Twenty Years of Comprehensive School Health: A Review and Analysis of Canadian Research Published in Refereed Journals (1989-2009)
Bibliographic record
Abstract
The concept of Comprehensive School Health (CSH) has been an emerging theme in the health promotion and education literature in the past two decades. Although many CSH-type initiatives and programs have been observed in school communities across Canada, we have observed a lack of published research in refereed journals. The purpose of this study was to conduct an extensive review and analysis of the Canadian scientific research published on CSH. A five phase methodology was used that allowed identification of 34 articles. Two waves of publications were identified; (1) 1990 to 1997 (n=11), and (2) 2002 to 2009 (n=20). The first wave has been marked by the studies taking place in Nova Scotia (n=5), while the studies conducted in British Columbia marked the second wave (n=8). However, the value of comprehensive and coordinated school-health approaches among school actors and the links to family and community have been addressed from coast to coast. Le concept de l’approche globale de sante en milieu scolaire (AGSS) est devenu, en vingt ans, une thematique populaire dans la documentation sur la promotion de la sante en milieu scolaire. Meme si un grand nombre d’initiatives et de programmes axes sur l’AGSS ont ete examinees a travers le Canada, l’auteure a constate que tres peu d’etudes avaient ete publiees a ce sujet dans des revues ou ouvrages arbitres. L’etude presentee ici se voulait donc un examen analytique exhaustif de la recherche scientifique canadienne publiee sur l’AGSS. Pour ce faire, une methode en cinq etapes a ete utilisee pour reperer 34 articles. Deux vagues de publications ont ete repertoriees, soit (1) 1990 a 1997 (n=11) et (2) 2002 a 2009 (n=20). La premiere vague reflete surtout les etudes menees en Nouvelle-Ecosse (n=5), alors que la seconde vague (n=8) reflete celles effectuees en Colombie-Britannique.,Malgre cette dominance d’etudes menees dans certaines provinces, la valeur d’une approche globale integree en milieu scolaire pour les acteurs scolaires et l’apport des liens avec la famille et la collectivite ont ete pris en compte d’un ocean a l’autre.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.005 | 0.000 |
| Bibliometrics | 0.013 | 0.013 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".