Good Schooling Research Articles

Knowledge of Evidence-Based Practice and Associated Factors Among Nurses Working in Public Hospitals of Eastern Ethiopia

Background: Evidence-based practice is a technique based on the gathering, interpretation, appraisal, and integration of legitimate, clinically tremendous, and applicable studies. Objective: To assess the knowledge of evidence-based practice and associated factors among nurses working in public hospitals of eastern Ethiopia, 2022. Methods: Institutional-based cross-sectional study design was conducted from June 1-30, 2022. The total sample size was 419 and a simple random sampling technique was used. Data was entered in Epi-data 3.1 and analyzed using Stata version sixteen software. Binary logistic regression was done and all variables with a p-value < 0.25 in bivariable analysis were shifted in multivariable logistic regression analysis. Statistical significance was declared at a p-value < 0.05 in adjusted odds ratio with 95% CI. Result: The good knowledge of evidence-based practice was 59.7% [95%CI: 54.8-64.3]. Sex [AOR 3.26, 95%CI: 1.99-5.34], position [AOR 2.49, 95%CI: 1.23-5.05], administrative help & inspire [AOR 2.04, 95%CI: 1.18-3.54], cooperative and supportive colleagues [AOR 2.38, 95%CI: 1.31-4.32], enhancing research understanding [AOR 2.12, 95%CI: 1.27-3.54], and training [AOR 2.27, 95%CI: 1.36-3.81] have been notably associated with evidence evidencebased practice. Conclusion: About six in 10 nurses had good knowledge of evidence-based practice among nurses working in public hospitals of eastern Ethiopia. Sex, position, administrative help and encouragement, cooperative and supportive colleagues, enhancing research understading, and training have been crucial factors of evidence-based practice among nurses. Consequently, having administrative support and encouragement, working cooperatively and supportive with colleagues, enhancing studies know-how, and gaining good enough schooling might grow the knowledge of evidence-based practice.

The Triple Day Thesis Versus Neoclassical Models of Labour Supply: Alternative Perspectives and Policies

ABSTRACT In this theoretical paper, we respond to the Triple Day Thesis (TDT) by positioning it within the context of the neoclassical labour supply literature and existing public policy. The TDT applies a theoretical lens to the practical experiences of mothers as they distribute time between self-reproductive, reproductive, and waged work. Self-reproductive work refers to self-care, self-investment, and self-realizable activities, including time for good sleep, schooling, and intellectual and social engagements that promote mothers’ human development and well-being. The TDT identifies the Triple Day Problem (TDP) as the lack of freedom or inability of mothers to engage in self-reproductive work as they balance the increasing demands of reproductive work with waged work and proposes Motherhood Compensation as a social policy solution. In this paper, we demonstrate that the existence of the TDP can be used to explain persistent gender differences in labour force participation. We envision the TDT as a novel theoretical approach to promoting mothers’ labour force participation and social mobility through self-reproductive work. We suggest that Motherhood Compensation can be created from a mix of already existing family programs, including paid leave, parental allowance, and cash transfer programs.

Super Schoolmaster: Ezra Pound as Teacher, Then and Now by Robert Scholes and David Ben-Merre

