Current School Research Articles

The Role of AI Technology in Constructing Digital English Classrooms in Underdeveloped Areas

As a key part of basic education, English education in primary schools is of great significance to the personal development of students and the construction of society and has received extensive attention from society. However, primary English education in underdeveloped regions of China is still relatively backward. In recent years, the rapid development of AI technology has realized information communication in education, which has become the key force in promoting the digital transformation of English classrooms in underdeveloped regions and the potential to bridge the education gap between areas. This paper is based on the teaching characteristics of the current primary school English subject, combined with the current development of AI technology applied to English teaching, for building the digital classroom of primary school English in underdeveloped areas puts forward the following relevant recommendations. China should accelerate the implementation of infrastructure construction and technology introduction in underdeveloped areas, and strengthen the training of digital literacy and media awareness for primary school English teachers. Primary schools in underdeveloped areas should use AI technology as a teaching aid to build a "double-teacher" English classroom teaching mode and a curriculum feedback platform based on this technology, to effectively promote the digital transformation of English classrooms in underdeveloped areas.

The capacity of primary school inclusive teachers meets the requirements of the 2018 general education program

The profession of integration teaching is currently receiving considerable attention. The competency framework for teachers is assessed based on the 2018 General Education Program (GEP), which emphasizes the development of students' personal competencies and sets new competency requirements for teachers. This program provides detailed guidelines for teaching and learning in the modern era. The objective of this study is to evaluate the extent to which teachers' training and teaching competencies align with the 2018 GEP. The present study surveyed 611 primary school integration teachers across 32 schools serving disabled students in five provinces and cities within Vietnam. In this study, an assessment of teachers' competencies in various aspects of education and teaching was conducted. The results revealed high levels of proficiency among teachers in assessing and nurturing students' qualities and competencies, as well as in devising pedagogical strategies to enhance students' inherent capabilities. The limited language proficiency, particularly in local and foreign languages, has significant implications for ethnic minority students, who rely on native language instruction for effective learning. This limitation hinders the implementation of the 2018 GEP, especially in regions with a high density of ethnic minority populations. Additionally, teachers showed proficiency in creating safe and culturally educational environments and establishing relationships among students, teachers, and parents. Nevertheless, collaboration with families and communities to achieve educational goals exhibited lower competency levels. Furthermore, teachers demonstrated capabilities in researching and updating subject knowledge, along with supporting colleagues in developing professional competencies. The study also explored stakeholders' perceptions regarding educational practices, indicating varying levels of correctness in responses. This study significantly contributes to the evaluation of current primary school teacher competencies and offers valuable data for school managers, administrators, and teachers to gain a more holistic understanding of this matter.

APLICAÇÃO DA ANÁLISE DA INTELIGÊNCIA EMOCIONAL NA APRENDIZAGEM INFANTIL

The article aims to demonstrate the relevance of emotional intelligence in learning and make some considerations about intelligence and emotions, as a possibility of improving the quality of the teaching and learning process, always highlighting that the current school should not be based only on intellectual development, and Yes, also get involved in your emotional development as a way of optimizing and educating emotions. The objective of this article is to make some statements about intelligence and emotions, as one of the methods of improving the quality of learning development in children in early childhood education. It reports on what “Emotional Intelligence” is, what its connection with emotions is – how important this is within the family, at school and how the teacher can contribute to this process. How can this emotional literacy be achieved; what the possible results will be in practice; what challenging points we will have for building emotional intelligence and what this can entail in children's lives, and how they will become in adulthood having this emotional balance combined with cognition.

ABCs unravelled: The time and timing in calls for behavioural change

District School Boards across the Global North (which includes my own school board in Toronto, Canada) implement behaviour management policies that remain situated within discourses and practices of developmental and behavioural psychology. The ABC chart (Antecedent, Behaviour and Consequence) is one key aspect of these behaviour management policies as it aims to document the timing, frequency, intensity and duration of behaviour characterized as problematic or troublesome. The purpose of this paper is to critically examine the ABC chart utilized by classroom teachers across K-12 school settings in order to document behaviour. Understood as a socio-cultural artifact and phenomenon of current neoliberal schooling practices, I seek to investigate the role of ABC charts in sustaining practices of conditional inclusion/exclusion for children and youth labeled as ‘problems.’ Using an interpretive methodology situated within critical disability studies and anti-colonial theories and practices, this paper will engage in the application of concepts such as being “out of sync” ( Knight, 2019 : p. 74) and “misfitting” ( Garland-Thomson, 2011 : p. 592) as they intersect with concepts such as “the ability line” ( Broderick and Leonardo, 2016 : p. 66). A key aim of this paper is to question the taken for granted assumptions regarding conceptions of linear time, developmental progress and, achieving the performance of normative behaviour. In examining the implicit power imbalances in practices of documenting behaviour, this paper also invites educators to engage in a critical dialogue in order to facilitate a transformation into more interdependent and socially just teaching and learning practices.

