This is an outgrowth of my early experiences as a young artist in school, observations and immersion in the Cass Corridor community, and a constant study of art history.
The survey included anthropometric measurements, child questionnaires, parent questionnaires, school-staff questionnaires and school observations to measure EBRBs and potential individual and environmental correlates of these behaviours.
Because unexpected daily situations, nighttime observations, and school observations are of course more difficult and impractical to record, and filming the night-time situation can be perceived as too intrusive, we refrained from using these situations in our study.
For each subsection of this chapter, we address one key research question associated with a focal area by drawing upon data from surveys, focus groups, and classroom and school observations.
The survey included measurements of anthropometrics, child, parent and school-staff questionnaires, and school observations to measure and assess outcomes (i.e. height, weight, and waist circumference), EBRBs and potential personal, family and school environmental correlates of these behaviours including the social-cultural, physical, political, and economic environmental factors.
The third kind of process information is qualitative, arising from 58 in-depth teacher interviews (conducted with at minimum, the teacher responsible for sex education in each school), observations of lessons with 41 teachers (in 15 schools) and numerous ethnographic notes (from all schools).
Further information was obtained from school (Teacher Behaviour Rating Scale [ 35]), teachers evaluation and in most cases school observation).
Data from diverse stakeholders are crosschecked and multiple data collections tools as described below will be used: FGD, Questionnaires, Checklists, classroom and school observation, COMBI records and Pictures/photos.
At school, structured observations were carried out for a total of 15 HW activities using an observation sheet including: methods used at HWWS promotion sessions, teacher's and student's reactions and duration of the activity (see Table 2).
At this stage of the school year, observations suggest that all pupils are becoming more independent, able to direct their own learning at their own pace and use the functions of handheld devices to manage themselves a lot more in determining what they they will learn and how.
*Excludes one intervention school where observations of the alternative site were not possible.
