Using research to drive policy development: A school‐based nutrition intervention

Existing meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers’ beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels.

IntroductionNutrition plays a critical role in key physiological processes related to reproduction. However, there is limited understanding of the impact of nutritional factors and interventions on the reproductive outcomes of...

BackgroundThere is limited research focused on lifestyle interventions for people living with dementia and recent systematic reviews primarily focus on the impact of exercise on cognition. However, functional abilities and quality of life (QoL) are the outcomes most consistently prioritized by people living with dementia, care partners, and healthcare professionals. We conducted a systematic review to understand the impact of two lifestyle interventions (physical activity, nutrition) on the functional abilities, quality of life, and nutritional status (nutrition interventions only) of people living with dementia living in the community. The results presented here focus on the effects of nutrition interventions.MethodSystematic literature searches for peer‐reviewed intervention studies were conducted in four databases (MEDLINE, EMBASE, Scopus, CINAHL). Articles were exported to Covidence, where duplicates were removed and two independent reviewers performed study selection, data extraction, and risk of bias assessments. A narrative synthesis was conducted.ResultSix studies met the inclusion criteria. Five studies compared nutrition interventions to usual care. Interventions included education/counselling on nutrition through various delivery modes; one study also included coaching to reduce care partner stress and encourage protein supplementation. Sample sizes (n = 12 – 946) and follow‐up periods varied substantially across studies (3 weeks – 12 months). Five studies assessed nutritional status, all of which used the Mini‐Nutritional Assessment. The two largest studies, a cluster‐randomized trial with 946 participants (intervention = 448; control=498) and a non‐randomized controlled trial with 225 participants (intervention = 151; control=74) found significantly better nutritional status in the intervention compared to control groups. Results showed no change for two studies and data collection was incomplete for one study. Other outcomes measures included: QoL (n = 2 studies), activities of daily living (ADL)/instrumental ADL (n = 3 studies), falls (n = 1 study), grip strength (n = 1 study), timed up and go test (n = 1 study), lower body strength (n = 1 study), and step test (n = 1 study).ConclusionExisting literature suggests that nutritional status can be improved through nutrition interventions, supporting a role for nutrition risk screening and intervention among people living with dementia. Additional large‐scale studies are needed to understand the impact of these interventions on nutritional status, QoL, and functional abilities while considering barriers to access.

BackgroundImmediately after birth, the porcine intestine rapidly develops morphologically, functionally, and immunologically. The jejunum, the second part of the small intestine, is of importance for nutrient uptake and immune surveillance. To study the early postnatal development of the jejunum, a meta-analysis was performed on different transcriptomic datasets. These datasets were acquired from different experimental in-house studies or from experiments described in literature of porcine jejunum mucosa. Gene expression was measured under different experimental interventions, such as nutritional intervention, at various time-points (age).ResultsThe studies included in the meta-analysis provided gene expression data for various time-points (piglet ages) for piglets that had received a treatment versus control piglets. In separate studies, treatments were administered to the sow (i.e. amoxicillin), or nutritional supplementation directly to the piglets with medium chain fatty acids (MCFAs), and oral administration of fructooligosaccharides (FOS) or a high dose of zinc-oxide, respectively. In the meta-analysis, genes were grouped into 16 clusters according to their temporal gene expression profiles for control piglets, i.e. the changes of gene expression level over time. Functional analysis showed that these temporal profile clusters had different dominant processes, such as immune related processes or barrier function. Transcriptomics data of treatment piglets was subsequently superimposed over the control temporal profiles. In this way we could investigate which temporal profile clusters (and which biological processes) were modulated by the treatments. Interestingly, not all 16 temporal profiles were modulated.ConclusionsWe showed that it is possible to re-use (publicly available) transcriptomics data and produce temporal gene expression profiles for control piglets with overexpression of genes representing specific biological processes. Subsequently, by superimposing gene expression data from (nutritional) intervention studies we observed deviations from some of these reference profile(s) and thus the plasticity of the system. By employing this meta-analysis approach we highlighted the importance of birth and weaning and the underlying biological processes.

