Home School Research Articles

Back to School: Parental Concerns of Children with Hematological and Oncological Conditions During the COVID-19 Pandemic.

The Coronavirus Disease 2019 (COVID-19) pandemic has significantly affected the educational system. Historically, children with hematological and oncological conditions have experienced academic challenges. A retrospective chart review was conducted. Charts reviewed included children with oncology or hematology conditions, whose parents expressed educational concerns and were referred to an educational liaison in the Pediatric Hematology, Oncology, and Stem Cell Transplantation Division. The parental concerns for 102 children (M age = 10.03 ± 4.7; 59.8% male; 43.1% Latinx/Hispanic) during the first half of the 2021 to 2022 academic year were extracted. Overall, all parents reported at least one concern with the average reporting 2.24 ± 1.34 (range of 1-6 concerns). The most common general concerns regarded: Individualized Education Programs (IEP) or special education evaluations; 504 accommodations; home instruction; school enrollment. Almost half of the parents had additional concerns they specifically attributed to COVID-19. Children with hematological and oncological conditions were experiencing various needs at this time, which likely have continued implications. It is important for educators, school psychologists, and health care providers to remain cognizant of the educational needs of medically vulnerable populations. Children with hematological and oncological conditions benefit from regular evaluation of their needs, as well as proactive forms of intervention.

The theme of family and home in Maria Yakunina's dilogy "The Eight" and "Dear Rita"

The article raises the question of the principles of the relationship between adults and children in a modern children's story. In addition, the themes of home, family, and family education in the lives of teenagers are updated. The significance of this article is due to the importance of the problems posed, as well as modern and practically unexplored research material, which are the stories "The Eight" and "Dear Rita" by the modern teenage author M. Yakunina. To comprehend these aspects, the following research methods are used in the article: comparative, hermeneutic and comparative-typological methods. With the help of a systematic approach, an analytical study of the ways of socialization and self-improvement of a child in a teenage story is provided. The main result of this work is the study of different types of characters of children and adults, ways of their interaction and ways of self-realization. At the same time, the following tasks were solved: identification of key aspects of growing up and socialization of the child; analysis of the relationship between adults and children in Maria Yakunina's stories "The Eight" and "Dear Rita"; determination of the features of the development of the main storylines and the figurative system of the analyzed stories. The key topic of the article is the role of the family in the life of a teenager, the possibility of choosing a family by a child and the responsibility of both children and adults for the family as a whole and each of its members.

The Effect of COVID-19 on Family Support for Home-Schooling in Urban Areas

The objective of the study is to clarify that the family participated in COVID-19 as a home-schooling family. The sample was selected according to the geographical distribution of schools in the eastern region of Khartoum. Data was collected through a questionnaire and interviews. The most important result is that there is an increasing interest from parents to support home-schooling despite the challenges of continuing learning, such as the widening digital divide in technology, previous experience, and poor network connectivity. This research paper focused on the point of view of parents in the city of Khartoum on supporting home-schooling according to social variables related to both mother and father, and the paper concluded that parents of students in private schools are more supportive of home education. Also, most of the parents of students who support home-schooling have reached their university level of education and post-university and belong to the youth age group. Although parents emphasize the importance of home-schooling during the COVID-19 infection, there are challenges associated with providing home-schooling for their children. Doi: 10.28991/ESJ-2023-07-05-021 Full Text: PDF

Longitudinal associations between parental mathematics anxiety and attitudes and young children’s mathematics attainment