Developing and implementing an Einsteinian science curriculum from years 3–10: A. Concepts, rationale and learning outcomes

Abstract There has been a growing realisation that school science curricula do not adequately reflect the revolutionary changes in our scientific understanding of the 20th century. This discrepancy between current school education and our modern scientific understanding has led to calls for the modernisation of the science curriculum. Although there have been attempts to introduce topics of Einsteinian physics (i.e. quantum physics and relativity) to school education, often at the secondary level, we still lack a seamless curriculum in which modern science concepts are gradually introduced in primary and middle schools. Guided by the Model of Educational Reconstruction and following a mixed-methods research design, the Einstein-First project aims to address this gap. Einstein-First has developed and implemented an Einsteinian curriculum from Years 3–10 (students aged 7–16) that resolves the disconnect between science in schools and modern scientific understanding. This paper presents the concepts and rationale for the Einstein-First learning approach, as well as a summary of learning outcomes in six Australian schools with 315 students across Years 3–10. Our generally positive findings lay the foundation for informed curriculum development and school education that provides all students with awareness and appreciation of the fundamental concepts that underpin the technologies of the modern world.

Current Status of School Culture According to the Concept of Learning Organization at Ho Chi Minh National Academy of Politics

The school culture of Ho Chi Minh National Academy of Politics has both common features and unique characteristics of “Party School Culture”. The cultural levels of the Academy according to the concept of a learning organization are expressed through tangible factors: working environment, landscape, declared value system, development strategy and policy, etc. Correctly identifying the level of response of the elements belonging to school culture according to the concept of learning organization at Ho Chi Minh National Academy of Politics is an important basis to help the school assess the strengths and weaknesses of the current school culture, thereby having measures to build school culture according to the concept of learning organization in a scientific, appropriate and comprehensive manner.

Harnessing Educational Big Data Analytics for Decision-Making in Enhancing School Teaching Quality

The application of educational big data analytics holds significant importance in enhancing decision-making processes for school teaching quality. This study explores the effective utilization of educational big data analytics technologies to support the improvement of teaching quality in schools. Initially, the challenges and needs faced by current school teaching quality decision-making were analyzed, highlighting the critical role of educational big data analytics in this context. Subsequently, the limitations and gaps in existing study were identified through a review of related studies, underscoring the study value of this study. Based on this foundation, this study progresses through an examination of the decision-making factors that influence school teaching quality, problem description and model assumptions, construction of decision models, and model solutions using genetic algorithms. By analyzing key factors and constraints in the decision-making process for school teaching quality and integrating optimization algorithms, a viable decision support model was proposed and empirically analyzed. This study aims to provide a scientific basis for school administrators and decision-makers, thereby promoting continuous improvement in school teaching quality.

Inquiry into Teaching Listening and Speaking in High School English Classes Based on an Activity Perspective

This paper conducts an in-depth analysis of the issues present in current high school English listening and speaking classes and proposes corresponding improvements. Firstly, it identifies the challenges faced by high school English listening and speaking instruction, including inadequate emphasis on training listening and speaking skills by teachers, lack of operational and measurable course objectives, monotonous forms of activity organization, limitations in the use of listening materials and tools, weak connections between introductory segments and thematic content, failure to understand listening and speaking discourse based on thematic significance, neglect of teaching learning strategies, absence of learning activities in authentic contexts, and singular evaluation methods. Subsequently, a series of suggestions for enhancing teaching quality and efficiency are put forward, such as designing instruction around thematic contexts that integrate listening, speaking, reading, viewing, and writing skills; fostering the development of students’ core competencies, particularly language ability and cultural awareness; conducting comprehensive, interconnected, and practical learning activities; utilizing modern information technology to create a culturally rich learning environment; and implementing formative and multifaceted evaluation mechanisms. These improvement measures aim to enhance students’ listening and speaking abilities and cultivate them as lifelong learners with good listening and speaking habits.

