Does School Environment Affect the Risk of Overweight in High School Students? A New Evidence from Karanganyar, Central Java, Indonesia

Background: Studies have shown that adolescent obesity is associated with greater risks of adverse health in severely obese adults. As the Basic Health Research (RISKESDAS) has reported the prevalence of overweight in adolescent aged 13-15 in Indonesia in 2013 was 10.8%. Karanganyar district is ranked fourth by the number of overweight adolescents cases in Central Java with prevalence of 8.2%. This study aimed to test the hypothesize if school environment affect the risk of overweight in high school students in Karanganyar, Central Java, Indonesia, after controlling for the counfounding factors such as socio-cultural and lifestyle factors, using multilevel analysis. Subjects and Method: This was a cross-sectional study conducted at 25 junior high schools in Karanganyar district, Central Java, in December 2017. A sample of 200 junior high school students were selected for this study by stratified sampling and fixed disease sampling. The dependent variable was overweight. The independent variables were nutritional intake, snacking habits, physical activity, self efficacy, paternal BMI, maternal BMI, peer group influence, and school environment. Body weight data was measured by digital scale. Contextual effect of school environment was measured by the number of snack sellers at school. Other data were collected by questionnaire and analyzed by multilevel analysis. Results: High nutritional intake (b= 1.56, SE= 0.73, p= 0.032), high snacking habits (b= 1.27, SE= 0.70; p= 0.069), paternal BMI ≥23 (b= 1.60; SE= 0.79; p= 0.042), maternal BMI ≥23 (b= 2.29; SE= 0.76; p=0.002), parent income ≥minimum regional wage (b= 2.17; SE= 0.76; p= 0.004), and strong peer group influence (b= 2.22; SE= 0.65; p= 0.001) increased the risk of overweight in adolescents. High self-efficacy (b= -3.61; SE= 0.75; p<0.001) and high physical activity (b= -2.92; SE= 0.80; p<0.001) decreased the risk of overweight in adolescents. Intra-class correlation= 9.92% indicating considerable contextual effect of school environment. Conclusion: School environment has a considerable contextual effect on overweight in adolescents. In addition, nutritional intake, snack habits, paternal BMI, maternal BMI, family income, and peer influence increase the risk of overweight in adolescent. Self-efficacy and high physical activity decrease the risk of overweight in adolescent. Keywords: overweight, social cultural factor, adolescents, school environmen

Impact of the prior school environment on academic achievement of students at the secondary stage in Punjab (Pakistan)

This study investigates the impact of the prior school environment on academic achievement of students at the secondary stage in Punjab (Pakistan). School environment is a very important school resource input. All the indicators of school environment collectively produce an academic environment that is helpful for the student achievement. The present school environment of a session is the prior school environment for the next session. Therefore, this study used mean of the prior five years results of SSC examination. Population of the study comprised all secondary and higher secondary schools and secondary students in Punjab. Overall, a total of 288 schools, and then 20 students from each school were randomly selected as the sample of the study. The longitudinal data of academic achievement in the form of aggregate marks of the annual examinations of the Classes VI, VII, & VIII as prior achievement and that of the Class X as academic achievement of the same students through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Pearson correlation was used to find out the relationship (association) of the prior school environment with academic achievement. Furthermore, Stepwise Regression analysis with linear function was used to find out the differential impact (causal-relationship) of the prior school environment on academic achievement. The results of the study show that the prior school environment is an important predictor of academic achievement for arts students; however, it has some insignificant positive impact on academic achievement of science students. The insignificant and weak causal-relationship for science students may be improved if the indicators of school environment are properly defined and improved up to the higher standards. Prior school environment is very helpful in producing the present school environment. In this way, both the present and the prior school environments are important. The policy implications of the study are that the prior school environment provides the accelerating or the declining trend of academic achievement of students.prior school environment; relationship (association); impact; academic achievement;