Reviewed by: Super Schoolmaster: Ezra Pound as Teacher, Then and Now by Robert Scholes and David Ben-Merre K. Narayana Chandran Super Schoolmaster: Ezra Pound as Teacher, Then and Now. Robert Scholes and David Ben-Merre. Albany: State University of New York Press, 2021. Pp. 221. $32.95 (paper). Ezra Pound's compulsive streak as a teacher was so well-known that those who loved him and his fierce devotion to epic heritage, loved him most of all for his teaching. "He could not keep himself from teaching. In one way or another he was always teaching," concluded James Laughlin in his Pound as Wuz: Essays and Lectures on Ezra Pound.1 Given this, a monograph on "Ezra Pound as Teacher, Then and Now" was perhaps long overdue, and Robert Scholes and David Ben-Merre have given us one. As they tell us, "Super Schoolmaster" was what The Dial reviewer of Pound's Instigations (1920) had called him. That review noted Pound's insistence that good schooling led students to an enabling comparative perspective on the arts and literature of any country or period. Scholes and Ben-Merre urge us to reread Pound's miscellaneous prose at the present time, as we continue to worry about threats to humanities education the world over. While Pound always remained outside the academy as an unassimilable and aggressive stranger, he was wholly committed to reforming English pedagogy, hoping to bring about an American risorgimento in the arts in general—a project that he believed would be possible only by teaching young people how to read, and how to write. He was probably the first poet in English to insist on what we now call "cultural literacy" for readers who, according to him, would be better served by an understanding of what constitutes literary art, what socioeconomic factors determine the quality and affect of what one reads as literature. A keen learner and amateur theorist of socioeconomic compulsions that made his version of cultural literacy necessary in such books as How to Read, ABC of Economics, ABC of Reading, and Guide to Kulchur, Pound knew more than any one of his contemporaries how the literary marketplace made and unmade literary artists, and what struggles writers had to go through in getting noticed. As the authors of Super Schoolmaster note in their introduction, Pound's "unwavering advocacy for 'comparative' methods in education heralds the rise in academia of interdisciplinary programs and collaborative fields today" (4). In short, this short book harvests rich material evidence and bibliographical pointers to the fact that Pound was both willing to learn and always eager to share what he learnt by showing how American institutions of learning in his time shortchanged young minds, or neglected avid learners. The authors of this book combine the strengths of fair judgment and forthright criticism in the right measure. Scholes, who died in 2016 and did not live to see his book published, was himself a distinguished teacher and collaborator in modernist projects. As the author of such studies as Paradoxy of Modernism (2006) and Modernism in the Magazines (2010), students of modernism will know him as a pioneer of the Brown Modernist Journals Project (1995–2012) as well as for his distinguished work on English teachers and humanities classrooms in his Textual Power (1985) and The Rise and Fall of English (1998). In his short "Preface" to this book, Scholes remarks how influential Pound has been in shaping his own scholarly mission and pedagogic thinking. Ben-Merre's "Afterword" recalls how his tutelage under Scholes convinced him of the pedagogical imperative in aligning Pound, modernism, and higher education. That education alone, they both believe, will introduce young students to a world so different from the one in which they live, and think they know. Organized thematically, the five chapters of this book offer a decent pedagogic profile of Pound through fifty-odd years. Chapter one carries details of his early life as a disgruntled learner and teacher of English in American colleges. While Pound wanted to study, it would seem that he wanted to learn only what he chose and only on his terms. His difficulties had to do with the effeteness, as...

Principal Component Research of the Teaching Model Based on Multimodal Neural Network Algorithm.

With the deepening and improvement of the contemporary English educating reform, the lookup on the satisfactory English training has attracted greater and extra attention. The key to enhance the English training is to enhance good teaching, and English teaching model is the key measure to enhance good schooling and teaching. Based on a single neural network, it can solely describe the randomness and irregularity of English education quality and cannot describe the whole exchange traits of English education model, which makes the impact deviation of teaching model larger. Based on the in-depth learning of the contemporary state of affairs and traits of English education model, blended with the traits of neural network, this paper constructs an English teaching model primarily based on multimodal neural network algorithm. The experimental results show that the convergence speed of multimodal neural network model is 76% higher than that of single network model, the sum of squares of average error is 79%, and the average evaluation accuracy is 13.99% and 6.42% higher than that of convolution neural network model and radial basis function neural network model, respectively. It is demonstrated that the multimodal neural network model does not accelerate the convergence speed of the network or improve the prediction accuracy of the model and can quickly realize the ability of global optimization. It shows the effectiveness and accuracy of using multimodal neural network algorithm to model English teaching quality and provides a feasible solution for teaching quality model.

