School Education Research Articles

Differentiated Instruction in Chinese Primary and Secondary Schools: A Systematic Literature Review

Differentiated Instruction in Chinese Primary and Secondary Schools: A Systematic Literature Review

Access to Secondary School Education among Girls from Pastoral Communities: A case of the Barbaig in Hanang District, Manyara Region of Tanzania

Access to Secondary School Education among Girls from Pastoral Communities: A case of the Barbaig in Hanang District, Manyara Region of Tanzania

Mexican indigenous schoolchildren’s healthy eating knowledge

ABSTRACT Nutrition education in school settings is effective in addressing poor nutrition. Mexican indigenous people are the most vulnerable population with the highest prevalence of malnutrition in the country. The objective was to analyze the healthy eating knowledge of indigenous schoolchildren in San Luis Potosi, Mexico. One hundred eighty-two schoolchildren participated and answered two questions about healthy eating. Answers were analyzed by content analysis; Pearson correlations and redundancy analysis were performed. Indigenous children have basic knowledge about healthy eating and receive food knowledge in school education. Healthy eating knowledge depends on school grade, developmental stage, and gender. The drawings of the first-grade group correspond to the pre-operational phase, showing a deficiency in cognitive development. Children do not relate healthy eating to the traditional foods of their community. We suggest creating food guides adapted to the local food culture that generates food appropriation and food identity in indigenous children.

Brief Teaching Intervention Improves Medical Students’ Dermatology Diagnostic Skills and Comfort in Performing Dermatology Exams

Background: Skin disease is a significant contributor to the global disease burden, with dermatologic health disparities adding to this burden. Internists, general practitioners, and other medical professionals often manage skin disease with limited exposure to dermatologic education in medical school. Objective: This study evaluated a brief educational intervention for medical students to improve dermatologic knowledge, diagnostic and communication skills, and comfort in performing dermatology-focused physical exams. A secondary focus of the intervention was to promote awareness of skin disease, detection, and prevention for patients with a variety of skin tones. Methods: Sixty-five first through fourth-year students at Rutgers RWJMS participated in a pre-test–post-test within-subject study. Students described images using open-ended responses followed by multiple-choice identification questions. Students watched a one-hour self-paced module created by a licensed dermatologist and completed a follow-up assessment. Results: At pre-test, descriptions were brief and often inaccurate but significantly improved post-intervention to include descriptors such as primary morphology and demarcation. Accuracy on diagnostic and management questions significantly improved and comfort in advising patients and performing dermatologic exams significantly increased. Conclusions: A low-cost, brief, self-paced module can augment dermatologic education for medical students while increasing exposure to multiple skin tone presentations of lesions.

Refocusing the Teaching of Physics for the Technological Development of Nigeria

The paper discusses the current condition of physics education in Nigerian secondary schools, and the challenges of teaching and learning physics in the country towards enhancing development in technology and further highlights some of the prospects of physics teacher education reform for Nigerian technology development. It also discusses the way forward to the current challenges for physics teacher education in Nigeria. Based on this, recommendations were made on the key reform issues; the use of innovative teaching methods in teaching Physics by physics teachers should be encouraged, government and the stakeholders should provide instructional material, training and retraining of physics teachers on information and communication technology, (ICT), government should ensure proper monitoring and implementation of the education reform, all level of education should be provided with adequate qualified physics teachers that would transform physics teacher education program and teaching/learning of physics towards refocusing physics education for technological development of Nigeria.

Online Education Adaptability for South African Learners with Dyscalculia and Dyslexia using Digital Learning Methods

