Pilot Assessment of the Scholar Checklist: A Tool for Early Childhood Health & Education (original) (raw)
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Harvest for Healthy Kids: Head Start Teachers’ Perceptions of Curriculum Usability
2015
Diets rich in fruits and vegetables are critical for overall health and well-being. The Harvest for Healthy Kids curriculum is a nutrition education curriculum designed to promote fruit and vegetable intake among young children. The curriculum is aligned with the Head Start Child Development and Early Learning Framework and is available online for free. Our study assessed the extent to which Head Start teachers found the curriculum to be usable in their classroom settings. Our results suggest that Harvest for Healthy Kids is an acceptable and feasible way to promote fruit and vegetable intake among children and teachers understand how to implement the curriculum in their classrooms. Head Start teachers may need systems-level supports, such as assistance from their supervisors, to implement the curriculum.
Quality of health literacy instruments used in children and adolescents: a systematic review
BMJ Open
Objective Improving health literacy at an early age is crucial to personal health and development. Although health literacy in children and adolescents has gained momentum in the past decade, it remains an underresearched area, particularly health literacy measurement. This study aimed to examine the quality of health literacy instruments used in children and adolescents and to identify the best instrument for field use. Design Systematic review. setting A wide range of settings including schools, clinics and communities. Participants Children and/or adolescents aged 6-24 years. Primary and secondary outcome measures Measurement properties (reliability, validity and responsiveness) and other important characteristics (eg, health topics, components or scoring systems) of health literacy instruments. results There were 29 health literacy instruments identified from the screening process. When measuring health literacy in children and adolescents, researchers mainly focus on the functional domain (basic skills in reading and writing) and consider participant characteristics of developmental change (of cognitive ability), dependency (on parents) and demographic patterns (eg, racial/ethnic backgrounds), less on differential epidemiology (of health and illness). The methodological quality of included studies as assessed via measurement properties varied from poor to excellent. More than half (62.9%) of measurement properties were unknown, due to either poor methodological quality of included studies or a lack of reporting or assessment. The 8-item Health Literacy Assessment Tool (HLAT-8) showed best evidence on construct validity, and the Health Literacy Measure for Adolescents showed best evidence on reliability. Conclusions More rigorous and high-quality studies are needed to fill the knowledge gap in measurement properties of health literacy instruments. Although it is challenging to draw a robust conclusion about which instrument is the most reliable and the most valid, this review provides important evidence that supports the use of the HLAT-8 to measure childhood and adolescent health literacy in future school-based research.
School mental health, 2024
We are developing the Equitable Screening to Support Youth (ESSY) Whole Child Screener to address concerns prevalent in existing school-based screenings that impede goals to advance educational equity using universal screeners. Traditional assessment development does not include end users in the early development phases, instead relying on a psychometric approach. In working to develop the ESSY Whole Child Screener, we are integrating a mixed methods approach with attention to consequential validity from the outset of measure development. This approach includes end users in measure development decisions. In this study, we interviewed a diverse sample of school staff (n = 7), administrators (n = 3), and family caregivers (n = 8) to solicit their perceptions of the usability of the initial draft of the ESSY Whole Child Screener. We identified three overarching themes: (1) paving the road for implementation of a whole child screener, (2) potential roadblocks to use, and (3) suggested paths forward to maximize positive intended consequences. Paving the road for implementation of a whole child screener includes subthemes related to alignment with existing initiatives, comprehensive yet efficient design, and potential positive consequences of assessing the whole child. Potential roadblocks to use includes subthemes of staff buy-in, family comfort with contextual screening items, teacher accuracy, and school capacity to provide indicated supports. Suggested paths forward to maximize positive intended consequences include clear and precise messaging to staff and families, optimizing instrumentation and data collection procedures, and strengthening connections to data interpretation and use. We discuss next steps in the design and testing of the initial measure as well as assessment development more broadly.
2021
Background. School health programs need to target all aspects of physical, psychological, and social well-being. Using a slightly modified version of the COSMIN Risk of Bias checklist, we developed and conducted the first validation of the School Health Assessment Tool for Primary Schools (SHAT-PS). Method. The exploratory sequential mixed method was used in this study. In the first phase, scientific databases were systematically searched to find school health models and instruments and 65 interviews were conducted with school stakeholders. The Colaizzi's method was used to code the qualitative data into themes. Then, a pool of items was created for each theme, rechecked by psychometric experts and then validated for content (i.e., relevance, clarity, and comprehensiveness) by psychometric experts and individuals of the target population (i.e., school personnel). In the second phase, classical test theory was utilized to analyze the validity and reliability of the resulting items from phase 1 among 400 individuals working at primary schools. Results. The coding of the interviews resulted in ten themes that we labeled based on the theoretical literature: school health policies, community connections, health education, physical activity, health services, nutrition, psychological services, physical
Self-evaluation tools for kindergartens participating in thehealth-promoting schools programme
2011
The paper presents information on self-evaluation tools for kindergartens admitted to the network of the Health-Promoting Schools Programme. Attention will be given mainly to the new tool for the evaluation of learning results. At the end of the paper, the author informs about the updated version of the INDI MS questionnaire and about preparatory work on a tool for the evaluation of process of instruction.
