Education Agencies Research Articles

‘We have a great deal of influence’: Finnish early childhood in-service teachers’ agency for culturally sustaining pedagogy

ABSTRACT This qualitative study focused on the role of teacher agency and critical reflection in the context of an in-service training programme for early childhood education and care (ECEC) teachers in Finland. The programme emphasised culturally sustainable pedagogy and aimed to support teachers in an increasingly multilingual society. This study aimed to investigate how teachers displayed agency as they tried to promote culturally sustaining pedagogy, and how critical reflection interacted with teachers’ professional agency. The data of the study were versatile, as they consisted of influential texts implemented via the creative writing process, two questionnaires, and interviews with the participants. The data were analysed theoretically and empirically through inductive-deductive reasoning. The investigation revealed four levels at which in-service teachers manifest agency in culturally sustaining pedagogy: individual, child-oriented, institutional, and societal. The results revealed that by writing influential texts, ECEC practitioners significantly challenged their assumptions about their agentic capacity and inspired them to reflect on their practices critically. The findings also revealed that in terms of the targeted audience, participants were not confident in their agentic role in influencing systemic change. These findings highlight the importance of discussing multiple aspects of agency in teacher education by using guided critical reflection.

Differences in the reading performance of Texas grade 4 boys enrolled in Title I, part A and non-Title I, part A schools

In this investigation, the reading performance of Texas Grade 4 boys was compared by their enrollment or non-enrollment in Title I, Part A schools. Data were obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 boys in Texas who took the State of Texas Assessment of Academic Readiness assessment in the 2016-2017, 2017-2018, and 2018-2019 school years. Inferential statistical analyses revealed the presence of statistically significant differences in all three school years. Boys enrolled in non-Title I, Part A schools outperformed boys enrolled in Title I, Part A schools in all three Reading Reporting Categories and in all three grade level standards. Recommendations for research and implications for policy and practice are suggested.

Effects of Flipped Classroom Learning on Perception in Genetics Concepts among Secondary School Students in Gusau, Zamfara State, Nigeria

The study examined the effects of flipped classroom learning on perception in genetics concepts among secondary school students in Gusau, Zamfara State, Nigeria. The research design employed was quasi-experimental; specifically, pre-test, post test, non equivalent control group design. A sample of 279 SS 3 Biology students drawn using multistage sampling technique from 5,804 SS 3 students for 2020/2021 session from 29 senior secondary schools in Gusau Local Government Area, Zamfara State, Nigeria. Students’ Perception of Genetics Concepts Scale (SPGCS) was the instrument used in collecting data, as Pretest and Post-test. A reliability coefficient of 0.98 was found using Cronbach’s alpha. The data were analysed using mean, standard deviation and Independence Z-test at 0.05 level of significance. Results indicated that students taught using Flipped Classroom Learning possessed high level of perception in genetic concepts than those exposed to lecture method with significant difference in the mean perception scores. The findings equally indicated the insignificant difference between the perception of male and female students exposed to Flipped Classroom Learning. The study recommends among others that Biology teachers should be encouraged to use Flipped Classroom Learning as the main teaching strategy to improve students’ perception in genetics concepts in senior secondary schools. Similarly, Biology teachers should be trained by the Ministry of Education and other education agencies on effective procedures for implementing Flipped Classroom Learning for high level of perception in genetics concepts.

Examining the Impact of PBIS Experience on MTSS Implementation in Secondary Schools: A Mixed Methods Study

This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)-implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members, this study sought to understand (1) their beliefs and attitudes toward MTSS prior to implementation and (2) unique barriers and facilitators to MTSS implementation in secondary education following initial MTSS implementation. Overall, the results of this study indicated that generally, SLT members had positive beliefs and attitudes toward MTSS prior to implementation which were maintained a year later at follow-up. Additionally, several differential barriers and facilitators to implementation emerged between PBIS and non-PBIS schools, though shared barriers and facilitators were also evident. Lastly, experience with PBIS differentially impacted the experiences of SLT members from PBIS and non-PBIS schools. Implications for secondary school practitioners, schools, and local educational agencies are discussed.

