Formal Schooling Research Articles

Shadow Education Uptake in Ireland: Inequalities and Wellbeing in a High-Stakes Context

ABSTRACT This paper assesses the role of shadow education (SE), i.e., organised learning activities outside formal schooling, in the lives of secondary school students of different social backgrounds and in different school settings, in a high-stakes context. It draws on multilevel analysis of longitudinal Growing Up in Ireland data, alongside narratives from in-depth case study research in 10 schools. Framed within a social reproduction approach, we show how access to SE as an educational resource is socially stratified, accessible to those with greater levels of family resources, and those attending schools with higher socio-economic student intakes. SE is viewed as an investment, particularly among students with average and above average levels of prior attainment, while high attaining students are less likely to use SE. Perhaps reflecting the normalisation of SE in the Irish context, students do not directly link engagement in such tuition to their socio-emotional wellbeing.

Early Language Reading Interventions and Reading Skills of Elementary Grade One Pupils in Zambales, Philippines

Learning to read and write is crucial in child’s development during entering formal schooling in grade one. These skills are identified to as language and literacy skills. It also predicts the child’s success later in school as well as in life. Reading and writing were both encompassed in early language literacy which are the foundation skills of a child and it develops as the child grows. This study aimed to determine the effects of the reading intervention strategies used by grade one teachers on the reading performance of grade one pupils in terms of word recognition, reading speed and reading comprehension. The participants in this study were the 23 grade one teachers coming from the 11 schools of the San Antonio District. Findings of the study came up with the following conclusions: Typical teachers of Grade I in San Antonio always use reading intervention strategies in terms of oral language, alphabet knowledge and word recognition, and often use strategies for phonological awareness, fluency and comprehension. The teachers used various activities exclusively for word recognition, fluency and reading comprehension. The learners have a high level of word recognition skills, are fast readers and with an instructional level of comprehension. A positive linear relationship exists between the reading intervention strategies and the learners' level of reading skills. After the investigation on the relationship between the reading intervention strategies and learner’s reading skills, the researcher recommends the following actions.

Pre-Service Teachers’ Impressions and Experiences of Virtual Practicum Teaching in the United Arab Emirates

The COVID-19 global pandemic forced some teacher training institutions to implement unprecedented pedagogical strategies, which include conducting virtual practicum teaching. It was a challenge for pre-service teachers as they did not have experience in online teaching and learning, let alone conducting virtual field experiences. The objectives of the study were to explore pre-service teachers' initial pedagogic impressions and experiences of their first week of virtual practicum teaching in kindergarten classrooms with children aged 4-5 years old, which is the first year of formal schooling in the UAE. The study was conducted using a qualitative case study within an interpretive paradigm. Guided by Gibb’s reflective cycle as a theoretical framework, 20 pre-service teachers were purposively selected in the study to complete an open-ended questionnaire. The results showed that pre-service teachers achieved more than they anticipated as they made enlightening observations and had successful hands-on pedagogical activities. The study concludes that the reinforcement of problem-solving skills is inevitable among pre-service teachers, enabling them to use their higher-order thinking skills to adjust and adapt to any teaching and learning approach.

Read like a man: comparing narratives of masculinity in adolescent literature.

Recent movements like #MeToo and #TimesUp have surfaced and challenged ideas about masculinity in popular conversations. In particular, these ideas have centered around "toxic masculinity"-a version of masculinity that reflects stereotyped, dated, and even dangerous expectations for manhood. This notion of masculinity can be reinforced in a number of ways, especially through pop culture, where it runs the risk of becoming commonly accepted or normalized. This study evaluates the narratives of masculinity in three different novels that are marketed toward high school-aged students in the United States: Lord of the Flies; Gabi, A Girl in Pieces; and Aristotle and Dante Discover the Secrets of the Universe. Using a critical literacy lens, this study considers the symbols, behaviors, expectations, and meanings given to masculinity in and through each novel and considers the implications of this analysis for adolescent readership inside and outside of schooling. The study concludes that the more contemporary novels showcase a range of masculine portrayals, including positive, affirming versions of masculinity, compared to a more singular and pessimistic one found in a novel traditionally used in schools. Thus, the study concludes that formal schooling may be an important way to address and disrupt unhealthy versions of masculinity.