The United Nations Sustainable Development Goal 4 defines equal and inclusive education. Countries of the global south, including South Africa, have several interventions to achieve before making headway on this goal. South Africa has a unique political and historical narrative, and almost three decades post-apartheid, there remain stark differences in school and post-school education. Amongst some of these include learners with learning disabilities. This research focuses on learners with learning disabilities, such as Dyscalculia and Dyslexia. The introduction of digital technologies within higher education institutions excludes these learners as the adaptability of digital learning techniques has not been considered for specific learning disabilities. The challenges are now heightened. Although primary studies have been conducted in the past, no definitive solutions have been established for the seamless integration of these learners into mainstream education. Hence a different research approach was undertaken. An expansive review of existing scholarship was conducted using online academic resources and search platforms such as Google Scholar, Scopus and EBSCOhost. The purpose was to engage with a wide range of national and global literature. A discussion and comparison of available resources and tools were outlined and structured according to the inclusion and exclusion criteria. The study was underpinned by the universal design for learning theory. Global research indicated the availability of online tools that were too expensive for South African education and incompatible with the lack of skills and infrastructure. The literature provided adequate information to develop an introductory clinical sociology intervention and embark on a process of awareness and support for educators and affected learners

Determinants of academic achievement from the middle to secondary school education: A systematic review

AbstractBecause it is crucial for psychosocial adjustment and lifelong learning, education is the most relevant tool for ensuring inclusion and reducing inequalities. Due to its relationship with positive outcomes, such as life satisfaction, mental health, job performance or SES, academic achievement is a significant phenomenon that impacts students, families, and educational institutions. The present study sought to contribute to the field by reviewing the literature on the determinants that influence the objective achievements of a typical population of middle- to high-school students. Based on the PRISMA statement, a search for related studies was performed in the WoS, EBSCO, and PubMed databases, and 771 studies published between 1930 and 2022 were identified. After screening based on the analysis of abstracts, 35 studies met the selection criteria. The Bronfenbrenner ecological model served as the theoretical rationale for organizing the studies’ findings. The results of this review highlight the following determinants of school achievement: (i) Personal factors—gender, personality traits, cognitive abilities and academic background, motivation and self-constructs, stress and problem-solving strategies, and substance use; (ii) Contextual microsystem factors—(a) Family—parental educational background; parenting practices and interactions; parental involvement and support; (b) School—school location; school conditions, responsiveness, and practices; (c) Peers—peer-group disagreement management. This systematic review updates the existing empirical evidence on this topic and highlights the complexity of the phenomenon of academic achievement.

Psychometric adequacy of the persian adapted version of the tilburg frailty indicator (P-TFI)

BackgroundFrailty is identified as the primary goal of preventing the various consequences. The present study aimed to assess validity and reliability of the Persian adapted version of the Tilburg frailty indicator (TFI) in Iran.MethodThis cross-sectional study included three phases of translating the indicator to Persian, assessing the face and content validity, completing the P-TFI by older people, who helped assess the reliability and construct validity. For construct validity, convergent and divergent validity were used. It was expected that the TFI domain scores would show the highest correlations with their related measures of frailty (convergent construct validity) and the lowest correlations with measures of the other domains (divergent construct validity). The study population consisted of 400 older people, selected from six health care centers.ResultsThe mean age of the participants was 69.05 ± 7.28 years and the majority of the participants were married woman with less than a high school education. The total mean score of TFI was 8.26 ± 1.80, and 42.75% was classified as frail. The test-retest reliability was 0.88 for the total scale, 0.80 for physical, 0.65 for psychological, and 0.81 for social domains. The mean score of frailty and its dimensions (physical, psychological, and social) varied from 4.35 ± 1.78, 1.81 ± 1.33, 1.69 ± 0.73, and 0.86 ± 0.61, respectively. The total score of the TFI was correlated with each alternative measure and the convergent validity was proved. Further, the kappa values ranging from 535 to 0.967 were significant and test- retest reliability for total, physical, psychological, and social dimension were 0.88, 080, 065, and 081, respectively. Further, the convergent or divergent validity is being discussed for clarity.ConclusionThe Persian version of the TFI is valid and easy scored tools among Iranian’s older people.

