynthia A. Reeves
Keyword(s):  
Elementary Schools ◽  
Qualitative Study ◽  
Case Studies ◽  
State Level ◽  
Primary Students ◽  
Positive Outcomes ◽  
Reform Effort ◽  
Rural Elementary Schools ◽  
Continuous Progress ◽  
Primary Program

We examine the development of the Kentucky nongraded primary program at the state level, and in six rural elementary schools from 1991 through 1998 (case studies of four of these schools are included in Appendix A). Data collected from our longitudinal qualitative study reveal that teachers changed their classrooms in response to the primary program mandate, and some positive outcomes occurred for students. Implementation was hampered, however, by rapid implementation timelines, failure to clearly articulate the purpose of the program and how it linked with a larger reform effort, and a firmly entrenched "graded" mindset. Currently, progress toward full implementation of a continuous progress model for primary students has stagnated. To revive the program, policymakers need to make program goals clear, demonstrate how its implementation will facilitate attainment of reform goals, and assist teachers in implementing the program as intended. (Note 1)

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