Formal Schooling Research Articles

“But Everything Else, I Learned Online”: School-Based and Internet-Based Sexual Learning Experiences of Heterosexual and LGBQ + Youth

Building upon scholarship on sex education, our research aims to understand how youth with a range of sexual identities have experienced school-based sex education, how they have explored sexual content online, and how they see the two in relation to each other. We thus ask: (1) How do youth with varied sexual identities recall experiencing formal school-based sex education from elementary through high school offerings? (2) How do heterosexual and LGBQ + youth utilize the Internet and social media sites for sexual learning? Through in-depth interviews with college students, we find that heterosexual and LGBQ + youth report that formal sex education was both limited and heteronormative; LGBQ + youth felt particularly unprepared for sexual experiences and health hygiene, and sometimes found ways to translate the information provided for their own needs. Despite some overall similarities in online sexual explorations, experiences of online sexual learning proved quite divergent for youth of different sexual identities. Heterosexual youth were likely to search for information on sexual pleasure and entertainment; in contrast, LGBQ + youth sought information to fill in knowledge gaps about non-conforming sexualities, and often used the digital space for identity discovery, confirmation, and affirmation. For both groups, online explorations interacted with offline ones through a back-and-forth in which youth tested out in one arena what they had learned in the other. These findings highlight the dynamic interaction between formal school curriculum, informal online sexual learning, and sexual scripts, identities and practices.

Exploring the Language and Literacy Challenges of Entry-Level Education Students and Experienced Teachers at a South African University: A Stance-Taking Analysis

Abstract The huge number of learners dropping out of the formal schooling system has a significant impact on the ever-increasing unemployment rate in South Africa, which can be perceived as a major reason for numerous parents and caregivers living in dire poverty. Learners from socio-economically deprived areas rarely have access to educational resources and literacy materials and neither do most of them attend schools that do. This post-apartheid South African reality has given rise to an education system which is marred by inequality, exposing the masses of learners from rural areas, townships and other under-resourced locations to difficult and complex challenges at institutions of learning. One such challenge, as emphasised by scholars like Howie (2017) and Spaull (2013), relates to learners’ poor performance in literacy-related tasks, especially when participating in continental and international evaluation programmes. Within the context of these literacy challenges, this study explored the literacy and language practices of students, lecturers and other role-players at a higher education institute in the Western Cape, particularly to establish how these role-players negotiate the challenges relating to their educational interactions. In order to contribute to the study of literacy and language practices at this selected higher education institution, this study deemed it necessary to not only focus on students who are currently studying, but to also include teachers who completed their teacher training four decades ago at the same institution. In this way, the article provides insight into past and present role-players’ engagement with literacy and language as learners, students, teachers and lecturers at the educational institutions they attended. Using a qualitative approach to data collection, the study involved conducting focus groups and semi-structured interviews to gather data relating to participants’ schooling histories, their challenges with language and literacy, and their perception of their educational futures. The data emanating from these methodological approaches are analysed and interpreted, followed by a presentation of the findings with suggestions for future research.

Clinical Considerations From Researcher-Created Morphological Awareness Assessments.

Morphological awareness develops throughout formal schooling and is positively related to later reading abilities. However, there are limited standardized measures available for speech-language pathologists (SLPs) to use when assessing morphological awareness in clinical practice. The purpose of this tutorial is to guide clinicians in choosing between researcher-created measures of morphological awareness to use with their school-aged students. We first summarize previous morphological awareness assessment research and outline important clinical considerations when choosing a morphological awareness assessment for students in early elementary grades and beyond. Second, we highlight item characteristics regarding morpheme type, frequency, shift transparency, and imageability for students in early elementary versus later grades. Third, we discuss the type of tasks (i.e., production, decomposition, and judgment) and administration modes (i.e., oral or written and static or dynamic) available to clinicians assessing the morphological awareness skills of school-aged students. Throughout the tutorial, we reference a hypothetical case study to illustrate how SLPs might apply these suggestions and link morphological awareness assessment to treatment recommendations. This tutorial highlights the importance of including morphological awareness assessments in clinical practice to support oral and written language development. We provide practical guidelines to help SLPs evaluate and choose appropriate morphological awareness assessments for their school-aged students as part of their comprehensive language evaluations and to support intervention planning. https://doi.org/10.23641/asha.24545470.

