scholarly journals Impact of Teacher Attire on Students’ Views of Teacher Credibility, Attitude Homophily, and Background Homophily within School-based Agricultural Education Programs

2018 ◽  
Vol 59 (2) ◽  
pp. 275-288
Author(s):  
Catherine Shoulders ◽  
Lesley Smith
Keyword(s):  
Agricultural Education ◽  
Education Programs ◽  
Teacher Credibility ◽  
School Based

scholarly journals Advisory Councils in Tennessee School-Based Agricultural Education Programs

2017 ◽  
Vol 58 (2) ◽  
pp. 232-251
Author(s):  
Samantha Taylor ◽  
Christopher Stripling ◽  
Carrie Stevens ◽  
William Hart ◽  
Jeremy Falk ◽  
...  
Keyword(s):  
Agricultural Education ◽  
Education Programs ◽  
School Based ◽  
Advisory Councils

scholarly journals Best Practices of Advisory Councils for School-Based Agricultural Education Programs

EDIS ◽  
2021 ◽  
Vol 2021 (3) ◽  
Author(s):  
Tre Easterly ◽  
Debra M. Barry ◽  
Brian E. Myers ◽  
Edward W. Osborne
Keyword(s):  
Best Practices ◽  
Education Program ◽  
Agricultural Education ◽  
Advisory Council ◽  
Community Members ◽  
Education Programs ◽  
School Based ◽  
Advisory Councils ◽  
Planning Development ◽  
School Stakeholders

An advisory council is an organized group of selected business representatives, community members, and school stakeholders who provide input in the planning, development, implementation and evaluation of a school-based agricultural education program. Recommendations and best practices are provided for implementing advisory councils. Written by R. G. Easterly III, D. M. Barry, B. E. Myers, and E. W. Osborne; published by the UF/IFAS Department of Agricultural Education and Communication; 7 pp.

School-Based Education Programs for Preparing Children for Natural Hazards: A Systematic Review

2021 ◽  
pp. 1-13
Author(s):  
Hamed Seddighi ◽  
Homeira Sajjadi ◽  
Sepideh Yousefzadeh ◽  
Mónica López López ◽  
Meroe Vameghi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Natural Hazards ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
English Language ◽  
Education Programs ◽  
School Based ◽  
Disaster Education ◽  
The Difference ◽  
And Gender

Abstract Schools have a significant role in disaster education to children. This study investigates the research works about school-based education programs in order to discover challenges and best practices. We conducted a systematic review of English language papers published in peer-review journals. The search identified 2577 publications and 61 articles meeting selection criteria and included in the review. Reviewed studies indicated that disaster education in schools is effective but yet insufficient in many countries. Lack of equipment, financial resources, policy gaps, and teachers’ knowledge are common problems in programs. Main outcomes of this systematic review are showing methods used for health emergency preparedness of children of different ages and gender differences in school-based disaster preparedness, as well as the difference in their lifesaving skills in disasters. This study shows that some disaster education programs reported in the papers reviewed were not high-quality enough, which may lead to insufficient preparedness of children in disasters and consequently may put their health at risk, considering the increasing number of natural hazards.

Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools

2021 ◽  
pp. 1-44
Author(s):  
Berit M. Follong ◽  
Angeliek Verdonschot ◽  
Elena Prieto-Rodriguez ◽  
Andrew Miller ◽  
Clare E. Collins ◽  
...  
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Scoping Review ◽  
Primary Schools ◽  
Student Outcomes ◽  
Overweight And Obesity ◽  
Integrative Approach ◽  
Intervention Effectiveness ◽  
Education Programs ◽  
School Based

Abstract Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers’ program implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary school-based nutrition education programs. Six databases were searched for primary school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programs. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programs often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of program description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed.

Evaluation of Pedestrian Safety Education Programs for Young Children: A Review of Methodologies

1995 ◽  
Vol 8 (1) ◽  
pp. 42-47 ◽  
Author(s):  
Chris Gillam ◽  
Mark Stevenson
Keyword(s):  
Young Children ◽  
Selection Bias ◽  
Pedestrian Safety ◽  
Future Research ◽  
Safety Education ◽  
Education Programs ◽  
School Based ◽  
Relevant Variables ◽  
Methodological Difficulties

A review of the research methodologies used to evaluate the effectiveness of pedestrian education programs for children is presented in this paper. Since pedestrian injuries are one of the leading causes of morbidity and mortality among young children it is necessary to identify and evaluate interventions which will reduce the incidence and severity of these injuries. There are, however, many methodological difficulties to be overcome by researchers attempting to establish the merit of such programs. For example, selection bias in school-based programs, lack of strict criteria for follow-up of all subjects, and an inability to control for confounding because relevant variables are not rigorously monitored are just some of the methodological limitations. This paper identifies a number of limitations and aspects of evaluation which are of ten omitted and suggests ways in which these problems may be addressed in future research.

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