Different Types Of Schools Research Articles

"Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators.

Autistic girls’ heightened social motivation and associated social coping strategies, such as camouflaging, mean they may be less likely to receive appropriate support in mainstream schools. In this research, a multi-informant approach was used to examine the camouflaging strategies used by autistic girls within specialist resource classes attached to mainstream schools (whereby girls transition between resource classes and mainstream classes). Semi-structured interviews were conducted with eight adolescent girls, their parents (eight mothers) and their educators (six teaching assistants/aides and one senior staff member) about the girls’ camouflaging experiences. Using reflexive thematic analysis, four themes were identified: (1) inconsistencies and contradictions in camouflaging, (2) challenges of relationships and ‘finding a tribe’, (3) learning, inclusion and awareness and (4) consequences of camouflaging. These results highlight the challenges that the girls experienced when attempting to hide their autism and fit within both mainstream classes and specialist resource classes. These challenges had significant impacts on the girls’ relationships and learning, as well as consequences for their mental health. The findings highlight the need for increased awareness of how camouflaging presents across the autism spectrum and suggests that individualised, evidence-based support will be essential for enabling autistic girls to flourish in school.Lay abstractThere are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves ‘hiding’ autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school.

Forms of Parental Participation in Education in Different Types of Schools

This study focuses on parental strategies and practices in different types of schools. Special attention is paid to schools operating in adverse socio-economic conditions, which are capable of performing well. The data source is a survey of 3,887 parents whose children attend general educational institutions. The analysis of the school’s socio-economic conditions level was based on a survey of 1,236 principals. The authors applied a latent class analysis to the classification of parents by their involvement in the school life and education process of their children. There are three parental involvement types, namely “Guardians”, “Supervisors”, and “Invisibles”. The defined types of parental involvement in education and specific types of parental activities were juxtaposed with four groups of schools, such as unsuccessful, resilient, failing, and effective schools. The ratio of each category depends on the stage of the educational process, i.e. the age of a child, and at the same time is related to parents’ level of education. The “Guardians” category predominates in schools operating in challenging educational environments. A extra analysis of specific parental actions in different types of schools showed that those parents, whose children attend resilient schools, are characterized by a strategic orientation, manifesting in a utmost focus on the educational achievements of their children. Strategic orientation of parents, interested in their children’s education and their educational results, is one of the most important factors determining the success of schools operating in challenging educational environments. The school’s educational policy influences the choice of parental strategy. At the same time, parental participation contributes to improving the school climate and establishing communication between the family and school. These results are useful for schools and educational administrators because focusing on academic achievements helps parents support their children in this situation.

Öğretmenlerin Yaratıcı Düşünme Eğilimleri ile Okul İklimi Arasındaki İlişki

The aim of this study is to examine the relationship between teachers' creative thinking dispositions and school climate. In addition, whether teachers' creative thinking dispositions and perceptions of school climate differ according to gender, professional seniority, type of education and school level were discussed. In the study, relational survey model was preferred among quantitative research methods. The population of the study consists of 3350 public teachers working in public schools of different types and levels in Gaziosmanpaşa district of Istanbul province in the 2018-2019 academic year. The sample of the study, on the other hand, consisted of 720 teachers determined by the cluster sampling method. "Marmara Creative Thinking Disposition Scale" (MYDEÖ) and "School Organizational Climate Scale" (SOCS) were used to collect the data. Independent groups t-test, one-way analysis of variance (Anova), correlation and simple regression analysis were used to analyze the data. As a result of the analysis, the creative thinking dispositions of the teachers were found at a high level. Significant differences were found between the groups in the levels of teachers' creative thinking dispositions according to gender and professional seniority variables, and no significant difference was found between the groups according to the variables of education level and school level. Significant differences were found between the groups in terms of teachers' perceptions of school climate according to the variables of gender, seniority, and school level. According to the educational level variable, a significant difference was found only in one sub-dimension of the school climate. However, a significant relationship was found between teachers' creative thinking dispositions and school climate. In addition, it was found that school climate predicts teachers' creative thinking dispositions significantly.

