School Context Research Articles

Decolonization of English language assessment for equitable learning: Teachers’ agency perspective

This paper examines the agency of English language teachers in decolonizing assessment practices within their respective school contexts. Employing a phenomenological approach, this study draws on data collected through in-depth interviews with six secondary-level English language teachers from six purposively selected public schools in the Kathmandu Valley. The findings reveal that divergent forms of classroom instruction, normative assessment practices perpetuate epistemic injustice. English language teachers find themselves caught between top-down policies and bottom-up practices, despite their awareness and willingness to transition language assessment from conventional monolingual to plurilingual processes. This constraint hinders their ability to contextualize assessment according to learners' diversities and needs. The situation underscores the persistence of colonial-sounding practices, such as normative standards in assessment, necessitating teachers' full autonomy in assessment design and implementation to advance decolonization efforts in assessment and pedagogy. These findings significantly affect future policy initiatives in English language teaching in Nepal, particularly concerning the assessment integrated with pedagogical practices.

Unburdening the (Dis)Connected Individual? A Digital Disconnection Policy Paradox in Flanders (Belgium)

The concept of digital disconnection, which refers to limiting digital media use for the sake of one’s well-being, has gained prominence in scholarly and public debates. Compared to a burgeoning digital disconnection industry that commodifies individuals’ struggles with constant connectivity, the development of evidence-based disconnection policies and regulations that support individuals to maintain digital well-being lags behind. The absence of digital disconnection policy may partly be due to a lack of studies investigating the contextual and institutional conditions in which policies and regulations are designed, implemented, and received. The few studies that do shed light on these conditions show that politicians’ and policymakers’ responses to digitalization involve discourses of individual responsibilization. Building on these insights, our study draws from in-depth interviews with 21 experts from organizations in Flanders (Belgium) who are responsible for digital well-being and digital disconnection across work, school, and family contexts. In particular, we have explored their perspectives on the challenges of constructing and implementing digital disconnection policies and regulations. Overall, the experts’ discourses reveal a conflict between striving for autonomy and the need for regulations concerning digital disconnection. This conflict leads to a digital disconnection policy paradox in which experts advocate for collective disconnection initiatives but ultimately resort to solutions on an individual level. We discuss the implications of our findings for the scholarly field of digital disconnection as well as for media policymakers.

AI-Driven Smart Transformation in Physical Education: Current Trends and Future Research Directions

Although the rapid development of Artificial Intelligence (AI) in recent years has brought increasing academic attention to the intelligent transformation of physical education, the core knowledge structure of this field, such as its primary research topics, has yet to be systematically explored. The LDA (latent Dirichlet allocation) topic model can identify latent themes in large-scale textual data, helping researchers extract key research directions and development trends from extensive literature. This study is based on data from the Web of Science Core Collection and employs a systematic literature screening process, utilizing the LDA topic model for in-depth analysis of relevant literature to reveal the current status and trends of AI technology in physical education. The findings indicate that AI applications in this field primarily focus on three areas: “AI and data-driven optimization of physical education and training”, “computer vision and AI-based movement behavior recognition and training optimization”, and “AI and virtual technology-driven innovation and assessment in physical education”. An in-depth analysis of existing research shows that the intelligentization of physical education, particularly in school and athletic training contexts, not only promotes sustainable development in the field but also significantly enhances teaching quality and safety, allowing educators to utilize data more precisely to optimize teaching strategies. However, current research remains relatively broad and lacks more precise and robust data support. Therefore, this study critically examines the limitations of current research in the field and proposes key research directions for further advancing the intelligent transformation of physical education, providing a solid theoretical framework and guidance for future research.

