zy zyxwvutsrqponmlk zyxwvutsrqp zyxwvutsrqp zyxwvuts Influence of School Organizational Characteristics on the Outcomes of a School Health Promotion Program Karen Weber Cullen, Tom Baranowski, Janice Baranowski, David Hebert, Carl deMoor, Marsha Davis Hearn, Ken Resnicow zyxwv zyxwvutsr zyxwvutsrqponm ABSTRACT: Resetrrc~lirr.~ u.s.se.ssedthe p ~ . ~ . ~ imoderuting hle ejjierts of scliool orgoni~rrtioiicrlclitrructeristirs ( d i o o l dimtrte. s c h o o l Iieciltl?, trnc1,joh .scitisjiiction)on outcomes ($(I readier h e d t h hehcn>iorchrriige progrmn. T/iirt!'-hi'oprihlic schools ere mtitcl~edund rundomly ~ s s i g n e deither to treatmerit or control conditions. 0r~ptini:trIional.dietun. und physiologic data bvere coll~~cted,fr(irii third to .fijih g r d e teuclrers oi'er three yecir,s. Treatment schools received N tericher wellness progrum .for /MY)years. Psychometrics oj'mo.st or,Sclrli,trtioiiol scu1e.s uchieiwl ncceptuhle 1ei~~l.s (freliubiliry. Mi-red model unu1y.se.s n'ere conducted to teJ t,fiir moderating effec.ts. Treatment schools M'itli high or;Scini~afionalclimute mid hecrltli scores reported 1iigher.fr-uit crmfjiiice mid vegeruhle consumption ( I t Yeur 2 compured M'ith i n t e n w t i o n schools with /OM, score.s. Treatment .schools with higli ,job .sutisfactio?i scores reported Iiigherfi-uit und juice und lower,fiit,food con.srimption at Y e w 3 compared with intervention schools with low scores. These meusures mcry he used as n tool to msess tlie rri\zironnient in which .school hrulth promotion programs cire presentecl. Future intenwitioris mny need to he tuilored to the or,qurii:ationul c~liortrctrristic..~ c~f.sd7ool.s.( J Sch Health. 1999;69(9):376-380) zyxwvutsrq S chools provide a unique channel for reaching both students and teachers with health promotion programs. Programs targeting teachers can reduce their chronic disease risk and health care costs, and improve morale and productivity.l-' Teacher worksite wellness programs have been included as an essential component of comprehensive school health programs." Programs targeting school children are designed to enable children to establish healthy behaviors that will reduce chronic disease risks in later life,' and such programs are an essential component of comprehensive school health education.' Whether teacher wellness programs can influence student outcomes remains controversial.l-' The construct of reciprocal determinism posits that behavior is influenced by the interaction among the environment, personal factors, and behavior.x Environmental factors have multiple dimensions (physical, social, and cultural), multiple levels of influence, and interactions across the dimensions that need to be identified to understand and change behavior. Organizational health,g organizational climate,'" and teacher j o b satisfaction" a r e characteristics of school environments that may intluence teacher behavior, teacher receptiveness to change and, thereby, the success of both student and teacher health promotion programs. A healthy school successfully meets technical (teaching/learning process), managerial (internal administrative functions), and institutional needs (connection with the environment)." When these needs are in harmony, "a healthy school successfully copes with disruptive external forces and directs its energies toward its mission."' Several indicators of a healthy school have been associated with student achievement."' School climate has been defined as "the relatively enduring quality of the school environment that is experienced by participants, affects their behavior, and is based on their collective perceptions of behavior in schools."1?A positive school climate, which relates to an effective school, may provide a means for improving school achievement.".13While measures of these constructs exist, few reports describe their psychometric characteristics, especially a m o n g culturally diverse samples of teachers. In previous research, both the global measures and subscales of the Organizational Health Inventory (OHI) and the Organizational Climate Description Questionnaire (OCDQ) were correlated with student reading, math, and writing achievement in e l e m e n t a r y ' j and secondary schools,"' and with teachers' general and personal self-efTicacy for teaching." Teachers in open-climate schools used fewer sick days in one school year than teachers in closedclimate schools." Participation in a worksite wellness program was greater for employees who reported a more positive organizational climate (measured with a different q u e s t i o n n a i r e ) than nonparticipating emp1oyees.l' Developers of the OCDQ and OH1 proposed that these measures be used as diagnostic tools for schools interested in improving effectiveness." These measures may also be useful to assess the global environment in which school health promotion programs will be presented.' Teachers who report faculty and principal support and high job satisfaction may work in environments more supportive of behavior change programs than teachers who report low support and job satisfaction. A recent report' identified the effect of a teacher wellness program on the delivery of a classroom health curriculum and on student outcomes. Organizational climate and j o b satisfaction were not directly related to student outcomes or implementation of the curriculum, and teacher risk factors were not related to the intervention. Job satisfaction, school health, and school climate may moderate the effect of teacher wellness programs. The wellness program could result in positive outcomes among well-functioning schools, but not others. This paper reports on the psychometric characteristics of measures of school organizational zyxwvutsr Karen W e b e r Cullen, DrPH, RD, L D . A.