The inferior fronto-occipital fasciculus correlates with early precursors of mathematics and reading before the start of formal schooling

Diffusion-weighted imaging studies in preschoolers have almost exclusively been done in the field of reading. As a result, virtually nothing is known about white matter tracts associated with individual differences in mathematics at this age. Studying the preschoolers' brain is crucial because it allows us to identify individual differences in brain anatomy without influences of formal mathematics and reading instruction. To fill this gap, we investigated for the first time before the start of formal school entry the associations between white matter tracts and precursors of mathematics and reading simultaneously. We also investigated whether these associations were specific to mathematics and to reading, or not. We focused on four bilateral white matter tracts (arcuate fasciculus (direct, anterior), inferior fronto-occipital fasciculus, inferior longitudinal fasciculus), which have been previously correlated with mathematical performance in older children and with reading performance in children of a similar age as the current study. Participants were 56 5-year-old children (Mage = 67 months; SD = 1.8), none of which received formal instruction. Our results showed an association between the bilateral inferior fronto-occipital fasciculus and precursors of mathematics (numerical ordering, numeral knowledge) and reading (phonological awareness, letter knowledge). Follow-up regression analyses revealed that the associations found with the inferior fronto-occipital fasciculus were neither specific to mathematics nor specific to reading. These findings suggest that, already before the start of formal schooling, the inferior fronto-occipital fasciculus might be related to the neural overlap between mathematics and reading. This overlap potentially reflects one of their many shared mechanisms, such as the reliance on phonological codes or the processing of visual symbols, and these mechanisms should be exploited in future studies.

Education in Syria: hidden victim of the conflict of weapon of war?

ABSTRACT This paper offers a unique comparative study on primary and secondary education in opposition-held and regime-held Syrian schools since the beginning of the conflict in 2011. Doing so, it seeks to investigate whether and how education upholds visions of peace and conflict in the country. Building on schoolbook content analysis, semi-structured interviews and personal experience, this study highlights multiple faces of Syrian education. In both areas of control, curricula are highly politicised and largely reinforce intra-Syria divisions, if they do not simply erase ‘other’ groups. Moreover, the vacuum of power left by the conflict across the country resulted in the multiplication of private schools and cultural centres and the rising influence of external actors – mainly Russia and Turkey – who use formal and informal schooling as a tool of (soft) power. Altogether, the manipulation of the education sector overwhelmingly prioritises political rehabilitation and power consolidation over social cohesion and reconciliation. This highlights, yet again, the challenges of highly fragmented conflicts and the need for combined efforts to turn education from a weapon into a tool for peace.

NeuroLab 2.0: An Alternative Storyline Design Approach for Translating a Research-Based Summer Experience into an Advanced STEM+M Curriculum Unit that Supports Three-Dimensional Teaching and Learning in the Classroom.

In this case study, we describe an alternative storyline design approach that we adopted to translate an informal, out-of-school summer science experience with a strong emphasis on developmental neuroscience and data literacy into a more inclusive, replicable, and scalable experience for formal high school science instruction. Combining elements of problem- and project-based learning, a storyline is a curriculum model that engages students in the application of investigative science and engineering practices to incrementally build conceptual models that explain an observable (anchoring) phenomenon. Published reports on the storyline design process describe procedures and tools that are well suited to the creation of novel instructional units. However, these design methods are difficult to apply to projects aimed at translating pre-existing science experiences and resources into classroom storyline units. In this descriptive case study, we discuss a series of alternative design procedures that we utilized to achieve this adaptation. Our overarching project goal was to create the resources necessary to engage high school students in the construction of a multidimensional explanatory model for an unusual movement disorder that assimilates converging lines of behavioral, neuroanatomical, neurophysiological, molecular genetic, developmental, and cellular data. The methods described in this case study establish a design template for other biomedical scientists who are interested in adopting a storyline approach to bring aspects of their work or educational projects into science classrooms and into closer alignment with a new vision for science teaching and learning articulated in the National Research Council's A Framework for K-12 Science Education and the Next Generation Science Standards.

