Browsing by Subject "school"
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Item Beginnig and Developing a Rural School(University of Texas at Austin, 1917-05-20) University of Texas at AustinItem The Camping Connection(Hogg Foundation for Mental Health, 1990) Smith, Bert KrugerItem Constitution and Contest Rules of the University Interscholastic League for 1957-58(University of Texas at Austin, 1957-08-01) University of Texas at AustinItem Constitution and Rules of The Interscholastic League for 1958-59(University of Texas at Austin, 1958-08-01) University of Texas at AustinItem Faces of Neglect(Hogg Foundation for Mental Health, 1988) Dubin, Bettina Adelberg; Lelong, Jacqueline; Smith, Bert KrugerItem Handbook for Teachers of Exceptional Children(University of Texas at Austin, 1947-02-15) University of Texas at AustinItem Hard Times for Lovers: Challenges Ahead for Families(Hogg Foundation for Mental Health, 1986) Coleman, Marion TolbertItem Implementation of Strategies to Increase Adolescents' Access to Fruit And Vegetables at School: Process Evaluation Findings from the Boost Study(2015-02) Aarestrup, Anne Kristine; Jorgensen, Thea Suldrup; Jorgensen, Sanne Eellegaard; Hoelscher, Deanna M.; Due, Pernille; Krolner, Rikke; Hoelscher, Deanna M.Access to fruit and vegetables (FV) is associated with adolescents' FV consumption. However, little is known about implementation of strategies to increase access to FV at schools. We examined the implementation of two environmental components designed to increase access to FV at Danish schools. Methods: We used data from 20 intervention schools involved in the school-based multicomponent Boost trial targeting 13-year-olds' FV consumption. The environmental components at school included daily provision of free FV and promotion of a pleasant eating environment. Questionnaire data was collected by the end of the nine-month intervention period among 1,121 pupils (95%), from all school principals (n = 20) and half way through the intervention period and by the end of the intervention among 114 teachers (44%). The implementation of the components was examined descriptively using the following process evaluation measures; fidelity, dose delivered, dose received and reach. Schools with stable high implementation levels over time were characterised by context, intervention appreciation and implementation of other components. Results: For all process evaluation measures, the level of implementation varied by schools, classes and over time. Dose received: 45% of pupils (school range: 13-72%, class range: 7-77%) ate the provided FV daily; 68% of pupils (school range: 40-93%, class range: 24-100%) reported that time was allocated to eating FV in class. Reach: The intake of FV provided did not differ by SEP nor gender, but more girls and low SEP pupils enjoyed eating FV together. Dose delivered: The proportion of teachers offering FV at a daily basis decreased over time, while the proportion of teachers cutting up FV increased over time. Schools in which high proportions of teachers offered FV daily throughout the intervention period were characterized by being: small; having a low proportion of low SEP pupils; having a school food policy; high teacher-and pupil intervention appreciation; having fewer teachers who cut up FV; and having high implementation of educational components. Conclusions: The appliance of different approaches and levels of analyses to describe data provided comprehension and knowledge of the implementation process. This knowledge is crucial for the interpretation of intervention effect.Item Implementing a Free School-Based Fruit and Vegetable Programme: Barriers and Facilitators Experienced by Pupils, Teachers and Produce Suppliers in the Boost Study(2014-02) Aarestrup, Anne Kristine; Krolner, Rikke; Jorgensen, Thea Suldrup; Evans, Alexandra; Due, Pernille; Tjornhoj-Thomsen, Tine; Evans, AlexandraMulti-component interventions which combine educational and environmental strategies appear to be most effective in increasing fruit and vegetable (FV) intake in adolescents. However, multi-component interventions are complex to implement and often poorly implemented. Identification of barriers and facilitators for implementation is warranted to improve future interventions. This study aimed to explore implementation of two intervention components which addressed availability and accessibility of FV in the multi-component, school-based Boost study which targeted FV intake among Danish 13-year-olds and to identify barriers and facilitators for implementation among pupils, teachers and FV suppliers. Methods: We