THE DIFFICULTIES OF TEACHING SPEAKING FOR YOUNG LEARNERS

Speaking is one of four skills that should be mastered by EFL students. However, there are several problems that teachers found while teaching speaking, especially for teaching young learners. The problems usually come from the students itself, but the teacher's method in teaching may cause a problem too. This paper is intended to share the teacher's difficulties in teaching speaking for young learners and the way to solve those problems. The methods that the writers use in this paper are descriptive research and literature research. The data was collected through a survey for elementary school teachers around Purwokerto, which are formal and non-formal schools. The finding shows that the teachers facing the same problems in teaching speaking, such as students can't remember the pronunciation and can't understand the materials well, the method that commonly used to teaching speaking, and teacher's suggestions on how to teach speaking better. This paper also provides some solutions that teachers can use to achieve the higher quality of teaching speaking especially for young learners and make students improve their skills in speaking. There are audio lingual method (ALM) and Communicative Language Teaching (CLT) in teaching speaking for young learners that expected to help solve those problems.

Schoolteachers in Out-of-School Hours Education: Blurring Professional Ideology in Recent Times

Teachers’ professional ideology and their involvement in out-of-school hours (OoSH) practices have been questioned in recent times. This study explores how schoolteachers understand their professional ideology in relation to their OoSH practices and how they explain their participation in private tutoring in addition to formal schooling. This study deploys a qualitative approach using in-depth semi-structured interviews with nine secondary school teachers in Bangladesh. The thematic analysis highlights a substantial gap between Bangladeshi school teachers’ professional ideologies and their involvement in private tutoring. The findings from the study reveal that the respondents perceive their dual roles as schoolteachers and tutors as controversial and detrimental to discharging their professional duties in an ideological way. They recurrently struggle to justify the dual roles that contribute to the dilemma of professional ideologies. As such, private tutoring does not just create a problem in classroom teaching but affects professional ideology and commitment to teaching principles. The study recommends policymakers and professionals look into these issues to gain a deeper insight into the existing private tutoring literature concerning teachers’ professional ideologies.

Teachers and Parents – Partners with Different Expectations

The purpose of the present study effected in 2007 was to explore the approaches to establishing cooperation between lead teachers and parents of third- and ninth-grade primary school students, and the quality of that cooperation. The study also sought to find differences and similarities in parent and teacher expectations within different areas of their cooperation. Data were obtained from a sample of 55 randomly selected primary schools from which 141 lead teachers of third and ninth grades and 810 parents of the students from those grades were included in the study. The study focused on the following areas of cooperation: school to home communications, parent influence on school decisions, and parent involvement in different school activities. The research indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues who were more cautious and restrained. In contrast to the lead teachers that represented a relatively narrow professional group, parents' views were much more dispersed. Parent education was the best predictor of their readiness to get involved in the life and work of their children's school. This was especially the case with mothers who took part in formal school conferences more often than fathers. Whether the area in which the families lived was urban or suburban did not make any difference.

Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning

The foundational skills that children begin formal schooling with are subject to persistent inequities, and can have long-term academic, occupational and health consequences. Early learning is conceptualised as encompassing social, emotional, behavioral and motor functioning in addition to more traditional formal academic skills. Within a large, diverse, longitudinal child cohort - Growing Up in New Zealand - the aims of the current study were to examine: (1) how multiple indicators of children's social, emotional, behavioral, motor and cognitive development relate to one another at age four years prior to beginning formal schooling; and (2) whether parent behavior during an observed writing interaction at age 4 was associated with these early learning factors. Children (n = 4,697) and their primary caregiving parent were visited at home and completed the interactive writing task. Children completed direct assessments of language, executive functioning, self-regulation, writing (name and numbers) and emotion knowledge. The parent reported on the child's language, motor skills and social, emotional and behavioral functioning. Exploratory Factor Analysis indicated four early learning factors: literacy and numeracy skills; oral language and regulation; behavior difficulties; and interpersonal and motor skills. After controlling for multiple covariates, hierarchical regression analyses indicated that parent verbalisations during the writing interaction task predicted small but significant variance in children's early learning across all four factors. The current findings support holistic models of early learning and demonstrate associations with parent verbalisations during learning-based interactions.