Is shadow education a myth? How schools affect private tutoring in China

Shadow education, known as private tutoring, is expanding rapidly worldwide. While mainstream studies explain shadow education from a family-centered perspective, this study focuses on the role of the school. Using data from the China Panel Education Survey, this study discerns that active communications between schools and families can elicit private tutoring involvement. The school-initiated communications yield more positive and significant effects when schools impose heightened assessment pressure on teachers, suggesting an inextricable linkage between shadow education and formal schooling. The school effect is also more pronounced for economically disadvantaged families. These findings provide important insights for understanding how schools shape social stratification in China.

Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity.

Motivation is a key factor in engagement, achievement, and career choices in science, technology, engineering, and mathematics (STEM). While existing research has focused on student motivation toward math in formal school programs, new work is needed that focuses on motivation for those involved in informal STEM programs. Specifically, the role of math mindset and perceived inclusivity of informal STEM sites (to those of varying gender and ethnic backgrounds) on longitudinal trajectories of adolescents' math motivation has not been explored. This study investigates longitudinal changes in math expectancy, interest, and utility values and the effects of math fixed mindset, math growth mindset, and perceptions of the inclusivity of informal STEM learning sites on these changes for adolescents participating in STEM programs at these informal sites in the United Kingdom and the United States (n = 249, MT1age = 15.2, SD = 1.59). Three latent growth curve models were tested. The data suggest that math expectancy, interest, and utility values declined over three years. Growth mindset positively predicted changes in utility, while fixed mindset negatively predicted changes in utility. Inclusivity positively influenced the initial levels of utility. Girls reported lower initial expectancy than boys. Age influenced both the initial levels and rate of change for expectancy. Older adolescents had lower levels of expectancy compared to their younger counterparts; however, they had a less steep decline in expectancy over three years. These findings suggest that designing inclusive learning environments and promoting growth mindset may encourage math motivation.

Cultural Ramifications on the Educability of Pregnant and Parenting Learners at Four South African High Schools

The study investigated how the socio-cultural and traditional practices of school-based education duty-bearers influenced the educational access and participation of pregnant and parenting learners (PPLs) who chose to continue with schooling after falling pregnant. Using a qualitative case study research design, four high schools with high rates of girl pregnancy from one South African education district were purposively selected. The participants included 8 school governing body (SGB), 8 school management team (SMT), 8 pregnant-monitoring teachers (PMT), 8 class teachers, 8 PPLs and 8 mainstream learners who schooled with PPLs. Data were collected through individual interviews for PPLs for their confidentiality, and focus group interviews for all the other participants. Study results indicated that due to cultural, traditional perceptions and practices, the South African national education policy measures on the prevention and management of learner pregnancy which allows schoolgirls to return to school after giving birth was loosely observed and implemented at the schools. The reasons for these are; a) Negative attitudes of teachers and mainstream to PPLs; b) Domestication of motherhood and childrearing by community; c) Mythological discernment of PPLs by mainstream learners; d) Character contamination; and e) Femininity as a negative label on PPLs in a formal school setting. Thus, from the findings, it is recommended that school-based duty bearers be trained on democratic education policy frameworks and their implementation strategies, to benefit the vulnerable children such as PPLs, among others.

Anxiety predicts math achievement in kindergarten children.