\si.stunt P r o f r s s o r ; Tom Baranowski, PhD. Professor; and Janice Baranowski, M S , RD, LD. Project Director, Dept. of Pediatrics. Baylor College of Medicine. Children's Nutrition Research Center, I 1 0 0 Bates, Houston, TX 77030: David Hebert, PhD. Resetrrch Statisticiun. Quinti1e.s. lnc.. P.O. Box 1.7979, Research Triangle Park, NC 27709-3979; Carl deMoor, PhD. Assistant Professor, Dept. of Behnviorul Science, The University qf Te.rns M.D. Anderson Cancer Center. 1515 Holcomhe Bli~d..Houston, TX 77030-4095; Marsha Davis Hearn, PhD. Assistcrnt Prqfessor. The II Universiiy of Minnesotu, College nf Education cind H ~ I J I UDevelopment. 319 Burton Hall. I78 Pillshury Drive, SE. Minneupolis. MN 55455: und Ken Resnieow, PhD, Professor, Depr. of Behnvioral Scienc,es und Hrulth Education, The Rollins School of Public Heulth, Emor?; Universitj~.1518 Clifton Rond, NE, Atlanrci, GA 30322. Thi.s article w'as submitted April 13, 1999, and revised und ciccepted,for publicariort August 20. 1999. 376 Journal of School Health November 1999, Vol. 69, No. 9 z zyxwvut zyxwvutsrqpo health and climate and teacher job satisfaction, and on the possible moderating influence of school organizational characteristics on the outcomes of a teacher wellness program on teacher and student behavioral outcomes. METHODS Procedures Design. Data were obtained from the Teachwell (TW) project, testing the effects of a teacher wellness p r ~ g r a m . ~ . " The primary hypothesis specified that providing a teacher wellness program would improve teachers' implementation of a nutrition education curriculum for children." Thirtytwo Atlanta a r e a p u b l i c s c h o o l s were m a t c h e d and randomly assigned to either treatment or control conditions. Baseline organizational, dietary, and physiologic data were collected from third-, fourth-, and fifth-grade teachers during winter 1993. Treatment schools (n=16) received a teacher wellness program. All teachers were trained in and implemented the Gimme 5 curriculum for their students during these years." Midprogram data were collected in winter 1994 and post-program data collected i n winter 1995. Teacher participation was completely voluntary. The project was approved by the lnstitutional Review Board, and all teachers signed informed consent. Teacher Zntervention. Treatment schools ( n = 16) received the Johnson and Johnson Live for Life0 program. In Year I , teachers were offered 36 health workshops (about one per week based on a needs assessment of teachers the prior spring), addressing such topics as weight loss, healthful diet, blood pressure control, and stress management, each approximately 30 minutes i n length. In Year 2, 18 workshops were offered, and in weeks when workshops were not offered. wellness counselors conducted school- wide campaigns, such as offering health risk appraisals and information targeted at specific health issues identified by teachers as important i n weeks when workshops were offered. Participants received personalized feedback incorporating their baseline physiologic results and incentives for attending classes and increasing exercise. An exercise program also was offered i n each school, usually two to three times per week after No special environmental support or school policy changes were implemented to support the program. Measures Organizational Climate. The Organizational Climate Description Questionnaire (OCDQ) for Elementary Schools was used to measure school climate." The 42-item inventory generates six component scores and the global measure. Each item is measured with a four-point Likert scale (l=rarely occurs to 4=very frequently occurs). Three component scales are related to principal behaviors (Supportive, Restrictive, Directive) and three are related to teacher behavior (Collegial, Intimate, and Disengaged). Organizational Health. The Organizational Health Inventory (OHI)lyemploys 37 items, each measured with a four-point Likert scale ( l = r a r e l y occurs to 4= very frequently occurs). The OH1 generates five component scales: Teacher Affiliation, Collegial Leadership, Resource Influence, Institutional Integrity, and Academic Emphasis and a global measure. Job Satisfaction. T h e Brayfield and Roth J o b Satisfaction scale employs 18 items, each measured with a five-point Likert scale ( I=strongly agree to 5= strongly disagree) and generates one scale.'" It measures global (or general) satisfaction or dissatisfaction with specific features zyxwvut zyx Table 1 Means, Standard