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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Safety Education; Special Education; Special Needs Students; Food Standards; Skill Analysis; Skill Development; Testing Accommodations; Accessibility (for Disabled); Best Practices; Item Analysis; Psychometrics; Nutrition Instruction; Food Service; Performance Based Assessment; Evaluation Methods; Educational Innovation; Program Effectiveness; Curriculum Evaluation
Abstract:
This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A "Food Safety Education for High School and Transition Special Needs Students" curriculum served as the basis upon which our assessment tool was developed. The project was a collaborative effort by food safety and education professionals in Connecticut, Rhode Island and Massachusetts. This USDA-funded initiative emerged from teacher-generated data that identified critical gaps in food safety knowledge and skills among students with disabilities (SWD) receiving special education services. As an adjunct to this curriculum, a Food Safety Practices Assessment Tool was developed to: 1) conduct observations of students as they demonstrate food safety practices, and 2) use this information to design classroom-based learning activities that are aligned with students' Individual Education Plans (IEP). Pilot data suggest that the tool is valid and reliable for use in a kitchen-based setting. This is the first known tool of its kind to test food safety skills of individuals with special needs in a real-world environment. Further testing is needed to determine the usefulness of the tool for broader audiences. (Contains 3 tables and 2 figures.)
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Pregnancy; Learning Disabilities; Health Services; Best Practices; Parent Education; Safety Education; Accessibility (for Disabled); Access to Information; Interviews; Educational Resources; Parent Materials; Family Life Education
Abstract:
The literature agrees that an increasing number of people who have a learning disability have children. This group of parents are expected to fit into existing health services and are disadvantaged when presented with complex information regarding pregnancy and birth. There is a dearth of information in relation to accessible information on antenatal care and consent to medical procedures for parents with learning disabilities, despite this being a recommendation by best practice guidelines on working with parents who have a learning disability (SCLD, 2009; Department of Health and the Department of Education and Skills (DoH DfES) 2007; Department of Health 2009). This project aims to redress this balance by developing accessible resources for a typical pregnancy. Thematic analysis is used to evaluate the accessibility and acceptability of the resources from a professional and service user perspective, and identified themes are discussed. Results suggest that adapted resources are helpful in supporting parents with learning disabilities to access essential information about their pregnancy and to make informed decisions about their care. They support the interaction between parents and maternity services, resulting in a more effective and efficient care process. Implications for further research and developments are discussed. (Contains 3 figures.)
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foods Instruction; Safety Education; Electronic Learning; Intervention; Focus Groups; College Students
Abstract:
In the development of an online food safety education intervention for college students, online focus groups were used to determine the appropriate format and messages. Focus groups are often used in qualitative research and formative evaluation of public health programs, yet traditional focus groups can be both difficult and expensive to coordinate. Online focus groups offer an alternative means of discovering the attitudes and opinions of hard-to-reach populations. Online focus groups were facilitated in a university-supported web-based learning environment (E-Learning Commons) with students at the University of Georgia, and students discussed questions related to food safety and Internet-based education. Focus group transcripts were categorized by responses to each of the questions, and results were reported in terms of frequency. Students identified personally relevant food safety messages, preferred delivery tools and strategies for food safety education, and known sources for food safety information. Online focus groups were found to be an effective and inexpensive means of determining students' preferences for learning about food safety using the Internet and social media. Results from the online focus groups were used to design a social media-based food safety education intervention to improve young adults' food safety attitudes, practices and knowledge. (Contains 4 figures.)
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Qualitative Research; Recidivism; Intervention; Caregivers; Young Adults; Foreign Countries; Empathy; Caregiver Attitudes; Program Effectiveness; Interviews; Participant Satisfaction; Behavior Modification; Behavior Problems; Behavior Change; Child Behavior; Developmentally Appropriate Practices; Educational Resources; Partnerships in Education; Fire Protection; Safety Education
Abstract:
A significant number of children and adolescents engage in deliberate fire setting, beyond the scope of curiosity and experimentation. Interventions developed to respond to the needs of such fire setters generally involve educational and/or psychosocial approaches. Research evaluating the effectiveness of these interventions is dominated by outcome studies which rely on recidivism rates determined by either official records or parent reports. There has however, been no process evaluation studies published. This study presents a process analysis which aimed to identify the strengths and weaknesses of a Fire Awareness and Intervention Program in New Zealand, from the perspectives of program consumers. Qualitative research methods were employed, with data being derived from in-depth interviews with young people and their parents/caregivers. The analysis indicated that (a) the FAIP was generally regarded as a positive experience, (b) practitioners' qualities of empathy and understanding are important for developing rapport with the young people and their parents, (c) education-based intervention tailored to the young person's age and developmental level is important, (d) educational resources need to be updated and used flexibly to respond appropriately to the age and developmental level of the young person, and (e) inter-agency and intra-agency relationships need to be developed and maintained, with formal arrangements for reciprocal referral systems developed in order to respond to the needs of the clients. The resulting implications for service providers, along with future research are discussed.
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Pub Date: |
2012-08-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Construction Industry; Orientation; Safety Education; Required Courses; Program Evaluation; Accident Prevention; Educational Attitudes; Attitude Change
Abstract:
Since January 1, 2007, Government legislation in Western Australia required all workers in construction to complete mandatory safety awareness training before they began work on site. During the implementation of this new legislation there was considerable resistance from the construction sector due to the mandatory nature of the training. The construction industry viewed this as an unnecessary impost as they considered that there was already sufficient safety training delivered through individual company and site inductions. In 2010, we evaluated the new Construction Induction Training (CIT) in the commercial construction sector in Western Australia to find that since 2007 there has been an unanticipated change in support for the mandatory training. The 2010 study shows a shift in the values of the safety culture for the commercial sector of the construction industry. In 2010, the industry not only supports the mandatory CIT, but is very vocal in its request to re-institute the refresher courses that were withdrawn in 2009. Indeed, 79% of respondents claimed there were measurable benefits to their business having their employees complete the CIT, while 96% claimed the CIT assisted in reducing accidents/incidents on their worksites. This 2010 study indicates that in this case, mandatory training has had a positive effect on safety culture change and gradually reduced work-related injury in the industry since 2007 to the present. The paper uses data from two studies conducted in 2006 and 2010 to highlight the unanticipated change in perception of the value of mandatory safety training in the WA construction industry to one which is positive and supportive. (Contains 1 table.)
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Agriculture; Safety; Safety Education; Agricultural Production; Tests; Standard Setting (Scoring); High School Students
Abstract:
Minimum passing scores for the Gearing Up for Safety: Production Agriculture Safety Training for Youth curriculum (Gearing Up for Safety) were set in 2006 with widely used and established procedures by efforts of subject matter experts (French, Breidenbach et al., 2007; French, Field, and Tormoehlen, 2006, 2007). While providing a research-based curriculum designed to assist in identifying youth who are ready to operate agricultural tractors and machinery, the Gearing Up for Safety curriculum also meets current requirements of the Agricultural Hazardous Occupation Orders (AgHOs) (Ortega, 2003). However, no work has been conducted to re-examine if the evaluative scores are appropriate or if adjustments should be made after field administration of the tests. The purpose of this study was to examine the appropriateness of those passing scores utilizing a compromise or adjustment method (Beuk, 1984). Although the group of experts rejected the recommendations for adjusting passing scores, the panel and researchers were able to review the empirical performance of the three test instruments as a curriculum package for the first time since the Gearing Up for Safety curriculum was developed over a decade ago. Passing standards, established from previous research, were also strengthened through research and re-evaluation (French, Field, et al., 2006, 2007). (Contains 6 figures and 4 tables.)
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