IMPACT OF DIGITAL TECHNOLOGIES AND TOOLS ON CHILDREN AND ADOLESCENTS

The conference paper fi rstly encompassed a theoretical analysis of the main models from psychology and recent studies that show the impact of digital technologies in terms of their advantages, disadvantages and the appropriate pedagogical use in the school, family and socio-educational context. Some data related to an empirical study carried out by the author of this work have also been presented. This study addresses the impact of digital technologies on children and adolescents, especially with regards to their attitudes towards the use of the mentioned technologies, for the improvement of teaching and learning process within Spanish educational context. Amongst the results, the motivational factor and the considerable usefulness of these technologies in teaching and learning process can be highlighted if they have an appropriate pedagogical objective that is adapted to each agegroup’s cognitive requirements. Additionally, the importance of the playful element of this type of technology based on images and not only on words for educational purposes, and other potential uses such as the didactic focus of different computer applications, must also be highlighted. Moreover, the results show that these technologies can be used for all kinds of diversities in one way or another, to educate in values and to contribute into a better coexistence. Finally, from a refl ective position, some suggestions and recommendations have been made with the aim of supporting psychoeducational guidance and intervention to prevent and treat possible digital risks, such as the ones associated with technology addiction within the educational and family context. Great attention must be paid so that such risks are not increased by the use of these digital technologies, especially at that stage of development in which the executive functions are still developing.

Using the grounded theory to develop the theoretical model of Chinese school sports coaching competence

BackgroundSchool sports coaching is gaining recognition as a formal profession worldwide, highlighting its significant role in students’ holistic development. Given the complex social and cultural dimensions of the role, this study explores a coaching competence model tailored to the school context, emphasizing the need to consider both national and local frameworks to ensure effective implementation. In China, school sport coaches are responsible for both physical education teaching and sports training across all types of schools. Within the integration of sports and education, school sport coaches can expand their impact not only on student-athletes or athletes but also on general students in practice. Compared with physical education teachers’ perspectives, sports coaches’ competence development has rarely been studied. This study aims to develop a sustainable Chinese school sports coaching competence model.MethodsThe qualitative data were gathered mainly through semi-structured interviews. School sports coaches and related stakeholders (N = 22) were selected as participants using purposive sampling techniques. Grounded theory was employed to analyse the data via NVivo 11.0 software.ResultsThe school sports coaching competence model comprises three categories consisting of 15 sub-categories, 92 concepts, and 317 labels. These categories are as follows: (a) Perception of identity, encompassing role of the coach, reflection on students, and understanding of policies; (b) Code of ethics, which includes sports virtues, sports-humanistic spirit, and principles of movement science; (c) Coaching excellence, comprising lifestyle and fitness strength, local sports development, teacher-coach partnership, leadership in extracurricular activities, safety and injury protection, athlete selection and training, instruction and demonstration, coaching reflective practice, and athlete-coach rapport.ConclusionChinese school sport coaching competence model emphasizes the integration of sports and education for student development. It provides both local and national perspectives to enhance the professional development of school sports coaches’ community worldwide.

The role of key stakeholders in building effective professional learning communities (PLCs) in Vietnamese primary schools

Teacher professional learning communities (PLC) have been reported as an important platform for improving the quality of teaching and learning; however, building and sustaining an effective PLC is challenging. This study employed a qualitative research design, utilizing a multi-site approach to examine the role of key stakeholders in developing an effective teacher PLC at Vietnamese primary schools, where research on how PLCs are implemented, developed and sustained remains limited. The data were collected using individual in-depth interviews with 45 participants, including school principals, academic group leaders, and teachers, selected from nine schools located in three different provinces. The findings showed that principals acted as visionaries who initiated and drove the implementation of effective PLCs. Their strategic planning was crucial in setting long-term goals that guided the entire school's efforts. Academic group leaders played a pivotal role in organizing and sustaining PLC activities, acting as intermediaries between teachers and school administration staff. Teachers were central to the effectiveness of PLCs, with their proactive engagement and continuous learning being critical for success. All participants believed teachers need to change their ways of interacting with and giving feedback to each other to promote reflective dialogue, de-privatisation of practice and collaborative activities. The study also discussed practical implications for developing and sustaining effective PLCs in the Vietnamese school context, and beyond.

