English School Research Articles

Risk of school exclusion among adolescents receiving social care or special educational needs services: A whole-population administrative data cohort study

BackgroundExclusion from school is associated with health, well-being and social detriments and disproportionately affects vulnerable children. No study in England has examined the total cumulative risk of exclusion across secondary school among children with a history of children's social care (CSC) or special educational needs (SEN). ObjectiveTo assess the risk of any secondary school exclusion among adolescents receiving CSC or SEN services compared with their peers. MethodsAn administrative data cohort study comparing children in English state schools (n = 1,031,500) with no history of CSC or SEN provision with children who had received different levels of CSC and SEN in combination. Outcomes were proportions of students with any fixed-term or permanent exclusion in years 7 to 9 (age 11 to 14) and years 10 to 11 (age 14 to 16). ResultsOverall, 13 % of children were excluded at least once across years 7 to 11. CSC exposure was associated with exclusion risk: 32 % of children in need (or formerly in need) and 40 % of current or former children looked after and those subject to child protection plans were excluded at least once across years 7 to 11, compared to 12 % of the non-exposed group. After adjusting for confounders, children with SEN history were more at risk of exclusion, regardless of CSC exposure category (except for exclusions among children looked after during years 10 to 11). Rates of exclusion varied significantly between local authorities. ConclusionsLarge inequalities in school exclusion rates between CSC-exposed and unexposed children were observed, with even higher rates observed for children with SEN history. These inequalities undermine the right to education of these vulnerable groups of children.

The reactionary internationale: the rise of the new right and the reconstruction of international society

New Right actors are vocally seeking to change key international relations practices and institutions. We enquire how their philosophy of the international, which we call Reactionary Internationalism, is being socialised by a diverse group of international actors. Engaging with English School conceptualisations of international society and deploying discursive analysis of diplomatic positions, we examine the diplomacy of New Right actors and sympathisers on issues of rights and the limits of sovereign power. Through this empirical analysis it is demonstrated that opportunistic alliances between New Right politicians in democratic states, and authoritarian states such as China, are solidifying into an international compact that advocates radical normative change in international relations. This programme is centred on a new constitutive principle (birth-cultural sovereignty) and two new institutions (exclusive spheres of competence and transactionalism), that establish the terms of reference for a reactionary international society.

Have Teachers’ Perceptions of Parental Engagement Changed Following COVID-19? Evidence from a Mixed-Methods Longitudinal Case Study

Parental engagement is of interest to teachers, school leaders, researchers, and policy makers as a key driver of pupil outcomes. Existing evidence suggests that parental engagement with learning in the home is most effective, but English schools often prioritise school-based events. However, the move to home-learning due to COVID-19 required parents and teachers to play different roles in relation to learning and in relation to each other. Little is known about how this has affected teachers’ perceptions of parental engagement. This mixed-methods, longitudinal case study examined whether teachers’ perceptions of parental engagement changed during COVID-19. Data was gathered from teachers at one large English primary school using interviews (n = 9) and questionnaires (n = 16). Data from before and after the school closures was compared. Teachers reported that parental engagement had become increasingly digital, flexible, and wellbeing-focussed during the school closures. However, teachers were pessimistic about the likelihood of retaining any benefits and their future plans remained focussed on school-based parental engagement events. Whilst school closures resulted in a temporary positive shift towards partnerships and family-centric parental engagement, teachers now need time and training to embed these changes. Without this, some of the potential benefits of the home-learning period may be lost.

Principles of English Dialogue Speech Interactive Teaching of Future Teachers

Introduction. Education faces the challenges of modern society, which is in high demand for effective tools for teaching foreign languages and culture at a linguistic university. At the same time, in the process of English language primary school teachers’ training, educational principles are fundamental, which allow taking into account the initial requirements for the construction of a foreign language educational process, in particular, for teaching English dialogical speech. English dialogical speech competence formation is implemented by means of interactive technology. Purpose - to single out and specify English dialogical speech interactive training methodical principles of prospective primary school teachers in the context of a communicative approach. Methods. The conducted research is based on using the following methods: studying and analyzing scientific publications and observing the training process. Results. Without diminishing the importance of general didactic principles, we focused on the interactive teaching methodological principles of English dialogical speech of prospective primary school teachers: general principles (regarding the organization of the educational process as a whole), individual principles (related to certain aspects of educational process) and special principles (directly affect the interactive training of English dialogical speech of prospective primary school teachers). The principal result of our research is the investigation of English dialogical speech teaching principles and their influence on students’ communication skills in dialogical speech practice. Conclusion. The methodical principles, which are specified by us, serve as the main theoretical basis for the practical development of a methodology for students’ English dialogical speech teaching by taking into account all aspects, challenges, and conditions of such education.