Expanding the Duty to Rescue to Climate Migration

Expanding the Duty to Rescue to Climate Migration

Long-term impacts of the 1970 cyclone in Bangladesh

We use childhood exposures to disasters as natural experiments inducing variations in adulthood outcomes. Following the fetal origin hypothesis, we hypothesize that children from households with greater exposure will have poorer health, schooling, and consumption outcomes. Employing a unique dataset from Bangladesh, we test this hypothesis for the 1970 cyclone that killed over 300,000 people in southern Bangladesh. We find that children surviving the cyclone experience significant health, schooling and consumption adversities, and during their adulthood, have lower probabilities of good health and primary schooling; and lower durations of good health, schooling and consumption. Such adversities are further heightened among the rural and less-educated households. Therefore, public programs benefiting the females and the poor, alongside the development of healthcare and schooling infrastructure, can be useful protective measures against the long-term harms of a disaster.

Albanian Returned Asylum-Seekers: Failures, Successes and What Can Be Achieved in a Short Time

ABSTRACT During the so-called ‘refugee and migration crisis’ of 2015–2016 and the opening of the Balkan route between Turkey and the EU, Albania played a marginal role. Instead, the mass emigration from Albania which had been continuous since the early 1990s, mainly directed towards Greece and Italy, suddenly developed a new outlet: the movement of tens of thousands of poor asylum-seekers to Germany. Considered through the dual lens of border studies and mobility studies, this movement evidences the small time-spaces of possibility that open up as asylum-seekers grasp opportunities yet at the same time struggle against constraints. As a form of migration, this was a short-term temporal event, with nearly all applicants failing to gain asylum and subsequently returning to Albania. Nevertheless, most of the returned asylum-seekers spoke warmly of their experience of being abroad, referring to the generosity of the German government and the good schooling opportunities for their children. Some asylum-seekers whom we interviewed were able to access employment, albeit precarious, and accumulated financial and social capital, which gave them options for the future. Once returned to Albania, most wanted to try their luck in Germany again, seeing little future for themselves and their families in Albania.

Saving racialized children through good schooling: media discourses on racialized children’s schooling as a site for upholding danish whiteness

ABSTRACT This article uses Danish media discourses on racialized children’s schooling as a lens through which to analyse how issues of kinship and family play into nation-building processes through representations of ‘the child’. The article addresses the question of the distribution of racialized children, mostly termed ‘bilingual pupils’, at Danish schools, which is a recurrent theme in the public debate. The media representation of this issue is mostly framed around an ideal of spreading the ‘bilingual pupils’ among different schools to ensure proper mixing with white Danish pupils, which is framed as securing both the educational development of the children and the prosperity of the Danish nation. Through the ideal of mixing, the nation is constituted as able to include the racialized child as an act of saving it from its heritage of racialized and classed disadvantage. A comparison with other kinds of media reporting on racialized children in Danish schooling reveals the constellation of a racialized hierarchy that works to uphold Danish whiteness and non-racism through the ideal of proper mixing. Migrant subjects who have mixed through kinship with Danish whiteness and have actively abandoned their racialized familial background seem more easily constituted as belonging in Denmark.

Unindustrialized Nations and Migration of Work Force: Evaluation of Human Capital during Globalization Era

Among four essential features of globalization, which have been identified by the International Monetary Fund, immigration and leaving fatherland, has an important place, because it is about the human capital, which is the basis for social motion, organization, and evolution. During the last three decades of the 20th century, and continuing through the first two decades of the 21st century, there has been an increasing inflow of immigration to the world’s most highly developed countries. Parallel to the said move, brain drain, as well, is defined as the migration of educated workers in search of higher salaries, better standard of living and quality of life, access to advanced technology and more stable political circumstances in different places around the world. Limited career structures, poor intellectual stimulation, lack of research funding, threats of violence; and absence of good schooling are among the well-known motives for migration. By the way, brain drain has long been regarded as a serious restraint on the development of poor countries. While early literature supports the view that skilled migration is definitely damaging for those left behind, there are several recent studies that suggest that migration may in fact foster human capital formation and growth in sending countries. Before globalization, psychological problems of immigrants, like acculturation, had already a specific place in psychiatry. Now, while with increasing number of migrants, new accommodations and programs for responding to psychosocial complications of this huge number of refugees, outcasts, or valid émigrés seems more mandatory than before, the move toward universal measures, diagnoses and treatments of mental illness is inconsistent with the belief that mental distress is culturally and socially mediated. In the present article, the aforesaid circumstances, with reference to developing societies, have been surveyed from different perspectives.