Reparative remembering for just futures: History education, multiple perspectives and responsibility

The growing literature around reparative futures in education agrees on the importance of multiple and inclusive narratives for learning about the past. Indeed, it is recognised that multiplicity has to be part of a reparative account of history given the harms caused by single, exclusionary and hegemonic historical narratives. However, there is limited literature, pedagogical guidance or accounts of how multiple perspectives approaches apprehend competing narratives of the past specifically on questions of responsibility. Drawing on experiences in Cambodia and the UK – where violent and colonial pasts (and presents) are poorly apprehended in the formal school system – this paper reflects on the place and absence of histories of responsibility within history education. We do so in order to explore the potential role such histories can play in securing more just and inclusive presents and futures. We explore the relevance of multiple perspectives pedagogies for futures research and ask questions around how multiple perspectives can interact, including whether they are treated equally, decontextualised, relativised, or can be weighted ethically towards narratives that are seen to be more ‘true’ or more in service of reparative goals. We identify limitations in multiple perspectives approaches around questions of ‘balance’ and representation before reflecting on lessons from theorists engaged in postcolonial and decolonial thinking to parse the ethical and political opportunities afforded through concepts that redefine responsibility around implication, shared future responsibility, and mutual interdependence.

Childhood Bilinguals: Linguistic Snapshots of the First School Years in Real Time

ABSTRACT The current study examines the bilingual language development of twelve young children. We focus on the use of Spanish as a heritage language among the children while they learn English in an English-majority environment. Data was collected in English and Spanish four times over the first two years of formal schooling. The study focuses on oral language production in Spanish and English using several language-eliciting tasks including vocabulary identification and picture storytelling. Results demonstrated improvement in English oral fluency, vocabulary, and grammatical complexity over the two-year period, as expected. Most of the children maintained roughly the same scores on Spanish vocabulary identification and oral fluency over the same timeframe. The study shows that retention of the first language (L1) is achievable even by children living in English-majority neighborhoods.

Transformative learning in formal schools

Transformative learning is a learning theory that emphasizes the transformative potential of education. It was developed by Jack Mezirow in the 1970s and focuses on the ways in which learners can transform their perspectives, beliefs, and assumptions through the process of learning. According to this theory, transformative learning involves critical reflection and self-examination, leading to a change in the learner's worldview.

Multilingual language assistants, investment and social justice in second language learning for adult newcomers

This article investigates the significance of the use of multilingual language assistants (MLAs) in second language teaching for adult migrants with limited formal schooling. Norton’s theories of investmentand critical pedagogy serve as an analytical backdrop. An emic perspective is adopted, with interviews with nine adult learners taking centre stage. The data also includes interviews with three teachers, as well as classroom observations. Analysis of the learner interviews points to the importance of the MLAs when it comes to meeting the adult newcomers’ basic needs for security, understanding and recognition. The data as a whole suggests that MLAs contribute to the language learners participating more actively in the learning process. The analysis provides insight into possibilities and limitations for second language learning, related to the subject positions available in the classroom, whether or not their linguistic capital is recognised and their access to new linguistic capital, and the different language ideologies at play. The purpose of the article is to encourage reflections on learning conditions for adult newcomers with limited formal schooling.