EFL TEACHERS’ PROBLEMS IN ONLINE LEARNING DURING COVID-19 PANDEMIC AND THEIR SOLUTION

The spread of COVID-19 in Indonesia has had a major impact on the education sector, requiring schools to close and change the learning system, which becomes an online learning system. The purpose of this study was to find out the problems by English junior high school teachers and their solutions. The researcher used descriptive qualitative method. The research subject were six English teachers from two English teachers in MTs Salafiyah Syafi’iyah Tebuireng, MTsN 9 Jombang, and SMPN 2 Diwek. The researcher used data collection techniques with interview guidlines. The results from this study describe that English teachers faced several problems in the online teaching process, especially in teaching reading, and speaking. The problem was due to the absence of direct interaction between the English teacher and students and students still had difficulty reading English texts, the absence of direct interaction between the English teacher and students, the lack of motivation of students, the difficulty of students in accessing online learning, having an electronic device, and the lack of parental guidance of students. As an educator, the English teacher provides solutions to the problems mentioned above in order to anticipate the course of online learning. The solutions for online learning problems due to providing material and assignments using learning applications, and include providing learning materials, preparing online teaching, approaching students, and communicating with parents of students. Hopefully, this study can provide benefits from the results of the problems faced by English junior high school teachers and their solutions in online teaching. So, they can improve their ability in teaching English lessons.

The impact of climate change on cognitive performance of children in English school stock: A simulation study

Children in England spend around 30% of their time in schools to gain knowledge and skills. Climate change could impact schools' thermal environments and children's learning performance by impairing their cognitive ability. This study presents an evaluation approach to investigating and quantifying climate change's impact on the cognitive performance of children across English school stocks. The study also evaluates the potential of possible strategies for mitigating the impacts of climate change. The results show that future climates are projected to increase cognitive performance loss of children in school archetypes representative of school stocks, with variations based on regional climate characteristics. Increasing ventilation rates proves to be an effective means of reducing cognitive performance loss, while its effectiveness diminishes as outdoor temperatures rise in the future. Thus, the introduction of air conditioning becomes a potentially more beneficial strategy, despite the associated increase in cooling energy demand. Moreover, higher ventilation rates in air-conditioned classrooms can further improve children's cognitive performance. The use of cognitive performance loss as a Key Performance Indicator (KPI) allows for better communication and understanding of climate change risks faced by schools among building and non-building experts. The proposed evaluation approach remains adjustable and can be continuously updated and enhanced as new insights from psychological research emerge.

Psychosocial Risks in Teachers from Portugal and England on the Way to Society 5.0.

Being a teacher is one of the most demanding jobs, as a result of this responsibility, these workers face many psychosocial risks. This study aims to characterize and compare psychosocial factors in Portuguese and British teachers and discuss how new developments in technology, namely digital technology can improve education and, in particular, contribute to fewer issues related to mental health. The Copenhagen Psychosocial Questionnaire Medium Version (COPSOQ II) was applied to the teachers of six Portuguese schools (three public schools and three private schools), three British public schools and three private schools with an international British curriculum (Switzerland, Spain and Portugal). The results showed that cognitive, emotional, and quantitative demands, as well as work rhythm and work/family conflict, are the key psychosocial factors among these teachers. Differences were found between the teachers of both countries. Some models are proposed, through the proposals of Society 5.0, for their minimization and/or removal. Society 5.0 is the vision of a new human-centered society in the fifth stage launched by Japan in April 2016, and it is cited in our study with the hope that it will contribute to solving many problems of today's society.