Teaching the right stuff

In this excerpt from How to educate an American: The conservative vision for tomorrow’s schools, William J. Bennett argues that instilling knowledge, not just skills, is an important element of good schooling. In fact, developing certain skills actually requires a considerable amount of background knowledge. He offers examples of states that have made content knowledge an important part of their curricula and urges education leaders and policy makers to make a long-term commitment to working together on such efforts in their own states.

“Good schooling” in a race, gender, and class perspective: The reproduction of inequality at a former Model C school in South Africa

Abstract After the first democratic elections in 1994 in South Africa, many Model C schools were opened for Black, Coloured and Indian learners. Model C schools that used to cater solely for White female learners had now entered the democratic period, and while the Cape Town Model C school in our study swiftly became populated with Black middle-class female learners, little was known of other transformations on the ground. In 2016, a protest by Black female learners quickly found favour on Twitter. They claimed that differentiated racialised treatment was directed at them and enshrined in the school’s Code of Conduct (COC). In order to investigate these claims, we employ an intersectional discourse analysis to investigate the 2015 COC prior to the protest, as well as the post-protest 2017 COC. Drawing on theories of social reproduction, cultural capital, symbolic violence and habitus, we endeavour to show how Black learners’ embodied capital and lack of cultural capital ensured their inability to be accommodated at the school. We investigate the outcomes of the COC in terms of empowerment, as measured by equitable school access, and the reproduction of inequality, indicated by the implementation of “school rules” directed at Black female learners whilst maintaining the status of the dominant (White) group of middle-class students. We conclude that analysis of the COC reveals an attempt at cultivating a particular White middle-class womanhood through the guise of “good schooling”.

Testing, best practices, and the teacher intellectual

Linking A Nation at Risk (1983) with the testing fetish that followed the No Child Left Behind Act (2002), Robert Bullough explores the perceptions of the good teacher and of good schooling that dominate American public education. Arguing that while training has trumped education as the commonplace conception of teaching, the “inventive mind” noted by William James (1911/1899), indicative of the teacher working as an intellectual, still stands at the core of quality education. Teacher intellectuals with inventive minds love and ponder ideas, theorize, criticize, experiment, and re-imagine their practice in relationship to educational aims that matter and that go beyond achieving high scores on a standardized test.

