The purpose of this study was to analyze blood cholesterol readings of fourth grade students from Wells County obtained during the Caylor-Nickel Foundation sponsored Health Tour between 2001 and 2003 to determine the relationship between blood cholesterol levels and other health risk indicators.Nine hundred and thirteen fourth grade children participated in Health Tour. Anthropometric and biochemical variables were not available for every student. Serum cholesterol, triglycerides, blood glucose, BMI, and blood pressure were assessed. Fortythree percent of the children were either `at risk for overweight' or were `overweight.' Analysis of the anthropometric and biochemical data indicated a high mean total cholesterol levels and average HDL cholesterol, LDL cholesterol, and triglycerides levels. Meaningful prediction equations to accurately predict total cholesterol values of the fourth grade children could not be formulated with more than 9.5% accuracy. Based on findings in this study, it appears that money would be better spent on the implementation and evaluation of wellness educational programs and physical activity classes for children rather than on costly blood cholesterol analysis. / Department of Family and Consumer Sciences

The purpose of this quantitative study was to compare Indiana school menus, wellness policies, nutrient analyses, and demographics to the 2009 Institute of Medicine (IOM) recommendations to explore associations between school characteristics and achievement of the IOM recommendations for the National School Lunch Program (NSLP). The results of this study provide information and baseline data for school corporations. Results indicated that only 57% of school menus met the saturated fat recommendation, less than half met the trans fat recommendations and no school met the sodium recommendation. Intakes of fats and sodium were not significantly correlated with the variety or amount of fruits and vegetables served (p>0.05). The results suggest that past efforts to improve nutrient content of meals served through the NSLP have been successful. However, lunch menus should be targeted for additional assessment and intervention. / Department of Family and Consumer Sciences

The purpose of this study was to investigate the effect of a three week school-based nutrition education program on the nutrition knowledge and healthy food choices of elementary school children in the fifth grade. The nutrition education program consisted of nine, thirty minute lessons comprised of the following topics: the food pyramid guide, carbohydrates, fat, protein, vitamins (A and C), minerals (calcium, and iron), healthy snacks, and vegetarianism. Ninety-six subjects from four classes were obtained from two elementary public schools in the Muncie Community School District to participate in this study. A control group and an experimental group were assigned by the principal at each school according to the availability and interest of fifth grade teachers. Evaluation of nutrition knowledge was completed through a pre-test and post-test which consisted of twenty-five multiple choice questions. Questions on the test were developed by the researcher and the "Nutrition in a Changing World" (Contento, 1992) curriculum model. The test was found to be reliable on an Alpha Cronbach test for reliability (Alpha Coefficient = 0.71) and was validated by five registered dietitians.Results indicated that the nutrition education program significantly increased (p = .000) the nutrition knowledge of students. Mean scores for the experimental group increased significantly from 10.8 to 14.63 out of twenty-five questions, while mean scores for the control subjects increased only slightly from 10.11 to 10.74 out of twenty-five questions. Healthy food choices were defined as being in compliance with the guidelines for energy nutrients and in compliance with the guidelines for number of servings per food group. Evaluation of healthy food choices was conducted using a three-day dietary record analyzed by the Nutritionist IV computer software program prior to the nutrition education program and immediately following.Findings revealed that there was a statistically significant difference between the experimental and control groups in the mean change in compliance rate for the recommended number of servings for each food group from pre to post nutrition intervention (p = .000). The largest change that was observed in the experimental group from pre to post nutrition intervention was an 11.9% decrease in the mean number of servings for grains. There was no statistically significant difference in relation to the average change in compliance for the energy nutrients between the experimental and control groups nor was a statistical significance observed regarding compliance to the recommended number of servings per food group consumed daily. The primary investigator feels the educational program had a positive affect on the subjects and that a comprehensive nutrition education program needs to be developed to reinforce the concepts taught in order to make positive behavior changes. / Fisher Institute for Wellness