Birth-Related Risk Factors Impact Cognitive and Academic Outcomes in Children with Sickle Cell Disease

Pre- and peri-natal-related risk factors are associated with slowed neurocognitive development and increased risk of learning difficulties in the general population. A recent study reported expressive language deficits were associated with preterm birth in young children with sickle cell disease (SCD) (Bills et al., 2021); however, no studies to date have examined the long-term impact of low birth weight in children and adolescents with SCD. In this cohort study, we examined associations between low birth weight (<2500g) and cognitive and academic outcomes, including formal school support services (i.e., 504 Plan or Individual Education Program), in children with SCD. Gestational age and neonatal intensive care unit (NICU) admission were investigated as covariates. Participants were children ages 8-18 years old with SCD enrolled in the Sickle Cell Clinical Research and Intervention Program (SCCRIP), an observational cohort study of clinical outcomes in SCD. Participants received targeted neurocognitive evaluations as standard of care every 3-4 years. Performance-based neurocognitive measures were used to assess cognitive and academic abilities, including the Wechsler Abbreviated Scale of Intelligence, Second Edition; Wechsler Intelligence Scale for Children, Fourth and Fifth Editions; Wechsler Adult Intelligence Scale, Fourth Edition; Delis Kaplan Executive Function System; Conners Continuous Performance Test, Second and Third Editions; and Woodcock-Johnson Tests of Achievement, Third and Fourth Editions. Multivariable generalized linear regression examined associations between birth-related risk factors (i.e., birth weight, gestational age, and NICU admission) and cognitive outcomes, academic achievement, and need for school support services after adjusting for age, sex, hydroxyurea treatment, sickle genotype, and socioeconomic status. P-values <0.05 were considered significant. False discovery rate-adjusted p-values or q-values were calculated across the outcomes and all birth-related risk factors to correct for multiple corrections. Of the 326 participants in SCCRIP who completed neurocognitive evaluations, 282 children had normal birth weight (HbSS/HbSβ 0thalassemia=56%) and 44 children were born with low birth weight (HbSS/HbSβ 0=45%). Birth weight groups (<2500g and >2500g) were matched for demographic and disease characteristics (Table 1). The mean age at time of cognitive evaluation was 11.16 (SD= 3.27) years and half of participants were male (51%). Low birth weight was associated with worse word reading (p=0.011; Table 2). Across all participants, admission in the NICU was associated with lower verbal reasoning (p=0.022), processing speed (p=0.017), working memory (p=0.044), word reading (p=0.021), and math fluency (p=0.05). Similarly, across all participants, earlier gestational age was associated with lower verbal fluency (p=0.011). Low birth weight and gestational age predicted need for school support services (p=0.003 and p=0.007, respectively). History of birth-related risk factors should be considered a comorbidity for neurodevelopmental differences in SCD. Specifically, children with SCD who are born with low birth weight or admitted to the NICU are at increased risk for difficulties with processing speed, working memory, language, and academics. The need for formal school support services in SCD is associated with gestational age and birth weight.

PERAN KH. MA’MUN DALAM PERKEMBANGAN PONDOK PESANTREN RIYADLUL ‘ULUM WADDA’WAH TAHUN 1986-2014 M

PERAN KH. MA’MUN DALAM PERKEMBANGAN PONDOK PESANTREN RIYADLUL ‘ULUM WADDA’WAH TAHUN 1986-2014 M

Social Determinants and the Prevalence of Paan Masala Use among Adults in India: Results from Global Adult Tobacco Survey, 2016-17.