Inheritance and Innovation of Traditional Culture in Primary School Chinese Curriculum

With the development of society and the acceleration of globalization, the status of traditional culture in modern education has become increasingly important. The primary school stage is crucial for students' cultural cognition and value formation. Therefore, inheriting and innovating traditional culture in the primary school Chinese curriculum is particularly significant. This study analyzes the traditional cultural content and teaching implementation in current primary school Chinese textbooks. It proposes inheritance strategies, including textbook compilation and content optimization, teacher professional development and training, and stimulating students' learning interest. Additionally, it explores innovative approaches such as the application of multimedia technology, interdisciplinary integration, and project-based learning. The research results indicate that systematic inheritance strategies and innovative approaches can effectively enhance students' interest and recognition of traditional culture, promoting their comprehensive language arts development.

Comparative analysis of school food policies in Australian jurisdictions: Insights for more effective policy action.

School food policies in Australia have the potential to positively impact healthy eating in schools. While the policies are reviewed regularly, it is unknown if revised school food policies have incorporated the recommendations from a 2020 review of nutrition policies in publicly funded institutions. This review aims to examine the current state of Australian school food policy environment, including national-level guidelines, food safety, allergy, and anaphylaxis management policies. School food policy documents were identified by searching the federal government, and Departments of Health and Education websites of Australian jurisdictions. The L'Abbé framework for monitoring and evaluation of nutrition policies guided the data analysis. Eleven policies/guidelines from Australian national and state/territory governments were reviewed in 2023. Four state/territory policies had major updates since 2020. The consistency of nutrition standards improved across five jurisdictions, although a common nutrient classification system would have allowed better comparison. Implementation guides/tools and supporting resources were provided in all policies although their comprehensiveness varied. Policy monitoring and evaluation guide/tools, and local food procurement were incorporated in two additional policies. School principals were responsible for policy implementation and schools for independent compliance monitoring. Continued improvement in monitoring and evaluation plans, policy review timelines, and support systems for schools is needed to enhance implementation and impact of school food policies. External stakeholder support may help school leadership in more effective policy implementation. SO WHAT?: Limited progress in incorporating recommendations into current school food policies calls for additional support and strategies to enhance policy implementation and monitoring.

Inclusive Education as A Wicked Problem: Introducing Systemic and Service Design Approach to Tackle the Challenge

Inclusiveness is a principle of our current school system. Inclusive education should ensure equal learning opportunities for all, avoid stigmatising differences, and accept diversity in pupils. The goals are promising, but the implementation of inclusive education is a wicked problem intertwined with student, teacher, school community and wider societal factors that are difficult to manage and reconcile. Can the goals of inclusive education to be achieved or will inclusiveness of schools lead to a situation where the conditions for learning, school practices and teaching resources are further stretched and learning for all becomes more narrowly focused? This article examines inclusive education as a wicked problem and how this perspective can aid in managing the inclusive education challenge at hand and how systemic design approach and service design can tackle these challenges. There will be provided four practical challenges where the proposed approaches and tools can be especially useful.

Development of a Prepharmacy Underrepresented Mentorship Program for Undergraduate Students

ObjectiveTo describe the development of an innovative prepharmacy underrepresented mentorship program (PUMP) to provide guidance and support to prepharmacy students who are committed to serving underrepresented communities with health disparities. MethodsThree virtual PUMP workshops were designed and delivered per admissions cycle for prepharmacy students who were applying to any school of pharmacy and self-identified as interested in serving underrepresented communities. Faculty, current pharmacy students, staff, and school leadership provided guidance and support on the application and interview process and how to select a program once offered admission. Data collection included the number of students who attended each workshop and were accepted to and matriculated at the school of pharmacy. Preworkshop and postworkshop surveys provided insight into communities that attendees were committed to serving, perceptions of the workshops, and intent to matriculate, if accepted. ResultsDuring the first three admissions cycles, 189 prepharmacy students participated in 8 PUMP workshops. A favorable trend was observed with an increased number of participants annually and an increased number of attendees who matriculated (an average of 34% over 3 cycles). Attendees were committed to addressing health disparities in various communities including but not limited to Southeast Asian; Latinx; Native American; lesbian, gay, bisexual, transgender, queer/questioning, intersex, or asexual; Black/African American; Refugee; and Pacific Islanders. Most attendees (96%) reported that attending PUMP workshop(s) positively changed their impression of the school. ConclusionA pilot prepharmacy mentorship program was developed and implemented. A growth in program participation and matriculation of students over 3 cycles who self-identified as committed to serving underrepresented communities was observed.

Inclusion Goals: What Sex Education for LGBTQIA+ Adolescents?