Pleasure-inclusive sex education, sexual agency and sexual wellbeing in youth: A scoping review

Abstract Background A recent review study showed that pleasure-inclusive sex education can contribute to reducing sexual health risks such as unwanted pregnancy and STIs (Zaneva et al., 2022). Pleasure-inclusive sex education could also contribute to other measures of sexual wellbeing. In this study, we review the literature on associations between pleasure-incorporating sex education and sexual agency (including related concepts such as autonomy) and sexual wellbeing (part 1), and between sexual agency and sexual wellbeing (part 2). Methods We searched in 5 scientific databases using a wide scope of variables related to pleasure inclusive sex education, sexual agency, and various outcomes of sexual wellbeing, focusing on the last 2 decades. Forty-six articles were selected. Results In part 1 of the review we found that all studies reported associations between pleasure-based sex education and sexual agency or sexual wellbeing, but the literature is characterized by limitations and did not permit conclusions about the role of an added benefit of the pleasure component. In part 2 of the review study, we found positive associations between sexual agency (and related variables) and sexual wellbeing (including decreased levels of (re-)victimization). Conclusions Sexual agency may be related to increased sexual wellbeing, but it is still largely unclear whether pleasure-inclusive sex education can significantly contribute to this. There is a great need for high quality research, using innovative evaluation designs, taking into account the role of other important sources of sex education and other contextual factors. Key messages • A lot of work has been done, but the evidence that pleasure in sex ed ‘works’ for sexual wellbeing, is limited and indirect. • Great need for high quality research using novel and more realistic evaluation approaches.

Conceptualizing Teachers Unions as Organizations Leading for Equity

Purpose: Teachers unions in the United States are increasingly taking up issues of equity and justice. While there is a growing and robust body of scholarship on leading for equity, unions are rarely included as sources of education leadership. This creates an opportunity to not only consider unions in these equity efforts, but also re-shape our understandings of the shifting purposes and priorities of unions themselves. Methods: This paper synthesizes the literature to argue for the conceptualization of teachers unions as consequential sites of equity-focused leadership. Drawing from a larger year-long qualitative case study of a social-justice minded teachers union, I illustrate how a union may infrastructure towards equity by highlighting key mechanisms by which they lead. Findings & Implications: Through the creation of a union-based equity center and leveraging the collective bargaining agreement, this teachers union was able to implement formal structures to prioritize racial equity, educator agency, and autonomy. Unions are making strides to lead for equity and should be examined as a form of district leadership. Investigating these new contexts expands our conceptualizations of leadership and opens new possibilities for systemic change.

“Livonia is just all racism”: locating black families’ racial and spatial experiences, school choices, and educational agency in metropolitan Detroit

ABSTRACT Focusing on the metropolitan Detroit region, this paper examines how seven Black families’ racial and spatial subjectivities influenced their suburban school and community choices, and more broadly their acts of educational agency. Using a critical phenomenological approach, key findings show that families’ lived experiences of race and racism in the region, along with the increased presence and support of Black students, families, and educators in select suburban schools influenced their choices and efforts to make suburban schools aligned with their educational and communal priorities, revealing the dual nature in which Black families navigate unjust U.S. education landscapes. Implications address the ongoing challenges Black families encounter in U.S. regional education landscapes and the need for more just approaches that honor Black families’ educational agency and placemaking in local contexts.

The ECO_CARE Participation in the G20 Delegation to Brazil

This report outlines the various activities coordinated by the ECOCARE team during the G20 Norwegian delegation’s visit to Brazil. The events were co-organized by the Norwegian Ministry of Education and Research, the Norwegian Agency for Higher Education and Skills (HKDIR), The Norwegian Research Council, and Innovation Norway. The series that involved our ECOCARE team members included two seminars: one held in Rio at PUC with the coordination of Margherita Paola Poto, Silvano Chue Muquissai, Rodrigo Tavares, and Natalia Médici Machado; and another at Manaus, UFAM, coordinated by Giulia Parola and Margherita Paola Poto, with contributions from Ragnhild Tungesvik and Adelson Lima Gonçalves. These events served to strengthen both old and new connections and solidified a shared commitment to collaborate with Indigenous scholars and students from Brazil and Norway, as well as with academic institutions, towards fostering a just world and a sustainable Planet.