Deviations, and School lntraclass Correlations (ICC) of School Organizational Health, Climate, and Job Satisfaction Scales for Each of Three Years (for the cohort of teachers completing questionnaires and food records) ~ ~~ Variable Mean Job Satisfaction 43.57 (1 1.51) 0.02 43.21 (1 1.74) 0.09 41.95 Mean Year 2 n =214 School (SD) ICC Mean 23.57 19.16 14.51 21.85 16.21 7.04 (7.02) (5.80) (3.81) (4.28) (3.93) (2.27) 0.1 1 0.40 0.18 0.15 0.04 0.04 23.32 20.00 14.62 21.72 15.92 7.44 (6.84) (5.51) (3.67) (4.33) (3.92) (2.44) 0.18 0.41 0.09 0.22 0.07 0.05 25.64 15.06 24.69 9.26 22.78 (7.06) (4.59) (5.10) (2.84) (5.46) 0.14 0.29 0.23 0.13 0.19 27.77 15.72 24.79 9.20 22.58 (7.58) (3.89) (4.59) (2.46) (5.08) 0.21 0.06 0.14 0.06 0.21 (SD) ICC (1 1.20) 0.00 24.29 20.07 14.21 22.09 16.63 7.40 (6.38) (5.90) (3.80) (4.33) (3 (2.53) 0.23 0.39 0.10 0.35 0.13 0.21 28.76 14.97 25.05 9.37 22.62 V.00) 0.22 0.21 0.19 0.13 0.25 Organizational Climate Supportive Behavior Directive Behavior Restrictive Behavior Collegial Behavior Intimate Behavior Disengaged Behavior Organizational Health Collegial Leadership Institutional Integrity Resource Influence Academic Emphasis Teacher Affiliation Journal of School Health ~ Year 3 n = 214 School Year 1 n=184 School (SD) ICC zyxw zyx zy ~ .a) (4.23) (5.16) (2.76) (5.83) November 1999, Vol. 69,No. 9 377 of the organization (“how people feel about different jobs”). Dietary Intake. Dietary intake was assessed with selfadministered seven-day food records (covering five weekdays and two weekend days). Teachers received a packet that contained instructions, a sample completed form, and seven blank forms, along with a 20-minute training. Project staff returned approximately eight days later to collect forms, answer questions, clarify missing or incomplete diary data, and distribute an incentive (up to $25 if all forms were completed). Trained dietitians abstracted the number of fruit, juice, and vegetable servings, low fat practices, high fat cooking methods, and fat-added and high-fat foods. This method has been found to provide a reliable record of food intake among adults.Ix Exercise Habits. Teachers completed a seven-day exercise diary during the same days as the diet diary, and procedures for the training and collection of the exercise diaries was similar to that conducted for the diet diaries. Teachers were asked to record the day of the week, level of effort (none, light, moderate, or hard), and the duration of activity in minutes, for six activities: walking; running or jogging; aerobic activity such as aerobic dance or step bench; bicycling; climbing chairs or stair machine; heavy housework such as vacuuming; and two “other” categories for which activities could be recorded for each day. Exercise diaries were used to generate three outcome variables for the week: total minutes of physical activity, the metabolic equivalents (MET) for all activities, and kilocalories of energy expenditure. Reliability of this measure has been reported elsewhere.” zyxwvuts lated. Correlation coefficients were “corrected” for measurement error by dividing by the square root of the reliability ICC.” School and teacher (nested in school) were considered random effects. Treatment and control school I C C differences were d e t e r m i n e d by a Fisher’s Transformation procedure. Between-school ICCs were calculated to assess the variability associated with schools. To assess construct validity, Pearson correlations were computed between baseline teacher health outcomes, diet and physical activity behaviors, and school organizational scales. Because analyses with individual scales produced uninterpretable results, all subscales within the major scales were combined to form three global scales: organizational health, organizational climate, and job satisfaction. This approach was similar to analyses conducted by the scale developer. ‘‘I A mixed model analysis with school as a random factor was fit using a nested model procedure (PROC MIXED in SAS) using interaction terms (organizational variable x treatment x year) to determine if school characteristics (baseline o r change) moderated the effect of the health behavior change program on teacher behaviors. Graphs of significant interaction effects (organizational variable x treatment x year) were constructed to assist in explaining results. Multiple comparison tests were conducted on significant results. Alpha probability levels of 0.05 or lower were considered significant. zyxwv zyxwvutsrqp zy RESULTS Of 3 16 eligible third through fifth grade teachers in Year 1, 233 (74%) participated in baseline data collection. The teacher cohort was 98% female, 74% White, 26% AfricanAmerican, 67% married, and their mean age was approximately 41 years. Characteristics of the full sample have been reported elsewhere.’