Democracy’s Schools: The Rise of Public Education in America by Johann N. Neem

Reviewed by: Democracy’s Schools: The Rise of Public Education in America by Johann N. Neem Stephen Lassonde Democracy’s Schools: The Rise of Public Education in America. By Johann N. Neem. Baltimore: Johns Hopkins University Press, 2017. xiii + 240 pp. Cloth $54.95, paper $22.95. The book that will come to mind for most readers of Democracy’s Schools is Carl Kaestle’s now-classic Pillars of the Republic. It covers the same period as Democracy’s Schools, but Johann Neem’s emphases differ. Both books address the contest between local control of schools and centralized schooling (what Kaestle dubbed “cosmopolitanism”); both explore the infinite variety in early schooling and the rise of the common school (precursor to tax-supported, free public schools); and both describe the undercurrents, and underbelly, of the nativist streak that has reverberated in American life since the decades of the common schools’ expansion. Both attest to the eventual triumph of pluralism and the wisdom of confident assimilationism. But whereas Kaestle brings down the curtain on the first half of Pillars with the brilliant chapter in which he explains the peculiar and (in my view) almost inexplicable success of “schooling for all” in terms of the “ideology” of native Protestantism, Neem’s inclination is to look at local politics to explain the reluctant capitulation of localism to the centripetal inevitability of cosmopolitanism. Democracy’s Schools springs from Neem’s conviction that historians of the last generation were so engulfed by the “culture wars” of post-1960s debates in education history that they too often lost sight of the big picture. Concerns about whether public schooling primarily served the interests of the ruling elite, by creating a vast mechanism of social control in the guise of public interest, obscured important philosophical issues, he urges, such as efforts to assert civic values and the liberal arts over homegrown values and the desire of local taxpayers to bolster community interests and local custom. One wonders, though, what impelled Neem to retrace terrain already rendered so ably and in such intimate detail by some of the most notable scholars who have ever turned their minds to the history of education, such as Lawrence Cremin, Maris Vinovskis, and Carl Kaestle? The answer may lie in what is so conspicuously downplayed in Neem’s narrative: the recognition that schooling is a mechanism fundamental to preparing young people for economic competition as adults. Given how central this aim is today—how intimately connected schooling is to future employment—one might expect more illumination here than Neem provides. [End Page 151] But Neem’s is a purposeful omission, for one of his objects in highlighting the basic goals of citizenship and broad exposure to the liberal arts is precisely to make us set aside the more economic, utilitarian aspects of schooling in favor of virtues that have withered in an economy with so little use for young adults lacking a high school diploma. Neem’s contributions are four: He identifies social capital as an attribute of schooling appreciated by early advocates of public education, a concept he employed effectively in his first book, A Nation of Joiners (and elsewhere). In the most illuminating portion of Democracy’s Schools (chapters 1 and 2), he discusses the many ways that Americans of the early republic, especially in their promotion of public education, stressed the importance of “self culture.” He offers a highly readable analysis of issues particular to the rise of public education during the first half of the nineteenth century in light of contemporaneous political and social changes. And finally, he provides a useful guide to the historiography produced after the publication of Kaestle’s Pillars on this important era in the history of education. Newcomers to the history of education in the United States are understandably energized by contemporary issues such as the role of schooling in perpetuating racial inequality, the extreme social stratification of access to good schooling, and the continued disenchantment of the American public with public education. Against these concerns, the retelling of “origins stories” like Democracy’s Schools may be greeted by the rising generation of education historians with tepidity. There are echoes in Neem’s account...

Participatory F1 hybrid seed production of tomato and its economic benefit

Quality seeds play significant role in the agriculture production. This study was aimed to produce quality F1 seed of tomato by involving farmers at reasonable price and increase the availability of F1 hybrid ‘Srijana’ in commercial tomato growing areas of Nepal. The activities were carried out during three consecutive years from September 2009 to August 2012 in three sites i.e. Dhikurpokhari and Armala of Kaski district, and Mattikhan of Syangja district. Altogether 12 plastic houses were constructed for F1 seed production. Twelve female farmers and technicians from Agricultural Research Station (ARS), Malepatan; District Agricultural Development Offices from Kaski and Syangja districts and I/NGO personnel and seed entrepreneurs participated in different seed production activities. Parental lines of Srijana tomato hybrid were maintained in ARS, Malepatan. Training was provided to farmers on F1 hybrid seed production focusing on emasculation and pollination of tomato crop and crop protection. Farmers produced a total of 11.4 kg F1 seeds and able to get NRs 10,01,730 by selling their produce. The gross profit margin from production of F1 seed comprises 350 times more in comparison to maize seed production. The economic analysis showed that the net profit per kilogram of tomato F1 seed is 92%. F1 seed production has been carried out even by rural women farmers after getting good schooling of knowledge and skill through training. It indicates that F1 hybrid technology should be extended to other crops so that more farmers could get benefit from producing F1 hybrid seeds as well as by growing F1 hybrid crops.