Online Learning Challenges Encountered by University Students Amidst the COVID-19 Pandemic: A Systematic Review of Digital Divide Perspective

The COVID-19 has required a rapid conversion from the conventional learning to online learning, revealing and intensifying the digital inequality amongst university pupils. The primary objectives of this systematic review study are to identify the digital divide challenges encountered by university students in online learning amidst the COVID-19 pandemic and to understand the underlying reasons contributing to these challenges. This study focuses on empirical research published between 2020 and 2023. The review utilized the seven phases of systematic review recommended by the Evidence for Policy and Practice Information and Co-ordinating Centre. A comprehensive Scopus and Web of Science search was undertaken using word string "higher education/university education/university students", "online learning/distance learning," "COVID-19/pandemic,” “digital divide/digital inequality/digital exclusion," and, and the initially 190 articles were extracted.The criteria for inclusion restricted the number of publications that were examined to a total of 11. The analysis reveals two primary categories of digital divide challenges: the first-level digital divide, characterized by limited access to essential digital devices and internet connectivity, and the second-level digital divide, which relates to varying levels of digital competency among students.Key factors contributing to these challenges include financial constraints, geographical disparities, and inadequate technological infrastructure. Students from economically disadvantaged backgrounds and rural areas faced significant obstacles in engaging with online learning platforms, leading to adverse academic outcomes. Strategies for bridging the digital divide should be implemented in collaboration with educational institutions, government agencies, and private sector stakeholders. These strategies should focus on the enhancement of technological infrastructure, the provision of financial support, and the provision of digital literacy training programs. The review highlights the importance of understanding the digital divide in shaping future educational practices and policies, aiming to create a more inclusive and resilient higher education system in the post-pandemic era. By addressing the identified challenges, institutions can empower all students to succeed in an increasingly digital learning environment.

Analisis faktor-faktor yang mempengaruhi kesiapan siswa SMP dalam menghadapi ujian nasional berbasis komputer

Background: The Computer-Based National Examination (UNBK) is a form of evaluation implemented by the Indonesian government in order to measure the achievement of graduate competencies at certain levels of education. However, the implementation of UNBK also presents its own challenges for students, especially in terms of technological readiness and the ability to adapt to computer-based systems.. Purpose: The purpose of this study was to determine the effect of information technology and communication guidance, motivation, and understanding of computer use on the readiness of 9th grade students to deal with computer-based national examinations in SMP Negeri Se-Kecamatan Pajangan. Method: The type of this research is quantitative research, which is carried out in the Public Middle School in Pajangan Subdistrict, Bantul, DIY. The method of collecting data through a survey with a questionnaire, with a population of 464 and a sample of 210. The analysis technique of the study used a prerequisite test of descriptive analysis, normality, linearity, multicollinearity and multiple linear regression analysis using SPSS 23. Findings: Simultaneous multiple linear regression test results obtained f count of 18,199 greater than f table of 2,65, then between information technology and communication guidance, motivation and understanding of computer use affect the readiness of 9th grade students in dealing with UBNK. Based on the results of this study, the authors suggest several things: (1) The Education Agency should propose that information and communication technology be re-incorporated into the curriculum structure, (2) Teachers are advised to motivate students to be better prepared to face the UNBK, (3) Students are advised to better understand computer usage and matters related to the implementation of UNBK.

Pengaruh Kualitas Pelayanan terhadap Loyalitas yang dimediasi Kepuasan Peserta Pelatihan pada Badan Pendidikan dan Pelatihan DIY

This research aims to analyze the influence of Service Quality on the Loyalty and Satisfaction of trainees at the Yogyakarta Special Region Education and Training Agency (DIY), as well as the influence of Satisfaction on trainee Loyalty, and the influence of Service Quality on Loyalty through participant Satisfaction. This research uses an explanatory method with a survey, conducted in March 2024. The sample taken was 160 respondents. The data collection technique uses a questionnaire, and data analysis uses Partial Least Square (PLS), in accordance with the opinion of Sekaran (2015). The research results show that Service Quality has a significant effect on Loyalty and Satisfaction of training participants, Satisfaction has a significant effect on Loyalty, and Service Quality has a significant effect on Loyalty through Satisfaction of training participants at the DIY Education and Training Agency.