The problem in this study is the need for understanding print journalism in Vocational High Schools (SMK). The purpose of this research is, first, understanding print journalism at the Vocational High School (SMK) level, second, conducting print journalism management training at the Vocational High School (SMK) level. The method used in this research uses qualitative methods. The approach used in this research uses a narrative approach. The data in this study were obtained from observations, interviews, and documentation at SMK Al- Mubaarok Rembang. Data collection techniques in this study used observation techniques, interview techniques, and documentation techniques. Data analysis in the study used reduction techniques, data presentation, and conclusion drawing. The results of this study are first, increasing understanding of print journalism at the Vocational High School Level (SMK), second, students understand the steps of managing print journalism at the Vocational School Level (SMK).

The Special Science for Elementary School (SSES) Program Implementation at H.N. Cahilsot Central Elementary School (HNCCES) aims to revolutionize Science and Mathematics education for Grades 4, 5, and 6 learners by offering an advanced curriculum that nurtures critical thinking, innovation, and problem-solving skills. Designed for students in the Fast Learner (FL) sections, this program equips them for the STEM track in Secondary education, positioning the school as a trailblazer in producing future-ready students. HNCCES is a well-established and thriving institution located in Barangay Calumpang, General Santos City. As the second-largest elementary school in the Division of General Santos City, serving 4,119 learners, the school boasts a long-standing tradition of academic excellence. Its accolades include high rankings in the Division Search for School Needs Data System (SNDS), participation in the Young Scientists Enrichment Program (YSEP), and recognition for student achievements in academics, sports, and co-curricular activities. These accomplishments, coupled with the school’s ongoing infrastructure improvements and resource optimizations, highlight its capacity to spearhead transformative educational programs like the SSES.The implementation of the SSES program is anchored in DepEd Order No. 57, s. 2011, which mandates the enhancement of Science and Mathematics education in public elementary schools. By introducing a specialized curriculum, the program addresses critical gaps in STEM education and bridges the pathway between elementary and high school STEM tracks. This initiative is especially important in the context of the increasing demand for quality STEM education in the division and at the school level. Through the SSES program, HNCCES aims to produce a new generation of scientifically-inclined and academically-competent students who are ready to excel in advanced Science and Mathematics education and STEM-related careers. The program’s success rests on several key presumptions outlined in the feasibility study. First, it anticipates continued enthusiasm and interest from potential beneficiaries, as evidenced by 85% of surveyed students indicating a strong willingness to participate and 90% of parents showing their full support. It is expected that the school will sustain its reputation for excellence and its ability to attract motivated and talented learners. Second, the program presumes the availability of essential resources, such as laboratory facilities, modern instructional materials, and teacher training. While existing limitations are acknowledged, these can be addressed through phased improvements, capacity-building initiatives, and collaborations with organizations like YSEP. Third, the program assumes that teachers will receive on-going training and professional development to effectively deliver the specialized curriculum. Fourth, it depends on robust engagement from the community and stakeholders, ensuring steady collaboration and support from parents, local authorities, government agencies, non-government organizations, and business sector. Other considerations include the smooth transition of SSES graduates to the STEM program of General Santos City National High School (GSCNHS). This is cognizant to the commitment of the HNCCES to align its programs with the national education objectives. Also, it aims to develop learners who have the ability to adapt to unforeseen challenges such as natural disasters or public health crises. Furthermore, it is anticipated that students will stay motivated and actively engaged in the program, with parents and the community reinforcing the importance of STEM education. Lastly, the program assumes that funding from various channels—such as the Maintenance and Other Operating Expenses (MOOE), DepEd grants, and partnerships with private organizations—will remain sufficient and sustainable. In summary, the SSES program at HNCCES is a groundbreaking initiative designed to contribute in the institutionalization of STEM education in the division, specifically at the school level. By utilizing its strong institutional foundation, forging strategic partnerships, and maintaining a commitment to educational excellence, the school is well-equipped to meet the rising demand for specialized STEM learning. This initiative not only strengthens the school’s reputation as a hub of academic distinction but also aligns with national objectives for scientific research, innovation, workforce development, and economic progress. With meticulous planning and on-going support, the SSES program is set to empower students to excel in a rapidly evolving, technology-driven world.