The associations between parental mathematics anxiety and attitudes and children’s mathematics attainment in early primary school were explored. Initially, parents of preschool children (Mage = 3;11 [years;months]) completed a questionnaire indexing parental mathematics anxiety and attitudes and the frequency of preschool home number experiences. The children completed mathematics assessments in their first year (n = 231, Mage = 5;2) and second year (n = 119, Mage = 6;3) of schooling and a mathematics anxiety questionnaire in their third year of schooling (n = 119, Mage = 6;7). A questionnaire indexing the frequency of primary school home number experiences was completed by 119 of the parents in their children’s second year of schooling (Mage = 6;0). All indices of parental mathematics anxiety and attitudes predicted children’s mathematics attainment in their first school year. These associations were independent of parental mathematics attainment and were not mediated by the frequency of preschool home number experiences. Furthermore, the positive association between preschool home number experiences and children’s mathematics attainment was not weaker in the context of high parental mathematics anxiety or negative parental mathematics attitudes. One index of parental mathematics attitudes predicted children’s mathematics attainment in their second school year, but this association was not significant when prior attainment was controlled. There was a stronger association between maternal mathematics anxiety and girls’ attainment versus boys’ attainment. Parental mathematics anxiety did not predict children’s mathematics anxiety. The findings suggest that children whose parents have high mathematics anxiety or negative mathematics attitudes are more likely to have lower mathematics attainment in their first year of school. However, the mechanism underpinning this association is not yet established.

Young People’s Mental Health Changes, Risk, and Resilience During the COVID-19 Pandemic

As young people's mental health difficulties increase, understanding risk and resilience factors under challenging circumstances becomes critical. To explore the outcomes of the COVID-19 pandemic on secondary school students' mental health difficulties, as well as the associations with individual, family, friendship, and school characteristics. For this cohort study, follow-up data from the My Resilience in Adolescence (MYRIAD) cluster randomized clinical trial were collected across 2 representative UK cohorts. Mainstream UK secondary schools with a strategy and structure to deliver social-emotional learning, with an appointed head teacher, and that were not rated "inadequate" in their latest official inspection were recruited. A total of 5663 schools were approached, 532 showed interest, and 84 consented. Cohort 1 included 12 schools and 864 students, and cohort 2 included 72 schools and 6386 students. COVID-19 was declared a pandemic after cohort 1 had completed all assessments (September 2018 to January 2020), but cohort 2 had not (September 2019 to June 2021). Cohort 2 was exposed to the COVID-19 pandemic, including 3 national lockdowns. Associations of individual, family, friendship, and school characteristics with students' mental health were explored. Changes in students' risk for depression (Center for Epidemiological Studies-Depression scale); social, emotional, and behavioral difficulties (Strengths and Difficulties Questionnaire); and mental well-being (Warwick-Edinburgh Mental Well-Being Scale). Of the 7250 participants included, the mean (SD) age was 13.7 (0.6) years, 3947 (55.4%) identified as female, and 5378 (73.1%) self-reported their race as White. Twelve schools and 769 of the 864 students (89.0%) in cohort 1 and 54 schools and 2958 of the 6386 students (46.3%) in cohort 2 provided data and were analyzed. Mental health difficulties increased in both cohorts but to a greater extent among students exposed to the pandemic, including for risk of depression (adjusted mean difference [AMD], 1.91; 95% CI, 1.07-2.76); social, emotional, and behavioral difficulties (AMD, 0.76; 95% CI, 0.33-1.18); and mental well-being (AMD, -2.08; 95% CI, -2.80 to -1.36). Positive school climate, high home connectedness, and having a friend during lockdown were protective factors during the pandemic. Female gender and initial low risk for mental health difficulties were associated with greater mental health deteriorations. Partial school attendance during lockdown was associated with better adjustment than no attendance when returning to school. This cohort study of secondary school students demonstrated that to promote mental health and adjustment, policy interventions should foster home connectedness, peer friendship, and school climate; avoid full school closures; and consider individual differences.

Enhancing Character Education in the New Normal Era through Academic Guidance and Outdoor Learning Methods in Malanggaten Village

Purpose: This research addresses the educational implications of the Covid-19 pandemic, specifically the shift to remote learning. The study focuses on a community initiative providing home-based academic support to elementary students in Malanggaten Village. The significance of this research lies in understanding the challenges parents face in facilitating remote education.
 Method: Employing mixed methods, the research utilises surveys and interviews to explore students' and parents' challenges. Thematic coding and statistical analysis are applied for data interpretation.
 Practical Applications: The study offers educators, parents, and policymakers valuable insights into remote education. It suggests effective strategies for home-based learning and enhancing parental involvement, thereby improving students' academic performance.
 Conclusion: This research underscores the importance of community-driven initiatives, like home-based academic support, in addressing the challenges of remote education. It emphasises collaborative approaches among schools, parents, and communities for sustained and effective learning. This study contributes practical strategies for navigating educational challenges under unprecedented circumstances.

