Big School, Small School: High School Size and Student Behavior.

A Protocol for a Local Community Monitoring and Feedback System for Physical Activity in Organized Group Settings for Children

“…Barker and Gump examined school size and suggested that schools overloaded with students encourage less participation overall, while smaller schools encourage more participation. 10 A community with an adequate number of opportunities to participate in organized group settings, relative to the number of children in the community, may lead to different outcomes than a community with a fewer number of opportunities for participation relative to the number of children. At a smaller scale, episode time segments within a youth sport practice, for example, with optimal setting demand are associated with greater PA outcomes than episodes with disadvantaged setting demand (eg, elimination games, standing in line).…”

“…Each organized group setting meeting is a dynamic social system with variability in group PA across meeting time. 1,[10][11][12] Total meeting time, defined by meeting start and stop point boundaries, can be time-segmented into smaller stable units, labeled sessions, based on naturally occurring changes in the social system, such as changes in task/purpose (eg, academic, PA) [13][14][15][16][17] ; location (eg, indoors, outdoors) 18,19 ; and member arrangement (eg, small group, whole group). 18 Sessions with a PA purpose can be further time-segmented into smaller units, labeled episodes, based on changes in task/purpose (eg, warm-up, skill drill); member arrangement; and setting demand (ie, whether exclusion or participation of all children in the setting is fostered).…”

Pandemic Makers: How Citizen Groups Mobilized Resources to Meet Local Needs in a Global Health Crisis

“…Emergent groups form spontaneously without time to build up resources in advance before deploying them (Shepherd & Williams, 2019). As primarily volunteer organizations, the energy required to act resourcefully with scale, scope, and speed cannot be sustained indefinitely (Barker & Gump, 1964;Oliver, 1984). As temporary ventures (Bakker et al, 2016), truncated efforts to rapidly develop new solutions may compress and damage the timelines and transitions of creative processes (Sonenshein, 2014).…”

“…Human resource constraints surfaced as mostly uncompensated volunteers risked burnout from working long hours and taking on excessive responsibilities (Oliver, 1984). Although motivated by altruism and a sense of civic duty, the volunteer amateur labor pool was generally insufficient for the demand and poorly matched to the specialized circumstances (Barker & Gump, 1964). Moreover, despite extensive citizen learning, some expertise gaps proved too much to overcome.…”

Investigating the Rationales Behind Student Engagement in Learning English at Ho Chi Minh City University of Food Industry

“…They can range from class size to students being able to be a part of developing school policy. Specifically, the scholars have found many studies that agree that small class size gives rise to students' behavioral and emotional engagement level (Bell et al, 1965;Wehlage & Smith, 1992;Finn & Voelkl, 1993). In addition, Fredricks et al (2004) point out that students' behavioural disengagement can be averted due to schools being just and flexible in exercising their authority.…”