.” In Year 2, 82% (268 of the eligible 329) and in Year 3 79% (257 of 325) participated in the evaluation. Follow-up data in Years 2 and 3 were collected Statistical Analyses Descriptive statistics for the variables were calculated. Internal consistency was assessed using Cronbach’s alpha coefficient, and reliability intraclass correlation coefficients (ICC) across the three years of measurement were calcu- Table 2 Cronbach Alphas and Reliability lCCs Across the Three Years for the Organizational Characteristics Scales Instrument Job Satisfaction Organizational Climate Supportive Principal Directive Principal Restrictive Principal Collegial Teacher Behavior-Intimate Teacher Behavior-DisengagedTeacher Organizational Health Institutional Integrity Collegial Leadership Resource Influence Teacher Affiliation Academic Emphasis 378 Journal of School Health #items Year1 n=184 a Year2 n=214 a zyxwvu zyxwv zyx Year 3 n=214 a 18 .90 .91 .89 9 9 5 8 7 4 .91 .81 .77 .73 .73 .49 .91 .77 .76 .70 .73 .55 .88 .80 .76 .71 .73 .61 6 10 7 9 5 .81 .92 .87 .90 .78 .75 .93 .83 .87 .71 .79 .92 .87 .89 .77 ICC ICC Intervention Control ICC Intervention (corrected) ICC Control (corrected) .74 .69 .90 .87 .59 .60 .81 .82 .84 .66 .62 .58 .48 .52 .59 .69 .61 .49 .83 .81 .73 .76 .81 .87 .82 .74 .50 .60 .49 .76 .67 .52 .52 .68 .70 .57 .75 .82 .74 .90 .86 .76 .76 .86 .88 .80 .64 .85 zyxwvu November 1999, Vol. 69, No. 9 from 96 (41%) of the 233 teachers with baseline data. These 96 teachers represent 72% of teachers from the baseline sample who remained in the study schools for three years. Table I contains the means and standard deviations of the school organizational variables at all three measurements, and the between-school ICCs for each year. High between-school ICC values indicated substantial clustering of values within schools (Table 1). Internal consistency and reliability intraclass correlation coefficients (ICC) for the organizational characteristics scales are presented in Table 2. None of the differences between Treatment and Control ICC’s was significant. Table 3 contains means and standard deviations of the teacher outcome variables at baseline, and in Years 2 and 3 separately for treatment and control schools. No significant bivariate correlations existed between any of the organizational characteristics and health characteristics or baseline teacher behavioral o u t c o m e s ( d a t a not p r e s e n t e d ) . Significant interactions (treatment x time x organizational characteristic) were found involving the global organizational climate and daily servings of fruit and juice (p<.02), job satisfaction with daily servings of fruit and juice (p< .05), a n d daily s e r v i n g s of low fat f o o d s (p<.03). Significant effects were found for a few of the individual scale items, but they were not easily explained and are not reported. Treatment schools with high organizational climate reported higher fruit and juice consumption at Year 2 compared with treatment schools with low organizational climate scores. The effects were reduced at Year 3. Control school graphs revealed differences i n fruit, juice, and vegetable consumption at baseline between teachers with high and low organizational climate scores. These differences also were reduced at Years 2 and 3. Treatment schools with high job satisfaction scores reported higher fruit and juice and low-fat food consuniption at Year 3 compared with treatment schools with low job satisfaction scores. Control school intakes were not different. Multiple comparison tests revealed significant differences between teachers with high and low job satisfaction for fruit and juice and for low-fat foods. zyx zyx DISCUSS ION This is the first research of which the authors are aware assessing moderating effects of school organizational characteristics on outcomes of school health promotion programs. Some moderating effects were detected. After the first year of the wellness program, treatment school teachers with high organizational climate scores reported higher fruit and juice intake compared with treatment school teachers with low organizational climate scores. These effects were reduced at Year 3 and no positive change in fruit, juice, and vegetable intake was reported by control school teachers. Perhaps the intensity of the first year’s intervention and the larger number of group sessions enabled the high organization schools to minimize the problems that led to lower fruit, juice, and vegetable intake among the low organizational climate schools in Year 2. Why the treatment group teachers with low organizational climate dropped their fruit, juice, and vegetable consumption by 50% between Years 1 and 2 and more than doubled their consumption between Years 2 and 3 cannot be explained by these data, except perhaps that the lower zyxwvuts zyxw zy Table 3 Means and Standard Deviations for Outcome Variables Pre-, Mid-, and Post-Program Intervention Treatment Schools Variable Fruit and Juice Serving Vegetable Serving Low Fat Food Serving Daily Minutes of Physical Activity METSlday Kcal expendedlday Mean Year 1 (pre) (sd) n 1.69 2.03 .76 40.25 181.30 206.20 Mean 1.66 1.96 .96 42.88 206.24 236.57 Year 2 (mid) (sd) C95) C57) (1.05) (42) (231) (287) n 96 96 97 89 89 69 Mean 1.65 1.95 1.15 43.96 195.01 232.32 Year 3 (post) (sd) n zyxw (.80) (.65) (1.26) (42.2) (209) (246) 107 107 109 104 104 99 Control Schools Variable Fruit and Juice Serving Vegetable Serving Low Fat Food Serving Daily Minutes of Physical