The Current Status of Elementary Music Education in Yangon, Myanmar

Public schools in Myanmar have offered music education as part of the regular curriculum since 2000; however, very little information is available about the current teaching practices of music education as well as differences and problems regarding music education in different types of schools. Therefore, the purpose of this study was to investigate the current status of elementary music education in Yangon, Myanmar in three different types of schools: Public schools, private schools, and international schools. A mixed-method design was employed to achieve the purposes of the study. Qualitative data were collected using in-depth interviews with seven key informants. Quantitative data were collected from 93 respondents—33 music teachers and 60 classroom teachers responsible for teaching music—using a web-based questionnaire and telephone interviews. Both the quantitative and qualitative results indicated that compared to private schools and public schools, international schools receive more practical support in terms of qualified music teachers, standard music programmes, and excellent facilities. Although the Ministry of Education in Myanmar has commenced curriculum reform to include music as a compulsory subject in public schools at the elementary level since the 2016-2017 academic year, there are still many challenges regarding music training for teachers, the effectiveness of music curricula, and adequate support for music facilities and other necessities such as musical instruments, teaching aids, musical equipment, and educational resources. The findings of the study also confirm that the support of the government is crucial for music education policy and partnership in Public schools and Private schools.

Measuring Education Pluralism Globally

In education systems that support pluralism, students or parents can choose the type of school or university they attend. Given heterogeneity in priorities for what should be taught, education pluralism has a value in itself. It may also boost schooling and learning. The fact that there is heterogeneity is clear, otherwise we would not have different types of schools. What is less clear is the extent to which education systems are pluralistic. Rather than looking at inputs for pluralism such as laws and regulations, this article introduces a measure of education pluralism based on outputs, i.e. enrollment in different types of schools and universities. The normalized education pluralism index is inspired by the literature on market concentration. Estimates are provided based on data for public, private non-Catholic, and Catholic institutions.

Disciplinary Power in The School: Panoptic Surveillance

The curiosity on how disciplinary power operates in a secondary school in the context of Panoptic surveillance became our motive. We designed the study as a single case study in qualitative approach to grasp the holistic understanding of disciplinary power, surveillance, and resistance to it in a secondary school. The data were obtained by a set of data collection techniques including a focus group interview, semi-structured interviews, observation and document analysis. The content analysis method was employed to analyze the collected data. In the analysis, we identified the themes of forced docility, norm provider, and reflection on discipline. To the findings, the main disciplinary power practice in this school is surveillance on appearances, behaviors, and exams, and the students prefer reacting to surveillance practices in two ways: either normalizing their behaviors or displaying resistance and insisting on the undesired behaviors. For further research, the relation between power, surveillance, and resistance can be analyzed as multiple case study to compare the findings at different types of school.

Voice, vlogs and visibility: the experiences of young people with SEND engaging in the school games

ABSTRACT The voices of young people with special educational needs and disabilities (SEND) have historically been omitted from research concerning their sporting experiences and provisions [Coates, J., & Vickerman, P. (2013). A review of methodological strategies for consulting children with special educational needs in physical education. European Journal of Special Needs Education, 28(3), 333–347. https://doi.org/10.1080/08856257.2013.797705; Wickman, K. (2015). Experiences and Perceptions of Young Adults with Physical Disabilities on Sports. Social Inclusion, 3(3), 39–50. https://doi.org/10.17645/si.v3i3.158]. Consequently, this paper, informed by innovative participatory methods for exploring the experiences of young people with SEND who engaged in UK School Games, offers insight on inclusive school sport from the perspectives of young people with SEND. Participants included young people aged 11–18 with a range of SEND (n = 18) who attended three different types of school (mainstream college, mainstream secondary with designated SEND provision and a secondary special school). The research design encompassed young people with SEND vlogging their experiences across two inclusive School Games county finals, video editing workshops replacing traditional follow-up methods before culminating in a series of young people-led showcases. Data were analysed using a reflexive thematic analysis, whereby the vlog audio was detached and transcribed verbatim before the analysis was performed consisting of a hybrid use of Nvivo10 and traditional coding techniques. Findings and discussion document the experiences of young people with SEND at the inclusive School Games competitions across three themes; Opportunities for inclusive school sport, Challenging perceptions and Meaningful School Games. The implications of these findings will be valuable to teachers and other stakeholders seeking to provide inclusive school sport and the methodology is of interest to researchers wishing to engage young people in participatory research.