Gutkha or Paan masala with tobacco is commonly used smokeless tobacco product in India. Given the restrictions on advertisement and promotion of Gutkha and the necessity of warning labels on tobacco products, the tobacco industry has popularised paan masala without tobacco as a surrogate product. Paan masala itself is harmful for health but remains beyond scope of current tobacco control policies. It was important to understand prevalence and determinants of its use (with or without tobacco). Data from the Global Adult Tobacco Survey (GATS)-2, India was used to estimate prevalence of paan masala use (with or without tobacco) in India. Multi-nominal regression and logistic regression were used to calculate risk ratios and odds ratios. The prevalence of any form of paan masala was 12.1% among adults in India. Prevalence was higher among males (17.8%) than females (6.0%), aged 25-44 years (14.5%) than those aged 65 years or above (9.0%). Relative risk ratio (RRR) for Paan masala with tobacco was significantly high among those with no formal schooling (RRR:2.00) and among those in poorest wealth quintiles (RRR:1.26). While, RRR were lower for Paan masala use without tobacco among those with no formal schooling (RRR:0.95) and among poorest wealth quintiles (RRR:0.78). Region-wise AOR were highest for North-East (AOR:4.80) and Central regions (AOR:4.76) compared to South India. The prevalence of paan masala use is high in India. Persons belonging to lower socioeconomic status or having no formal schooling have higher risk of consuming paan masala with tobacco. However, persons from higher wealth quintiles or having formal schooling had higher risk of use of paan masala without tobacco. These findings need careful attention of policy makers and law enforcers as it indicates different marketing strategies might have adopted by industry to target these two mutually exclusive population groups.

Learner Participation in Science Learning: Creating a Humanized Science Classroom

As science learners, learners can learn science from their enriched cultural life world. However, the disempowering forces embedded in science pedagogical practices demotivate the learners to participate in the active science learning process. In this context, this research addresses the question: How have I explored learner participation in science learning to create a humanized science classroom? I applied auto ethnography as a research method and inquiry to portray the critical reflexive narratives I experienced in my science learning journey. The research shows that the learners’ participation in science learning is in/directly influenced by the in/formal modes of science learning. The rigorous and unjust formal schooling cultures demotivate the learners to participate in science learning autonomously. The science teachers must know the learners’ lived experiences and cultural worlds by creating a dialogic space between teachers and students. It can also support modifying and cultivating their internal selves through individual and collective participation. Therefore, the research also offers to know and value the learners’ creativity and acknowledge the learners’ learning experiences beyond the formal academic settings. Furthermore, science teachers need to view the learners through humanized lenses to motivate learners for their autonomous participation in science learning. It possibly counteracts the rigorous schooling cultures that emphasize the directed participation of learners and transform their dogmatic identities.

The increasing demand for TOEFL tutoring among graduate students: Understanding the motivations behind it

Private extra academic support, also referred to as shadow education has experienced growth, in Asian nations, such as Indonesia. However, despite its use this type of education often receives attention from the government compared to formal schooling. This research aims to explore the motivations that influence university students’ choices to seek academic support specifically for TOEFL preparation—a vital step towards achieving an internationally recognized English proficiency score. Involving 60 university students for the data collection using questionnaire, this study identified factors that drive the demand for private TOEFL tutoring among Indonesian graduate students. Despite concerns about the absence of standardization and potential student exhaustion resulting from tutoring it continues to provide personalized instruction and assistance. This study highlights the role that private supplementary tutoring plays in meeting the growing demand for success and its impact on students’ academic and career paths, in Indonesia.

Development of Normative Data for the Mini Mental State Examination (MMSE) in the Elderly Population of Chile: A Multi-City Study

The Mini-Mental State Examination (MMSE) is one of the most widely used tests to assess the global cognitive deterioration of older adults. There are many versions of this Test in Spanish. A validation study was previously conducted in Chile, but to date, no standards computed from a large population sample are available. to develop normative scores according to age and educational level for older people living in Chile. Data were collected from a sample of 1199 subjects between 50 and 91 years of age from various research centers. We present the normative scores in percentiles calculated according to age (50-64, 65-74, 75-91 years of age) and educational level (1-12 years and more than 13 years of formal schooling). This article provides normative scores for the MMSE that should be useful in clinical practice as they may help better interpret the performances of Chilean older adults who seek consultation for cognitive impairment.