Using fluency and comprehension instruction with struggling readers to improve student reading outcomes in English elementary schools

This study reports results from a randomized controlled trial of a reading intervention program in English elementary schools implemented during Covid19. Trained staff delivered targeted reading fluency and comprehension instruction to small groups of eligible children aged 7–9 for at least 12-weeks. Twelve schools from four English districts with high socio-economic disadvantage participated, with a sample of 186 children. Positive effect sizes of +0.26 on overall reading scores were observed, on an independently designed standardised reading test. A process evaluation assessed implementation fidelity. This intervention shows excellent promise as a technique to improve overall reading (mainly through enhancing sentence level reading comprehension).

Compulsory versus voluntary extensive reading: Investigating English learners' perceptions, proficiency and school banding

AbstractReading is a core element in language education. Despite extensive research in second/foreign language (L2/FL) reading, relatively little is known about the differences between two common practices: Compulsory reading (i.e. reading assigned by teachers) and voluntary reading (i.e. self‐initiated reading). This article reports two related quantitative studies (n = 124; n = 498) investigating learners' out‐of‐class compulsory and voluntary English‐as‐a‐foreign‐language (EFL) story reading frequencies in Hong Kong. Learners' perceptions, EFL proficiency and school banding were analysed in relation to reading frequencies. It was found that the frequencies of engaging in both kinds of reading were very low. Reading frequencies and favourability towards story reading were found to be mildly to moderately correlated with proficiency. Among these variables, however, only voluntary reading significantly predicted proficiency. Students who were academically more competent showed greater favourability while those in the middle school banding reported a higher frequency of reading. The findings are discussed and implications are drawn.

The Phenomenon Of Code Switching And Code Mixing In English Learning Classroom

The diversity of languages in Indonesia has sundry errors such as gaps, errors in interpreting other languages, and others. It means, it also applies when in the process of learning foreign languages at school, especially English. Thus, learning English is difficult to build a positive spirit in learning, making students active and responsive in the learning process. Therefore, this study focuses on examining the types of code-switching and code-mixing in learning English in schools. This study uses a qualitative paradigm, using a descriptive case study type of research. Therefore, the researcher sets the goal to describe the data as it occurs in the phenomenon under study. This study is the occurrence of code-switching and code-mixing events in learning English at school. In this study, the researcher used guided semi structured interviewed as a data collection technique. The data from this study was analyzed based on the steps used, namely identifying the data, classifying the data, and describing the data according to the research objectives. The results of this study are the determinants of code-switching and code-mixing from teachers or students. Then, there are types of each between code-mixing and code-switching.

What can drawings tell us about children's perceptions of nature?

The growing disconnect between children and nature has led to concerns around the loss of ecological knowledge and reduced nature connection. Understanding children's perceptions of nature is vital for engaging them with local wildlife and mitigating this growing disconnect. This study investigated children's perceptions of nature by analysing 401 drawings made by children (aged 7-11) of their local green spaces, collected from 12 different English schools, including state-funded and privately funded. We assessed which animal and plant groups were drawn the most and least often, quantified each drawing's species richness and community composition, and identified all terms used in the drawings to the highest taxonomic resolution possible. The most commonly drawn groups were mammals (80.5% of drawings) and birds (68.6% of drawings), while herpetofauna were the least commonly drawn (15.7% of drawings). Despite not explicitly being asked about plants, 91.3% of drawings contained a plant. Taxonomic resolution was highest for mammals and birds, with 90% of domestic mammals and 69.6% of garden birds identifiable to species, compared to 18.5% of insects and 14.3% of herpetofauna. No invertebrates other than insects were identifiable to species. Within plants, trees and crops were the most identifiable to species, at 52.6% and 25% of terms respectively. Drawings from state-school children had higher plant richness than those from private-school children. Animal community composition differed between school funding types, with more types of garden birds drawn by private-school than state-school children, and more types of invertebrates drawn by state-school than private-school children. Our findings indicate that children's perceptions of local wildlife are focused on mammals and birds. While plants feature prominently, plant knowledge is less specific than animal knowledge. We suggest that this skew in children's ecological awareness be addressed through better integration of ecology within national curricula and more funding for green space within schools.