Strain, School Type, and Delinquent Behavior Among Migrant Adolescents in China

Guided by the general strain theory, this study compared the delinquent behavior of migrant adolescents in different types of schools with their urban counterparts and investigated whether strain indicators mediated the relationship between adolescents’ migration and school status and delinquency. Survey participants were 485 migrant students (126 are in public schools and 359 in migrant schools) and 836 urban students in 32 middle schools in Guangzhou, China. The findings revealed higher levels of delinquency among migrant adolescents in informal migrant schools but less delinquent behavior among those in urban public schools. Several types of strain were positively associated with delinquency among Chinese adolescents. Moreover, strain variables largely accounted for the differences in delinquency between migrant adolescents in migrant schools and urban adolescents. In contrast, migrant adolescents enrolled in public schools committed fewer delinquent behaviors than urban adolescents when controlling for strain measures. Policy implications of this study were discussed.

Public transport accessibility to upper secondary schools measured by the potential quotient: The case of Kraków

Abstract The spatial differences in public transport accessibility to upper secondary schools are examined in this article, using the potential accessibility model, and based on the example of the city of Kraków. In order to achieve this goal, the potential quotient index has been used, taking into account both the demand for educational services operationalised with the population aged 15–19, and the supply of services depicted by the supply of places for pupils in different types of upper secondary school. A supplementary objective is to present recommendations for transport and educational policy implemented in the city in the context of potential locations of new upper secondary schools based on, among other parameters, the mean centre of the potential accessibility distribution and the potential accessibility dispersion index. We conclude that to better balance access to different types of schools throughout the city in the future, a new location for a general upper secondary school could be considered in the southern or eastern parts of Kraków.

Are Professional Burnout and Work Engagement Opposing or Independent Constructs?

The aim of the article is to broaden the knowledge about the mutual relationship between work engagement and professional burnout. In the psychological literature, a lively discussion between the position that these are opposite poles of one dimension and the position that both dimensions are independent has not yet been clearly concluded. The article focuses on the analysis of the causes of both phenomena. It was assumed that one-dimensionality means that the same elements of the work situation affect each of the states but in an opposite way. The research was conducted using standardized questionnaires (AWLS, LBQ, and UWES) on a group of 128 teachers from different types of schools. Statistical analyses relying on regression analysis indicated different sources of each phenomenon, which supports the position of independence of both constructs.

The Role of Principals in Learning Schools to Support Teachers’ Use of Digital Technologies

The aim of the analysis is to present the role of school principals in supporting teachers’ skillful use of information and communication technologies in education. The article presents the results of analysis of a fragment of data from a study carried out in 2017 as part of the research project devoted to the specificity of functioning of schools awarded the certificate ‘Leader of a Learning Organization’. The multiple case study method (Yin, Studium przypadku w badaniach naukowych. Projektowanie i metody, Krakow: Wydawnictwo Uniwersytetu Jagiellonskiego, 2015) was used in the research. The study involved five schools of different types (one elementary school, one general high school, and three high school complexes with different professional profiles) located in a provincial capital city in central Poland. Data from qualitative, semi-structured, in-depth interviews with school principals (four females and one male) was used in the analysis. The structure of the article includes the characterization of the role of school principal in the concept of a learning school, the way of collecting and analyzing the empirical data, and the presentation of findings. As a result of qualitative analysis of the collected data, examples of teacher-supporting behaviors were identified and attributed to one of the two groups: either the group concerning care for infrastructure and ensuring teachers easy access to modern equipment, or the group concerning the promotion of culture of cooperation which facilitates the development of ICT skills.