Restorative practices (RP) implementation requires substantial adult buy-in, time, leadership support, and resources. Limited studies have examined the implementation of RP from the perspectives of different groups of school professionals (e.g. teachers, paraprofessionals, and non-classroom staff) and their perceptions of RP implementation climate (i.e. support, efficacy, use). Fewer studies have investigated such differences in perceptions of RP support, efficacy, and utilization among school professionals at varying school levels (e.g. elementary, middle, and high school). We applied an exploratory, descriptive study design to better understand RP implementation among varying school roles and levels using a district-wide RP survey among school adults (N = 392) in a midsize urban school district in the Northeast. Perceptions of RP implementation differed by professional role, where paraprofessionals have similar levels of RP use and support compared to classroom teachers but indicate the lowest level of RP efficacy. Additionally, non-classroom staff reported the highest levels of RP support compared to paraprofessionals and teachers. Across school levels and implementation domains (support, efficacy, and use), elementary school staff reported the highest or most positive perceptions of RP implementation compared to middle and high school staff. Implications for implementing RP amongst various school roles, contexts, and levels are discussed.

Recently, the issue of teachers’ assessment literacy has been brought under the fierce discussion among scholars all over the world. Some research is intended to explore the concept and components of teachers’ assessment literacy and others are intended to propose its framework and the level of assessment literacy among the teachers from a certain level of schools. While the existing researches are mainly on the exploration of the assessment literacy among Chinese teachers from secondary schools, this research intends to explore the level of assessment literacy among teachers from levels of Chinese schools, ranging from primary schools to universities. It also intends to explore the correlation between teachers’ background information as well as their academic experience and the level of their assessment literacy. This research will provide a practical significance to teachers’ training and development.

This study examines the relationships among the school intellectual capital,the school innovation management and school competitiveness of the elementary and junior high schools, the brand-molding, and the differences of school competitiveness. The research subjects are the principals, directors, low leader and teachers of th Yilan County junior high and elementary schools. The research results are deducted from the analysis of the findings, the survey of the questionnaires, and the focus group interviews catering to the research purposes and research questions. The analysis results provide suggestions for future researches for the educational administrative institutes, for the junior high and elementary schools , and teachers. Based on previous researches, a research theoretical scaffolding was built with the focus group analysis technique. The questionnaire of the school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools, was used to draw random samples of the 1,006 principals, directors, low leader and teachers of the Yilan County. There were 886 effective questionnaires. The dada was analyzed by the Windows SPSS 18.0 statistics analysis software, analyzing the mean value and standard deviations of the view points of the subjects school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools. Analysis of variance and the Scheffe method were conducted to compare subjects from different school backgrounds and community backgrounds to decide if they have obvious differences upon school competitiveness, school intellectual capital,the school innovation management. Stepwise multiple regression analysis was used in analyzing school intellectual capital,the school innovation management and the school competitiveness. With the analyzed data from the questionnaires along with the researches and the information acquired from the interviews, the following conclusions are formed after comprehensive discussions： 1. Schools intellectual capital, innovation management research for school competitive with the times, the value and applicability. 2. Schools intellectual capital, innovation management and development of the school competitive with theoretical support. 3. Master dissertation domestic capital for innovative business school research and competitive intelligence school, are taking a positive conclusion. 4. The elementary and junior high schools intellectual capital, innovative business schools, schools at all levels are competitive and are performance level. 5. Performance in terms of male educators school intellectual capital, senior and young teachers, principals, and full-time or subject teachers, new schools and a short history of the school educational personnel, representing a higher level of consciousness of other educational personnel. 6. Higher principals than other educational personnel at the school level of perceived innovation management. 7. The degree of intellectual capital, the higher the degree of innovative business schools, their schools more competitive good. 8. Elementary, city (towns and villages) Center Area and mountainous and remote areas, relationship capital, the higher the degree of schools' competitiveness of its high schools. 9. Educators 'Masters and Ph.D.' qualifications, the lower level of consciousness competitiveness. 10. The higher the degree of intellectual capital schools, their school innovation more favorable operating performance. 11. Young and senior education officers perceived a higher degree of innovative business school, rural areas schools, moderate size of the school, the school innovation more favorable operating performance. 12. The elementary and junior high schools intellectual capital of highly positive correlation between the level of competitiveness and schools at all levels. 13. The elementary and junior high schools innovation management of highly positive correlation between the level of competitiveness and schools at all levels. 14. The elementary and junior high schools at all levels of intellectual capital and innovation management schools reached a high positive correlation between the levels. 15. The elementary and junior high schools explanatory power of intellectual capital on highly competitive schools predictive power. 16. The elementary and junior high schools to explain the power of innovative business school is highly competitive predictive power. 17. The elementary and junior high schools to explain the power of intellectual capital is a highly innovative business schools predict. 18. The elementary and junior high schools relational model of intellectual capital, innovation management and competitiveness in school, school innovation management as a mediator. Another study based on the conclusions put forward concrete proposals to enable the competent educational authority, the national primary and secondary schools, teachers and researchers subsequent reference.