According to the World Health Organization and the World Association for Sexual Health (WAS) Declaration of Sexual Rights, sex education aims to provide children and adolescents with comprehensive knowledge, skills, attitudes, and values, promoting equality and nondiscrimination while upholding freedom of thought and expression. However, current school curricula often focus on dichotomous sexual identity and hetero-cis-normative prevention strategies, neglecting the needs of gender minority (GM) and sexual minority (SM) youths. In family settings, discussions typically revolve around sexual risk reduction and basic contraception, omitting relational aspects and components of sexual identity such as orientations and gender expressions. This discrepancy highlights a gap between the official goals of sex education and its practical implementation, reflecting a cultural deficit in familial sex education. This study reviews the scientific literature on sexual health promotion interventions from 2015 to 2024 to identify inclusive approaches that enhance the participation of all youths, not just hetero-cis-normative individuals. The hypothesis is that most interventions primarily serve heterosexual and cisgender youths, indicating a need for more inclusive strategies to achieve better sexual health and educational outcomes. The study also suggests expanding curricula to align with recognized guidelines and the diverse needs of youth.

Which LGBTQ+ Inclusive School Strategies Support LGBTQ+ Student, Staff and Parent Perceptions of School Climate? A Latent Class Analysis

ABSTRACT Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) students, LGBTQ+ staff and LGBTQ+ parents report schools can be unsafe and unwelcoming environments. Yet few studies have explored LGBTQ+ student, LGBTQ+ staff and LGBTQ+ parent perceptions of the school climate simultaneously or adopted person-centered perspectives. The present study sought to identify LGBTQ+ related strategies adopted by schools, and whether these were differentially related to perceptions of school safety and community. Data were collected in 2021 via online sampling of the current Australian school (1,937) students, (124) staff and (75) parents. Four distinct inclusion strategy profiles were identified via latent class analysis: Comprehensive Inclusion, Curriculum & Pedagogical Inclusion, Extracurricular Inclusion and Limited Inclusion. Just under half (48.2%) of schools lacked LGBTQ+ strategies, with participants from these schools reporting greater safety concerns. Our findings suggest that curriculum and pedagogical strategies are likely the most effective and should be a key focus for improving the school climate. Schools that employed LGBTQ+ affirming practices and included LGBTQ+ resources and activities, like Gay-Straight Alliances (GSAs), saw improved perceptions of safety and community.

School for sedition? Climate justice, citizenship and education

ABSTRACT This paper expands the political liberal case for ‘education for justice’ to include climate justice education. It begins with the case for empowering and motivating learners to promote institutions for basic global and institutional justice. Beyond this, three challenges emerge. Firstly, the political liberal model is premised on free and equal citizens cooperating for mutual advantage. In fact, the flourishing of some has long been enabled by systematic disadvantaging of others, along race, gender, class and other lines. Thus, climate education must include critical, historically informed climate justice. Secondly, philosophers increasingly include duties to non-humans within climate justice. This poses a dilemma: must any ‘reasonable’ citizen accept this expanded view? Two ways forward are outlined, though the practical difference between them may be comparatively small. Finally, climate justice education, as outlined here, necessitates motivating learners to challenge political institutions. This makes it implausible that the current school system will provide it.

A Study of the Integration of Patriotism and Social Emotional Learning Skills in Primary Chinese language Textbooks

This paper explores the integration of patriotism education and SEL in primary school language textbooks, analyses SEL resources in primary school language textbooks, and points out the limitations of integrating SEL education in the current primary school language classroom based on the analysis of classroom videos. The study found that the content of patriotism education in language textbooks is closely related to the five core competencies of SEL and can effectively promote students’ SEL development. However, in classroom practice, teachers’ understanding and use of SEL are still inadequate, leading to problems such as generalised assessment of affective attitudes, lack of inspirational questioning style, and insufficient student subjectivity. This paper suggests strengthening the training of teachers’ SEL teaching ability, improving the questioning method and enriching the form of homework, so as to promote students’ better development of SEL ability in language learning, and to lay the foundation for cultivating future talents with a sense of social responsibility and civic awareness.

Kinematic Modeling of Pitch Velocity in High School and Professional Baseball Pitchers: Comparisons With the Literature.