A longitudinal analysis of fast-food exposure on child weight outcomes: Identifying causality through school transitions.

This article investigates the effect of fast-food availability on childhood weight outcomes by gender, race, and location. We use a novel identification strategy based on changes in fast-food exposure along the route between the home and school that occur as students progress through the public school system and transition to different types of schools, e.g. from elementary school to intermediate school or from intermediate school to high school. Using a longitudinal census of height and weight for public school students in Arkansas, we find no evidence that changes in fast-food exposure are associated with changes in body mass index z-score for any student subpopulation.

Children’s attitude toward different types of primary schools in Bulgaria

This paper presents the results of research of children’s attitude toward education and atmosphere at primary school – what they like, which relationships exist among students and between students and classroom teachers, which activities are available during their free time at school and outside of it, and how they understand and spend their time with others at school. The research is focused on studying personal attitude, feelings of children, as well as choice and real opportunities of different types of schools in Bulgaria. Students share their opinion and ideas of what they would have changed in their own school if they had such an opportunity. The specificity of children’s attitude towards public and private schools in the capital and large cities is especially clearly visible. Private schools applying new ideas and pedagogical philosophy are more liberal and focused on children’s style in pedagogical interaction, have more flexible organization of educational process and school life inside and outside the classroom. Students’opinion about national and private schools as well as schools located in capital, capital area and provinces differs significantly. This is due to specifics of educational environment and different quality of education in different types of primary schools in Bulgaria.

Good hygiene practices in school canteens: evaluation between types of schools and administration as well as presence of technical professional

Abstract The aim of the study was to evaluate the school canteens located within different types of schools, together with their types of administration and the presence of a technical professional regarding Good Hygiene Practices (GHPs). The observational study was conducted in 111 school canteens, 35 from private and 76 public schools in Curitiba, Brazil. A checklist based on national and international legislation on good hygiene practices -GHP was elaborated and applied during the work routine. With the list, the information was gathered about the type of administration and the presence of a technical professional (nutritionist) in these canteens. Most school canteens were classified as Regular, comprising between 50% and 69% of adequate assessment in relation to GHPs. The most unsatisfactory criteria were related to food temperature control, training of food handlers and Manual of GHPs and Standard Operating Procedures (SOP). Private school canteens were better classified than public school canteens in most of the categories evaluated (p < 0.05). In addition, the school canteens that have been outsourced and have also had a person technically responsible (nutritionist) (p < 0.01) presented the best results. This shows the need for the public school canteens with self-management systems and no technical professional to re-evaluate the sanitary criteria and to implement new strategies, as well as improving procedures for food temperature control, training of food handlers and elaboration of Manual of GHPs and SOP. Improvement with respect to these procedures will assist in better control of food safety and prevent diseases in the student population, contributing to health promotion in the school environment.

不同类型学校教师的职业紧张因素对压力与心理健康的影响

不同类型学校教师的职业紧张因素对压力与心理健康的影响

Well-being and Coping with Stress Among Russian Adolescents in Different Educational Environments.

The school environment influences a child's well-being in different ways, not only by education but also by forming social roles, habits, and stress responses. It provides the sources of stress as well as the sources of resilience. This study examines the variety of coping strategies of adolescents attending different educational institutions and the different trajectories in the adaptation process in different educational environments. This paper examined the coping strategies, optimism, and subjective well-being of students in different educational environments. Three schools were represented, and 646 adolescents between 12-17 years old participated in the study. The measures included the Ways of Coping Checklist, The Life Orientation Test, and The Warwick-Edinburgh Mental Well-Being Scale. Coping strategies used by students attending different schools significantly differ in their intensiveness of use and age distribution. However, optimism and subjective well-being are higher among older adolescents and do not depend on the educational environment. The differences in the coping strategies preferred by the adolescents in different types of schools reflect their adaptation to the different environmental demands, which is confirmed by the same level of subjective well-being and optimism in different environments. However, their repertoires of coping strategies are not analogous: the students in high-rated schools use more various and more constructive coping strategies than students in low-rated schools. We may assume that their resilience and ability to cope with stress outside of school may also differ, which, in turn, can influence their further life trajectories and ability to cope with difficulties in life, perpetuating existing social inequality. Early and middle adolescents in all types of schools show a lower level of well-being and optimism than older students, which may indicate their higher psychological vulnerability and need for adult attention and support compared to older adolescents.