O USO DE METODOLOGIAS ATIVAS NAS AULAS DE EDUCAÇÃO FÍSICA ESCOLAR NO ENSINO MÉDIO: UMA REVISÃO DE LITERATURA

School Physical Education (EFE) is a mandatory curricular component of Brazilian basic education that must provide students with the acquisition of systematized and organized knowledge about contents provided for in the Common Curricular Curriculum Base (BNCC). However, discipline has been treated with little importance in the school context. Given this, it is necessary to have tools that provide learning consistent with the student's reality, as well as attracting their attention to the benefits of EFE. This article aimed to describe the importance of using active methodologies in school physical education classes in high school. The study adopted a qualitative descriptive approach of the Narrative Literature Review type. The research selected ten (10) scientific articles published between 1997 and 2022. The study revealed the little importance attributed to innovative pedagogical approaches in the area of ​​education that deviate from the traditional model and are related to improving the quality of the school teaching and learning process. The studies surveyed in this review showed the great potential of Active Methodologies in the dynamics of the EFE classroom in high school.

Inclusive School Policies and Practices and the Well-Being of LGBTQ + Students in Portugal

Abstract Introduction The school context can be particularly problematic for youth who identify as lesbian, gay, bisexual, trans, and queer or who hold other sexual and gender-minoritized identities (LGBTQ +). To address this issue, LGBTQ + inclusive policies and practices have been implemented in many schools around the world. Methods A cross-sectional sample of 989 LGBTQ + and cisheterosexual high school students residing in Portugal completed an anonymous online survey in 2020/21. Participants were asked about their perceptions of LGBTQ + inclusive policies and practices in their school, namely, an inclusive curriculum, comprehensive policies, and information and support regarding sexual orientation and gender identity in their school. We further examined associations between these perceptions and LGBTQ + student well-being (depression, resilience, and self-esteem). Results Perceptions of the existence of an inclusive school curriculum were lower among LGBTQ + students compared to their cisheterosexual peers. In addition, LGBTQ + students who perceived the curriculum as less inclusive were more likely to report higher levels of depression and lower levels of resilience and self-esteem. Conclusions The findings suggest that LGBTQ + students perceive the school curriculum to be less inclusive, and this is associated with poorer well-being. Policy Implications Concrete policies and practices that improve school climate and promote the well-being of LGBTQ + students are paramount. These may include awareness-raising activities for students and discussion of LGBTQ + issues in the classroom. Therefore, cultural competency training for school staff is essential.

The Ecosystem of Middle School Math Achievement: Intersections of Student Demographic, Parent, and School Factors

ABSTRACTEcological factors, such as family involvement and school context, are important to consider in understanding middle schoolers’ math development. In this study, we examined the relations of middle school student‐reported parental monitoring and school climate as well as school‐averaged teacher reports of school organizational health (OH) to students’ math growth from grades 6–8. We also examined whether student‐reported race and ethnicity and perceived financial security moderated the relations of climate, monitoring, and OH to math growth and achievement. Participants were 12,821 middle school students and their teachers in the Pacific Northwest region of the United States. Our findings indicate that students who reported more parental monitoring in Grade 6 had detectably higher math scores in Grade 8, but monitoring did not relate to math growth, nor did student‐reported perceptions of school climate in Grade 6. We observed that OH in earlier middle school predicted math growth through Grade 8. We did not find evidence of differential relations of these variables to math achievement level or growth across students’ self‐reported race and ethnicity and perceived financial security. We discuss contributions of these findings to research and practice as well as limitations and future directions.

Factors that promote student well-being in schools: a scoping review of Australian and Aotearoa New Zealand literature

Well-being has been touted for many years as a critical factor in achieving positive outcomes for students in schools across Australia, Aotearoa New Zealand, and globally. Despite extensive reporting of student well-being concerns, further research is needed to fully understand this complex construct. This paper presents a scoping review aimed at developing a comprehensive understanding of student well-being by examining key factors highlighted in the literature. Using the PRISMA-ScR approach, a search was conducted using Google Scholar to identify studies published between 2010 and 2023 that focus on student well-being in Australian and Aotearoa New Zealand school contexts. Additional relevant grey literature, including policy documents, contributed to this review. A total of 46 studies met the eligibility criteria for more detailed analysis. The review identified three primary themes influencing student well-being: the role of student voice, the impact of the physical environment (which we call perivallon), and the nature of student relationships with teachers, peers, and themselves. These factors were found to be interrelated, with relationships serving as both an independent influence and a mediating factor affecting the other dimensions. The literature review leads to a multi-dimensional complexity model of well-being. This model suggests potential mechanisms by which a small change to an external factor can have far reaching, and potentially unexpected, impacts on student well-being. The implications and limitations of such a model are discussed, and avenues for future research are suggested.