Enhancing Character Education in the New Normal Era through Academic Guidance and Outdoor Learning Methods in Malanggaten Village

Purpose: This research addresses the educational implications of the Covid-19 pandemic, specifically the shift to remote learning. The study focuses on a community initiative providing home-based academic support to elementary students in Malanggaten Village. The significance of this research lies in understanding the challenges parents face in facilitating remote education.
 Method: Employing mixed methods, the research utilises surveys and interviews to explore students' and parents' challenges. Thematic coding and statistical analysis are applied for data interpretation.
 Practical Applications: The study offers educators, parents, and policymakers valuable insights into remote education. It suggests effective strategies for home-based learning and enhancing parental involvement, thereby improving students' academic performance.
 Conclusion: This research underscores the importance of community-driven initiatives, like home-based academic support, in addressing the challenges of remote education. It emphasises collaborative approaches among schools, parents, and communities for sustained and effective learning. This study contributes practical strategies for navigating educational challenges under unprecedented circumstances.

Development of Biological Science Learning Modules for Class VII SMPN 21 Palu

The instructional resources employed in the educational process at SMP Negeri 21 Palu consisted of teacher’s handbooks and students’ books. Nevertheless, the efficacy of the learning process has been lacking. The students’ learning outcomes were found to be low, particularly in the field of Science, as indicated by the researchers’ observations. The results revealed that the Minimum Completeness Criteria (MCC) for Science was 65. Approximately 55% of the pupils in the class attained standard scores. The utilization of students’ textbooks necessitated the provision of explanations and a teacher’s guide. However, due to time constraints, the students’ learning process was hindered, resulting in instructors being unable to offer optimal explanations and guidance to the students. Therefore, it encompasses the development of novel instructional resources that learners may effectively utilize. One of the available options for students to utilize is the renewal of modules. Science modules have the potential to foster home-based learning among students due to the inclusion of supplementary resources, such as student guides, that facilitate the study of the module content.

Parent-Reported Child and Parent Quality of Life during COVID-19 Testing at an Australian Paediatric Hospital Outpatient Clinic: A Cross-Sectional Study.

Globally, we have seen a drop in adult and child quality of life (QOL) during the COVID-19 pandemic. However, little is known about adult or child QOL during the height of the pandemic in Australia and the impact of government-imposed restrictions, specifically attending school on-site versus home schooling. Our study aimed to establish if QOL in children and parents presenting to a Respiratory Infection Clinic in Victoria, Australia, for COVID-19 PCR testing differed from pre-pandemic population norms. We also explored whether on-site versus home schooling further impacted QOL. Following the child's test and prior to receiving results, consenting parents of children aged 6 to 17 years old completed the Child Health Utility 9 Dimension (CHU9D) instrument on their child's behalf. Parents of children aged birth to five years completed the EuroQOL 5-Dimension 5-Level (EQ-5D-5L) instrument on their own behalf (cross-sectional study). Data analyses utilised quantile regression, adjusting for the child's age, COVID-19 symptoms, gender and chronic health conditions. From July 2020 to November 2021, 2025 parents completed the CHU9D; the mean age for children was 8.41 years (±3.63 SD), and 48.4 per cent were female (n = 980/2025). In the same time period, 5751 parents completed the EQ-5D-5L; the mean age for children was 2.78 years (±1.74 SD), and 52.2 per cent were female (n = 3002/5751). Results showed that QOL scores were lower than pre-pandemic norms for 68 per cent of the CHU9D group and 60 per cent of the EQ-5D-5L group. Comparing periods of on-site to home schooling, there was no difference between the median QOL scores for both CHU9D (0.017, 95% CI -0.05 to 0.01) and EQ-5D-5L (0.000, 95% CI -0.002 to 0.002). Our large-scale study found that while QOL was reduced for children and parents at the point of COVID-19 testing during the pandemic, differing levels of government-imposed restrictions did not further impact QOL. These unique insights will inform decision-making in relation to COVID-19 and future pandemics.

