First, the alert for virtual schools.
1. TI- Impact of Virtual vs. In-Person School on Children Meeting the 24-h Movement Guidelines during the COVID-19 Pandemic.
AU- Pfledderer CD
AU- Beets MW
AU- Burkart S
AU- Adams EL
AU- Weaver RG
AU- Zhu X
AU- Armstrong B
AF- Arnold School of Public Health, University of South Carolina, Columbia, SC 29208, USA.
AF- Arnold School of Public Health, University of South Carolina, Columbia, SC 29208, USA.
AF- Arnold School of Public Health, University of South Carolina, Columbia, SC 29208, USA.
AF- Arnold School of Public Health, University of South Carolina, Columbia, SC 29208, USA.
AF- Arnold School of Public Health, University of South Carolina, Columbia, SC 29208, USA.
AF- Arnold School of Public Health, University of South Carolina, Columbia, SC 29208, USA.
AF- Arnold School of Public Health, University of South Carolina, Columbia, SC 29208, USA.
LA- English
SO- International journal of environmental research and public health; 2022 Sep 07, Vol. 19 (18), Electronic publication
TA- Int J Environ Res Public Health
IO- Int J Environ Res Public Health
YR- 2022
MD- Electronic
ME- Cited Medium: Internet
EP- 2022 Sep 07
PB- Original Publication : Basel : MDPI, c2004-
CY- Switzerland
IS- 1660-4601 (Electronic)
IS- 16604601 (ISSN-L)
PT- Journal Article
JT- 101238455
SB- MEDLINE
MH- COVID-19*/epidemiology
MH- Pandemics*
MH- Child
MH- Exercise
MH- Female
MH- Humans
MH- Male
MH- Schools
MH- Students
AA- Y
AB- The pandemic mitigation strategy of closing schools, while necessary, may have unintentionally impacted children’s moderate-to-vigorous physical activity (MVPA), sleep, and time spent watching screens. In some locations, schools used hybrid attendance models, with some days during the week requiring in-person and others virtual attendance. This scenario offers an opportunity to evaluate the impact of attending in-person school on meeting the 24-h movement guidelines. Children (N = 690, 50% girls, K-5th) wore wrist-placed accelerometers for 14 days during October/November 2020. Parents completed daily reports on child time spent on screens and time spent on screens for school. The schools’ schedule was learning for 2 days/week in-person and 3 days/week virtually. Using only weekdays (M-F), the 24-h movement behaviors were classified, and the probability of meeting all three was compared between in-person vs. virtual learning and across grades. Data for 4956 weekdays (avg. 7 d/child) were collected. In-person school was associated with a greater proportion (OR = 1.70, 95% CI: 1.33-2.18) of days that children were meeting the 24-h movement guidelines compared to virtual school across all grades. Students were more likely to meet the screen time (OR = 9.14, 95% CI: 7.05-11.83) and MVPA (OR = 1.50, 95% CI: 1.25-1.80) guidelines and less likely to meet the sleep (OR = 0.73, 95% CI: 0.62-0.86) guidelines on the in-person compared to the virtual school days. Structured environments, such as school, have a protective effect on children’s movement behaviors, especially physical activity and screen time.
GI- 5R01DK116665-04 United States DK NIDDK NIH HHS
KW- children, school-based physical activity, youth, youth physical activity promotion
LR- 20220927
EM- 20220923
DA- 20220926
UD- 20220927
UD- 20220927
DO- 10.3390/ijerph191811211
PM- 36141489
Next, the alert for cyber schools.
1. TI- Confronting Oppressive Assessments : How Parents, Educators, and Policymakers Are Rethinking Current Educational Reforms
LA- English
AU- Walter S. Polka
AU- John William McKenna
CY- Lanham
PB- Rowman & Littlefield Publishers
DT- 20160101
PT- eBook
PT- Book
DE- Educational change–United States
DE- Public schools–United States
DE- Educational accountability–Government policy–United States
DE- EDUCATION / Educational Policy & Reform / General
DE- EDUCATION / Testing & Measurement
DE- EDUCATION / Professional Development
AB- This book is about doing what’s right for public education in the United States in this age of intensive curriculum convergence, planned instructional standardization, and oppressive accountability procedures. Information is presented about why and how educators, parents, students, community members, and policy-makers have decided to protest against current state and federal educational policies and procedures. The practical experiences of parents, teachers, principals, school superintendents, school board members, and professors are analyzed in chapters of this book. Their first-hand experiences with the various components of the current reform movement are poignantly presented. Through their voices the frustrations with the serious flaws associated with this reform agenda are passionately and logically articulated. They comprehensively explain their personal and professional motivations for organizing and fomenting a rethinking in school reform implementation procedures and they advocate their “smarter approach” to school reforms in our country. The book includes key references that elucidate the need to seriously re-think the directions and strategies of contemporary schooling in order to maintain enlightened creative instruction based on exciting student-centered curriculum experiences and professional educational judgments.
IB- 9781475826807
IB- 9781475826814
OC- 957554898
AN- 1359076
Finally, I did not receive the alert for K-12 online learning.
Some rights reserved, VLN Primary School, 2022
12 Unique Blogs Are Written By Professors
Virtual School Meanderings 