Social Media in the Dental School Environment, Part B: Curricular Considerations

The goal of this article is to describe the broad curricular constructs surrounding teaching and learning about social media in dental education. This analysis takes into account timing, development, and assessment of the knowledge, skills, attitudes, and behaviors needed to effectively use social media tools as a contemporary dentist. Three developmental stages in a student’s path to becoming a competent professional are described: from undergraduate to dental student, from the classroom and preclinical simulation laboratory to the clinical setting, and from dental student to licensed practitioner. Considerations for developing the dental curriculum and suggestions for effective instruction at each stage are offered. In all three stages in the future dentist’s evolution, faculty members need to educate students about appropriate professional uses of social media. Faculty members should provide instruction on the beneficial aspects of this communication medium and help students recognize the potential pitfalls associated with its use. The authors provide guidelines for customizing instruction to complement each stage of development, recognizing that careful timing is not only important for optimal learning but can prevent inappropriate use of social media as students are introduced to novel situations

Failure to meet aerobic fitness standards among urban elementary students

The aim of this study was to explore the relationship of aerobic fitness with the elementary school environment and student characteristics among 4th and 5th grade children attending urban public schools in St. Louis, MO, USA. This cross-sectional study was conducted during 2012–2015 and included 2381 children (mean age 10.5 y) who completed the FITNESSGRAM® 20-m Progressive Aerobic Cardiovascular Endurance Run. Healthy Fitness Zone (HFZ) was defined according to FITNESSGRAM® aerobic capacity criteria. Other student-level variables included age, race, National School Lunch Program eligibility, BMI z-score, weight status, and daily pedometer steps. School environment variables included playground features and playground safety, physical education and recess practices, and school census tract data on vacant houses and median household income. Bivariate analyses with sex stratification were used to identify student-level and school-level predictors of failure to achieve the aerobic HFZ; predictors were then included in a multivariable logistic regression model. Failure to meet the aerobic HFZ was observed among 33% of boys and 57% of girls. School environment was not predictive, but higher age and fewer daily steps were: each additional year of age was associated with 41% higher odds of failing to meet the aerobic HFZ among boys and 100% higher odds among girls. Conversely, each additional 1000 daily steps was associated with 15% (boys) and 13% (girls) lower odds of failure. Obesity posed a 60% higher risk of failure to meet HFZ among girls. These results highlight the importance of childhood physical activity opportunities, especially for girls residing in low-resource areas. Keywords: Aerobic fitness, School, Environment, Student, Child, Urban, Low-resourc

Kako ravnatelji_ce zaznavajo fzicni ucni prostor kot dejavnik pouka?

School leaders are a central factor of the quality of learning and teaching in schools. It is generally believed that the staff model their behavior on leaders, which means if school leaders understand the physical school environment to be an important factor of learning, school staff (teachers and other professional staff) will also do so. To discover how school leaders assess the school environment as a factor of learning, 150 school leaders in primary education in Slovenia were invited to complete an online questionnaire. They were asked about their views regarding to what extent their school as physical environment encouraged certain factors. Fourteen listed factors were assessed on five-point numeric scales. The results show that in their school environment, school leaders assessed ecology, movement, and respect the highest, and feelings, imagination, and space the lowest. Their estimates of the assessed factors differ depending on the type of school building (new, old, renovated) only on the factors of movement, creativity, and logic and mathematics in favour of old schools. The results provide interesting information especially for school policy and everyone involved in the planning, building, or renewal of school premises. (DIPF/Orig.

THE INFLUENCE OF ACTIVITIES EXTRACURRICULAR STUDENT ACTIVITY IN SCHOOL, SCHOOL ENVIRONMENT AND FAMILY ENVIRONMENT ON STUDENT ACHIEVEMENT LEARNING ORGANIZATION MANAGEMENT ACTIVITIES EXTRACURRICULAR SMK 3 YOGYAKARTA STATE ACADEMIC YEAR 2012/2013

