Break Free from Depression:Implementation and Outcomes of a School-Based Depression Awareness Program

The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classrooms participated in either an intervention or control group and completed pre-,post-,and three-month follow-up surveys.Students participating in BFFD(N=6 classrooms,166 students)demonstrated enhanced knowledge of and more adaptive attitudes towards depression compared to the control group(N=7 classrooms,155 students).Participants in the BFFD intervention also demonstrated increases in their confidence in knowing how to seek help for depression and in their intent to seek this help if needed.Slight decreases were found at a three-month follow-up in all scales except for intent to seek help.BFFD was effective regardless of gender,ethnicity,or identification as a member of the LGBTQ community.There was a delayed effect on measured constructs for Black students with gains apparent at three-month follow-up.The findings demonstrated that BFFD had a small but significant positive impact on students’knowledge,skills,and attitudes in seeking support for themselves and for others when faced with signs of depression.The implementation of depression awareness curricula in schools hold promise in promoting student mental health,and it is important to consider factors that might have an impact on outcomes.

Implementation and Insights on Science Inquiry Activities in Kindergartens Under the Concept of STEM Education

The STEM education philosophy spans across disciplines such as science,technology,engineering,and mathematics.In the context of thematic activities in kindergartens,teachers can utilize the STEM education philosophy to cultivate children’s innovative thinking qualities and practical operation skills,helping them develop a scientific inquiry spirit and skills.This paper takes the development of science inquiry activities in kindergartens as a path,exploring the significance and implementation paths of applying the STEM education philosophy in such activities.

Developing a school-based drug prevention program to overcome barriers to effective program implementation: The CLIMATE schools: Alcohol module

Although effective school-based alcohol prevention programs do exist, the overall efficacy of these programs has been compromised by implementation failure. The CLIMATE Schools: Alcohol Module was developed to overcome some of the obstacles to high fidelity program implementation. This paper details this development of the CLIMATE Schools: Alcohol Module. The development involved two stages, both of which were considered essential. The first stage, involved reviewing the literature to ensure the program was based on the most effecttive pedagogy and health promotion practice and the second stage involved collaborating with teachers, students and specialists in the area of alcohol and other drugs, to ensure these goals were realised. The final CLIMATE Schools: Alcohol Module consists of computer-driven harm minimisation program which is based on a social influence approach. The program consists of six lessons, each with two components. The first component involves students completing an interactive computer-based program, with the second consisting of a variety of individual, small group and class-based activities. This program was developed to provide an innovative new platform for the delivery of drug education and has proven to be both feasible and effective in the school environment. The success of this program is considered to be testament to this collaborative development approach.

Evaluation of a School-Based Health Education Program for Urban Indigenous Young People in Australia

The aim of this study was to investigate the effectiveness of a school-based health promotion and education program in improving knowledge, attitudes, self-efficacy and behaviours of urban Indigenous young people regarding chronic disease and associated risk factors. A mixed methods approach was adopted for this evaluation;however, this paper will focus on the quantitative aspect of the study. The Deadly Choices? health education program was delivered weekly at six education facilities in Brisbane, Australia to participants from years seven to 12 over seven weeks. One school that received the Deadly Choices program the following term acted as the control group. Questionnaire data was collected immediately pre and post intervention to assess program impact. As self-reported by participants there were mostly significant improvements over time for questions relating to knowledge, attitudes and self-efficacy regarding leadership, chronic disease and risk factors within the intervention group. There were also significant changes within the intervention group regarding breakfast frequency (P = 0.002), physical activity frequency (P ≤ 0.001), fruit (P = 0.004) and vegetable (P ≤ 0.001) intake. Overall, there were few significant differences between the control and intervention groups regarding health attitudes and behaviours;however, there were considerably more improvements relating to self-efficacy and knowledge of chronic disease and associated risk factors between groups. The program also facilitated 30 Aboriginal and Torres Strait Islander health checks for participants. Deadly Choices is an innovative and comprehensive school-based program which has great potential to improve the health outcomes of Indigenous young people in urban areas by providing education in leadership and chronic disease prevention;engaging students in physical activity participation;and collaborating with health services to facilitate health checks.