The dilemma of home-based learning and teaching (PdPR)

This article narrates my experience as a Special Education Teacher in Perak, Malaysia throughout the period of Home-based Teaching and Learning (PdPR). I faced dilemmas involving parents as facilitators and intermediaries in helping to assess their children’s skills and tasks. I realised that good and continuous communication as well as maintaining positive relationships among pupils, parents, and teachers are very important in implementing meaningful PdPR. In addition, the preparation of a PdPR manual for parents is essential, and they need to be consulted about their roles and responsibilities when helping to complete their children’s assignments at home. This experience can serve as a lesson for teachers implementing PdPR and when giving homework assignments to pupils in the future. Abstrak Nukilan ini menceritakan pengalaman saya sebagai Guru Pendidikan Khas sepanjang tempoh pengajaran dan pembelajaran di rumah (PdPR) yang lalu. Saya menghadapi dilema semasa melibatkan ibu bapa sebagai fasilitator dan pemudah cara bagi membantu saya untuk membuat penilaian tugasan kemahiran pembuatan roti anak mereka. Saya menyedari bahawa komunikasi yang baik dan berterusan serta menjaga hubungan sesama murid, ibu bapa, dan guru amat penting bagi menjayakan PdPR yang bermakna. Selain itu, penyediaan manual PdPR kepada ibu bapa juga amat mustahak serta mereka perlu dirunding tentang peranan dan tanggungjawab untuk membantu menyempurnakan tugasan anak-anak di rumah. Pengalaman ini boleh dijadikan sebagai pengajaran untuk guru bagi melaksanakan PdPR pada masa hadapan dan semasa memberikan tugasan kerja rumah untuk murid.

Conception of a Native Connection of Data Gloves with Haptic Feedback to an Augmented Reality-Headset with a planned evaluation in a medical use case

Abstract The integration of data gloves into Augmented Reality (AR) applications for medical training increases immersion and realism. By using devices with haptic feedback, better and more intuitive control can be achieved. This has implications for learning and exam preparation, but also enables new home-based learning and independence from physical models and presence. Smooth integration and connection of devices is essential for this purpose. This work aims to demonstrate native integration between an augmented reality headset, and a pair of data gloves. In the future, the use of AR and data gloves in medicine will continue to grow and technological advances will create even more realistic and immersive learning opportunities. The study will evaluate if the SkillsLab+ AR application and haptic feedback provide value to medical training and if they can be used effectively in medical education. The implementation shows promise, and the technology may have a future in other areas as well.

EDUCATIONAL TRAVELS AS A PHENOMENON OF THE EARLY MODERN AGE (ON THE EXAMPLE OF STORIES OF EDUCATION ABROAD OF THE DESCENDANTS OF POLISH NOBLY FAMILIES OF THE RIGHT BANK OF UKRAINE IN THE XVI-XVIII CENTURIES)

The article highlights one of the newest forms of education in the mentioned period in the Polish-Lithuanian Commonwealth, namely educational journeys. These journeys became an important part of the educational program for the noble youth. Peregrination did not involve studying in a specific educational institution. The journey often took place parallel to institutional education or even without it. Besides knowledge, these journeys expanded cognitive horizons, social capital was accumulated, and contacts with representatives of the European elite were established. It is noteworthy that this expensive event contributed to preparing the nobles for future political careers.
 The educational component of life in the Polish-Lithuanian Commonwealth of the XVI-XVIII centuries, which included some Ukrainian lands, had its own hierarchy. Its first degree was home education. Gradually, parents and the younger generation began to get used to the idea of upcoming separation. After the young nobleman began to attend an educational institution (the nearest geographically Jesuit collegium, taking into account the confessional peculiarity of the territory), the family mentally prepared for a new step – a trip to Europe to get education and acquire practical skills.
 The author also noted that the most extensive academic travels are represented in parental instructions. As a result, it became possible to present certain peculiarities of European society's development. It is mentioned that this issue is scarcely covered in Ukrainian history of pedagogy. Instead, it has attracted and continues to attract lively interest among Polish researchers.