Jerry Wellington’s “Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches” is a resource book for the teachers and teacher educators working in the field of science education. It has introduced the recent issues and hands on activities for teaching science primarily, considering the secondary level students. Jerry Wellington taught science at the school level and is now teaching education at the university level. The author has written so many books before and this science teaching book has been published in New York, London and Canada. It has been published in the print version and e-book version for available for all. It has tried to develop teachers as trainers and mentors. It has tried to cover the ten areas such as planning and managing, differentiation and special needs, practical work…and what it is for, investigations, Information, Communication and Technology (ICT) in science teaching and learning, building on children’s prior learning, handling controversial issues, language in science education, the nature of science, why to teach science . . . and why it is to learn¿ The writer focuses on the contemporary issues of teaching science which are seen quite relevant in the context of teaching science eduaction at both the school and university levels. The book is equally useful for university-level students who are going to be school and university-level science teachers to understand the issues of teaching and to select and use the approaches and methods for teaching science. Due to changes in society and the changes in Science and Technology, science teaching has been complex for novice secondary-level science teachers. They need to understand the recent issues and be familiar with the practical approaches. In this sense, this book provides support to the trainee science teachers on how to instruct in the classroom using innovative ways, how to use new teaching strategies for successful science teaching, how to use ICT in science teaching, how to plan science teaching, what types of questioning strategies to be used in science teaching, how to motivate students 82 A Review of Jerry Wellington’s Teaching and Learning Secondary Sci... toward knowledge construction and how to develop collaborative and cooperative though among students. This book recommends a variety of techniques including field trip, laboratory techniques, science competitions, and different ways of assessments. In this review, we have focused on three pertinent themes of the book: Arguments of teaching and learning, the beneficieries/recepients of science and the science curriculum development.

BackgroundEffective interaction between care providers and patients is crucial for the success of most medical treatments; in nutritional medical treatment, it is of paramount importance. The aim of the present study was to ascertain the role of the dietitian–patient relationship and the counseling approach in influencing individual patient decisions to adhere to counseling by persisting with nutritional treatment.MethodsWe conducted focus groups with two types of patients, namely, those who had consulted dietitians only once and those who had attended at least three appointments. We divided these two groups into 12 focus groups. In addition, in-depth interviews were held with 17 clinical dietitians. Our qualitative research was based on the perceptions of patients and dietitians.ResultsWhen the encounter between the dietitian and the patient followed the standard educational and informative approach, both the short-term nature of the interaction and the absence of an individualized therapeutic program discouraged patients from persisting with treatment. In contrast, the counseling and therapeutic nutritional approach promoted nutritional guidance through broader behavioral and lifestyle therapies. This approach appears more appropriate for chronically ill patients. The dietitians and some of the patients understand that the profession is changing from the informative and educational approach to a therapeutic counseling approach, but it is difficult for them to adapt to the new model.ConclusionMost patients appear to want individualized, not standardized, treatment. In order to change patients’ eating patterns, dietitians must adopt a more therapeutic approach and relate to patients’ cultural needs and desires to achieve sustainable results.

The HEALTHY study was a randomized, controlled, multicenter and middle school-based, multifaceted intervention designed to reduce risk factors for the development of type 2 diabetes. The study randomized 42 middle schools to intervention or control, and followed students from the sixth to the eighth grades. Here we describe the design of the HEALTHY nutrition intervention component that was developed to modify the total school food environment, defined to include the following: federal breakfast, lunch, after school snack and supper programs; a la carte venues, including snack bars and school stores; vending machines; fundraisers; and classroom parties and celebrations. Study staff implemented the intervention using core and toolbox strategies to achieve and maintain the following five intervention goals: (1) lower the average fat content of foods, (2) increase the availability and variety of fruits and vegetables, (3) limit the portion sizes and energy content of dessert and snack foods, (4) eliminate whole and 2% milk and all added sugar beverages, with the exception of low fat or nonfat flavored milk, and limit 100% fruit juice to breakfast in small portions and (5) increase the availability of higher fiber grain-based foods and legumes. Other nutrition intervention component elements were taste tests, cafeteria enhancements, cafeteria line messages and other messages about healthy eating, cafeteria learning laboratory (CLL) activities, twice-yearly training of food service staff, weekly meetings with food service managers, incentives for food service departments, and twice yearly local meetings and three national summits with district food service directors. Strengths of the intervention design were the integration of nutrition with the other HEALTHY intervention components (physical education, behavior change and communications), and the collaboration and rapport between the nutrition intervention study staff members and food service personnel at both school and district levels.