Activity METSlday Kcal expendedlday Mean 1.86 2.14 .88 40.89 168.89 192.84 Mean (1.06) (.59) (.96) (3.9) (160) (205) 91 91 92 90 91 89 1.62 2.03 .75 44.23 192.39 200.62 Year 2 (sd) (.69) (.75) (.83) (35) (156) (163) n 97 97 99 89 89 69 Mean 1.93 2.19 1.19 42.69 182.56 205.56 Year 3 (sd) (1.21) (.81) (1.16) (33.8) (156) (189) n 99 99 100 97 97 83 zyxwvu Journal of School Health November 1999, Vol. 69, No. 9 379 zyxwvutsrqp zyxw zyxwvut zyxw intensity program in Year 2 may have had a more salutary effect among these participants. In Year 3, higher fruit and juice and low fat food intakes were reported by treatment school teachers with high job satisfaction scores, compared with treatment school teachers with low job satisfaction scores. Thus, treatment group teachers with higher job satisfaction appeared to have benefited from the program, while those with low job satisfaction did not. Patterns of fruit, juice, and vegetable intake in control schools were variable. The major intervention difference between Years 1 and 2 was the addition of schoolwide campaigns with personalized feedback for teachers. Personalized feedback has been demonstrated to influence interventions.” High job satisfaction and perceptions about organizational health and climate may have enhanced the effects of this strategy. The increase in intake for teachers from the low organizational climate schools remains to be explained. Despite previous research identifying relationships between subscales of school climate and of school health with school achievement, few subscale effects were found in this study population. This result could be due to the variability across and within schools noted in some subscales (Table 1). Cronbach alpha values were acceptable to excellent for most scales, except Teacher Disengaged Behavior. Perhaps more items need to be generated to enhance the reliability of this scale. Corrected stability coefficients (ICCs across years) were at acceptable levels, suggesting substantial consistency in these characteristics across years. These reliability coefficients suggest that the scales are useful in elementary schools with culturally diverse groups of teachers and should be considered for use by other investigators. References 1. Blair SN. Tritsch L, Kutsch S. Worksite health promotion for school faculty and staff. J Scli Heulrh. 1987;57:169-473. 2. Blair SN. Collingwood TR. Reynolds R. Smith M. Hagan RD, Sterling CL. Health promotion for educators: impact on health behaviors. satisfaction. and general well-being. A m J Pichlic H e t i l t h . 1984:74: 147-149. 3. Blair S N , Smith M. Collingwood TR. Reynolds R. Prentice MC. Sterling CL. Health promotion for educators: impact on absenteeism. Prev Metl. 1986:IS:166-175. 4. Maysey DL. Ciniarc JD, Kronenfeld JJ. School worksite wellness programs: a strategy for achieving the 1990 goals for a healthier America. Health Etluc Q. 1988:15:53-h2. 5 . Allensworth DD. K o b e LJ. The comprehensive school health program: exploring an expanded concept. J Sch Heoldi. 1987:57:409-412. 6. Haynes MA. Sinedley BD. The Unequal Burden of Cancer: An Assessment of NIH Research and Programs for Ethnic Minorities and the Medically Underserved [Summary]. In: The Committee on Cancer Research Among Minorities and Medically Underserved HSPP. Health Sciences Section. Institute of Medicine, ed. Washington. DC: National Academy Press; 1999. 7. Resnicow K. Davis M. Smith M. et al. Results of the Teach Well Worksite Wellness Program. A m J Pirhlic Hrtilth. 1998:88:250-257. 8. Bandura A. Sociril Foii,idtitiori.vfo,. T/?oirghrwid Action. Englewood Cliffs, NJ: Prentice Hall: 1986. 9. Hoy WK. Feldman JA. Organizational health: the concept and its measure. J Krs Dev Edirc. 1987:20:30-37. 10. Hoy WK. Tarter CJ. Bliss JR. Organi7ational climate, school health, and effectiveness: a comparative analysis. Etfiic. Atfrniri Q. 1990:26:260-279. 11. Baranowski T, Hearn M. Baranowski JC. et al. Teach Well: the relation of teacher wellness to elementary student health and behavior outcomes: baseline subgroup comparisons. J Hrrclth Etluc. I995:26:S61S71. 12. Hoy WK, Tartei- CL. Koftkamp RB. The nature of the workplace. In: Starika MR. ed. Open school.^ / Hetrlt/iy school^: Meosuriri,y 0rgcini;arionnl Climate. London, England: Sage Publications Ltd: I99 1 : 1-24. 13. Hoy WK. Tarter CL, Koftkanip RB. The organimtional climate description questionnaire for elementary schools. In: Starika MR, ed. Open Schools / Heolth! Sc/ioo/.s: Mensicring O r g m i s i t i o i i c i / Cliiiitife. London, England: Sage Publications Ltd: 1991:25-45. 14. Hoy WK. Hannum JW. Middle school climate - an empirical assessment of organirational health and student achievement. Etlirc Atliiiiri Q. 1997:33:290-3 I I . 15. Hay WK. Woolfolk AE. Teacher’s sense of efficacy and the organizational health of schools. Elerii Sch J. l993:93:355-372. 16. Ponder LD. Mayshark C. The relationship between school organizational climate and selected teacher health status indicators. J Sch Hatilth. 1974:44: 122- 125. 17. Sloan RP, Gruman JC. Participation in workplace health promotion programs: the contribution of health and organizational factors. Hetilth Educ Q. 1988;3S:?69-288. 