Six factors of adult dyslexia assessed by cognitive tests and self-report questions: Very high predictive validity

The Multiple Diagnostic Digital Dyslexia Test for Adults (MDDDT-A) consists of 12 newly developed tests and self-report questions in the Dutch language. Predictive validity and construct validity were investigated and compared with validity of a standard test battery of dyslexia (STB) in a sample of 154 students.There are three main results. First, various analyses of principal components showed that six or more factors of dyslexia can be distinguished (rapid naming, spelling, reading, short-term memory, confusion, phonology, attention, complexity). All factors are represented by the MDDDT-A. Second, various discriminant analyses showed good predictive validity for both the tests of the MDDDT-A (90%) and the STB (90%). However, predictive validity of the questionnaire was highest (97%). Third, we analysed the best predictors of dyslexia and found that predictive validity is higher when construct validity is high, that is when a set of predictors represents many characteristics of dyslexia.The main conclusion is that a digital test battery can be a reliable screening instrument for dyslexia in students, especially when it is accompanied by self-report questions. A theoretical conclusion is that dyslexia is characterized by at least six cognitive impairments in a complex way. In students, this structure may be modulated by high intelligence and good schooling through various compensation strategies. It is therefore recommended to include assessments of all characteristics of dyslexia to achieve the most reliable diagnoses in different samples and in different countries.

Good schooling, a case study: An innovative junior high school principal’s school management and parental reactions in a middle class district

Good schooling, a case study: An innovative junior high school principal’s school management and parental reactions in a middle class district

A Review of the Empirical Research on Private School Choice

Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools.

Navigating the demands of the English schooling context: problematics and possibilities for social equity

The English schooling context has seen radical and rapid reform in recent times with the processes of devolution or deconcentration of centralised school governance, on the one hand, and the instating of ever-increasing and rigid external accountabilities, on the other. These reforms driven as they are by neo-liberal and neoconservative ideologies have created a new kind of ‘system’ of schooling in England, one that is ‘heterarchical’ in governance, increasingly complex in its overlap, multiplicity and asymmetric power dynamics, but one that remains strongly tied to and regulated by the reductive and narrow measures of ‘success’ imposed by the state. Against this complex and changing backdrop, what constitutes quality and equitable schooling has been transformed. This special issue explores these concerns and, in particular, focuses on how the current demands of the English schooling context construct student achievement and identity, teachers' work, conceptualisations of knowledge and pedagogy, and school organisation and collaboration. The issue has a strong equity focus. Many of the papers to this end focus on how teachers and schools are navigating through the demands of current policy reform to mobilise spaces of possibility for equity and good schooling. In this paper, we provide a context and framework to set the scene for the subsequent papers in the issue.

Inequality, poverty and prospects for redistribution

This paper demonstrates that poverty and inequality trends can diverge. It then discusses inequality trends and shows that, despite measurement issues, there is consensus that inequality is very high and has been rising over much of the post-transition period. Due to rising inequality within all groups, and particularly the black population, and lower inequality between race groups, within-group inequality has become the dominant form of inequality. That does not, however, detract from the fact that inequality between groups is still very large. High income inequality largely stems from inequality in access to wage income, due more to wage inequality than to unemployment. A Gini coefficient for wage income amongst the employed of above 0.60 effectively sets a floor to overall income inequality. The high wage premium to educated workers derives from a combination of a skills shortage at the top end of the educational spectrum, driving up their wages, and a surfeit of poorly-educated workers competing for scarce unskilled jobs dampening unskilled wages; if the unemployed were to find jobs, it would be in this bottom part of the wage distribution, and consequently this would not much reduce wage inequality. A continuation of the historical pattern whereby only a small segment of the population obtained good schooling would leave the structures underlying the large wage premium unaltered. The time frame for substantial inequality reduction is thus necessarily a long one, while poverty reduction efforts should not wait for this to occur.

Reproduction, ethics and heritable deafness: three South Island families express their views.

Three consenting South Island (New Zealand) families with experience of living with a heritable type of deafness undertook a series of open ended interviews to ascertain their own views on reproductive decision making and genetic testing. All the families had undergone genetic testing however their orientation to testing in general was cautiously negative. They did not regard deafness as a suitable reason for considering the termination of a pregnancy, although some of the younger adults gave some hesitant consideration to the ‘right to choose’ for others, while rejecting this for themselves. The families were adamant that deafness was not a disability but rather an inconvenience and that only so because a disabling and audist society created certain obstacles in the pathway to achieving good schooling, employment and quality of life.