Consecutive School Years Research Articles

Design-Based Research on Teacher Facilitation in a Pedagogic Integration of Flipped Learning and Social Enquiry Learning

This design-based research (DBR) project aimed to develop apt in-class and out-of-class teacher facilitation strategies to be employed in a pedagogic integration of flipped learning and social enquiry learning, viz., FIBER (Flipped Issue-Based Enquiry Ride), with respect to upper-, average-, and lower-academic classrooms. The research was conducted in the formal learning and teaching context of senior secondary social humanities education in Hong Kong, involving nine teachers (from nine different schools at three different academic bands) and their Secondary-5 (Grade-11) classes (with a total of 610 students) in two consecutive school years. Apart from delineating the evidence-based teacher facilitation practices that we designed, enacted and evaluated in the DBR process, this paper also discusses the principles that we derived in accordance with these practices. The present work provides both researchers and educators with new insights into developing adequate teacher facilitation strategies when adopting flipped learning in social humanities education and upon different formal schooling settings.

Risk Factors, Lifestyle and Prevention among Adolescents with Idiopathic Juvenile Scoliosis: A Cross Sectional Study in Eleven First-Grade Secondary Schools of Palermo Province, Italy.

Adolescent idiopathic scoliosis (AIS) has an incidence of 2–3% in the general population and a multifactorial etiology. The present study aims to analyze modifiable risk factors and their interactions in the development of AIS in order to increase knowledge about the disease and to prevent the evolution of AIS in young students with tailored public health strategies. A cross-sectional study was conducted over two consecutive school years among students attending 11 first-grade secondary schools in the province of Palermo, Italy. A self-administered questionnaire that investigated socio-demographical, physical and anamnestic characteristics and habits, focusing on possible risk factors associated with idiopathic scoliosis, was administered. In addition, a clinical evaluation was performed with Adams’ test and Bunnel’s inclinometer. Suspected AIS cases were associated with the practice of high-risk sports (p < 0.05), weekly physical activity lasting ≥3 h (p < 0.05), lower back pain (p < 0.001), posture disorders (p < 0.01) and having had no contact with a physician (p < 0.01). Practice of high-risk sports (adj OR = 1.83; CI 95% 1.11–4.76) and suffering of posture disorders (adj OR = 1.67; CI 95% 1.12–3.60) showed a significant association with a confirmed diagnosis of AIS (Cobb angle ≥ 10° at X-ray). The risk factors associated with AIS are still unclear. Therefore, it is crucial to identify early modifiable and multiple risk factors to prevent the evolution of scoliosis in school-age children.

A First Ever Look into Greece’s Vast Educational Data: Interesting Findings and Policy Implications

Intro: In this survey the academic performance of primary and secondary school students in Greece, for three consecutive school years, was examined. The data concerned all Greek students of the last two grades of elementary school and the three grades of junior high school. Method: Unsupervised learning methods such as an X-means algorithm in combination with descriptive and inductive statistical methods were used, in order to examine students’ performance levels. The longitudinal stability of academic performance levels and the influence of demographic characteristics such as the region, gender and guardians’ profession were also examined. Results: The existence of four levels of academic performance and longitudinal stability of frequencies per performance level was confirmed. There was also statistically significant differentiation based on the profession of guardian, gender, and area of residence. Discussion: The results demonstrated specific challenges that the educational policy of the country has to address. The stability of the percentages of students in the four groups of academic performance that emerged over time, shows corresponding stability in the factors that affect academic performance. A gradual reduction in the performance of students in high School was found, as the level of difficulty of the courses increases from class to class. Some demographic characteristics of students are not independent of their performance. However, due to the compliance with the general regulation of personal data, there was no access to additional features that may be related to performance, such as nationality and exact place of residence.