18. Baranowski T. Baranowski J, Doyle C. et al. Estimation of servings of fruit and vegetables and fat practices from adults’ seven day food records. J Nutr Etlrc. 1997;29:321-326. 19. Hoy WK. Tarter CL, Koftkamp RB. The organizational health inventory for secondary schools. In: Starika MR. ed. Open Schoola / Healthy Schools: Memirririfi O r ~ ~ ~ i ~ i ; Clinicire. ~ t i t i ~ London. ~ ~ ~ ~ i England: / Sage Publications Ltd; 1991:61-84. 20. Brayfield AH, Rothe HF. Satisfaction. In: Price JL, Mueller CW. eds. Handbook of Organi:rrtimicr/ Mro.vurcwierit. Marshfield. Mass: Pitman Publishing Inc; 1986:215-219. 21. Baranowski T. Smith M. Thompson WO, Baranowski J. Hebert D. deMoor C. lntraindividual variability and reliability i n ii seven day exercise record [submitted]. Mrd Sci Sports E.rerc. 22. Liu K, Staniier J. Dyer A McKeever J. McKeever P. Statistical methods to assess and minimize the role of intmindividual variability in obscuring the relationship between dietary lipids and serum cholesterol. J Cliroriic Dis. 1978:31:399-418. 23. Campbell MK. DeVellis BM. Strecher VJ, Ammerman AS. DeVellis RF, Sandler RS. linproving dietary behavior: the effectiveness of tailored messages in primary care settings. Ani J P u b l i c Hetrlrh. 1994:84:783-787. zyxwvu zyx zy zyxwvu zyxwvu CONCLUSION To the extent that future research confirms moderating effects by organizational characteristics, school interventions could be tailored to the school to provide the extra support or to increase personal job satisfaction. For example, parts of the sessions could be focused on organizational health and climate by problem solving on teacher peer support. The support of a highly regarded teacher as the program’s champion could improve collegial behavior and teacher affiliation. Teachers could be asked to provide even more input on topics and program delivery. The camaraderie provided by attendance at health promotion programs could be identified in advertisements. Personal support for such programs from principals may also promote improved school climates. Several limitations must be noted. All data were from self-report. The moderating effects of organizational climate and health, and job satisfaction may have been masked by a weak intervention (wellness program). The self-selection of s c h o o l s l i m i t s generalizability. Alternatively, these results are encouraging. Future research should more intensively analyze the relationships with larger samples (of schools and teachers) and programs with larger effects. rn 380 Journal of School Health November 1999, Vol. 69, No. 9 zy zyxwvu Schools and Communities: Partners for Children's Health 74th Annual School Health Conference of the American School Health Association October 25 - 29, 2000 New Orleans, Louisiana + Title of Proposed Program Presenter Name Telephone (W) Title Mailing address City e-mail (FAX) SchooVFirm State ZIP Code zyxwvutsrqp zyxwvut Additional presenters*(include names, degrees, titles and addresses) * Proposals with interdisciplinaryand interagencypresenters will be given priority. Proposals with a solo presenter will also be given priority if there are clearly stated objectives for participants who are from disciplinedagencies other than those of the solo presenter. Type of conference program requested: 0 IndependentSession U Roundtable Discussion Poster Session 0 Sponsored Session 0 Pre/Post-ConferenceWorkshop 0 Name of ASHA SponsoringGroup 0 Funding Request $ (Availableonly if previously approved by ASHA Sponsoring Group) If not accepted for a Sponsored Session or IndependentSession, would you like the program to be considered for a Poster Session or Roundtable? 0 No Poster 0 Roundtable 0 Either Behavioral Objective(s): If solo presentation, objectives must specify learning outcomes for more than one discipline/profession.Complete this sentence for each objective: At the end of the session, participantwill be able to: ~~ ~ ~ ~~ Process/Methodology: In addition to lecture and discussion, participantswill be activelv engaged by Target audiences (please circle): Administrator 4 Counselor 4 Food Service DirectodManager 4 Health Educator 4 Nurse 4 Physical Educator 4 Social Worker 4 Mental Health Professional 4 Physician 4 Other ASHA will provide, upon vour request, the following audiovisual equipment: 35mm slide projector with carousel slide tray, overhead transparency projector, screen, and one (1) podium microphone. Please circle vour requirements. Other equipment will be charged to the presenter. Extra audiovisual equipment will not be ordered without the name and address of the person to be billed. Please list below: Name/ Address 0 Check here if no audiovisualequipment is required. Changes in audiovisual requestswill not be accepted after June 23,2000. Signature Please include information requested on the reverse of this page Date zy zyxwvutsrqponm Schools and Communities: Partners for Children’s Health 74th Annual School Health Conference of the American School Health Association October 25 - 29,2000 New Orleans, Louisiana + zyxw z zyxwvutsr zyxwvu z 1) Presentations must conform to the maximum time limit for the type of program requested (see “Program Definitions” at the bottom of this page). Handouts and time for discussion are strongly encouraged. 