The rights and wrongs of private schooling

AbstractThis is a discussion, from a largely global but partly British perspective, about whether private schools should be freely permitted, discouraged or abolished. This, it is claimed, depends on the kind of private school one has in mind. The paper moves on to three arguments against British private schools, especially prestigious so‐called ‘public schools’: that they promote social exclusiveness, have created a ruling élite, and are unjust. This latter claim, which also has global relevance, is explored in some detail. The meritocratic conception of society which it presupposes is then also discussed and criticised. The final section of the paper is about future perspectives on private schooling across the world. It looks at proposed and actual measures to abolish or curtail them; educational proposals to limit the power of meritocracy, including reforms to the school examination system. It also discusses how likely it is that suggested reforms of any of these kinds will actually take place.

Effectiveness of School-Based Health Education on Prevention of Childhood Obesity is Effective among Teachers Working in English Medium Schools, Urban Maharashtra

Effectiveness of School-Based Health Education on Prevention of Childhood Obesity is Effective among Teachers Working in English Medium Schools, Urban Maharashtra

Identity or Identification? Why the Difference Between These Concepts Matters

This paper examines two major issues related to the concept of identity. The first of these concerns the place of this concept in psychoanalytic theory and practice, particularly taking note of its limited presence in the psychoanalytic literature of the British School of psychoanalysis. My argument is that the concept and phenomena of identification has been preferred to that of identity in the discourse of British Object Relations and considers why that might be the case. The second issue concerns the salience of the concept of identity in contemporary political and cultural debate, as this has come to denote differences of a socially-constructed kind such as those of race, gender, ethnicity, and religion. In this context, the idea of identity has become an important point of reference in much recent psychoanalytic thinking. The significance of this development will be considered in its relevance for psychoanalytic and wider social practices.

Experiential Learning to Promote Student Autonomy at Elementary Level

The primary objective of this research is to assess Learners' Autonomy by implementing Experiential Learning in a role-play activity among class 8 elementary students at a private-sector English Medium School. Experiential Learning, which is a learner-friendly approach, has not been extensively explored at the fundamental level. However, its importance, often referred to as "learning by doing" or "hands-on approaches," has been acknowledged in various writings and research. Over time, Experiential Learning has gained popularity among adult learners and is considered crucial in educational institutions. To conduct this study, a thorough review of the literature was conducted, leading to the development of a hypothesis. The research strategy involved the use of a survey, and the study's population comprised students from elementary private schools in Karachi. A straightforward random sampling design was adopted, resulting in a sample size of 118 students as participants. For data collection, two questionnaires were employed: the Experiential Learning Scale (ELS) by Clem and Beasley, and the Learner Autonomous Scale (LAS) by Fletcher and Averill. The data was then analyzed using SPSS, with inferential statistics, correlation, and linear regression methods. The findings revealed a strong correlation between the variables (EL) and (LA). Moreover, at a significance level of 0.05, the overall relationship between all Experiential Learning and Learner Autonomous categories was determined to be moderate. Based on the overall linear regression model, instructors and practitioners are encouraged to incorporate Experiential Learning into their teaching methodologies. Additionally, the study suggests further exploration of the concept of Autonomous Learning through this process, and proposes a comparative study to assess how this approach influences students' engagement in various curricula.

Education topic in All-Russian English language Olympiad

The article considers the tasks of All-Russian English Language School Olympiad (ARELSO or Olympiad) dedicated to the topic of education. The Year of the Teacher and Mentor stimulates a keen interest in educative value of school subjects and their career guidance opportunities, and also of various contests and Olympiads for gifted and talented schoolchildren. The author emphasizes the importance of ARELSO as a means to identify schoolchildrens future vocational orientation. Outlining researchers contribution to the field of developing gifted childrens potential, and preparing them for intellectual contests and Olympiads, we have to admit the absence of full-scale research into subject matter of Olympiad tasks. The relevance of the study is determined by a thorough analysis of the 2009/20102022/2023 Olympiad tasks, and, based on the authors experience as an Olympiad tasks designer, an attempt to offer examples of municipal level tasks dedicated to the topic of education. Such tasks can be found in all parts of the Olympiad (Listening, Reading, Use of English, Writing). The author emphasizes the thematic importance of the Olympiad and the necessity of regularly designing education topic tasks with the aim of schoolchildrens vocational orientation.