Continuous and Placement Assessment Results as a Predictor of Student Achievement in Primary Schools

The purpose of this study was to explore the performance of out-of-school children in speed school and accelerated learning programs as a basis for success in primary schools. This research field has received very little attention. The continuous assessment and placement test results of students at risk were not used much in the literature, which this study aims to fill. The total number of students involved in the study was 624. The study used the continuous assessment average scores and placement test scores as predictor variables. The results show that the relationship between placement test and 1st-semester score in grade four was significant, r (196) = .501, p < .001. For the Accelerated Learning Program, the placement test and 1st-semester score in grade three were significant, r (111) = .413, p<.001. As a tool to forecast primary school students' future achievement, the teacher-made continuous assessment appears to be less useful than placement tests for children who come through speed school. Students from speed school backgrounds performed better than students from formal schools; students from accelerated learning program backgrounds performed almost similarly to students from formal schools except in environmental science. The study indicated that in grade four of formal primary school, continuous assessment was found to be poorly linked with student knowledge and skills. However, the results show that both comparisons found placement examinations to be a reliable indicator of children's achievement in primary schools. It can be concluded that students who joined grades three and four of formal school through speed school and an accelerated learning program are capable of achieving minimum learning competence in the subsequent educational outcomes in elementary grades.

Pendidikan Politik Dalam Perspektif Qur`An: Implementasi Pembentukan Budaya Politik Masyarakat Beradab

Research with the title political education in the perspective of the Qur'an: The implementation of the political culture of a civilized society is motivated by the increasingly sharp political conditions in Indonesia, so that the political aspirations conveyed by the community have seen the capacity of political channels (political parties) in society. The focus of his research is 1) The perspective of the Qur'an, 2) Channels of political education in society, 3) Building a political culture of a civilized society . The research method is library research with literature study, articles, scientific journals, and searches on qur`an interpretations related to political issues. The results of research 1) The perspective of the qur`an, that is, in tracing the Qur'an, verses that reveal political problems are found. In Islam it is known as fiqih siyasah, which is legal knowledge derived from the Al-Qur`an and Sunnah. 2) Channels of political education have two things, firstly formal education, namely political education through formal schools, the second is community education carried out by political parties towards the community. 3) Building a political culture of a civilized society, there are many verses that lead to the formation of a political culture of a civilized society through party cadre and party socialization

Educational Effectiveness in the Compulsory Formal Schools: Looking for a Contextualized Model Based on Parents’ Views

Öğrencilerin edinimi eğitimsel etkililik ölçütü olduğu gibi bağlamsal değişkenlerin etkilerinin azaltılması da eğitimsel etkililik ölçütüdür. Bu çalışmada, anne-babaların zorunlu örgün öğretim okullarında verilen eğitimin etkililiğine ilişkin algıları, bu algıları açıklayan bağlamsal değişkenleri içeren bir modelin ortaya konulması amaçlanmaktadır. Çalışma nicel verilere dayalı betimsel ve ilişkisel desende gerçekleştirilmiştir. Çalışma grubunu 2021 Eylül-Kasım döneminde Aksaray ilinde zorunlu örgün öğretim kademesinde öğrencisi olan anne-babalar oluşturmaktadır. Katılımcılara kolay ulaşılabilir ve kartopu örneklemeyle erişilmiştir. Araştırmacı tarafından geliştirilen veri toplama aracıyla toplam 296 anne-babaya ait veri incelenmiştir. Verilerin analizinde betimsel istatistiklerin yanı sıra açımlayıcı faktör analizi, kümeleme analizi, tek yönlü varyans analizi, X2 (Chi-Square) ve lojistik regresyon analizleri gerçekleştirilmiştir. Çalışmada okuldaki eğitimin kısmi düzeyde etkili olduğu belirlenmiştir. Anne-baba eğitimsel etkililik algısı ile okul türü, okul kademesi, yerleşim yeri ve aile büyüklüğünün anlamlı ilişkisi bulunmuştur. Model denemeleri okulun türü, okul kademesi ve ailenin büyüklüğünü içeren bir model üretmiştir. Kalabalık ailelere göre küçük aileler okuldaki eğitimin etkisiz olduğunu algılamaktadır. Ebeveynler, özel okula göre devlet okullarındaki eğitimin ve meslek liselerindeki eğitimin etkisiz olduğunu algılamaktadır.