This study aimed to determine: (1) Effect of activity of students in extracurricular activities at school, on student achievement organization committee extracurricular activities smk 3 yogyakarta country school year 2012/2013, (2) Effect of school environment on student achievement organization committee extracurricular activities smk 3 yogyakarta country school year 2012/2013 (3) Effect of family environment on student achievement organization committee extracurricular activities smk 3 yogyakarta country school year 2012/2013 (4) Effect of activity of students in extracurricular activities at school, the school environment and the family environment together on student achievement organization committee extracurricular activities smk 3 yogyakarta country school year 2012/2013. This research is ex-post facto descriptive correlational quantitative approach. The subjects were students extracurricular activities organization committee SMK N 3 Yogyakarta as many as 80 students. Methods of data collection and documentation using questionnaires. The validity of the research instruments is done through expert judgment and analysis of the grain which is calculated by the formula Product moment correlation. Instrument reliability was calculated using the formula Alpha Cronbrach. Test requirements analysis includes tests of normality, linearity test and multicollinearity test. Data analysis techniques are used to test the hypothesis with a simple regression analysis and multiple regression 3 predictors at significance level of 5%. The results showed that: (1) The lack of a positive and significant effect between active students in extracurricular activities (X1) on student achievement (Y), Shown with r_hitung value (0.137) which is smaller than r_tabel (.220). And t values for the 5% error level test two parties and N = 80, the obtained t table = 2.000 t value = -1.224. (2) The absence of a positive and significant influence of the school environment (X2) on student achievement (Y), Shown with r_hitung value (0.045) r_tabel (.220). (4) There is a positive and significant effect between activeness Students in Extracurricular Activities in Schools, the school environment and the family is together - similar to student learning achievement. This is indicated by the price count r> r tabel.Harga r_tabeldengan significance level of 5% and N = 80 is 0.220. price r_hitung = 0.309. Determination of the value of f 2,683. Compared with the value of F table at a significance level of 5% and 3:80 dk is equal to 2.72 then the value of F value <F table and a p value of 0.053 is greater than 0.05. keywords: student activity, extracurricular, school environment, family environment, school performanc

EFFECT OF ENVIRONMENTAL SCHOOL, LEARNING METHOD, AND MOTIVATION TO LEARN DISCIPLINE OF STUDENTS LEARN LESSON ON KETERAMPILAN KOMPUTER DAN PENGELOLAAN INFORMASI (KKPI) AT SMK NEGERI 5 YOGYAKARTA

This study aims to determine: (1), School Environment influence on Student Motivation, (2) Method of Learning effect on Student Motivation, (3) Disciplinary Learning effect on Student Motivation, and (4) School Environment, Learning Methods, Discipline and Learning jointly influential on Student Motivation in subjects SMK Negeri 5 KKPI in Yogyakarta. The subject of this study was student of class X, XI, and XII which amounted to 182 students and teachers of subjects, amounting to 6 people KKPI. Data collection technique using questionnaire method. Questionnaire method used to collect data on the Environmental Schools, Learning Method, and Discipline of Learning. Test the validity of the instrument using the formula Product Moment correlation and reliability test using the formula Croanbach's Alpha. Test requirements for data analysis using normality test, linearity, and multicollinearity tests. Hypothesis testing first, second, and third using linear regression with one predictor. The fourth hypothesis testing using multiple regression three predictors. The results showed: (1) there is positive and significant for School Environment on Student Motivation KKPI subjects in SMK Negeri 5 Yogyakarta as indicated by the determination of 0.341 and 7.038 for tcount, (2) there are positive and significant effect Learning Methods of Motivation Students learn subjects KKPI in SMK Negeri 5 Yogyakarta as indicated by the determination of 0.579 and 2.577 for tcount, (3) there are positive and significant effect Learning Discipline of Student Motivation in subjects KKPI in SMK Negeri 5 Yogyakarta as indicated by the determination of 0.349 and tcount of 10.157, and (4) there is a positive and significant influence of School Environment, and Discipline Learning Method Learning on Student Motivation in subjects KKPI in SMK Negeri 5 Yogyakarta as indicated by the coefficient of determination of 0.585 and Fcount amounted to 86.598

Road Map to Successful Chicago Schools

Based on stories from 10 Chicago schools, this report shows how some urban public schools have improved teaching and learning, upgraded the school environment and connect the school with the community