The Lived Experiences of Applied Behaviour Analysis (ABA) Therapists Implementing Teletherapy to Children with Autism in Autism Recovery Network Singapore

The COVID-19 pandemic has presented challenges in teletherapy for Behaviour Therapists, especially in implementing home education for children with special needs. These challenges require addressing strategies, accommodations, internet connections, and gadgets to ensure effective e-learning for children with special needs. Continuous assessment and teaching methods for children with autism are essential during the pandemic. Parents should support their mental health, as it is crucial for their well-being. Further research is needed to provide evidence-based data for schools, therapists, teachers, and parents.

Substandard South Auckland housing: findings from a healthy homes initiative temperature study

ABSTRACT There is strong evidence demonstrating cold housing prevalence in Aotearoa New Zealand. Whānau (families) were recruited from a healthy homes programme based in South Auckland. Forty whānau consented to participate in a temperature-based study that assessed the ability of homes to protect against outdoor temperatures. In this observational study, temperature sensors measured night-time indoor temperature every 15 min from May 2020 to October 2020. Whānau were provided with healthy homes education and practical suggestions to help make homes warmer and dryer. Notably, each device (and house) spent 85% or more of the time below the World Health Organization Housing and Health Guidelines recommended minimum indoor temperature of 20°C for vulnerable groups. The lower standard of 18°C for more general populations referenced in the Healthy Homes Standards was not met over 60% of the time. Over a quarter of the time temperatures measured inside homes were below 12°C. If Māori and Pacific whānau continue to live in substandard housing due to residential inequities, they will continue to experience inequitable health outcomes related to cold housing. Solutions include the anticipated Residential Tenancies (Healthy Homes Standards) Regulations, supports for tenants and support with housing-related costs.

In-servıce EFL teachers’ well-beıng durıng onlıne teacher professıonal development program ın Indonesıa: An ecologıcal perspectıve.

This paper intends to scrutinize the personal and systemic factors affecting the well-being of in-service EFL teachers participating in a three-month online teacher professional education (OTPE) program in Indonesia. Moreover, it seeks to explore the resources that the teachers draw on to maintain their well-being. Six EFL teachers attending the OTPE program participated in this study. Semi-structured interviews were conducted with six focal participants. The data were qualitatively analyzed to find the emerging themes. The findings revealed that personal and systemic factors influenced the participants' well-being in the OTPE program. The personal factors included motivation, marital status, and spirituality, while the systemic factors encompassed the national policy on EFL teacher certification, teacher education institution, home school, and family. Moreover, the participants drew on personal resources, i.e., motivation and spirituality, and social resources, i.e., family members, colleagues, students, instructors, and fellow participants, to maintain their well-being during the OTPE program. Hence, the interplay between personal and systemic factors was quintessential to the EFL teachers' well-being in the program.

Development of High School Home Economics Financial Consumer Education Program based on Backward Design

The purpose of this study was to develop a high school home economics financial consumer education program based on backward design and validation by experts. The program was designed and developed by first selecting learning content elements through a review of existing research and an analysis of relevant literature. The next step was to categorize these elements into seven themes and apply the backward design instructional design model 2.0. The program was prepared in the form of a 21st teaching-learning course plan and workbook and was verified by nine home economics teachers with working experience in high school. The evaluation revealed that the average value for all questions was 3.81 (out of 4 points) and the CVR was .99, indicating that the program was valid. In addition, positive evaluations were received in terms of learning goals, content level, and learner participation by class. This study has significance in that a systematic financial consumer education program was developed by Education of Home Economics to improve the financial literacy of high school students. It can therefore be used as an elective course (mini-course) in Home Economics in the high school credit system. A follow-up study will be required to assess the improvement in financial literacy after implementing this program.