Artistic expression as a property of resonant musical experience: an interview study with upper secondary school music teachers

Background The curriculum for the courses given at the music specialization of the upper secondary school’s aesthetic program in Sweden includes the concept of artistic expression (AE). Being a criterion for assessment, no definition is provided by the National Agency of Education and there exists no consensus of how to interpret artistic expression among music teachers and music teacher students. Methods In order to explore how teachers understand, teach, and assess the concept and phenomenon of artistic expression, twelve qualitative interviews with music teachers were conducted and analyzed through an open coding process. Results The findings show that the concept of artistic expression is multifaceted and evasive. The results focus on two analytic threads: (i) situatedness and (ii) entanglement. (i) AE is situated due to context-specific parameters which underpins the meaning of the concept in this particular educational setting. (ii) Furthermore, the phenomenon of artistic expression is entangled (a) with the ongoing relationship between teacher and student, and (b) in a temporally unfolding and interactive musical event. The phenomenon of artistic expression as entangled is discussed, primarily through Hartmut Rosa’s concept of resonance, which brings into focus the intersubjective character of aesthetic experience. Doing so questions understandings of – and assessment procedures surrounding – artistic expression that relies on skill-based interpretations or reductions of entanglement. One example of such reduction is assessment of recordings of student performances which limits (a) the relational perspective (if assessed by a third person) or (b) the entanglement with the musical event. The perspective of resonance brings forth the teacher’s role during a student performance as characterized by self-efficacy and active listening, thus co-constitutive of artistic expression. Conclusions The article concludes with reflections on how the findings may contribute to the continuous discussion on how scientific grounding and proven experience may inform both the music education at upper secondary school and music teacher education. The concept of resonance provides a possibility to reframe conceptions of artistic competence in art education as being grounded in intersubjective and relational terms, rather than being reified as a set of measurable skills, an understanding which in turn risks replacing learning with criteria compliance.

The UK Prevent Strategy’s ‘fundamental British values’: a qualitative systematic review of perspectives from the education sector

The education sector is a key point of implementation for the UK Prevent Strategy, particularly with the introduction of the Prevent duty, which makes the promotion of ‘fundamental British values’ mandatory for educational practitioners. This article aims to explain the views and experiences that those within the education sector have of fundamental British values. A systematic search of four bibliographic databases and existing systematic reviews was conducted, yielding 26 studies which were included in the synthesis. The findings of the meta-ethnography yielded five third-order constructs: (1) cultural imperialism; (2) bifurcated Britishness; (3) assimilation versus pluralism; (4) educator agency; and (5) depoliticising Prevent. These culminated in a line-of-argument synthesis, which suggests that the mandatory requirement to promote fundamental British values can have a restrictive effect on the pedagogical practice of educational practitioners. It also alludes to ethnic minority practitioners as being more affected than their White counterparts. This review revealed evidence that is overwhelmingly England-centric. Research on the implementation of fundamental British values in the Scottish and Welsh educational contexts could be a valuable addition.

Understanding Implications of Varied State Policies Regarding Alternative Pathways to Licensure for Special Educators

Alternative pathways to licensure (APL) programs have proliferated nationally as a potential solution to the ongoing critical shortage of qualified special education professionals. Although these programs attract more diverse teacher candidates, they have been criticized for a lack of preparation and support provided to new professionals. This likely exacerbates teacher shortages and contributes to the pervasive underachievement of students with disabilities. Additionally, due in part to wide variations in APL programs, limited research is available on the structure and subsequent impact of APL programs. To gain a landscape view of the ways policy shapes special education APL programs in the United States, the authors analyzed state policies and regulations that guide licensure requirements for special education APLs. To do this, they identified policy and regulation documents and analyzed them for themes related to APL requirements. The authors found wide variability nationally regarding entrance and completion requirements for APL participants, including testing and pedagogical requirements, field experiences, and employment status. This type of policy incoherence has implications for state and local educational agencies, researchers, teacher educators, and policymakers as they seek to evaluate APL programs and determine which structures will most effectively support the recruitment and retention of special educators.

Reimagining the roles of state and local education agencies

Reimagining the roles of state and local education agencies

Tourism Education Development on the Coastline: Challenges Empirical Study on Islamic Law Province

Tourism is one of the contributors to the country’s foreign exchange. Aceh has abundant natural resources. However, natural wealth without adequate human resources cannot be processed as natural resources. Apart from that, the issue of sharia tourism or halal tourism is a debate that affects the smooth running of tourism in Aceh. This research aimed to explore the challenges of developing tourism education in the coastal region of Aceh. The method used was a qualitative descriptive approach. Data collection was carried out using in-depth interviews, focus group discussions, observation, and searching for important documents from both tourism education institutions and agencies related to tourism development in Aceh. The research results found that Aceh has abundant natural resources both in terms of religious tourism, natural tourism, and historical and cultural tourism. However, educational institutions in Aceh to support tourism were still very minimal, especially for universities; Aceh only had one study program at a private university. Meanwhile, the challenge faced in developing tourism education was the lack of professional teaching staff in the tourism sector, apart from educational institutions, which were also still minimal. Likewise, Sharia tourism regulations were not yet legally strong. This research recommends that the government pay more massive attention to Tourism Education Institutions in Aceh.