Lockdown Learning: Changes in Online Foreign-Language Study Activity and Performance of Dutch Secondary School Students During the COVID-19 Pandemic

The COVID-19 pandemic caused lockdowns and sudden school closures around the world in spring 2020, significantly impacting the education of students. Here, we investigate how the switch to distance learning affected study activity and performance in an online retrieval practice tool used for language learning in Dutch secondary education. We report insights from a rich data set consisting of over 115 million retrieval practice trials completed by more than 133 thousand students over the course of two consecutive school years. Our findings show that usage of the tool increased substantially at the start of lockdown, with the bulk of study activity occurring on weekday mornings. In general, students’ progress through the material was largely unaffected by lockdown, although students from the highest educational track were somewhat more likely to be on or ahead of schedule than students from lower tracks, compared to the previous year. Performance on individual study trials was generally stable, but accuracy and response time on open answer questions went up, perhaps as a result of students being more focused at home. These encouraging findings contribute to a growing literature on the educational ramifications of distance learning during lockdown.

A Remarkable Alliance: Sibling Autonomy Support and Goal Progress in Emerging Adulthood

ObjectiveThe present study used a self‐determination theory framework to investigate whether sibling autonomy support enhanced goal progress, need satisfaction, and well‐being during emerging adulthood.BackgroundPrior research has demonstrated that autonomy support from parents was significantly more beneficial for emerging adults than similar support from peers. However, little is known about sibling autonomy support on goal progress, need satisfaction, and subjective well‐being.MethodsA five‐wave prospective longitudinal study was conducted across four consecutive school years (2015, 2016, 2017, and 2018) and included a total of 1,544 university students (82% female; mean age 20.44) who answered surveys. Separate hierarchical multiple regression analyses for parent, peer, and sibling support were conducted.ResultsAlthough goal support from siblings was much less common than support from parents and peers (13% vs. 70% and 82%, respectively), the effects of sibling support paralleled those obtained for parental support, demonstrating higher goal progress, need satisfaction, and subjective well‐being over the year. The beneficial effect of sibling autonomy support on well‐being was mediated by enhanced goal progress and need satisfaction.ConclusionThe results indicate that turning to siblings for support when pursuing goals can be highly advantageous as long as it is empathic rather than directive.ImplicationPractitioners should address sibling dynamics when working with emerging adults, as autonomy‐supportive siblings were associated with greater goal progress and need satisfaction, which together enhanced well‐being over time.

Two physical educators’ sense of purpose as an indicator of teaching sustainability over time in a high-poverty school setting

Physical education teachers with a strong sense of purpose are more resilient and maintain high-level performance over time. Therefore, this longitudinal, mixed-methods exploratory case study describes how two teachers’ (Gary and Wayne) sense of purpose in life and well-being has influenced their intent to remain teaching in high-poverty schools. This inquiry followed the two participants over four consecutive school years (2015–2019) and included eight formal interviews with Gary and Wayne, two administrations of the Ryff’s Psychological Well-Being Scale questionnaire, and one administration of the Teaching Sustainability Questionnaire over the four-year project. Gary’s and Wayne’s strong purpose in life contained central values that led to their intention to remain teaching in their high-poverty school context. This strong sense of purpose stemmed from their perceived internalized and externalized support associated with life experiences, familial influence, and the school environments where they worked. Gary’s and Wayne’s sense of purpose appeared to have a direct effect on their intention to remain teaching in the high-poverty schools where they were employed. Identifying a teacher’s sense of purpose and the extent to which it aligns with a specific school district’s mission/vision may be an important factor in recruiting and retaining teachers in high-poverty environments.

Performance, Process, and Interpersonal Relationships: Explaining Principals’ Perceptions of Principal Evaluation

Purpose: Multiple-measure principal evaluation systems have become commonplace in the past decade, but we do not know how principals perceive their evaluations under these regimes. This study analyzes how principals perceive evaluation in a state that was an early adopter of such a system. It describes how attitudes are explained by individual and contextual factors, performance ratings, and elements of the evaluation process. Research Methods: Using data from a statewide survey of Tennessee principals in three consecutive school years, we create an index of principal evaluation perceptions of evaluation, then employ regression analysis to predict principals’ attitudes with measures gleaned from survey and administrative data sources. Findings: High school and veteran principals have more negative views of their evaluations. Practice ratings from the principal’s supervisor, though not the overall evaluation score, are positively correlated with attitudes. Principals assigned ratings more often view evaluation more positively, even accounting for their rating, as do principals who have worked longer with their evaluator. We find no evidence that racial or gender matching between principals and raters leads to more positive perceptions, and in fact Black principals may perceive evaluation more negatively when their evaluator is Black. Implications: Our results suggest some directions for states and districts seeking to make evaluation more meaningful for principals. Principals appear to value both frequency of feedback and consistency in raters over time. These factors may be especially important for low-rated principals, veteran principals, and those in secondary schools, who may perceive less value from principal evaluation.