Development and Application of the Student Test Used in the School Health Education Evaluation
Journal of School Health, 1985
To accurately assess the hcalth knowledge, attitudes, and practices of students in grades four-seven. the staff of the School Health Education Evaluation (SHEE) project devoted extensive effort to identify a test appropriate for such assessment. An extensive literature review failed to produce an instrument sufficiently comprehensive or psychometrically sound that could be employed. In this paper, the philosophic orientation and the detailed processes followed in developing a noncumculum specific. psychometrically sound evaluation instrument for use in the study is described. Included are the bascs for the test framework, test objective development, test item review, the various mmures constructed using the test blueprint, student performance on the test battery. the psychometric qualities of the test, and suggestions for appropriate use of the final test in other school health education settings.
School health assessment tools: a systematic review of measurement in primary schools
PeerJ
Background This systematic review aimed to investigate the psychometric properties of the school health’s assessment tools in primary schools through COSMIN Risk of Bias checklist. We examined the studies that have addressed the measurement properties of school-health instruments to give a clear overview of the quality of all available tools measuring school health in primary schools. This systematic review was registered in PROPERO with the Registration ID: CRD42020158158. Method Databases of EBSCOhost, PubMed, ProQuest, Wily, PROSPERO, and OpenGrey were systematically searched without any time limitation to find all full-text English journal articles studied at least one of the COSMIN checklist measurement properties of a school-health assessment tool in primary schools. The instruments should be constructed based on a school health model. The eligible studies were assessed by COSMIN Risk of Bias checklist to report their quality of methodology for each measurement property and fo...
BMC Research Notes
Objective: Healthy habits during childhood has been of prime importance. We aimed to gather baseline information about health habits from children in kindergarten and first grade (typically ages 5-7). Our objectives were to validate the questionnaire in assessing health habits, as well as the electronic audience response system, iClicker (MPS, Gordonsville, VA), in this age group. Results: The questionnaire completed by 75 kindergarteners and 66 first graders. For the first graders, questions involving healthy choices were answered correctly 78% of the time (range 8-94%) and had 84% agreement on repeat testing (range 64-93%). Questions on diabetes were answered correctly 79% of the time (range 65-94%) and had 85% agreement on repeat testing. Crohnbach's alpha was calculated to determine the reliability of the questionnaire: on the revised kindergarten questionnaire, this ranged from 0.79 to 0.81 on Day 1 and 0.84-0.97 on Day 5; for the first graders, this ranged 0.79-0.81 on Day 1 and 0.84-0.97 on Day 5. Both kindergarteners and first graders answered the simplest of the basic knowledge questions correctly > 80% of the time, with acceptable test-retest agreement. Additionally, these children demonstrated acceptable understanding of the use of the iClicker classroom response system.
Diagnosing resources for effective learning via teacher and parent checklists
Psychological test and assessment modeling, 2015
AbstractChecklists are an economical form of diagnostic instruments and are therefore well suited to support decision making on individual fostering of students in every day school life. We developed a teacher and a parent checklist based on the theory of educational and learning capital (Ziegler & Baker, 2013), that is, assessing the students' resources for learning. A study with 5th to 8th graders demonstrated the checklists' diagnostic properties. Overall, the teacher ratings of students' capitals proved to be reliable, objective and highly valid while parent ratings turned out to be less valid. Implications and possibilities of practical usage are discussed.Keywords: educational capital, learning capital, giftedness, checklist, teacher, parentTraditionally gifted identification is person-centered and targets only single attributes of individuals as indicators of their giftedness. For example, in the famous Genetic Studies in Genius conducted by Lewis Terman at Stanfo...
American Journal of Health Education
Background: Although the connection between health behaviors and Health Education is well established, elementary Health Education (EHE) readiness and delivery has been challenging to assess. Purpose: This research was intended to develop and test a valid and reliable instrument to assess school district readiness for and delivery of EHE. The transtheoretical model was the foundation for creating the Elementary Health Education District Assessment Tool (EHE-DAT). Methods: Development occurred in 3 phases: review, pilot study, and case study. Validity was established through quantitative and qualitative jury review, a focus group, and administrator interview. For reliability, the EHE-DAT was piloted in a local school district (n = 31) and case study of a second district (n = 161). Results: The EHE-DAT was found to be reliable and valid. All scales and subscales were determined to have high levels of internal consistency (coefficient α = .739 to .927). Discussion: States and professional organizations could apply the EHE-DAT on a wider scale. The EHE-DAT is customizable for states or grade levels where EHE requirements vary from Alabama. Translation to Health Education Practice: The EHE-DAT has implications for EHE practice and accountability. By determining school district engagement in readiness behaviors and practices, it provides a starting point for bridging the gap between state standards and EHE delivery.