Intervention Effects of the School-Based Health Promotion Program“Join the Healthy Boat”on Motor Abilities of Children with Migration Background

Purpose: Motor abilities of migrant children show worse performance compared with children without migration background. This study investigated whether a one-year intervention, which aimed to increase physical activity (PA), could influence the motor performance of these children positively. Methods: A sub-sample of 525 migrant children (7.1 ± 0.7 years;48.6% male), participated in the study and included an intervention (IG) and control group (CG). The Dordel-Koch-Test was used to assess motor performance. An exploratory factor analysis was performed. Differences between IG and CG were examined using ANCOVA. Results: Boys in the IG showed a significant improvement in the conditional skills (F(1, 201) = 8.02, p ≤ 0.005) and girls showed a tendency towards better results. Additionally, girls showed a significant improvement in flexibility (F(1, 226) = 10.72, p ≤ 0.01) compared with the CG. Conclusion: The intervention affects parts of motor skills of migrant children significantly. Future interventions should aim at a target-group-specific promotion to get a holistic improvement in their motor abilities.

School-based physical activity interventions for children and youth:Keys for success

Given the rising trend in obesity in children and youth and age-related decline in moderate-to-vigorous-intensity physical activity(MVPA)in several Western,African,and Asian-Pacific countries^1 and strong evidence that past physical activity(PA)interventions have had only a small effect on children’s and youth’s overall activity levels,~2it is important to clarify whether school-based PA interventions warrant resource allocation.Schools represent an accessible and cost-effective

Evaluation of a Nutrition Intervention through a School-Based Food Garden to Improve Dietary Consumption, Habits and Practices in Children from the Third to Fifth Grade in Chile

Objective: Use a school-based food garden as an instrument to improve healthy dietary consumption, habits, and practices among children from the third to fifth grade in public schools in Chile. Design: Quasi-experimental, six-month intervention with an evaluation of dietary consumption, habits, and practices and use of the school-based food garden among the 3rd to 5th grade students. Setting: Two municipal schools in a low-middle income district in Santiago de Chile;one with a school garden intervention and a control school without a garden. Subjects: 155 third to fifth grade children, 63 in the intervention school and 92 in the control school (average age 10 years old, 58% boys). Results: In the intervened school, there was a significant improvement in the children’s dietary habits, such as peeling and slicing fruit (p < 0.05), making sandwiches (p < 0.05), and increased motivation to cook (p < 0.05). Fruit purchases at the school rose from 4% to 37% (p < 0.05) by the end of the intervention. Interest in growing vegetables or fruits at home increased from 48% to 70% (p < 0.05). The school children at the intervention school significantly increased their knowledge about 16 of 21 garden crops (p < 0.05), expanding the spectrum of the vegetables they can consume. There were no significant changes in the control school. Conclusions: The school-based food garden was effective in achieving change in dietary habits and practices among the third to fifth grade children. The project should be carried out for a longer period of time, so that the changes will be reflected in the students’ food consumption and nutritional status.

A research on the school-based curriculums development in collage public art education construction

Based on an analysis of the existing problems of collage public art education in China, the paper discussed the connotation ofXi＇ an physical education University constructing a ＂one foundation and two supplements ＂ public art education curriculums system with its own characteristics and personality, and generalized the principles and concrete measures we should pay attention to during development of school-based curriculum of public art education.

Research on School-based Curriculum Development Based on Manchu Cultural Inheritance in China

China is the country with pluralistic cultural background of 56 ethnic groups,Manchu is China’s second largest minority,the population is over 10 million.The history of Manchu can be traced back earliest to 7000 years ago,even so,there are not more than 100 Manchu people can speak the Manchu language,the inheritance and development of Manchu culture are in jeopardy.The article focused on how to educate Manchu culture to pupils in Manchu primary school,especially in Manchu schoolbased curriculum,exploring the present situation and effective ways of the development of Manchu school-based curriculum.

An Empirical Study of the Effect of Inquiry Teaching on the Development of High School Students'Critical Thinking Under the New Curriculum Standards

The Ministry of Education of the People’s Republic of China has issued three guideline documents to encourage inquiry teaching to help students develop their ability to question,which is a defining feature of critical thinking.Two of the documents have clearly stated that English subject teaching should focus on building students’thinking capacity.Critical thinking is an essential feature of building thinking capacity and a key element of the core competencies the English subject seeks to cultivate.This research measures the performance of students of two high school classes in the exams conducted at the beginning,in the middle,and at the end of the experiment period during which inquiry teaching was applied to enhance students’critical thinking ability.The experiment results show that inquiry teaching can improve students’academic performance in English study and help them better develop their language skills.The implementation of the inquiry design in teaching listening,reading,and writing conforms to the law that governs the development of critical thinking,and the adoption of inquiry teaching can promote the development of critical thinking.

