Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
388,155
result(s) for
"education program"
Sort by:
Awakening democracy through public work : pedagogies of empowerment
\"In the face of authoritarian, divisive trends and multiplying crises, when politics-as-usual is stymied, Awakening Democracy through Public Work shows it is possible to build foundations for a democratic awakening grounded in deep American traditions of a citizen-centered commonwealth.\"--Back cover.
Book
Perceived neighbourhood food environment and overweight and obesity among Supplemental Nutrition Assistance Program-Education (SNAP-Ed) participants in the Midwest US
To evaluate the relationship between neighbourhood food environment perceptions and obesity among Supplemental Nutrition Assistance Program-Education (SNAP-Ed) or Expanded Food and Nutrition Education Program (EFNEP) participants.
A cross-sectional study conducted during SNAP-Ed or EFNEP programme participation in six states in the Midwest US between May 2016 and November 2017.
Community centres, food pantries and other SNAP-Ed or EFNEP recruitment locations.
Convenience sample of 1743 low-income, adult nutrition education programme participants.
Controlling for participant location and other demographic variables, those who perceived that a large selection of fruits and vegetables were available to them were 22 % less likely to be obese (adjusted odds ratio 0·78, 95 % CI 0·63, 0·97). In addition, participants who perceived the distance to the grocery store where they purchased most of their groceries to be greater than 5 miles were 1·36 times more likely to be overweight or obese than those who travelled shorter distances for their groceries.
SNAP-Ed or EFNEP participants' weight status may be associated with their perceptions of their neighbourhood food environments. Programmes incorporating nutrition education and food access initiatives should attempt to better understand participant perceptions in order to address barriers in their efforts and to ensure that healthy food is accessible to low-income residents.
Journal Article
Situating ICT in early childhood teacher education
Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ TPACK.
Journal Article
Leadership for social justice in higher education : the legacy of the Ford Foundation International Fellowships Program
\"This book examines how the Ford Foundation International Fellowships Program, the world's largest private fellowship program in higher education, has succeeded in fostering social justice leadership over the past ten years. Top scholars from Asia Pacific, Latin America, the US, Africa, and Europe inquire into the program's development, implementation, and outcomes in their regions. They analyze the program's background, its effects on institutions, its effects on students' learning environments, and how well changes toward social justice worked. Through in-depth studies of leadership, diversity, social inclusion, and social justice in regional context, this book provides a wealth of comparative information on social justice in higher education worldwide\"-- Provided by publisher.
Book
Defining Optimal Nutrition Behaviors to Determine Benefit–Cost Ratio of Federal Nutrition Education Programs
Background/Objectives: Historically, federal investment in nutrition education programming in the U.S. has exceeded USD 500 million annually. The purpose of this study was to develop evidence-based Optimal Nutrition Behavior (ONB) criteria related to data collected by federal nutrition education programs and apply these criteria to established cost–benefit analysis methodology to determine the healthcare savings attributable to participation in these programs. Methods: A quasi-experimental study was conducted using the Eat Smart Idaho (ESI) program as a model for federal nutrition education programs (n = 78) and a matched control group (n = 78). Surveys administered at baseline and post-program collected dietary intake and physical activity behaviors. Optimal Nutrition Behaviors were defined as those behaviors that were associated with reduced chronic disease risk as determined by published meta-analyses, systematic reviews, or large cohort studies. Direct and indirect benefits generated by ESI were calculated using established methods. Results: The frequency of individuals meeting ONB criteria at post-assessment was significantly greater in the ESI group compared to control for all diseases except for colorectal cancer (p ≤ 0.05). ESI’s benefit–cost ratio of $11.62 suggests each dollar spent to administer the program results in USD 11.62 of economic benefits through chronic disease medical costs and lost earnings avoided. Conclusions: Federal funds supporting nutrition education programs contribute to reduced medical costs.
Journal Article
Special Education Tools, Concepts and Design for Children in Need
This book focuses on themes related to special education, inclusive practices, individualized instruction, and assistive technology. It is particularly relevant to undergraduate students in education and special education, providing them with a comprehensive understanding of the tools, concepts, and strategies needed to support children with diverse learning needs. Practitioners in special education gain practical insights into designing and implementing effective individualized education plans (IEPs) and leveraging assistive technologies to enhance learning outcomes. Policymakers can draw from this knowledge to develop inclusive education policies that prioritize the needs of children with disabilities, and the general public becomes more aware of the importance of inclusive and supportive educational practices for all children.
eBook
Parent-Therapist Partnership Survey: Parent Feedback and Psychometric Properties
Parents of children with disabilities are an important part of their child’s special education team. However, parents often have limited involvement in school-based therapies that are provided as part of a child’s Individualized Education Program. The field lacks tools to assess the domain and extent of parent needs for optimal engagement in their child’s special education therapies. Study one assessed the Parent-Therapist Partnership Survey’s (PTPS) (formerly known as the Needs of Parents Questionnaire -School-Based Therapy Version) measure’s clarity, fit, and comprehensiveness. Study two assessed the factor structure and internal consistency. Two factors emerged – Need to Be an Informed, Engaged Member of Their Child’s Team, and Need for Support and Guidance. Internal consistency was 0.93 for the overall scale. The PTPS can serve as a powerful measure to better identify opportunities to engage parents in school therapeutic goals while improving parent-provider collaboration in school-based therapies.
Journal Article