The purpose of the study was to examine and report on the Vehicle Scheduling Program as provided to the Northern Wells Community School Corporation by the Indiana State Department of Public Instruction. Specifically, the study examined, compared, and analyzed the results of the VSP computer program with the results of the traditional method of scheduling buses in the Northern Wells Community School Corporation. The examinations, analysis, and comparisons involved the following factors:1. Number of buses required.2. Number of bus routes required.3. Number of miles traveled by buses.4. Number of minutes required by buses to complete routes.Data from the study resulted in the following findings:1. A number of districts which have utilized data processing techniques to schedule school bus fleets have experienced substantial financial savings.2. The amount of time required by administrators to prepare data for such computer programs is more extensive than the time required to prepare manual routes.

The purpose of this study was to determine if distinct subgroups of high achieving children could be identified using a recently redeveloped intelligence measure—The Woodcock-Johnson Tests of Cognitive Ability, 3rd edition (WJ-III). Students were referred for further testing based on their scores on the Indiana State Test of Educational Progress (the ISTEP+). Students were included in the study if they scored at or above the 90th percentile on the ISTEP+ Cognitive Skills Index, or the reading and/or math portions. Using these criteria, 202 students were referred for further testing. These students were clustered with Ward's method of cluster analysis using their scores on the seven CHC factors of the WJ-III. Their individual scores on two other intelligence measures (the Stanford-Binet IV and the Kaufman Brief Intelligence Test), as well as other scores from the WJ-III were used to further describe the clusters that emerged. The following three subgroups were identified: (a) decidedly gifted, (b) problem solvers, and (c) slow-paced achievers. Not all subgroups obtained the gifted score ranges expected on the three measures employed. The clusters were better described as displaying a slight levels effect, in that the groups were most different from one another in terms of the overall intelligence quotient and mean CHC factor scores, with one group scoring in the superior to high average ranges, one in the high average to average ranges, and one in the average range overall. This study provided evidence for the use of intelligence measures in describing gifted individuals' specific strengths and weaknesses. It also has significant implications for the use of intelligence measures in assessing giftedness within an applied setting. This study is useful as a validation study for the three intelligence measures employed. / Department of Educational Psychology

The purpose of this study was to review the findings of Leblanc (1979) utilizing the most common styles of popular music in today's media. Seven styles of popular music, traditional jazz, and Romantic classical music were ranked in order of preference; subject responses were compared by age, gender, environment of upbringing, and amount and type of music training. The sample consisted of 332 fifth graders and college non-music majors. Subjects completed a Personal Information Form, listened to a recording of 19 musical examples representing the styles being studied, and recorded their preference for each on the Music Preference Inventory.Results indicated an overall decline in preference in comparison to Leblanc (1979). Preference responses indicated that fifth graders and college non-music majors ranked the music styles differently, although both age groups ranked pop rock music among the most preferred styles and country, traditional jazz, and Romantic classical music as the least preferred styles. Females recorded significantly higher overall music preferences than males and differed in their preference for individual music styles. Preferences for individual styles also varied depending on the environment in which subjects were raised. Overall music preference was significantly higher among subjects with more music training, and instrumental biases were found based on specific types of music training.The results of this study strongly suggest that popular music styles are the most preferred music styles. Furthermore, variables such as age, gender, and environment of upbringing influence preference for individual music styles in different ways. However, increased music training and specific types of music training positively influence overall music preference and increase preference for non-popular styles. / School of Music