A longitudinal study of math skills in heritage bilingual children: profiles of strengths and weaknesses.

Many children are exposed to a heritage language in the home context, and they learn mathematics in the school context in the societal language (Italian in the present study). More evidence is needed on how Heritage Bilinguals (HBs) perform in different subtypes of numeracy and mathematics skills in a longitudinal perspective. This longitudinal study aimed to analyze the mathematical skills of heritage bilingual children. 220 HBs (50.5% female, from different linguistic/ethnic groups, including Indo-Iranian, Arabic, Chinese, Romanian, Albanian and Slavic languages) and 440 monolinguals (46.8% female, mostly Italian) were followed from second to third grade (aged between 7 and 9 years). The following tasks were administered: dictation, symbolic comparison, number line, mental calculation, multiplication tables, approximate calculation, problem-solving and written calculations. The results showed an advantage for HBs in approximate calculation, but they underperformed in problem-solving, multiplication tables, and mental calculations. A profile analysis highlighted the percentages of children at risk for math impairment. The study provides a longitudinal profile of strengths and weaknesses in the mathematics profile of children with HBs, with developmental trajectories that vary according to verbal load. The discussion focuses on the role of verbal load in math tasks in the assessment of HBs, and implications for clinical and educational contexts.

Core Competences of School Nurses for the Development of Anti-Bullying Strategies: Protocol for a Scoping Review.

School nurses are capable of fostering safe and healthy school environments that are favorable to quality learning and social interactions. To this end, it is essential that they acquire a set of skills needed to implement bullying intervention programs. This article describes the protocol for a scoping review to identify and map the core competences for school nurses to develop anti-bullying strategies. The review will be conducted according to the JBI methodology for scoping reviews. The review will include primary, secondary, and gray literature, including theses and reports, found through comprehensive research in several databases: Scopus, WoS, APA PsycINFO, Embase, ScienceDirect, MEDLINE/PubMed, CINAHL (EBSCOhost), ERIC, LILACS, BDENF, IBECS, Cochrane Library, CAPES Dissertations and Theses Portal, RCAAP, Theses Canada, ProQuest Dissertations and Theses, and Google Scholar, as well as reference tracking. No geographical restrictions will be applied. The studies must include investigations into actions and interventions conducted by or involving nurses for the prevention of bullying in the school context. Two reviewers will act independently in screening the studies and extracting data using an extraction tool developed by the research team. The results will be presented in a tabular format, supported by a narrative synthesis. The details of the scoping review will be reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. We anticipate that our scoping review will to strengthen a field of nursing that is still little explored, showing the school nurses' role in prevent bullying episodes.

Integrating culturally-oriented activities in physical education: Analysis on the incidental learning and appreciation of learners to Philippine culture

The study investigates incidental learning and the appreciation of college students towards culturally-oriented activities in physical education sessions. The exploratory research design uses one-on-one interviews to gather data from 20 physical education students enrolled in the 2023–2024 school year. The positive impact of integrating culturally-oriented activities into physical education sessions is that it emphasizes the importance of cultural awareness and inclusivity in educational settings. The benefits of incorporating culturally-oriented activities into physical education include promoting cultural understanding and enriching students’ educational experiences. The transformative effect of culturally oriented activities in physical education prepares students to become responsible global citizens, emphasizing the importance of cultural enrichment. Incorporating culturally-oriented activities in physical education sessions has significant implications for educational practices, policies, and societal attitudes towards diversity, promoting global citizenship and inclusivity. Integrating culturally-oriented activities in physical education is essential in the current context to nurture cultural awareness, respect, and diversity among students. Investigating the effects of such activities can help educators create more inclusive and culturally responsive learning environments, preparing students for a diverse and interconnected world. Physical education is a way of education through physical activities that are selected and carried on with full regard to values in human growth, development, and behavior. Help learners to better understand both their own identity and the ethos of the school context and environment they share with others. Teachers’ and students’ perspectives on culturally relevant physical education. Aspects of culture and education should be complementary in terms of complementing and reinforcing each other.