Analysis of the implementation of teaching and learning processes at Catalan schools during the Covid-19 lockdown

ABSTRACT Most countries around the world have temporarily closed educational institutions with the aim of containing the spread of the Covid-19 pandemic. How have schools overcome these challenges and delivered education during the confinement period? The purpose of this research was to analyse how primary and secondary schools in Catalonia (Spain) implemented the teaching and learning process during the lockdown, based on 48 semi-structured interviews with school principals from different types of schools, located in urban and rural environments, and from diverse socioeconomic statuses. This article shows that there is a digital divide in students and teachers, emotional accompaniment as a need for online learning, older students are more autonomous and self-regulate better their own learning process, each school used their own strategy because there was no programme prepared for emergency situations, teachers had difficulties in self-regulating their work and communication with families became essential.

Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018

The Philippines participated for the first time in the Programme for International Student Assessment (PISA) in 2018. PISA 2018 focused on reading proficiency and Filipino students ranked lowest in the world. We examined whether need supportive teaching would be associated with student reading achievement using 2018 Philippine data (n = 7233). We further tested if the association is generalizable across school types and socioeconomic strata. Results revealed that need supportive teaching positively predicted student reading achievement across different types of school and socioeconomic contexts. Results suggest the potential importance of enhancing need supportive teaching as an evidence-based approach to improve students’ reading achievement. This empirical insight shows how reforms that improve teaching and learning present more significant promise in increasing reading achievement.

Digital Didactic Objectives of Primary, Secondary, and Higher Education Curricula in the 21st Century Executable with a Single-board Computer

AbstractThis paper deals with the didactic objectives and content from the latest curricula of the different types of schools (schools, colleges, universities) in the D-A-CH regions. The aim of this paper is to provide an overview of the didactic goals of current and future curricula for primary, secondary, and high school, which are feasible with a single board computer. For this purpose, the curricula are analysed according to digital terms and methods of information technology with a qualitative deductive meta-analysis and assigned to different categories. The results are presented in different diagrams for evaluation, from which the results can be interpreted. The results include a list of digital didactic goals, structured according to school type, competencies, and feasibility, which can be implemented with a single-board computer. All in all, it was found that an inexpensive single-board computer is quite sufficient for the acquisition and implementation of the digital goals and skills to be taught in the curricula. Furthermore, it was found out how the changes in the curricula have established themselves in the different regions with a time lag and which competencies are taught at the individual school levels. The paper concludes with a recommendation for further studies.

Praktyki pedagogiczne w szkole jako kluczowy element... uniwersyteckiej profesjonalizacji nauczycieli w Polsce

The article presents an analysis of the process of practical preparation of future teachers for performing professional functions. The legal acts concerning the organization of teacher education in Poland were reviewed, and the role of school practices in the development of teaching competences of students of pedagogical universities was also recognized. A separate chapter of the article concerns the organization of didactic and psychological-pedagogical practices at the Pedagogical University of Krakow. It presents the results of a preliminary study on the effectiveness of practices in the assessment of students. The research group consisted of students of the teaching specialty. The results showed a significant role of cooperation with the student’s school supervisor and favourable working atmosphere during the school practice for the future teacher competence formation. Students highly value the school practice experience, so it is important to develop close cooperation between pedagogical universities as the main centres for teacher education and different types of schools, in order to provide the necessary conditions for the organization of effective school practice for the students-future teachers.