Math anxiety (MA) is an academic anxiety about learning, doing, and evaluating mathematics, usually studied in school populations and adults. However, MA likely has its origins before children go to school. For example, studies have shown that general anxiety (GA) for everyday events is less separable from MA in primary than in early secondary school. This suggests that GA may be a precursor of MA. For this reason, here, we have examined whether GA is already associated with math achievement at the end of kindergarten. We tested 488 Hungarian kindergarten children aged 5.7 to 6.9 years (55% girls) and analyzed the effect of GA, sex, and family SES on math achievement in kindergarten children. Strikingly, confirming results from primary school children, we found that GA negatively correlated with math achievement already in this preschool population. Higher GA levels had a stronger negative effect on girls' than boys' math achievement. However, there were no significant sex differences in math achievement in kindergarten. Additionally, family socioeconomic status was the strongest predictor of math achievement. We speculate that high GA in preschool is a plausible early precursor of later high MA. Early interventions could aim to control GA levels before children start formal schooling.

IMPLEMENTATION OF LESSON PLAN WITH ZONE PROXIMA DEVELOPMENT AT MI ALAM ALI THAIBAH CIBITUNG BEKASI

MI Alam Ali Thaibah is a formal school that employs the natural school curriculum as its primary curriculum. In the teaching and learning process, the natural school curriculum is integrated with the national curriculum. The concept of the natural school combines three pillars of education: faith, knowledge, and leadership, as reflected in the vision and mission of MI Alam Ali Thaibah. The school envisions producing leaders who are devout, knowledgeable, and possess noble character, becoming a source of blessing for the entire universe. The mission includes fostering students' awareness of their responsibilities as servants of Allah, creating an environment that upholds moral values, instilling religious habits, preparing students to be trustworthy leaders, providing basic entrepreneurship education for student independence, developing effective communication skills, honing emotional intelligence in interactions, facilitating students to acquire extensive knowledge, and instilling awareness of the importance of preserving the environment.implementation of ZPD Lesson Plan (RPP) in MI Alam Ali Thaibah in Cibitung - Bekasi.this research employed qualitative research, the result show that the target audience for this community service activity is the teachers of MI Alam Ali Thaibah in Cibitung - Bekasi. The presentation of community service material for these teachers includes lectures, demonstrations, and practical exercises with question and answer sessions. Lectures are used to explain introductory concepts and theories of teaching media, demonstrations illustrate the stages of creating RPP using the ZPD method, and question and answer sessions provide participants with the opportunity to consult on overcoming challenges in implementing teaching techniques.

Integrating Making with Authentic Science Classes: An Approach and Evidence

Although research has touted the value of making in educational settings, scant work has been done in formal school contexts utilizing quantitative methods. This could be attributed to the various challenges in integrating making in school settings. To fill in the gap, this study presents an approach to integrate making into science classes at the 3rd to 5th grade levels in a U.S. public school for four consecutive years (2015–2019). We examined the effect of the program on students’ self-beliefs (self-efficacy, motivation, and self-concept) using a longitudinal quasi-experimental design. We also examined the effect of making on students’ knowledge and skills using state testing data. Results suggest that when averaged across post school year surveys, students in maker classes (vs. control) reported higher self-efficacy beliefs in science and making as well as more interests in STEM-related careers. Moreover, over two school years, we observed that students in the control group experienced declines on some of our variables while our maker students did not. Data thereby speaks to the potential value and promise of integrating making into formal school settings. Practical implications are discussed.

The Dynamics of Al-Irsyad Al-Islamiyah Educational Institution (1914-2000)

This study aims to determine the background of the establishment of the Al-Irsyad Al-Islamiyyah Educational Institution and the education system at the Al-Irsyad Al-Islamiyyah Educational Institution. The type of research used in this study is library research. The point is to answer the problem formulation, the author collects data from books, journals, scientific papers, and so on. The study also used an induction and deduction approach where the collected data was drawn to generalizations to conclusions. The results of this research are the background for the establishment of the Al-Irsyad Al-Islamiyyah Educational Institute. The organization was founded in 1914 by Sheikh Ahmad Surkati Al-Anshori, a great cleric from Mecca who came from Sudan. Al-Irshad Al-Islamiyyah focuses on education, teaching, social, and da'wah at the national level. Al-Irshad Al-Islamiyyah is committed to purifying the teachings of Islam, expanding science, and developing a civilized and Islamic moral society. Al-Irshad Al-Islamiyyah aims to purify tawhid, worship and amaliyah Islam. Engaged in education and da'wah. To realize this goal, AI Irsyad has established hundreds of formal schools and non-formal educational institutions throughout Indonesia. And in its later development, Al-Irshad activities also penetrated the health sector, by establishing several hospitals. The largest are currently Al-Irsyad Hospital in Surabaya and RS. Siti Khadijah in Pekalongan.

Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math

AbstractIncreasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children.

Factors that Determine Tourist Satisfaction and Tourists' Intention to Return to Tourist Destinations in Tarutung

The objective of this study is to elucidate the correlation between visitor satisfaction and the inclination to revisit. Furthermore, it encompasses supplementary factors such as perceived value, destination image, service quality, and accessibility. The research approach involved data collection using an online survey and sampling at the Tarutung tourist area, with a total of 203 respondents.The study's findings suggest that women make up the majority of tourists visiting the Tarutung tourism region. Furthermore, the tourists who visit are predominantly self-reliant individuals who do not depend on a travel agent. They tend to be between the ages of 25 and 30, which is commonly regarded as the prime working age. They can also be referred to as those who hold a bachelor's degree and have undergone formal schooling. Most of them are also making their first visit to the Tarutung tourism destination. By conducting data analysis, this research also concludes that there are two hypotheses that have a negligible effect. Insufficient evidence exists to indicate that the perception and ease of reaching a destination significantly affect tourist satisfaction. However, the three surviving theories were discovered to have a significant influence. Empirical evidence has demonstrated that both Perceived Value and Service Quality significantly influence tourist satisfaction in a positive manner. On the other hand, the level of satisfaction experienced by tourists also has a positive influence on their likelihood to visit again.

EFFORTS TO IMPROVE MATHEMATICS COGNITIVE LEARNING OUTCOMES THROUGH BRUNER'S LEARNING THEORY APPROACH FOR CLASS II STUDENTS OF CITAMIANG LAKBOK CIAMIS MADRASAH IBTIDAIYAH

Mathematics subjects are given since Elementary School/Madrasah Ibtidaiyah at the formal school level. Based on the 2013 Elementary School Content Standards, Mathematics is considered a universal science that will be used as the basis for the development of other sciences. Therefore, for a solid mastery of this knowledge is given early. This research is classroom action research. This research is intended to improve the learning process so that it can improve the cognitive learning outcomes of Mathematics for second graders of MI Citamiang Lakbok. According to Suharsimi Arikunto (2006: 96) classroom action research, namely research conducted by the teacher to the class where he teaches with an emphasis on improving learning processes and practices. Research activities carried out in two cycles. Each cycle is carried out in two meetings. Before carrying out the cycle, the researcher carried out pre-action activities. The process of learning mathematics in class II MI Citamiang Lakbok has increased from only presenting counting techniques to being preceded by concepts. In addition, students are more active in learning activities. The cognitive learning outcomes of MI Citamiang Lakbok class II students also increased. In pre-action only 43% reached KKM. Furthermore, in cycle one it increased to 52% and in cycle two it increased again to 76%. Teachers must better understand how to convey material to students according to the level of student development. BIBLIOGRAPHY Ahmad Susanto. (2014). Teori Belajar dan Pembelajaran di Sekolah Dasar/Madrasah Ibtidaiyah. Jakarta: Kencana BSNP. 2006. Standar Isi SD/MI. Jakarta: BSNP. Purwanto. (2010). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar. Ritta Eka Izaty. 2012. Perkembangan Peserta Didik. Yogyakarta: UNY Press. Sudrajat. 2008. Peranan Matematika dalam Perkembangan IPTEK. Artikel disampaikan dalam seminar The Power of Mathematics in All Application. Suharsimi Arikunto. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta. Sugihartono. 2012. Psikologi Pendidikan. Yogyakarta: UNY Press. Zulkifar Ali Buto. 2010. Implikasi Teori Belajar Jerome Bruner Dalam Nuansa Pendidikan Modern. Jurnal Millah Edisi Khusus Desember 2010 halaman 55-69.