A COMPARATIVE ANALYSIS OF ENGLISH CURRICULUM 2006 AND SINGLE NATIONAL CURRICULUM 2020 USING ECLECTIC MODEL

The purpose of this research is to compare the English school curricula of 2006 and the Single National Curriculum (SNC) of 2020 in Pakistan. In the past, English was taught as a subject with a focus on literature, but the SNC prioritizes communication skills like reading, writing, listening, and speaking. Previous research on curricula has not analyzed the effectiveness of these two curricula based on existing curriculum development frameworks. This study uses a qualitative research design to compare the two curricula using an eclectic model. The analysis framework is based on the Tyler, Taba, Grave, Nicholl, Saylor & Alexander, and Twenty Principles of Language Teaching of Nation and Macalister models of curriculum development. The results show that the curriculum has undergone significant changes and updates with a focus on improving the teaching and learning process, developing language skills, and incorporating advanced technological methods like ICT. Additionally, assessment and evaluation tools and methods have been added, and teacher training has been given more attention and elaboration in the SNC compared to the 2006 curriculum. This study highlights the importance of curriculum revision efforts and their successful implementation in achieving national and societal goals. By prioritizing curriculum development and ensuring effective implementation, the education system can remain relevant and effective in preparing learners for future challenges. Keywords: Curriculum reforms, Comparative analysis, Single national curriculum, eclectic model.

Teaching Staffs’ Development in Pakistan’s Urban Private English Medium Schools

Continuous nurturing and development of teachers is a crucial facet of education and research. Staff development programs can help staff improve curriculum delivery, teaching quality, and school leadership, however, in the case of Pakistan’s private schools; this aspect has not been explored much. The present study raises concerns pertaining to the concept with the purpose of highlighting the need for it in English language school teachers. Further, as an instrumental feature in a changing educational environment, staff development can be structured and accomplished according to contextual needs and factors. Hence the paper proposes some practical considerations and steps for designing and implementing school?based staff development.

Readiness of Gen-X English High School Teachers in Integrating Teaching with Technology

During pandemic, almost all school activities rely on the use of technology. Teachers are expected to teach using the online platforms. This study aims at analyzing the readiness of English high school teachers who are categorized into Gen X in integrating technology in teaching, by using TPACK framework. The study applies a descriptive qualitative design. Research subjects were 58 Gen X English high school teachers in one province in Indonesia. Data were collected by distributing online questionnaire to the teachers. Data analysis of triangulation was conducted by doing semi-structured interviews to volunteered teachers. The findings revealed that the Gen X teachers were not ready to integrate teaching with technology. Of all seven integration variables in TPACK, the first level knowledge bases are responded positively. When it comes to the second and third level knowledge bases, the teachers’ responses tend to decrease. Some problems in the technology integration were revealed during the interview. Trainings of teachers’ professionalism for teachers from generation X are considered necessary, especially training on the use of technology and the internet in learning. ICT curriculum integration is also an important issue. Finally, limitations and implications for the education authorities and future research were discussed.

Strategy Use, Cultural Intelligence, and English Language Proficiency of Undergraduate Saudi Students

The study attempted to explore Saudi English learners’ second language proficiency and how it is possibly related to language learning strategies and cultural intelligence. Research questions addressed the variables of language proficiency, cultural intelligence, strategy use, gender, and educational school background. It is hoped that more insights into the interplay between these factors and successful language learning will benefit language learners, teachers, and policymakers. The study collected data from 180 Saudifirst-year undergraduates majoring in English. The data was analyzed using inferential statistics to investigate the relationship among the study variables. The results revealed that the study participants scored a medium level in both language learning strategies and cultural intelligence. Metacognitive and cognitive strategies were the most frequently used, and affective strategies were the least frequently used. No significant differences were found in strategy use when related to English language proficiency, gender, or school background. However, a significant effect was observed between language level and cultural intelligence, specifically on metacognitive, and behavioral subsections. Another positive correlation was reported between strategy use and cultural intelligence, especially with the metacognitive subsections. Pedagogical implications are presented as the study argues for the benefits of direct instruction on cultural awareness and strategy use in language classrooms.