Visual-Spatial Ability Predicts Academic Achievement Through Arithmetic and Reading Abilities.

This study aimed to investigate how visual–spatial ability predicted academic achievement through arithmetic and reading abilities. Four hundred and ninety-nine Chinese children aged from 10.1 to 11.2 years were recruited and measured visual–spatial, arithmetic, and reading abilities. Their mathematical and Chinese language academic achievements were collected for two consecutive school years, respectively, during the same year as cognitive tests and 1 year after the cognitive tests. Correlation analysis indicated that visual–spatial, arithmetic, and reading abilities and academic achievements were significantly correlated with each other. The structural equation modelling analyses showed that there were two paths from visual–spatial ability to academic achievement: a major path mediated by arithmetic ability and a minor serial mediation path from visual–spatial ability to arithmetic ability to reading ability, then to academic achievement. Results shed light on the importance of visual–spatial ability in education.

Trends in health behavior and weight outcomes following enhanced afterschool programming participation

BackgroundThe United States needs to increase access to effective obesity prevention and treatment programming for impoverished youth at risk for health disparities. Although recommended, schools have difficulty consistently implement evidence-based obesity programing. We report on the effectiveness of adding structured nutrition education and minimum physical activity (PA) requirements to standard middle school after-school programming.MethodsUsing a longitudinal pre-post study design, we evaluated program effectiveness at one year on target behaviors on students recruited during three consecutive school years (2016–2018). We used generalized linear (or logistic) mixed-effects modeling to determine: 1) impact on healthy weight and target healthy behavior attainment, and 2) whether target behavior improvement and weight change were associated with after-school program attendance. The seven target behaviors relate to eating healthy, physical activity, and sleep.ResultsOver the three years, a total of 76 students enrolled and completed one year of programming (62% Hispanic, 46% girls, 72% with BMI > 85th %ile, 49% with BMI > 95th %ile). Of students with BMI > 85th %ile, 44% maintained or decreased BMI Z-score. There were improvements (non-significant) in BMI Z-score and the adoption of four healthy eating behaviors: fruit, vegetables, sugar-free beverages, and unhealthy snack food. Students with higher after-school attendance (> 75%) had greater improvements (non-significant) in composite behavior scores, BMI Z-score, and in most target behaviors (5/7) than students with lower after-school attendance (< 75%). Sleep improvements were significantly associated with BMI Z-score decrease (Beta = − 0.05, 95% CI (− 0.1,-0.003), p = 0.038.)ConclusionsEnhancement of existing after-school programming with structured nutrition education and minimum physical activity requirements demonstrates positive improvements in several health behaviors and weight outcomes. Adopting enhanced after-school programming increases access to health activities and may bring us closer to solving obesity in at-risk youth in impoverished communities.Trial registrationClinicalTrials.govidentifier (NCT number):NCT03565744. Registered 21 June 2018 – Retrospectively registered.

Exploring the summer reading effect through visual analysis of multiple datasets

Historically, there has been concern about students losing reading ability over extended breaks from school, commonly in the summer, but studies of this phenomenon have produced inconsistent results. We applied exploratory visual analysis of multiple datasets to examine whether students in Grades K‐5 appear to lose or improve in various reading abilities over the summer and across consecutive school years. Archival data were obtained on students of different U.S. school districts who did not participate in a formal summer reading programme. Data were disaggregated by groups considered most vulnerable to summer loss: those from economically disadvantaged backgrounds and those identified with disabilities. Given the variety of measure types and scores, we centred scores on each measure's cut point for proficiency in a particular grade level to depict how students' scores deviated from the proficiency classifications before and after a summer break. Overall, students' scores relative to the benchmark appeared on average to have maintained or improved, and there was no observed accumulated decrement in reading performance across years. For anomalous instances of summer loss, we offer possible alternative explanations such as measurement artefacts and unrehearsed learning. Visual analysis of the datasets suggested that summer breaks were not associated with systematic losses of students' reading ability, even among those considered most vulnerable to the phenomenon. However, available assessments and benchmarks are not designed to measure summer learning specifically, and little is known about the kinds of literacy experiences students not in formal programmes might be having. Thus, more research on summer maturation and degeneration is warranted.