主题探究式耕读教育实践教学体系的构建与实践

分析了我国涉农高校开展耕读教育的背景与现状,提出基于目标导向构建耕读教育实践体系与模式,遵循教育原理、农事规律与校本实际设计了主题探究教学内容,根据系统观建立了高校耕读教育完整实践体系。介绍了华南农业大学面向涉农专业、非农科专业实施耕读教育实践的具体举措,主要包括整合全校资源建设10个耕读教育训练站,构建10门主题探究式耕读教育A课程,设置47个训练项目组成耕读教育B课程等,通过10年教学实践,培养了大批高素质新农科人才,取得了一系列育人成效。

基于理想过程模型的探究学习评价——探究学习评价的新思路

在教育情境下,探究学习被定义为旨在达到特定高阶能力目标的学习过程。因此,其评价应侧重于过程取向,而非结果取向。为刻画理想的探究学习过程并保留情境信息,特别是学习目标信息,需对特定的探究学习设计进行理想过程建模,所生成的理想过程模型可作为评价实际发生的探究学习的标尺。探究学习的理想过程建模包括以下五个步骤:(1)完成探究学习的详案设计;(2)绘制探究学习活动所蕴含的知识建模图;(3)具体描述探究学习的整体过程;(4)将探究学习整个过程划分为多个环节,并绘制探究环节图;(5)将所有环节图按照探究学习的一般过程连接成一个整体,形成理想过程模型。对实际发生的探究学习也应进行上述操作,并在完成预处理后,生成探究学习的真实过程模型。通过比较真实过程模型与理想过程模型,找出差异点,依此可以评估实际发生的探究学习。这种评价方法不仅有助于了解探究学习的质量,还能为探究学习设计的改进提供反馈,更为重要的是,它可以使探究学习成为日常教学的一部分。

教师专业学习社群研究:范式、旨趣与论述

教师专业学习社群是当前教师专业发展与教师学习研究领域的一个主要议题。历经三十余年的演进,建立和发展教师专业学习社群以促进教师学习、提升学校效能已成为各主要国家教育政策与学校改革的共识。与之相应,研究者对不同情境中的教师专业学习社群也已开展了广泛且深入的探究,然而已有研究都未能系统检视教师专业学习社群研究与实践所持的价值立场、求知兴趣与研究意图。借鉴哈贝马斯所界定的认知旨趣,我们归纳了已有教师专业学习社群研究所遵循的三种研究范式(技术性、实践性与批判性研究范式)及其衍生的六种研究论述(重构论述、效能论述、社群论述、文化论述、批判论述与转变论述),总结了不同研究范式下研究者对教师专业学习社群所持的基本主张、研究重点与发展概况。基于本文所做的范式性分析,我们讨论了研究者应该如何看待三种研究范式之间的关系,并展望了不同范式中教师专业学习社群研究未来可能的发展方向。

基于计算思维培养的探究式教学模式研究

计算机学科的理论知识中蕴含着丰富的计算思维,如何将这些知识转化为解决问题的能力是目前大学生计算思维培养的核心问题。依据计算思维培养规律和探究式教学理论提出面向计算思维发展的探究式教学模式,并以“哈夫曼编码”为例进行具体的教学设计与实施。实验以计算机专业理论基础课程离散数学为例,应用Korkmaz计算思维量表进行学期前后测,同时采用比格斯的SOLO模型进行思维结构的时序追踪。研究表明,探究式教学对大学生计算思维的培养具有显著的促进作用,在符号表示、抽象概括、问题建模、协作学习维度均有显著提升,使用相关知识结构解决综合问题的能力随时间逐步提升。因此,在探究式教学过程中培养计算思维应深挖教材、选定专业探究问题,精心设计探究引导方案、避免伪探究,追踪探究过程、打开思维变化黑箱。