The Evaluation of human papillomavirus vaccination coverage for school aged girls in Badung District, Bali, Indonesia, 2016 – 2018

Background and purpose: Since 2016, Badung District, Bali has implemented a free HPV vaccination program for school children, with vaccination coverage reported to be over 90% in 2016-2018. This study aims to objectively assess the coverage of HPV vaccination among school children in Badung District. Methods: This survey used a cross-sectional design that conducted between March and June 2019. Sample selection was done by systematic random sampling, following the WHO guidelines. A total of 216 families met the sample criteria, with a total of 249 children from all families. Respondents in this study were eligible girls' mothers or families who knew the child's vaccination history. Variables of this study were sociodemographic characteristics of respondents and children, HPV vaccination recall and HPV child vaccination validation. The data collected were analyzed descriptively to calculate the coverage of recall and validation of HPV vaccination. Results: The majority of respondents were mothers (70.83%) with a high school education (51.85%). The median age was 43 years (IQR=8 years). Each family had a mean of 1.15 eligible children (SD=0.39). Of the 249 children, most were aged 16-19 years (43.37%), with age at vaccination mostly ≤12 years (46.52%). HPV vaccination coverage by recall was 82.32% (95%CI: 77.56-87.09), with HPV vaccination coverage by validation was 76.59% (95%CI: 70.74-82.43). Conclusion: After validation, vaccination coverage was lower than vaccination coverage by recall. The health office needs to improve the vaccination registration system, in particular the uniformity of registration and record keeping to ensure proper traceability of vaccination history.

An Analysis of Collaboration Between School, Family and Community in Education

An Analysis of Collaboration Between School, Family and Community in Education

Sex differences in post-COVID ageusia/anosmia in the United States

Post-COVID Conditions (PCC) involve persistent symptoms associated with COVID-19 that continue beyond four weeks of initial infection. Sex has been shown to be related with COVID-19 severity and symptoms. The purpose of this study is to assess the loss of taste (ageusia) or smell (anosmia) among U.S. residents who had PCC and examine its specific association with sex. The data source for this cross-sectional study was 2022 Behavioral Risk Factor Surveillance System (BRFSS), a U.S. national dataset. Participants were included if they had COVID-19, reported experiencing PCC, and identified their primary PCC symptom. Overall, 23,824 participants were included in the study. In multivariable logistic regression analysis, adjusted odds ratio for males compared to females was 1.18 (95 % CI: 1.03–1.35; p=0.0165). Participants who were aged <50 years as compared with those who were aged ≥50 years, non-Hispanic white as compared with non-Hispanic black, had BMI ≤ 25 as compared with BMI ≥ 30, had no reported chronic condition as compared with those who did report a chronic condition, and had ≤high school education as compared with those who had > high school education had higher odds of reporting PCC-related ageusia/anosmia in this multivariable model. Among people with PCC, males had an 18 % higher odds of reporting PCC-related ageusia/anosmia as their primary symptom of PCC compared to females. Findings from our study can help identify patients affected by PCC-related ageusia/anosmia who would benefit from early referral for supportive care, such as counseling or interventions that can alleviate this dysfunction.

واقع إلمام معلمات الدراسات الإسلامية بأساليب مكافحة الأفكار الهدامة بالمرحلة الثانوية بالعاصمة المقدسة

The study aims to evaluate the level of female Islamic Studies teachers familiarity with methods of combating destructive ideas in high school education in the Holy Capital of Makkah. To achieve this, the study used the descriptive analytical survey method, the study sample included (86) female Islamic Studies teachers, and used a questionnaire consisting of 12 items. The study had come to several conclusions, most importantly being: That female Islamic Studies teachers are highly familiar with destructive ideas combating methods, the study scored an arithmetic mean of (3.59), a standard deviation of (.86), and a high level of familiarity. In light of these results, the study made several recommendations.

Associations between contextual factors and school engagement: a longitudinal study of profiles

School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education.

Navigating linguistic diversity: teachers’ beliefs on multilingual pedagogies in monolingual policy schools

In response to the increasing linguistic diversity in educational settings resulting from migration waves into the Global North, this study delves into the beliefs of secondary teachers regarding multilingualism within predominantly monolingual policy schools in Flanders, Belgium. Despite the recognized benefits of multilingual pedagogies, entrenched monolingual policies persist in many Western schools, posing challenges for teachers striving to navigate the linguistic repertoires of their students. Drawing on interviews with 18 teachers, including language and content teachers across three secondary schools, this research explores teachers’ perspectives on the potential implementation of multilingual pedagogies in their classrooms. Findings reveal a nuanced landscape of beliefs, with teachers acknowledging the cognitive and emotional benefits of multilingualism while expressing concerns about maintaining control and promoting Dutch proficiency. Notably, minimal distinctions were observed between language and content teachers, indicating a shared optimism tempered by practical considerations. Our study highlights the need for nuanced understanding and support for multilingual pedagogies, underscoring the complex interplay of pedagogical and instructional beliefs in navigating language diversity. Ultimately, fostering inclusive and effective language education practices requires proactive efforts to address and accommodate teachers’ beliefs, promoting professional development and dialogue around multilingualism in educational settings.