Trajectories of self-determined motivation during the secondary school: A growth mixture analysis.

Based on an accelerated longitudinal design involving three cohorts of secondary school students followed during 3 consecutive school years, this study had three main objectives. First, we sought to identify different profiles of students following distinct trajectories of self-determined motivation over the secondary school years. Second, we examined whether different sources of relatedness (father, mother, teachers, peers) predict membership to these motivational trajectory profiles. Third, we looked at the consequences of these motivational trajectory profiles in terms of adaptive and maladaptive outcomes. Nine hundred forty-one students (56.1% girls) from three distinct cohorts participated in the first measurement time (309 students initially in Secondary 1, 346 students initially in Secondary 2, 272 students initially in Secondary 3). Results revealed that no generic decline in global levels of self-determined motivation was observed during the secondary school years. Five distinct trajectory profiles in which the proportion of students varied were identified. The many comparisons made between these five profiles indicate few significant differences on sources of relatedness. However, teachers and fathers were important positive predictors of membership to the profiles characterized by higher self-determined trajectories, in addition to having a direct effect on initial levels of self-determined motivation observed within each profile (teachers) and on within-profile increases over time in global levels of self-determined motivation (teachers and fathers). Finally, students in profiles characterized by low self-determined motivation trajectories showed lower levels of adaptive outcomes and higher levels of maladaptive outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

The Importance of Pedagogical and Social School Climate to Bullying: A Cross-Sectional Multilevel Study of 94 Swedish Schools.

Bullying is a public health issue with long-term effects for victims. This study investigated if there was an association between pedagogical and social school climate and student-reported bullying victimization, which dimensions of pedagogical and social school climate were associated with bullying, and if these associations were modified by individual-level social factors. The study had a cross-sectional multilevel design with individual-level data on bullying from 3311 students nested in 94 schools over 3 consecutive school years. School climate was measured with student and teacher questionnaires, aggregated at the school level. The association between school climate and bullying victimization was estimated with multilevel mixed-model logistic regression. In schools with the most favorable school climate, fewer students reported being bullied. This was especially evident when school climate was measured with the student instrument. Students in schools with favorable climate had an adjusted odds ratio of bullying of 0.74 (95% CI: 0.55-1.00) compared to students in schools with the worst climate. Results from the teacher instrument were in the same direction, but less consistent. Improvement in school climate has the potential to affect students both academically, and socially, as well as decrease the prevalence of bullying.

Career Adaptability in the 9th Year: Efficacy of an Intervention in Two Consecutive School Years

Abstract The program Eu Pertenço ao Meu Futuro! (I Belong to My Future!) has evidence of effectiveness in the career adaptability of 9th-year Portuguese students. This study evaluates its effectiveness in two consecutive school years, 2015/16 and 2016/17 - a period with a series of government changes that impacted school educational projects. This study was conducted with 2,376 students (1201 (50.5%) boys; age M = 14.53 years; SD = .836), 1138 of whom were randomized into the experimental group and 816 in the control group. Data were collected by means of the Adaptability Scale, administered in a pre- and posttest with a seven-weeks interval, and treated using the MANOVA. The intervention achieved the expected results regarding confidence and control in 2016/17. The program had different effects in the two school years, reaching more favorable outcomes in the second year, which may be explained by contextual factors and the intervention process.