用T4C模式培养高阶能力:对杜威教学法的重建

约翰·杜威的五步教学法在教育领域具有重要意义。本研究重新审视了杜威的五步教学法,强调该教学法忽视的杜威哲学中的要素:民主、共同体中的交流与合作、对工具的使用、对结果的反思,以及最终作品的产生和共同体的改善。本文通过深入研究杜威著作,结合其中蕴含的其他重要要素提出了T4C模式。T4C模式强调个体的探究性学习(C1代表批判性思维和问题解决,杜威称之为反思性思维或实践)是在共同体中利用工具(Tools,如概念、技术等)以合作(C2)和交流(C3)的方式开展的。这种探究性学习的预期结果是获得创造性的新体验和新工具(C4)。T4C模式为现代社会所迫切需要的工具使用能力、批判性思维、交流能力、合作能力和创新能力等高阶能力,提供了培养框架,其本质在于用高阶能力培养高阶能力,有助于实现杜威社会政治理想中民主与教育的根本关联。

交易所问询监管与股权融资成本--基于投资者风险感知视角

本文以2013—2021年中国沪深A股上市公司为样本,从投资者风险感知视角实证检验交易所问询监管对股权融资成本的影响。结果显示:公司收到定期报告问询函后股权融资成本显著上升,并且同年收到定期报告问询函数量越多、同一份定期报告被问询次数越多、定期报告问询函中的问题总数量越多,股权融资成本上升幅度越大,说明交易所问询监管会增加投资者的风险感知,进而导致股权融资成本升高。异质性检验结果显示,当投资者专业能力较强、交易风险较大、市场化程度较低和审计质量较低时,投资者对定期报告问询函所披露风险的感知能力更强,交易所问询监管对股权融资成本的正向影响更大。进一步研究发现,作为一种非处罚性监管,交易所问询监管是处罚性监管的有力补充,二者都具有良好的市场监管效果。本文的研究结论为证券监管部门依法保护投资者合法权益和防范市场风险提供了政策参考。

基于三维质量结构模型构建神经外科患者身体约束护理质量评价指标体系

目的 构建神经外科患者身体约束护理质量评价指标,用于指导护士临床实践工作,持续改进工作流程与质量。方法 以三维质量结构模型为理论指导,通过回顾文献和专家访谈,运用Delphi专家函询法,构建神经外科患者身体约束护理质量评价指标。结果 3轮专家函询问卷的有效回收率均为100%,专家权威系数均>0.9,一、二级的协调系数分别为0.126、0.094(P<0.001),最终确定的评价指标包括一级指标3个,二级指标31个。结论 建立的评价指标科学、规范、内容全面,对神经外科患者身体约束护理质量具有指导作用。

以“学”为中心的问题式实验教学改革

基础化学实验不仅可以验证化学理论和训练实验技能,更应注重学生分析问题、解决问题能力的提升。针对基础学科拔尖学生的培养,我们本着因材施教的理念,开展了基础化学实验课程的教学内容、知识体系、教学方法的改革和实践。通过构建以“学”为中心、问题为导向的教学模式,系统提升实验教学在人才培养中的效果和作用。

物理化学课程教学创新与实践

物理化学课程内容抽象、繁杂,公式多、概念多,是一门教师难教、学生难学的课程;同时因课程理论推导多、应用实践偏少,且教学评价重结果、轻过程等痛点问题,学生对该课程的学习兴趣不足,造成学生对课程的参与度及课程目标达成度均不高。针对课程教学过程中存在的痛点,该教学革新传统教学方法,由知识传递转向基于问题、任务、案例的探究式教学,构建以问题为导向的创新教学思维;同时基于超星平台,结合PBL教学法,实行“线上+线下”混合教学,让学生由被动学习转向分析问题、解决问题的自主学习,充分感受物理化学的“有趣、有用”;教学中实施多元化评价,强化过程性考核,最终提高学生的学习效果。

年报监管问询影响公司权益资本成本吗?——基于完善金融监管的视角

基于2015—2020年A股上市公司数据,从公司权益资本成本的角度考察了中国监管问询机制带来的经济后果。研究结果表明,与未收到年报问询函的公司相比,收到年报问询函的公司在收函后面临更高的权益资本成本。在此基础上,采用中介效应检验证实了投资者信心是年报监管问询影响权益资本成本的一条有效路径。进一步分析发现,分析师不倾向于跟踪预测被出具问询函的企业,但收到重组类函件的企业在收函后权益资本成本反而更低。作为事后监管的一种重要手段,证券交易所问询函形式并未因其“非处罚性”而丧失效力,其不但有助于投资者及时调整投资决策,同时也有助于警示上市公司主动规范其信息披露行为。