Supporting kindergarten staff’s agency in inclusion through long-term in-service training

ABSTRACT Supporting teachers’ agency is essential for implementing inclusive education, as agentic teachers tend to take more responsibility for making a change and focus more on activities that benefit the children they teach. Lack of teacher agency might be one of the reasons why inclusive education has not been applied successfully in kindergartens. In our study, we focused on supporting teacher agency for inclusive education according to the ecological model of agency. Our approach to inclusive education was drawn from the holistic model of inclusive education. We developed an in-service training program to support the three dimensions of agency across different levels outlined in the model of the implementation of inclusive education. The aim of this study was to explore the improvement in participants’ agency during the in-service training program. We applied pre- and post-questionnaires to explore the agency of kindergarten staff members who attended the in-service training program. The results showed statistically significant changes in kindergarten staff’s agency in the iterational and projective dimensions of agency in implementing inclusion. Therefore, we can conclude that a long-term team-based in-service course is effective in supporting teacher agency related to inclusion.

Exploring Innovative U.S. School Health Delivery Models: A Narrative Review.

School health services have been described as the "hidden healthcare" system because of their isolation within schools and from other healthcare providers. This isolation may inhibit innovations in school healthcare delivery. Hence, there is a need to identify and characterize various delivery models. This review examines models to identify innovative approaches and formulate suggestions for public health departments, local and state educational agencies, and policymakers. Toward this goal, published and gray literature were studied and synthesized, identifying three delivery models: the traditional model of school-based nursing and two alternative models: school-based health centers and community partnerships. Mechanisms of delivery included telehealth, mobile clinics, and system-level care. Although no innovative, comprehensive approaches to school health services models were found, innovation generally focused on improving equitable delivery to vulnerable populations. Policies must be formulated and funded to integrate such innovations into a comprehensive, preventative approach, including improved care coordination and data sharing.

‘It’s paradoxical, but it works' – Towards ambidexterity in external quality assurance: the case of Roman Catholic ecclesiastical higher education

ABSTRACT This article focuses on organizational responses to seemingly paradoxical mandates, in the context of external quality assurance in higher education. With the promulgation of the Apostolic Constitution Veritatis Gaudium in 2018, Roman Catholic ecclesiastical higher education institutions have been required to be evaluated by a designated external quality assurance agency, the Holy See’s Agency for the Evaluation and Promotion of Quality in Ecclesiastical Universities and Faculties (AVEPRO). Operating internationally, the Agency is tasked to both evaluate quality with an accountability mindset and promote quality with a continuous enhancement outlook. These two approaches to quality processes can be considered conflicting notions. Using the lens of paradox theory and organizational ambidexterity to observe the nature of and responses to tensions, this study considers how AVEPRO managed the challenge of reconciling both QA and QE imperatives. Although ambidexterity studies have mainly focused on the private sector, this analysis shows that this theoretical framework can provide a relevant lens in other contexts where paradoxes exist, such as external quality assurance agencies in higher education. Findings show that an innovative organizational structure and a creative mindset can reconcile quality assurance and quality enhancement processes through different channels.

Locating the potential development of spatial ability in the Swedish national curriculum

There exists a plethora of studies that have related pupils’ spatial ability to their academic achievement and problem-solving skills, especially in science, technology, engineering, and mathematics (STEM) subjects. However, little is known about how spatial ability could be presented in a national curriculum. To increase the awareness and intention to develop pupils' spatial ability within the national curriculum, the compulsory curriculum document from the Swedish National Agency for Education which details all subject syllabi is examined and analysed using a content analysis method. The results show that two major dimensions could be used to locate the potential spatial ability development within the curriculum. The first is a visual dimension, which manifests as three different visual components: graphical, pictorial, and manufactured. The second is an epistemic dimension, which describes how pupils' different types of spatial knowledge can be nurtured, and inductively described as conceptual, procedural, and spatial citizenship knowledge. A three-by-three matrix framework is created based on the above dimensions and components. Policymakers and educators in Sweden, as well as in other countries, may draw insights from the framework created by this study and adapt it to educational practice, particularly in the realm of developing students' spatial ability through curriculum design and classroom instruction.