Design-based research on gamified outdoor social enquiry learning with context-aware technology: integration of teacher facilitation for advancing the pedagogical effectiveness

GAMES (Gamified Authentic Mobile Enquiry in Society) is a context-aware mobile application that we developed to support students in conducting gamified social enquiry learning in outdoor environments. This paper focuses on discussing the latter part of a piece of 2-cycle Design-Based Research (DBR) conducted in the context of formal curriculum learning and teaching in Hong Kong, reporting on the work that we carried out in the second research cycle where teacher facilitation was integrated into the pedagogical implementation of GAMES for advancing its effectiveness. The entire DBR involved 9 teachers (from 9 different high schools in 3 different academic categories) and their Grade-10 classes in two consecutive school years (with a total of 555 students). Upon the different academic settings, we (researchers) collaborated with the teachers (practitioners) to derive and enact what and how they could do in order to optimise their students' social enquiry experience in the course of gamified, technology-enhanced outdoor learning. This study not only reveals the importance of teacher facilitation in the process of gamified mobile learning, but it also sheds light on how to design and implement the articulated pedagogical, administrative and technical facilitation acts in the context of formal education.

Design-based research on gamified outdoor social enquiry learning with context-aware technology: integration of teacher facilitation for advancing the pedagogical effectiveness

GAMES (Gamified Authentic Mobile Enquiry in Society) is a context-aware mobile application that we developed to support students in conducting gamified social enquiry learning in outdoor environments. This paper focuses on discussing the latter part of a piece of 2-cycle Design-Based Research (DBR) conducted in the context of formal curriculum learning and teaching in Hong Kong, reporting on the work that we carried out in the second research cycle where teacher facilitation was integrated into the pedagogical implementation of GAMES for advancing its effectiveness. The entire DBR involved 9 teachers (from 9 different high schools in 3 different academic categories) and their Grade-10 classes in two consecutive school years (with a total of 555 students). Upon the different academic settings, we (researchers) collaborated with the teachers (practitioners) to derive and enact what and how they could do in order to optimise their students' social enquiry experience in the course of gamified, technology-enhanced outdoor learning. This study not only reveals the importance of teacher facilitation in the process of gamified mobile learning, but it also sheds light on how to design and implement the articulated pedagogical, administrative and technical facilitation acts in the context of formal education.

The nine year basic education policy and secondary school internal efficiency

This study examined the effect of implementing Nine Year Basic Education (9YBE) policy on secondary school internal efficiency. The study followed descriptive design. Data on students’ enrolments and repetitions for consecutive school years, cohort 2014/15 and 2017/18, were collected from all five lower secondary schools in Ngoma and Tumba Sectors using survey questionnaire. Besides, focus group discussions (FGDs) were used to collect views of head-teachers on the study variables. The reconstructed cohort flow analysis technique was used to determine indicators of internal efficiency. Summary statistics are presented in tables. Qualitative data from FGDs were analysed through thematic content analysis with consideration of similarities and differences. The findings revealed (i) a positive change in students' promotion and repetition rates, (ii) students’ survival rate to the last grade increased to 69.39% for the cohort 2017/18 from 50.72% for the cohort 2014/15 and (iii) wastage ratio declined from 1.62 for cohort 2014/15 to 1.33 for cohort 2017/18. Thus, school efficiency rose to 75.19% in 2017/18. Head-teachers attributed the positive change in internal efficiency indicators to the combination of 9YBE interventions including removal of school fees, school feeding, and flexibility in student progression and increasing day secondary school in proximity of home. However, persistent high dropout rates indicated that the implementation of 9YBE policy had not alleviated all disruptive forces against students’ participation rates. It was therefore suggested to relook at policy interventions to address individual students’ challenges at school and household levels and the management of older children in the school system.

Mathematics Grade as Correlate to Performance in the National Achievement Test

Tests in schools can be informative. However, the Department of Education administered a set of examinations like the National Achievement Test which is designed to determine the learner's achievement level, strengths, and weaknesses in five curricular subject areas at the end of the school year. The study intended to look into the relationship between academic performance in Mathematics and NAT results. There has been a purposive universal sampling design. It is purposive because the research is only studying the academic performance in Mathematics, and universal because the subjects of the study are all the grade six pupils of Victoriano D. Tirol Advance Learning Center for four consecutive school years. Documentary analysis was used as to the data of existing records on the academic performance and National Achievement Test results in Mathematics. The association between academic achievement and NAT outcomes in Mathematics was investigated using correlation analysis and one-way analysis of variance (ANOVA). The analyses revealed that there is a significant correlation between the pupil's academic performance and NAT results. Also, there is a significant degree of variance in the student's performance as to National Achievement Test Results in four consecutive school years.