Pre-school children's literacy development in the Kazakh home learning environment

The home environment and experiences before a child enters formal schooling have a significant impact on their educational progress and results. Most research in this area has been conducted in Western countries and may differ across different countries and cultures. The purpose of this study is to investigate how literacy skills are developed in Kazakh homes and the kinds of social interactions that take place between parents and children to foster this development. An ethnographic case study design through participant observations and interviews was used to further understand the relationship between the Kazakh home learning environment (HLE) and literacy development in four affluent and highly educated families. The findings of this study suggest that parent-child social interactions play an important role in the development of literacy skills in Kazakh families. The parents purposefully used play, joint book reading and storytelling to focus on oral language development and to establish skills in one language first despite the fact that Kazakhstan is a bilingual country that is gradually moving towards a trilingual policy (Kazakh, Russian and English). The study highlights the types of regular and high-quality literacy-related social interactions parents engage in to help their children succeed educationally in school and beyond. The findings of this study suggest that children would benefit from regular parent-child interactions and policymakers and other stakeholders responsible for early years learning and development should encourage parents to be actively involved in their children's learning and literacy development in the home environment.

Navigating I-positionings in higher education Service Learning as hybrid scenarios: a case study

This paper is part of a larger study on learning processes and identity change in university students participating in Service Learning (SL) programmes, considered as hybrid activities containing practices and values from at least two settings: academic activity and professional intervention. Our SL programmes, carried out in formal schools serving children from Roma and migrant backgrounds, challenge dominant views on educational and psychological processes, offering a critical view of learning and development, where traditionally unrepresented “others”, along with their cultural knowledge, bring their own voices to the arena. Our aim is to show the transformations taking place within this SL by analysing the dialogicality contained in the field notes written by a participating psychology student, Nina (pseudonym), as an illustration of the complex dynamics of learning and identity change we encounter. By analysing Nina's reflections while acting in this SL project, we attempt to delve into these processes of transformation from the perspective of an agentive participant. In her case, we tried to unfold the complex way in which different cultural traditions entered into dialogue in her I-positions as she emotionally connected and engaged with the surrounding motives, finding her own way through cultural crossroads through affect and practice.

Profile of Health Status in Relation to Working Pattern and Habits among Street Vendors in Bangalore City

Introduction: Street vendors are important informal self-employment group in the community and their health, nutritional and security status are affected because of weather conditions, pollution in urban area, mental stress and working hours. There is a lack of studies on health profile in street vendors in big cities. This study was conducted with as objective to know the socio demographic profile, health status in relation to their working pattern and habits among the street vendors. Material and Methods: This is a cross sectional and descriptive study. The data was collected by direct interviewing the subjects in their own language at their workplace in Bangalore city using pre tested semi open ended questionnaire. Sample size was determined based on the pilot study. The data included socio demographic, type of business, earning, working years, preexisting health status, body weight and height, habits etc. Subjects who were doing service or selling on mobile carts but not at fixed point and street vendors serving ready to eat foods were excluded. Body Mass Index was estimated as anthropometric nutritional status assessment. Data was analysed in SPSS software version. Results: The study subjects were 275 in the age group of 20 to 70 years and males accounted for 62.5 percentage. The proportion of subjects in the age of 41 years and above was 52.3%. Majority did not have formal schooling and common business was fruits and vegetables selling. Their working hours varying from 4 to 10, and doing business since 2 to 30 years with median of 20 years. The habit of smoking, tobacco chewing and alcohol was present in 30.2%, 14.5% and 14.2% the total. Overweight and obesity accounted for 78.9 % among the total where 19.8% and 25.2% were obese in males and females. The overall prevalence of Hypertension, Diabetes Mellitus and other conditions were 30.5%, 23.6% and 7.2% irrespective of their age, sex, type of business, working hours and habits. The prevalence ........