This study identified research-based components for an effective anti-bullying policy and arranged them according to Bronfenbrenner's (1989) ecosystemic framework. It was hypothesized that the prevalence of different types of bullying was lower in elementary schools with a greater comprehensiveness of anti-bullying policies. Independent variables included the rated presence of anti-bullying components in school policies at four ecosystemic levels: microsystemic, mesosystemic, exosystemic, and macrosystemic. Dependent variables consisted of students' self-report of the occurrence of four types of bullying: attacks on property, and physical, verbal, and social bullying.Two hundred and thirty-one students from six elementary schools completed the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000). The majority of students were African American. Three focus groups (students, parents, and school personnel) were also conducted in each school to gather information about anti-bullying policies. Independent raters blind to the hypothesis rated the information from the focus groups using the Comprehensiveness of Anti-bullying Policies Scale; a reliable measure designed for this study. Further, this information was evaluated through content analysis.Results of a One-Way (Comprehensiveness of Policies and Programs) Between Subjects MANOVA revealed a greater prevalence of verbal and physical victimization associated with schools having a lower comprehensiveness of anti-bullying policies and programs. Social victimization and attacks on property did not vary, however, as a function of the comprehensiveness of a school's policies.A supplementary 2 (Gender) x 2 (Comprehensiveness of Policies and Programs) Between Subjects MANOVA yielded no significant interaction between gender and the comprehensiveness of anti-bullying policies. A main effect for gender was found to be significant, however. Boys reported a higher level of physical bullying than girls.Content analyses showed focus group participants perceived physical bullying as more severe than the other types. Participants also reported harsher consequences to address such bullying. It is possible schools convey greater intolerance for physical bullying, hence its lower prevalence.It is concluded that schools' anti-bullying efforts should involve all ecosystemic levels. In addition, policies must include all types of bullying and communicate equal intolerance for each. Implications for theory, counseling, research, and anti-bullying policies are discussed. / Department of Counseling Psychology and Guidance Services

Educational researchers agree that learning to read is one of the most important tasks students undertake. There is also agreement that the school principal makes a difference in the instruction the students receive. The purpose of this study was to investigate the correlation between these two statements by examining the relationship between fourth-grade students' attitudes toward reading and the involvement of elementary school principals in the reading program.The 62 target elementary schools were selected from the Department of Defense Dependents Schools-Germany Region based on student enrollment and tenure of the principal. Fourth-grade students' attitudes toward reading were measured using the Estes Attitude Scale. Principal involvement in the reading program was measured using the Cramer Inventory of Principal Involvement in Reading. The data analysis represents the results from 42 of the target elementary schools, for a return rate of 67.7 percent.The correlation between elementary school students' attitudes toward reading and the involvement of the principal in the reading program was not significant. Based on the findings of this study, the following conclusions were drawn:1.The attitudes of fourth-grade students in DoDDS-Germany toward reading were positive.2.The difference between the behaviors elementary school principals rated highest and those they rated lowest were verbal commitment to the reading program versus direct, specific involvement with students.3.This results of this study reinforced the conclusions of earlier studies which found that classroom teachers may be the most important element in the learning environment. / Department of Elementary Education

Math anxiety is a greatly understudied construct in children. In adult and adolescent samples, research shows that a number of factors are related to math anxiety including negative self-perceptions and outcomes. It is unknown if these same factors are related to math anxiety in children. This study was conducted to identify factors related to math anxiety in second grade children. Using Bandura's (1989) theory of triadic reciprocity as a theoretical model, children (n=91) and their parents (n=81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount variance explained in math anxiety. Furthermore, despite research with adults that shows strong gender differences in math anxiety, no gender differences in math anxiety were found in second grade children. The discussion focuses on possible explanations for these findings as well as directions for future research. / Department of Educational Psychology

No Child Left Behind (2001) and Individuals with Disabilities Education Act (2004) has put pressure on all teachers to develop proficient readers. In order to do just this, develop proficient readers, teachers must understand the effects that reading attitude has on reading achievement for all students. Research states that individuals with a positive attitude toward reading typically achieve at a higher level than those students with a poor attitude toward reading (Sainsbury & Schagen, 2004). However, there is a limited amount of research that has provided insight into how factors of socioeconomic status, gender, and disability may play a part in both attitudes and achievement in reading. This study examined whether socioeconomic status, gender, and/or disability played a role in the reading attitudes of students in grades one through six. The study also evaluated whether students’ attitude toward reading changed depending on their grade level. / Department of Special Education