2) The application form must be accompanied by a description of the program content and methods (250 words or less), a brief program summary (60 words or less) for the conference program, and a maximum two-page resume for each presenter including information relevant to the proposed program. 3 ) Enclose a self-addressed, stamped postcard if you want confirmation that your materials were received. 4) Submit the original and ten (10) copies of all application materials. FAX copies will not be accepted. 5) Submit the application materials to:ASHA Conference Coordinator, 7263 State Route 43, PO. Box 708, Kent, OH 44240; 330/678-1601. General Information 1 ) Applications must be received on or before February 1 1,2000. applications will not be considered. 2) Complete the application form in full. Incomplete,&, or 3) To support the theme of this conference, priority will be given to applications that have interdisciplinary content and reflect interagency partnerships. See “SelectionCriteria.” 4) Program participants must register for the entire conference or for the day of their presentation. 5) Research applications must use the “Callfor Research”form and be directed for consideration to the ASHA Research Council. The “Call for Research Papers” is published in theJournaZ ofSchooZ Health and is available from the ASHA National Office or the ASHA web site (www.ashaweb.org). 6) Teaching Techniques Forum applications must use the “Requestfor Teaching Ideas”form and be directed for consideration to the ASHA Health Educator Section. The “Request for Teaching Ideas” is published in the Journal of School HeuZth and available from the ASHA National Office or the ASHA web site (www.ashaweb.org). 7) Programs promoting any type of commercial venture will not be considered. Affiliation with a commercial establishment does not preclude making a presentation, but the relationship(s) must be made known in advance. 8) All papers presented at the ASHA annual conference shall be the property of the Association for publication consideration, unless such rights are waived by the ASHA Board of Directors or Executive Committee. Program Definitions 1 ) Sponsored Session (60 minutes): A theoretical or applied presentation sponsored by an ASHA Section, Council, Constituent, Partner, Standing Committee, or Task Force. Funding may be available for non-ASHA members through Section and Council budgets. (No Research Papers.) 2) Independent Session (60 minutes): A theoretical or applied presentation conducted by individuals, groups, or organizations outside the ASHA organizational structure. (No Research Papers.) 3) Roundtable Discussion (30 minutes / repeated presentations): Informal presentations addressing child and adolescent health issues through group discussion without use of audiovisual equipment. (Research Rounds must be reviewed by the ASHA Research Council and must be sent to the council. Teaching Ideas must be reviewed by the ASHA Health Educator Section and must be sent to the section.) 4) Poster Session (90 minutes): A static display promoting informal discussion between presenters and colleagues through charts, graphs, diagrams, photographs, and text summaries. (Research Posters must be reviewed by the ASHA Research Council and must be sent to the Research Council. Teaching Ideas must be reviewed by the ASHA Health Educator Section and must be sent to the section.) 5) Pre/Post Conference Workshop (4 - 5 hours): A professional, practice-oriented presentation, emphasizing skill development, conducted in a one-half day session immediately before or after the conference. (A special registration fee will be charged participants at these sessions.) Selection Criteria 1) Content: science-based,accurate, significant, up-to-date and relevant to an interdisciplinary audience. 2) Behavioral Objectives: stated in terms of participant behavior, realistic, measureable, matched with content and appropriate for an interdisciplinary audience. 3) Presenter(s): educational preparation, experience, and qualifications/publications related to the topic. Priority will be given to presenters from a variety of disciplines or agencies to support this conference theme. 4) Process/Methodology:actively involves the audience in addition to lecturddiscussion. 