Improving Pain Self-Management Among Rural Older Adults With Cancer

Undertreated cancer pain is a major public health concern among older adults in rural communities. Interventions to improve pain management among this vulnerable population are needed. To test the feasibility, acceptability, and changes in pain outcomes from exposure to an adapted intervention, Cancer Health Empowerment for Living without Pain (CA-HELP), to improve patients' communication about pain to their clinicians. Older adults with cancer (aged ≥65 years) who were residing in a noninstitutional rural setting and receiving outpatient care at a rural-based clinic in Tennessee were enrolled in the study, in which everyone received the intervention, in May 2022. All patients were given assessments at baseline and 1 week after intervention. Mean score differences were analyzed using 1-tailed paired sample t tests (α = .05). Data were analyzed in June 2022. The adapted version of CA-HELP included an 18-page patient-facing workbook and a 30-minute telephone coaching call with a registered nurse to coach patients on pain education and communication techniques to discuss pain with their medical team. Feasibility was examined through accrual and completion rates. Acceptability was measured by helpfulness, difficulty, and satisfaction with the intervention. Changes in outcomes were measured using mean score differences from pre-post assessments of pain self-management, self-efficacy for communicating with clinicians about pain, patient-reported pain, and misconceptions about pain. Among the 30 total participants, the mean (SD) age was 73.0 (5.1) years; 17 participants (56.7%) were female, 5 (16.7%) were Black or African American, 30 (100%) were non-Hispanic or non-Latino, 24 (80.0%) were White, 16 (53.3%) had less than a high school education, and 15 (50.0%) reported income less than $21 000 per year. Based on accrual and completion rates of 100%, this intervention was highly feasible. Fidelity rates for delivering intervention components (100%) and communication competence (27 participants [90%]) were also high. Regarding acceptability, all patients rated the intervention as helpful, with the majority (24 participants [80%]) rating it as "very helpful." Most patients rated the intervention as "not at all difficult" (27 participants [90%]), enjoyed participating (21 participants [70%]), and reported being "very satisfied" (25 participants [83.3%]). Pre-post changes in outcomes suggested significant improvements in pain self-management and self-efficacy for communicating with clinicians about pain, as well as significant reductions in patient-reported pain and pain misconceptions. In this case-series study of CA-HELP, results suggested the adapted version of CA-HELP was feasible and acceptable and showed changes in pain-related outcome measures among older adults with cancer in a rural setting.

Transtheoretical model to predict the stages of changes in smoking cessation behavior among adolescents

IntroductionPrevious studies on adolescent smoking cessation behavior based on the transtheoretical model have primarily focused on the development of cessation programs. Attempting to quit smoking is a prerequisite for executing smoking cessation. Appropriate methods must be selected based on the characteristics and intentions of individuals to increase smokers’ satisfaction and success rates in quitting. Therefore, this study aimed to identify changing processes influencing the stages of change associated with successful smoking cessation among adolescents and examined the related factors. This descriptive study explored a transtheoretical model of different stages of changes in smoking cessation behavior among adolescent smokers.MethodsThe participants included 237 middle and high school students in South Korea. We examined the differences in stages of changes in smoking cessation behaviors based on general characteristics, smoking-related characteristics, smoking cessation change processes (cognitive and behavioral), smoking decisional balance (pros and cons of smoking), and self-efficacy.ResultsThe probability of reaching the preparation stage of smoking cessation was significantly lower among participants who did not know their father’s educational level than among those who knew their father’s educational level. Conversely, this probability was significantly higher among participants whose mothers had a college or higher education level and those who did not know their mother’s educational level than in those whose mothers had a high school or lower education level.ConclusionThese findings indicated that parental education is a significant predictor of the preparation stage of smoking cessation, highlighting the importance of the family environment in facilitating smoking cessation among adolescents. Accordingly, communication and support at home could help reinforce adolescents’ determination to quit smoking and make relevant plans. Thus, smoking cessation support should stress the need to enhance communication at home.