Effects of Dating Matters\xae on Sexual Violence and Sexual Harassment Outcomes among Middle School Youth: a Cluster-Randomized Controlled Trial

Sexual violence (SV), including sexual harassment (SH), is a significant public health problem affecting adolescent health and well-being. This study extends prior research by evaluating the effectiveness of a comprehensive teen dating violence prevention model, Dating Matters, on SV and SH perpetration and victimization, inclusive of any victim-perpetrator relationship, among middle school students. Dating Matters includes classroom-delivered programs for youth in 6th, 7th, and 8th grades; community-based programs for parents; a youth communications program; training for educators; and community-level activities. Middle schools in four urban areas in the USA were randomly assigned to receive Dating Matters (DM, N = 22) or a standard-of-care intervention (SC, N = 24) over four consecutive school years (2012–2016). The analytic sample included two cohorts who entered the study in 6th grade and completed 8th grade by the end of the study allowing for full exposure to Dating Matters (DM: N = 1662; SC: N = 1639; 53% female; 50% black, non-Hispanic; 6 waves of data collection for each cohort). Structural equation modeling was employed with multiple imputation to account for missing data. Dating Matters was associated with significant reductions in SV and SH perpetration and victimization scores in most—but not all—sex/cohort groups by the end of 8th grade relative to an evidence-based TDV prevention program. On average, students receiving Dating Matters scored 6% lower on SV perpetration, 3% lower on SV victimization, 4% lower on SH perpetration, and 8% lower on SH victimization by the end of middle school than students receiving an evidence-based violence prevention program. Overall, Dating Matters shows promise for reducing SV and SH, occurring both within and outside dating relationships, through middle school. Clinicaltrials.gov Identifier: NCT01672541

EMPOWERING CARE�S EFFECTIVENESS FROM HIGH SCHOOL MATH TO COLLEGE ENGLISH

Building upon the prior success of a rookie high school math teacher, a veteran English professor also successfully implemented empowering care at a private university in that same urban setting in Southern California. The aforementioned empowering care that contributed to better student learning as measured by district wide tests at the high school level now demonstrated pedagogical success as assessed by student evaluations in the university setting. The purpose of this paper, chronicled from a practitioners point of view, examines how teacher beliefs that all students are capable of learning, operationalized concretely in terms of empowering care, enabled students to achieve impressive academic performances on the aforementioned measures in their respective settings over two consecutive school years (D. Walker S. Walker, 2019).***In this paper, Sunnyside High School, Inland Empire University (IEU) and Desert Valley, California will serve as pseudonyms to maintain the anonymity of the high school, university, district and city. Ms. Jasmine Espinoza and Dr. J. D. Hyde will represent the pseudonyms for the teacher-participants who taught the classes examined in this study.

O efeito do clima escolar e localização da escola sobre o bullying na transição para o 2º ciclo

In the last few decades, bullying has been considered a widespread problem for schools around the world. However, there are few longitudinal studies analyzing the evolution of bullying victimization and perpetration behaviors during middle school transition.In the present study we have employed a longitudinal approach, with assessment throughout two consecutive school years to analyze if middle school transition to analyze the influence that school location and two dimensions of school climate (student-student relationships and teacher-student relationships) have upon bullying victimization and perpetration behaviors during middle school location The study also analyzed if there are gender differences in the these relationships.Results indicate that, during middle school transition, victimization behaviors remained constant, whereas bullying perpetration behavior decreased significantly. However, for boys victimization behaviors increased, whereas there were no diferences between genders in the evolution of bullying perpetration behaviors. Also, students that reported more positive perceptions of teacher-student relationships displayed a larger decrease in bullying victimization and perpetration behaviors. Additionally,students who transited to rural middleschoolsreported a more negative trajectory in bullying victimization and perpetration behaviors than students that went to urban middle schools.Thus, it is possible to conclude that middle schools’ characteristics influence the evolution of bullying victimization and perpetration behaviors during middle school transition, which highlights the need for schools to invest in the promotion of a positive school climate.