5 ) Relevance: presentation matches the conference theme and conference goals. To support the conference theme, priority will be given to proposals and presenters who represent schooVcommunity partnerships of more than one discipline or agency. zyx zy Schools and Communities: Partners for Children's Health 74th National School Health Conference of the American School Health Association October 25 - 29, 2000 New Orleans, Louisiana + Title of proposed program ~ ~~ ~ Name of primary investigator(personto present the paper) Telephone (W) (FAX) Title SchooVFirm Mailing address City State Additional presenters(include names, degrees and addresses) Presentation preference format: 0 OralPaper 0 Poster Session e-mail ZIP Code zyxwvut 0 Student Oral Paper 0 Roundtable Discussion One-Hour Symposia Behavioralobjective(s): At the end of the session, the participant will be able to: Type a 250-word abstract in the space provided using standard-sizedtype. Abstract must include title, purpose, significance, procedures, findings, and conclusions. Title: ~ zy zyx Schools and Communities: Partners for Children’s Health 74th National School Health Conference of the American School Health Association October 25 - 29, 2000 New Orleans, Louisiana + zyxwvutsrq zyxwvuts 1 ) The ASHA Research Council invites papers for consideration for presentation at the 74th National School Health Conference of the American School Health Association, October 25 - 29,2000, in New Orleans, Louisiana. Applications must be received no later than February 1 1,2000. 2) Papers should describe research related to the eight components of a school health program. 3 ) Abstracts that address “Schools and Communities: Partners for Children’sHealth” are especially encouraged. Abstracts related to research on children and youth in non-traditional educational settings are also acceptable. Research performed using college-age young adults or related to research methods and professional preparation will also be considered provided the authors articulate the significance to the school health program. Submission is open to all scientists, irrespective of membership in ASHA or the Research Council. Application Information 1) Applications must include clearly stated behavioral objectives and a two-page biography of the individual(s) malung the presentation. 2) Using the application on the reverse side of these instructions, include a 250-word abstract in the space provided, containing: a) purpose of the investigation, b) significance to the coordinated school health program, c) procedures employed in the investigation, including a description of the sample, instrumentation, and statistical techniques employed, d) principle findings and e) conclusions derived from the findings. Studies that have preliminary results are acceptable for review, but will be judged more rigorously than a completed study 3 ) Abstracts will be reviewed by a committee of school health research scientists from the ASHA Research Council in a blind review process, and all applicants will be notified about the acceptance or rejection of their abstracts on or before May 25,2000. 4) Send a stamped, self-addressed reply envelope with one original and five blind copies of the abstract, the behavioral objectives, and biography indicated above. 5) Applicants should indicate in their preference for presentation format in the application. The final decision concerning presentation format will rest with the ASHA Research Council. If the author agrees to present an accepted paper, it must be presented at the conference by an investigator integral to the research; the paper must not have been presented or published previously 6) All program participants are required to regster for the conference. Persons making contributed paperdpresentations who do not wish to register for the entire conference may register for the day of their presentation only. 7) Abstracts that a) are not contained within the space provided, b) do not specifically state the implications for the coordinated school health program, or c) do not contain the completed results and conclusions will not be accepted for presentation. Program Definitions 1 ) Oral Paper (20 minutes): Principal means of reporting research results at an ASHA conference, each one-hour session features three separate presentations, usually structured around an encompassing theme. 2) Student Oral Paper (20 minutes): Limited to research studies in which the primary investigator(s) is a student. Selected papers must be presented by the student. 3) One-Hour Symposia (60 minutes): One-hour session organized by a researcher who submits an abstract that coordinates two to three presentations within the session that address a significant theme related to school health. The abstract must contain the significance of the theme with a brief summary of all presentations within the symposium. The last 10 minutes of the session should be devoted to questions and answers. Biographies of presenters and behavioral objectives must accompany symposium abstracts. 4) Roundtable Discussion (30 minutes / repeated): An informal presentation addressing child and adolescent health issues through group discussion without use of audiovisual equipment. 5) Poster Session (90 minutes):A static display promoting informal discussion between presenters and colleagues through charts, graphs, diagrams, photographs, and text summaries. Checklist Completed application form 250-word abstract - 1 orginal and 5 blind copies Behavioral objectives Two-page biographny of individual(s) making the presentation Stamped, self-addressed reply envelope. Applications must be received no later than February 1 1,2000. Submit application materials to: Jeffrey K. Clark, HSD, ASHA Research Program Coordinator, Dept. of Physiology and Health Science, Ball State University, Muncie, IN 47306; 76512854350