Development and Evaluation of Home Economics Dietary Education Programs for Improving the Sustainable Dietary Competencies of High School Students

This study aimed to develop, and evaluate the effectiveness of, a home economics dietary education program that could be used to improve high school students’ sustainable dietary competencies. To achieve this goal, learning objectives and elements were selected for the education program to improve the students’ sustainable dietary competency. The content validity of this program was verified with numerous experts. After implementing the new educational program, its effect on high school students' sustainable dietary competencies was assessed through pre- and post-tests. The results of this study are summarized as follows. First, through the textbook analysis, the necessity of developing an educational program that can cultivate the three areas that constitute a sustainable diet (environment, health, and consideration) was confirmed. Second, a total of nine teaching and learning plans for sustainable dietary education programs were developed. From there, content validity verification was conducted by experts, indicating that the developed educational program was highly applicable in the field. Third, after the implementation, a survey was conducted based on a questionnaire consisting of 20 items related to three areas of sustainable diet, while the pre- and post-test assessment indicated statistically significant differences in all three areas: environment (pre: 3.40, post: 4.46, p<.001), health (pre: 3.15, post: 4.32, p<.001), and consideration (pre: 3.46, post: 4.48, p<.001). It is expected that the educational program developed in this study will be used as a basis for dietary education that fosters food citizenship in high school home economics courses.

Transnational women in globalised times: exploring glass ceilings, glass walls and other fragile metaphors of leading education

ABSTRACT This paper explores the experiences of transnational women educators, who lead in education institutions in globally imbricated home and host schooling contexts, focusing on how they negotiate glass ceilings and borders in their work and their life choices. The purpose is to extend scholarship on women in educational leadership, which is often framed as a binary of national and international scales, thereby omitting large numbers of educators who work and exist transnationally. Women continue to represent a large portion of the education profession globally, whose roots and routes criss-cross over national borders defining them in the process as transnational. Yet there remains a dearth of research addressing their experiences as transnational women educators, and in educational leadership positions in particular. This study uses narratives of transnational women to explore the professional life and personal reflections of six women who have worked across diverse school leadership roles. The findings of the study highlight the simultaneity of women’s lives and leadership practice across borders, and indicates scope for further research to move beyond binarised understandings of space.

Allergy and Immunology Physician and Patient (Un)Wellness During COVID-19 and Beyond: Lessons for the Future

The COVID 19 pandemic increased stress and reduced wellness for patients and physicians alike. The uncertainty, frequent changes, fear of illness/death and supply chain issues taxed an already broken healthcare system. The pandemic undermined the factors that allow for a healthy workplace - control, predictability and certainty. During this time, rates of depression, suicidality, and anxiety all increased among physicians and the community at large. These challenges were aggravated by disagreements regarding masking and vaccinations. These factors, as well as, the degree to which someone felt valued or not also contributed to burnout. Some changes like the transition to telemedicine, while initially stressful, led to patient satisfaction and allowed clinical care to continue. Other changes, like trying to home school or watching young children while simultaneously trying to work were less desirable. Patients and physicians did their best to combat isolation, fear, anxiety and the numerous societal changes. Burnout fluctuated throughout the pandemic related to local and systemic factors like rates of infection, vaccination, supply chain issues and individual support. The pandemic highlighted problems with our healthcare system, including structural racism, healthcare disparities and how easily the system can be overwhelmed. Physicians may have been thrown into roles they did not feel comfortable filling and may have had insufficient staff to practice in a way they wanted to. These factors led to frustration among patients and physicians alike. The National Plan for Healthforce well-being outlines the need for healthcare reform to allow for effective and safe healthcare while protecting clinicians from burnout.

Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium

Despite its non-elitist goals, there is growing concern over the potentially elitist nature of content and language integrated learning (CLIL) programmes in English. Previous European studies have reported more advantaged pupils’ profiles in these programmes compared to regular programmes. It is unclear from the literature however which pupils have access to CLIL programmes based on the choices made at the school level. In order to remedy this gap in the current literature, the present quantitative study analysed all 948 secondary schools in the Flemish Community of Belgium based on three main categories of predictors: home language, socio-economic status (SES) and school size. Resulting of a stepwise logistic regression analysis, only SES and school size appear to be strong predictors of the presence of an English CLIL programme. In a region where low-SES pupils have an average of three-year delay in development in comparison to their high-SES peers (Franck and Nicaise 2018), the identification (and transformation) of these kinds of selective mechanisms is crucial to reaching educational equity. We relate these mechanisms to some specific characteristics of CLIL in the Flemish Community of Belgium, which may also apply, to some extent, to other educational contexts in Europe.