Unlocking Insights: Harnessing Primary School Children's Experiences and Reflections on Emergency Remote Learning to Shape K-12 e-Learning in the Post-Pandemic Era

The study aimed to investigate the impact of the COVID-19 pandemic on primary education in Cyprus and to discern the implications for the post-pandemic era, specifically focusing on the Emergency Remote Learning (ERL) experiences and reflections of upper primary students (ages 9-12). Grounded in socio-constructivist learning theory, which emphasizes the importance of active student engagement and social interaction in the learning process, the research explored the challenges students faced during the rapid shift to remote education. A mixed-methods design was employed, using an in-depth online survey that incorporated both quantitative and qualitative questions. Data were collected from a sample of 204 students selected through non-probability, convenience sampling. The analysis revealed that students experienced several challenges, including technology constraints, lack of interaction, and difficulty maintaining concentration, which are consistent with global findings on K-12 ERL. Among demographic factors, the type of school attended (public vs. private) had a significant influence on most aspects of students' ERL experience. Private school students reported more favourable conditions than their public school counterparts, which facilitated a smoother shift to both asynchronous and synchronous ERL, resulting in a more positive overall ERL experience. Regardless of the type of school attended, students overwhelmingly expressed a strong preference for face-to-face learning. Comparisons with other studies conducted in Cyprus during the same period involving older student age cohorts suggest significant age-related differences. The young students in our study encountered greater challenges during the transition to ERL, which can be attributed to their heightened need for scaffolding and external regulation to learn in the virtual space, as well as the higher importance they attached to the social aspects of school life taken away by ERL. Despite their largely negative experiences with ERL, a high proportion of the children advocated integrating the e-learning tools and technologies they got acquainted with during ERL into the normal context of schooling. These findings underscore the importance of further research into effective instructional strategies tailored to young learners in both online and blended learning settings. They also highlight the potential benefits of incorporating e-learning tools into conventional classrooms to enhance the teaching and learning process.

A Cross-Sectional Study on Teaching Informational Text for Third Graders in Vietnamese School Context

Reciprocal teaching method has been proven to be effective for reading comprehension. However, in Vietnam, primary school teachers are still unacquainted with this method. Thus, this study investigated the current situation of teaching and learning informational texts among third grade students in Vietnam in order to highlight the need for reciprocal teaching in the reading comprehension of informational texts. Based on a sample of 272 primary school teachers and their responses on a self-designed survey questionnaire, the teachers still struggle with identifying informational texts and have yet to focus on guiding students to extract the lessons/meanings from the texts and apply them in their daily lives. In this regard, the lack of informational text reading strategies and the limited exposure to the new curriculum may be contributing factors. Meanwhile, the contents of the informational texts were deemed appropriate for the children’s understanding and they helped maintain their interest in finding the main idea of each paragraph. Considering the benefits of reciprocal teaching, future research in Vietnam should explore the application of this method in subjects beyond reading comprehension such as mathematics, science, physics, etc.

LGBT+ teachers in Ireland’s experiences in primary schools

ABSTRACT While legislation has been introduced in recent years to protect the rights of LGBT+ teachers in Ireland, teachers’ perspectives on the current reality are mixed and challenges still exist. Some teachers are comfortable stating their sexuality in schools, while others are not. This paper focuses on the views of seven primary school teachers, who discussed their experiences as LGBT+ employees in Irish schools during semi-structured interviews. The findings point to the importance of effective leadership as a means to make schools truly inclusive for all. The teachers also reported the wider school context being important including colleagues’ attitudes towards inclusion and, in particular, LGBT+ issues. The need for school-wide professional learning was seen as central to becoming a truly inclusive school, whereby teachers are equipped with the skills and knowledge to combat discrimination in all its forms. Finally, the study highlights the issue of LGBT+ teacher well-being and how this can be affected by the level of support shown to teachers in schools.