Why bother with arts education in schools?

AbstractEnrolments in school arts subjects are falling in both England and Australia. There are various arguments made in an attempt to reverse the situation. The arts are said to be vital for the economy, linked to success in core school subjects, are educationally inclusive and important for their disciplinary knowledges. In this paper, based on my Radford lecture, I canvass these arguments, concluding that arts education, like the arts themselves, are complex and refuse simple reductions. I speculate about what this might mean for the arts and broader education research community.

The Impact of Separate and Blended Learning on the Quality of Education in Higher Education Institutions

The article deals with the question of how much the previous school or learning experience influences the quality of higher education. School education can be carried out by different teaching methods, and each of them is characterized by its own peculiarities. Separate (gender-segregated) and blended (gender-mixed) learning are two widespread methods that shape the educational process and influence the social interaction between students. Importantly, the quality of pre-university education can have a significant impact on students' willingness to study challenging subjects at university. Students with a solid knowledge base and good academic skills often find it easier to cope with more challenging academic material in higher education. Initial successes can significantly boost students' self-confidence, which in turn has a positive effect on their motivation and overall performance at university. When students enter higher education, they are exposed to a new educational environment, are exposed to new teaching methods and develop as individuals. However, it is also important to recognize that each stage of learning presents students with its own unique challenges and opportunities that require students to be flexible and adaptable to overcome successfully.

교권침해에 대한 예비교사들의 인식 분석

Objectives The purposes of this study is to analyze the view of pre-service teachers about teachers rights paying attention to the seriousness of the educational crisis caused by the infringement of teachers rights. Methods For this, reflective writing was used for 85 pre-service teachers who were enrolled D university located in Daejeon metropolitan city. Results Pre-service teachers defined teaching rights as a legal right for educational practice and an ethical right socially granted for teaching given to teachers. They recognized that infringement of teachers rights occurred by lack of legal regulations to protect teachers when the teachers rights is violated, distrust of the coercive teachers experienced in school education in the past, intensifying dependence on private education for children’s college entrance, excessive protection of children due to low birth rate and the change in the social perception of the role of teachers. They suggested that teachers rights could be restored through establishing the legal supplementation for teachers rights and strengthening the status of public education, strengthening the role of principal as a teacher's guardian, supporting the formation of the educational community throughout society and trying to have a sense of vocation for teaching by teachers themselves. Conclusions Frist, Pre-service teachers paid more attention to an ethical right arising from the nature of teaching as a personality cultivation than to a legal right given because of being a professional. Second, They recognized teachers as subjective beings in the teaching rights by emphasizing the responsibility of their teaching themselves. Third, They emphasized that teaching rights and student human rights should maintain mutual harmony and balance In light of the inseparable relationship between teaching and learning in education. Forth, It shows that the perception of pre-service teachers about teachers rights is being formed through internal reflection on the nature of education in that they find the cause of the infringement of teachers rights in terms of social structure, while the solution is a formation of an educational community based on mutual respect.

Optimizing Formal and Non-Formal Education in Butuh Village, Kalikajar, Wonosobo: A Case Study on Balancing Religious Education and Formal Schools

This research explores the balance between formal and informal education in Butuh Village, Kalikajar, Wonosobo, focusing on children's interest in religious education compared to formal education. Using a qualitative approach with participatory observation and Focus Group Discussions (FGD), this study involved village government, community organizations, educators, community leaders, and Community Learning Centers (PKBM) as informants. The findings indicate a high interest among children in religious education, strong parental and community roles, and challenges in developing formal education, such as limited facilities. Based on the FGD results, programs are proposed for integrating religious values into the formal curriculum, enhancing the role of parents and the community, developing educational infrastructure, and empowering teachers. This research underscores the importance of involving all educational stakeholders in creating sustainable solutions to improve education quality and comprehensively optimize children's potential. Keywords. Formal Education, Informal Education, Religious Education