Teaching English as a Foreign Language in Indonesia: the Role of School Environment

This paper examines the important role of the school environments to facilitate English program in Indonesian primary schools. The school environment here refers to the environment inside the school: principal, teachers, and foreign language (FL) classroom; and outside the school: the students' parents and the school community. Researchers have investigated teaching English as foreign language (TEFL) in primary schools from different perspectives, such as curriculum, teacher's role, and materials; however, little attention is paid to examine school environment as an important factor to improve the quality of TEFL in Indonesia. The data is taken from the results of my Masters study investigating the implementation of Indonesian language as LOTE program in Kingsbury Primary School (KPS), Bundoora, Melbourne, Australia. Interviews, questionnaires, and observations were employed to obtain the answers as to why Indonesian language was selected as the LOTE program in KPS. The study found several factors supporting the program, and one of the findings relevant to this present investigation was the positive attitude given by the environments. The main reason why Indonesian language was taken as the LOTE program was because there were many Indonesian people who lived around the school and frequently involved in the school activities. This was believed by the school council as important linguistic evidence to establish the program. All the members of the school environment were very supportive. The non-LOTE teachers, for example, occasionally attended the course and watched their children learning Indonesian language. The purpose of doing that, according to the non-LOTE teachers, was to motivate their children to learn it seriously as the children also saw their teachers came and learnt it. The LOTE program was also made possible by the availability of a representative classroom which was fairly large for doing class activities. This classroom was designed especially for the LOTE program and it was completed with printed materials such as books, comics, posters, short stories, and audio visual aids to show the Indonesian family, life and culture. The principal, the LOTE teacher, and LOTE coordinator claimed that having such particular classroom was significant to build the students' motivation to practice the target language when coming into the LOTE classroom because they were immersed with the atmosphere inside the room in which they could read anything written in Indonesian language. Keywords: language, literature, pedagogical approaches, non-native learners

The Influence of Environment to Students’ Motivation and The Effect to Student Achievement Grade Audio Video Department SMK Muh. Kutowinangun Kebumen

This research aims to determine: 1) the influence of school environment to student achievement. 2) the influence of family environment to student achievement. 3) the influence of communities to student achievement. 4) the influence of industrial environments to student achievement. 5) the influences of students’ motivation to student achievement. (6) the influence of school environment, family environment, communities, industrial environments and students’ motivation to student achievement from student XII grade Audio Video department SMK Muh. Kutowinangun Kebumen. This research is an Ex-post facto with quantitative approach. The population is a class XII student of Audio Video department SMK Muh. Kutowinangun Kebumen school year 2011/2012 which amounts to 36 students. Methods of data collection using questionnaires Likert scale models for all variables. The validity of research instruments performed by analysis of the items calculated by the formula Product moment correlation. Reliability of the instrument calculated using Cronbach Alpha. Prior to the first data analysis conducted descriptive analysis and testing requirements analysis including tests of normality, linearity tests, and multicollinearity test. Data analysis techniques are used to test the hypothesis is a technical product moment regression analysis.. The results showed that: (1) there is a positive relationship between school environment (X1) with student achievement (Y) are indicated coefficient R = 0,335. The coefficient of determination (R2) = 0,112. (2) there is a positive relationship between family environment (X2) with student achievement (Y) are indicated coefficient R = 0,578. The coefficient of determination (R2) = 0,334. (3) there is a positive relationship between communities (X3) with student achievement (Y) are indicated coefficient R = 0,485. The coefficient of determination (R2) = 0,235. 4) there is a positive relationship between industrial environments (X4) with student achievement (Y) are indicated coefficient R = 0,367. coefficient of determination (R2) = 0,135. (5) there is a positive relationship between students’ motivation (X5) with student achievement (Y), are indicated coefficient R = 0,658. coefficient of determination (R2) = 0,434. (6) there is a positive relationship between school environment (X1), family environment (X2), between communities (X3), industrial environments (X4) and students’ motivation (X5) together in the readiness of student achievement (Y), are indicated coefficient R = 0,725. coefficient of determination (R2) = 0,526