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All Journal International Journal of Public Health Science (IJPHS) International Journal of Evaluation and Research in Education (IJERE)
Karen H. Larwin
Youngstown State University
Education Health Professions

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The Impact of Physical Education on Childhood Obesity in Ohio School Children: A Hierarchical Analysis Nicholas V. Cascarelli Jr.; Karen H. Larwin
International Journal of Public Health Science (IJPHS) Vol 6, No 1: March 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (427.124 KB) | DOI: 10.11591/ijphs.v6i1.6534

Abstract

Obesity that starts in childhood or adolescence creates greater risk for adult health problems such as heart disease, arthritis, stroke, and cancer. The literature shows that childhood obesity increases most rapidly during the early elementary school years. The current investigation examines the issue of obesity using a systematic stratified random sample of Ohio schools that reported their 3rd grader’s BMI scores for the 2009-2010 school year to the Ohio Department of Health. The sample included 25 schools and 1,006 students. Those schools selected were contacted via phone to ask how many minutes per week schools allocated for physical education in grades K-3, and how many minutes per day was allotted for recess in grades K-3. The analysis also examined potential moderators including the percentage of students receiving free or reduced lunch and the school building academic performance designations as indicated on the Ohio Department of Education webpage. The results suggest that the model run at the student level accounts for approximately 1% of the variation in BMI; the model run at the school level was not a significant predictor of the variance.While the model included for Ohio students did not indicate a strong predictor for childhood obesity, schools can play a significant role in addressing the childhood obesity issue.
The Potential Impact of Online/Distance Education for Students with Disabilities in Higher Education: Results from a Meta-Analytic Investigation and Existing Research Matthew J. Erickson; Karen H. Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 1: March 2016
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (141.638 KB) | DOI: 10.11591/ijere.v5i1.4525

Abstract

The current investigation sought to understand if online and distance course offerings were providing a needed bridge to a post-secondary degree for students with disabilities.  The results of this investigation suggest that there is an absence of empirical research on this topic in the existing published research.  Results presented include findings from the K-12 data examining this impact, and the results from federal investigations on the prevalence of individuals with disabilities attending post-secondary institutions.  
Adjustment and Other Factors Related to High School Aged Students Identified as Hearing Impaired Charlene Milano; Tara Upshire; Sarah Scarazzo; Benjamin P. Schade; Karen H. Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 4: December 2016
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (190.767 KB) | DOI: 10.11591/ijere.v5i4.5952

Abstract

Healthy social, emotional and cognitive development of deaf children depends upon complex interactions between the many individual and environmental factors associated with deafness. Deaf children and adolescents have been reported to possess greater rates of mental health problems than hearing children and adolescents. Dysfunction in one or more systems impacts the other systems in the child’s life. Dysfunction increases the risk for maladjustment and poor mental and emotional health. Deaf youth are at greater risk for disruption in interactions between the child and their environment and therefore are also at greater risk for social and emotional problems. Data from the National Longitudinal Study of Adolescent to Adult was used to gain a better understanding of deaf student’s feelings of acceptance at school, reported positive feelings, academic grades and future plans. Twelve (12) deaf students were included in a total of 456 youth participants from across the county. No significant differences were found between the two groups. 
Co-Authors Benjamin P. Schade Charlene Milano Matthew J. Erickson Nicholas V. Cascarelli Jr. Sarah Scarazzo Tara Upshire