The Role of School Design in Shaping Healthy Eating‐Related Attitudes, Practices, and Behaviors Among School Staff

Frerichs, Leah; Brittin, Jeri; Intolubbe-Chmil, Loren; Trowbridge, Matthew; Sorensen, Dina; Huang, Terry T.‐K.

doi:10.1111/josh.12347

Cited by 14 publications

(34 citation statements)

References 36 publications

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“…Reported impacts of school design on practice include, but are not limited to, teacher paedagogy, student engagement, student academic achievement, student attendance, school climate and healthy eating-related behaviours (e.g. Barrett et al, 2017; Frerichs et al, 2016; Imms and Byers, 2017). However, school design, build and occupancy are complex multi-agency processes where issues of continuity and conflict can arise (Tse et al, 2015).…”

Section: The School Design Contextmentioning

confidence: 99%

“…OECD's (2013) literature review suggests that there is an overall lack of empirical evidence on outcomes from collaborative or co-design new school builds. Since then a large proportion of the post-occupancy evaluation studies has further developed this evidence base by using more rigorous research methods (Barrett et al, 2017;Imms and Byers, 2017;Lau et al, 2016), focussing on more specific types of outcomes (Brittin et al, 2017;Frerichs et al, 2016;Magzamen et al, 2016Magzamen et al, , 2017, and examining the possible mediators of the correlation between a school's physical environment and student achievement (Gilavand and Hosseinpour, 2016). Some previously overlooked aspects were also explored.…”

Section: The School Design Contextmentioning

confidence: 99%

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Learning lessons from the collaborative design of guidance for new build schools

Daniels¹,

Thompson²,

Tse

et al. 2022

European Educational Research Journal

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This article focusses on the lessons learnt from the collaborative design of guidance for new build schools in England about the processes of school design, construction and occupation. The study involved headteachers, school building commissioners, teachers and wider school communities thinking about the pedagogic implications of the production of new school buildings. Professionals who had been involved with the development of new school buildings, and those currently involved, engaged in workshops to discuss their experiences of the process and designed guidance for those who would be involved in the future. This collaborative process pointed to possibilities but also significant potential risks involved in innovative school design. Theoretically, an activity theory framework was adopted to explore patterns of interaction and contradictions in the collaborative processes of the design, construction and occupation of new school builds and how these should be captured in a guidance document. We problematise the concept of innovation in the design of new build schools and the related risks. We suggest that collaborative school design calls for a new conception of collective action.

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Section: The School Design Contextmentioning

confidence: 99%

Section: The School Design Contextmentioning

confidence: 99%

Learning lessons from the collaborative design of guidance for new build schools

Daniels¹,

Thompson²,

Tse

et al. 2022

European Educational Research Journal

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show abstract

“…Online platforms create the architecture for users to communicate and connect with each other, and for producers and consumers to exchange goods and services. As various scholars have pointed out, this architecture steers how users engage, complain, review, object, follow, preview, communicate, and interact (Frerichs et al 2016;Lessig 2001;Marcus 2015). Thus, how platform architectures are designed, shapes how users fulfill their role responsibly.…”

Section: Toward Cooperative Responsibilitymentioning

confidence: 99%

Governing online platforms: From contested to cooperative responsibility

Helberger

Pierson

Poell

2017

The Information Society

195

103

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Online platforms, from Facebook to Twitter, and from Coursera to Uber, have become deeply involved in a wide range of public activities, including journalism, civic engagement, education, and transport. As such, they have started to play a vital role in the realization of important public values and policy objectives associated with these activities. Based on insights from theories about risk sharing and the problem of many hands, this article develops a conceptual framework for the governance of the public role of platforms, and elaborates on the concept of cooperative responsibility for the realization of critical public policy objectives in Europe. It argues that the realization of public values in platform-based public activities cannot be adequately achieved by allocating responsibility to one central actor (as is currently common practice), but should be the result of dynamic interaction between platforms, users, and public institutions.

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“…18–20 It also represents a modification of the school employee environment, which may be perceived as an opportunity for teachers and staff to initiate positive changes in health behaviors. 21 Therefore, the purpose of this mixed-methods outcomes evaluation was to assess the feasibility and effectiveness of a novel wellness program that provided a free on-site fitness facility and accompanying integrative wellness programming on physical, mental, and social health of teachers and school staff within an urban elementary/middle school.…”

Section: Introductionmentioning

confidence: 99%

An Onsite Fitness Facility and Integrative Wellness Program Positively Impacted Health-Related Outcomes Among Teachers and Staff at an Urban Elementary/Middle School

Parker

McArdle

Gioia

et al. 2019

Glob Adv Health Med

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BackgroundGiven the large number of obesity-focused studies conducted in schools, there is a surprising lack of data regarding teacher workplace health behaviors in the United States.ObjectiveTo determine the feasibility and effectiveness of an onsite fitness facility with a structured integrative wellness program to improve health-related outcomes among teachers and staff at an urban elementary/middle school.MethodsA 2-year mixed-methods analysis using Patient-Reported Outcomes Measurement Information System (PROMIS) measures and qualitative interviews included 39 teachers and staff employed at an urban elementary/middle school in Baltimore, Maryland. The fitness facility was dedicated exclusively to teachers and staff and the integrative wellness program included group exercise classes, yoga, mindfulness, and nutrition competitions. T tests were used to compare quantitative outcomes at baseline, the end of year 1, and the end of year 2.ResultsCompared to baseline, at year 1, there was a significant improvement in the PROMIS Sleep Disturbance score. From baseline to end of year 2, there were significant increases in the PROMIS Global Physical Health as well as significant decreases in Sleep Disturbances, Fatigue, and Social Isolation. Qualitative interviews conducted at the end of year 1 indicated that teachers who used the facility felt that it improved their mood, increased their energy, motivated them to eat healthily, and gave them opportunities to socialize with their colleagues in new ways. This impact was further enhanced in year 2.ConclusionsAn onsite fitness facility with an integrative wellness program may improve health-related outcomes among urban elementary school teachers and staff, with the greatest benefits seen after 2 years of implementation.

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The Role of School Design in Shaping Healthy Eating‐Related Attitudes, Practices, and Behaviors Among School Staff

Cited by 14 publications

References 36 publications

Learning lessons from the collaborative design of guidance for new build schools

Learning lessons from the collaborative design of guidance for new build schools

Governing online platforms: From contested to cooperative responsibility

An Onsite Fitness Facility and Integrative Wellness Program Positively Impacted Health-Related Outcomes Among Teachers and Staff at an Urban Elementary/Middle School

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