A strengths-based exploration of Māori student success at university using the Mana model

Māori (the Indigenous people of New Zealand) are commonly framed as priority learners, a term that implicitly problematises Māori and anticipates struggle rather than success in their academic trajectories. This study resists such a framing and instead uses a strengths-based theoretical framework—the Mana model—to explore four Māori undergraduate students’ experiences at a New Zealand university. We investigate the extent to which the five elements of the Mana model, originally developed in secondary schooling contexts, supported their success at university. Three of the five elements—mana ūkaipō (sense of place), mana tū (sense of resilience), and mana whānau (sense of family)—were prominent in the students’ accounts of what enabled their success, and the remaining two elements played smaller but still important roles. By bringing the Mana model into the higher education context, this study offers promising indications that this model can inform future research, policy, and practice to foster success at university for Māori students.

Deepfakes, sextortion, and virtual lovers

Generative artificial intelligence (GenAI) has taken higher education by storm since late 2022 and offered new opportunities and challenges for educators and learners alike. Yet dominant literature to date has emphasised the challenges of assessing effectively in a post-plagiarism and post-truth era, and the new technological affordances offered. Yet, the costs of generative artificial intelligence stemming beyond academic integrity breaches and student cheating are not well understood. In this panel, we discuss the emerging trends of Generative AI that extend beyond student learning but are nested inside the learning environment - from the emergence of AI-generated content to the side effects of extended use of AI on relationship formation, student social skill development, and social anxiety. We will in particular explore how this is occurring in the high school context and its subsequent applicability to university learners’ loneliness, isolation, and wellbeing. The panel offers a thought-provoking discussion with three academics in three different disciplines and universities, and a student partner with experience in AI usage.

THE ROLE OF NEUROPSYCHOPEDAGOGY IN INCLUSIVE EDUCATION WITHIN THE SCHOOL CONTEXT

The current article, entitled The role of neuropsychopedagogy in inclusive education within the school context, has as its primary objective the examination of the work developed by Neurosciences and how they can collaborate or intervene through their neuropsychopedagogical knowledge in an educational institution. Hoping that means can be found that appropriately prove information that triggers obstacles in learning, knowing that the cause of this problem may be based on the various types of biopsycho and socio-familial disorders. Believing that every practical action of the school must provide an effective interaction of the student and, by understanding education as the only reason for the improvement of the human being and society, it is at this moment that the Neuropsychopedagogy professional begins to obtain a primary role in the approach and elucidation of the blockage found in learning during the literacy phase. For this reason, the work was developed through bibliographic research so that we had theoretical subsidies that extended the universe of investigation of the treatment given to the work of neuropsychopedagogists. Following the idea that guides the proposal of the National Curricular Parameters, all education committed to the exercise of citizenship needs to create conditions so that students can develop their competence and skills. The intention is to ascertain which skills and competencies such individuals have, so that a neuropsychopedagogical intervention that is most appropriate to their problem can be indicated. Understanding the purpose of the duties of the neuropsychopedagogue is a question that is necessary at this time.

Integration of Mental Health Concepts in the Middle School Curriculum

This qualitative study explores the experiences of middle school teachers of Liaocheng Vocational and Technical School with student mental health education within their school setting. Drawing on interviews with teachers, supported interviews with school administrators and parents, the study aims to understand the challenges, resources, and support systems in promoting student well-being that teachers believe would be most beneficial in facilitating effective mental health education. Through a qualitative inquiry, and specifically using purposeful sampling, ten participants will be selected to provide rich insights into the phenomenon. Data will be collected through semi-structured interviews and analyzed using thematic analysis. Results may highlight the multifaceted nature of supporting student mental health, encompassing recognition of mental health issues, role breadth, efficacy in providing support, and barriers faced within the school environment. It is hoped that the study contributes to the literature by offering insights into the complexities of addressing student mental health within the middle school context and informing the development of effective interventions and support systems.