The importance of student assessment in the classroom has been increasing due to recent trends and polices on student assessment, and so has the importance of teachers’ competencies in student assessment. In this study, a self-report scale was developed to measure teachers’ competencies in student assessment. The scale is composed of 18 items including the latest student assessment polices: process-oriented assessment and standard-based achievement assessment system. The survey using the scale was conducted online and a total of 1,307 teachers participated. Among the responses, the responses of 300 teachers’ were used to validate the scale using exploratory factor analysis and confirmatory factor analysis, and those of 1007 teachers’ were used for descriptive statistics to investigate the current state of teachers’ competencies in student assessment. Based on the factor analysis, the scale consists of four factors: administering student assessment (α = 0.919), developing assessment (α = 0.913), ethics and legal process (α = 0.938), and feedback and usage for assessment results (α = 0.876). With the developed scale, teachers’ competencies in student assessment were analyzed according to the school levels, the years of educational experience, and gender. The results showed that elementary school teachers’ competencies were highest in all factors followed by middle school teachers’ and then high school teachers’. Also, there were no meaningful gender differences between the school levels in all four factors. According to the years of educational experience, the longer the teachers have served, the higher they think their competencies are. Regarding the recent student assessment policies, the mean of the items related to the process-oriented evaluation was higher than those related to the standard-achievement evaluation.

The purpose of this study is to devise a method for calculating the standard education costs of alternative schools and to calculate the standard education costs. To this end, this study develops a standard education cost calculation model based on the education cost difference. Then, this study estimates the unit cost in school, class, and student level, and calculates the standard education costs of alternative schools. The standard education cost model proposed by this study is an 'education cost difference model', which follows a below procedure: 1) selecting a standard school by school level 2) calculating the educational cost difference between alternative schools and general schools, and 3) calculating the unit cost of alternative schools by manupulating the unit cost provided by KEDI. As a result of the analysis, in the case of an alternative elementary school, the unit price for students was 1,396,000 won, the unit price for a class was 10,545,000 won, and the unit price for schools ranged from 586,008,000 won (3 classes) to 700,536,000 won (12 class). In the case of alternative middle schools, the unit price for students is 1,717,000 won, the unit price for classes is 13,081,000 won, and the unit price for schools is between 746,229,000 won (3 classes) and 874,058,000 won (12 classes). For alternative high schools, the unit price for students was 1,672,000 won, the unit price for a class was 12,432,000 won, and the unit price for schools ranged from 716,203,000 won (3 classes) to 862,324,000 won (12 classes). Based on this, this study proposes the revision of related laws so that policy makers could stably support grants essential to the curriculum and school operation of alternative schools.

Physical fitness is one of the key indicators of overall health in youth and plays an important role in decreasing the risk of a number of chronic conditions. There has been limited research on the relationship between school-level factors and young people’s physical fitness, with no studies examining school-level variation in physical fitness outcomes for children and adolescents in Croatian schools. The primary aim of this article is to examine school-level variation in a number of health and performance/skill-related physical fitness outcomes. Specifically, we tested the following hypotheses: H1: When variation in physical fitness outcomes is partitioned across schools, counties, and regions, the largest contextual variation will be attributable to the school level; H2: School-level variation in physical fitness outcomes will remain substantial even after adjusting for individual-level covariates such as sex and class, and H3: School-level variation in physical fitness outcomes will be consistently high across both elementary and secondary schools. A total of 15,106 children and adolescents from elementary and secondary schools in Croatia participated in this study. They were tested in the following areas: body size, coordination, speed, agility, flexibility, strength, power and cardio. The multilevel analysis revealed that the largest contextual variation in physical fitness outcomes is attributable to the school level, underscoring the critical role that schools play in shaping students’ physical fitness. Even after adjusting for individual-level covariates such as sex and class (grade), substantial variation between schools remained. Finally, we observed that school-level variation in physical fitness outcomes was consistently high across both elementary and secondary schools. The findings suggest that there is a need for comprehensive, multi-tiered interventions designed to guarantee that every student can access high-quality physical education and ample opportunities for physical activity.Supplementary InformationThe online version contains supplementary material available at 10.1038/s41598-025-29086-z.