Kinematic parameters predictive of pitch velocity have been evaluated in adolescent and collegiate baseball pitchers; however, they have not been established for high school or professional pitchers. To create multiregression models using anthropometric and kinematics features most predictive for pitch velocity in high school and professional pitchers and compare them with prior multiregression models evaluating other playing levels. Descriptive laboratory study. High school (n = 59) and professional (n = 337) baseball pitchers threw 8 to 12 fastballs while being evaluated with 3-dimensional motion capture (480 Hz). Using anthropometric and kinematic variables, multiregression models for pitch velocity were created for each group. A systematic review was conducted to determine previous studies that established kinematic models for ball velocity in youth, high school, and collegiate pitchers. Leg length was predictive of pitch velocity for high school and professional pitchers (P < .001 for both). When compared with previously established models for pitch velocity, almost all groups were distinct from one another when assessing age (P maximum < .001), weight (P max = .0095), and pitch velocity (P max < .001). Stride length was a significant predictor for the youth/high school pitchers, as well as the current study's high school and professional pitchers (P < .001 for all). Maximal shoulder external rotation (collegiate: P = .001; professional: P < .001) and maximal elbow extension velocity (high school/collegiate: P = .024; collegiate: P < .001; professional: P = .006) were shared predictors for the collegiate and current study's professional group multiregression models. Trunk flexion at ball release was a commonly shared predictor in the youth/high school (P = .04), high school/collegiate (P = .003), collegiate (P < .001), and the current study's professional group (P < .001). Youth, high school, collegiate, and professional pitchers had unique, predictive kinematic and anthropometric features predictive of pitch velocity. Leg length, stride length, trunk flexion at ball release, and maximal shoulder external rotation were predictive features that were shared between playing levels. Coaches, clinicians, scouts, and pitchers can consider both the unique and the shared predictive features at each playing level when attempting to maximize pitch velocity.

Research on School Bully of the Reasons and Causes in Current High School Students' Experiences

The paper examines the differences between perpetrators and victims their common and differences, to make parents, and teachers focus on these teenagers problems, most agents will ignore these events that happened at school so they will ignore the teenagers feelings then causing bigger trouble. The commonality between perpetrators and victims is both of them cannot have a healthy relationship with their parents they want to attract attention from other people by a bully, but each person has a different personality then they will choose different ways to do it. Victims are afraid to say no to the perpetrators because they do not have the confidence or are brave enough to protect themselves. Also, no matter which side their experience from high school or as a minor will affect what they will do when they grow up in the future, if they cannot get on the right track then they will commit crimes, become addicted to drugs, or any other events. They cannot establish a relationship with other people because they feel shame about what they did when they were younger.

Perceived Leadership Integrity, Job Satisfaction, and Work Engagement on Johor Bharu’s Primary School Teachers: A Concept Paper

The leadership, integrity, ethics, and values of the headmaster at school come with numerous benefits not only to himself but also to teachers, students, stakeholders, and the school organization. School teachers who are engaged in their work are those who feel energetic, dedicated, and absorbed by their work. These engaged school teachers work hard (vigor), are involved (dedicated), feel happily engrossed (absorbed) in their work, and will remain in their job consistently. Furthermore, a headmaster who able to encourage job satisfaction on teachers will promote advances and consistently advantageous changes in the school. The purpose of this study is to investigate the mediating effect that job satisfaction contributes in the relationship between perceived leadership integrity and work engagement among Johor Bharu’s primary school teachers. This quantitative study intends to reveal a significant relationship between perceived leadership integrity, work engagement, and job satisfaction among Johor Bharu's primary school teachers. Data will collect from current primary school teachers by using a structured questionnaire. The outcomes of this study also aim to clarify how job satisfaction serves as a mediator between perceived leadership integrity and work engagement among Johor Bharu’s primary school teachers.

The Neurovascular Disease Management Course: A Medical Student Opportunity for Early Exposure and Technical Development in Vascular Neurosurgery

As endovascular neurosurgery techniques continue to evolve, medical students in the United States have widely varying exposures to the field, particularly with respect to opportunities for hands-on experiences. Current medical school curricula could benefit from a novel and adaptive course on vascular neurosurgery to increase student exposure earlier in their training. We launched a yearly hands-on vascular neurosurgery course for medical students and residents. The day-long course is a combination of lectures focused on neurovascular disease and management accompanied by hands-on sessions where students practiced fundamental microsurgery and angiography techniques using real microscopes and angiography simulators. We surveyed the students before and after each of the 2 courses. The survey following the second annual course included quiz questions the students had not previously seen. Over 2 courses, we had 149 attendees, 71.8% of which were first and second-year medical students representing fifteen institutions. The average survey completion rate was 41.4% for the 4 surveys across the 2 courses. Attendees' interest in pursuing a surgical specialty (t=1.815, P= 0.039) along with their comfort with neuroanatomy (t=8.780, P ≤ 0.001) and neurosurgical disease (t=6.133, P ≤ 0.001) was significantly elevated after the completion of the second course. Responses to the post-survey showed a good grasp of the fundamentals with 68% of attendees answering 70% of the quiz questions correctly. An interactive course on vascular neurosurgery may be an effective vehicle to provide medical students with exposure to the field and the opportunity to learn the fundamentals.