conducted focus group interviews with 111 13-year-olds and 13 teachers, completed class observations at six schools, and conducted telephone interviews with all involved FV suppliers. Interviews were transcribed, coded and analysed using qualitative analytical procedures. Results: FV suppliers affected the implementation of the FV programme at schools and thereby pupils' intake through their timing of delivery and through the quality, quantity and variety of the delivered FV. Teachers influenced the accessibility and appearance of FV by deciding if and when the pupils could eat FV and whether FV were cut up. Different aspects of time acted as barriers for teachers' implementation of the FV programme: time spent on having a FV break during lessons, time needed to prepare FV and time spent on pupils' misbehaviour and not being able to handle getting FV. Teacher timing of cutting up and serving FV could turn into a barrier for pupils FV intake due to enzymatic browning. The appearance of FV was important for pupils' intake, especially for girls. FV that did not appeal to the pupils e. g. had turned brown after being cut up were thrown around as a part of a game by the pupils, especially boys. Girls appreciated the social dimension of eating FV together to a larger extent than boys. Conclusions: Limited time and pupils' misbehaviour were barriers for teachers' implementation. Establishing FV delivery to schools as a new routine challenged FV suppliers' implementation. Food aesthetics were important for most pupils' FV intake while the social dimension of eating FV together seemed more important to girls than boys.Item The Incidental Teaching of English(University of Texas at Austin, 1909-04-01) University of Texas at AustinItem “It'S All Inyour Head”: Black And Latinx Students' Mental Health Experiencesfrom The Perspective Of Their Counselors And Teachers(2019-05-01) Carothers, Anna Lee; Cokley, KevinThe purpose of this study was to analyze how counselors and teachers manage and perceive the mental health of black and Latinx students in a small urban school. The literature on American black and Latinx students’ mental health lacks qualitative research on how black and Latinx students’ counselors and teachers recognize their mental health problems and intervene in multiculturally sensitive ways. First, this study examined current research on how black and Latinx students’ mental health is affected by demographic stressors, ethnic identity, family, cultural stigma, and school environment. Second, this study reviewed current research on how counselors and teachers have helped their black and Latinx students’ mental health. Third, by using a case study approach, a sample of Texas charter high school’s counselors and teachers were selected for in-depth interview questions. The interviews were coded and analyzed through the interpretivist paradigm and grounded theory. The analysis showed that black and Latinx students experience unique, ethnically based mental health stressors and stigma. The research also confirmed that counselors and teachers who establish a strong, multiculturally sensitive relationship with their students and promote mental health awareness improve their black and Latinx students’ mental health. Based on the findings, it is recommended that all counselors and teachers follow the example of this case study’s educators.Item Letter to M.S. Metz from H.B. Stenzel on 1936-01-07(1936-01-07) Stenzel, H.B.Item Religious Life at the University of Texas(University of Texas at Austin, 1921-06-20) University of Texas at AustinItem A School for the Percussive Arts(Texas Tech University College of Architecture, 1996-05) English, Matthew D.Item Spelling List For Interscholastic League Spelling Contest : 1957-58 Schol Year(University of Texas at Austin, 1957-09-15) University of Texas at AustinItem Spelling List For Interscholastic League Spelling Contest : 1958-59 Schol Year(University of Texas at Austin, 1958-09-15) University of Texas at AustinItem Spelling List for Interscholastic League Spelling Contest : 1961-1962 School Year(University of Texas at Austin, 1961-07-15) University of Texas at AustinItem Spelling List for Interscholastic League Spelling Contest : 1962-1963 School Year(University of Texas at Austin, 1962-07-15) University of Texas at AustinItem Spelling List for Interscholastic League Spelling Contest : 1963-1964 School Year(University of Texas at Austin, 1963-07-15) University of Texas at AustinItem Spelling List for Interscholastic League Spelling Contest : 1964-1965 School Year(University of Texas at Austin, 1964-07-15) University of Texas at Austin