In-school Education Research Articles

GEOPOLITICS IN SCHOOL EDUCATION: ASSESSING THE PERCEPTION OF KEY ASPECTS BY SECONDARY SCHOOL STUDENTS IN KAZAKHSTAN

This article analyzes the section “Geopolitics” in school geography curricula in Kazakhstan and assesses the level of knowledge and perceptions of secondary school students on this topic. To collect data to determine the degree of assimilation of geopolitical concepts, a survey method was used. The authors set the goal of analyzing the content of educational materials, developing a survey instrument, conducting a survey and analyzing the data obtained to identify the level of knowledge and awareness of students. The study found that most students demonstrate a good understanding of geopolitical concepts and are able to analyze world problems by relating them to geopolitical factors. However, some students have an incomplete understanding of geopolitics, which may be due to lack of clarity in teaching materials or lack of interest. Overall, the authors conclude that the study of geopolitics in the school curriculum contributes to the formation of a deep understanding of global issues and analytical skills of students, but requires additional effort to improve the effectiveness of learning. In addition, the study found that geopolitics receives full coverage in the curriculum for grades 10-11. However, the main question remains how students perceive this concept upon completion of studying the section, how much they understand the essence of world problems and assess current global trends in the field of geopolitics of the world and Kazakhstan.

The parents’ internet use and children’s extracurricular tutoring class participation

The educational burden from extracurricular tutoring class has become a pressing social issue in China. This study used data from the China family panel studies (CFPS) in 2014, 2016, and 2018 to empirically analyze the impact of Internet usage on children’s participation in extracurricular tutoring class. There are many factors that influence parents’ decisions to enroll their children in extracurricular tutoring class. These factors include family income status, the level of importance parents place on their children’s education, the marginal returns on educational investment, academic pressure, etc. However, in today’s digitalized society, the widespread use of the internet will also become an important influencing factor in parents’ decisions regarding educational investment. The study finds that, parents by using the Internet significantly increase the probability of enrolling their children in extracurricular tutoring class. Through mechanism regression analysis, it is concluded that internet usage has a positive influence on parents enrolling their children in extracurricular tutoring class by increasing the frequency of social interaction and raising parents’ educational expectations for their children. Based on the empirical results, the following policy suggestions were proposed: 1. Schools should establish a more comprehensive after-school education service system to improve the engagement of students in compulsory education; 2. The government can enhance the accessibility and optimization of educational resources by increasing investment in education, improving the quality of in-school education, and optimizing the management and supervision of extracurricular tutoring class. This ensures that students can access high-quality educational services.

Teacher Professional Development, In-School Training and STEM

Professional development has central value at the professional life of teachers, a fact that is sealed by the institutionalization of compulsory in-school training in Elementary schools. Equally important is STEM education, appearing in both new curricula and skills workshops. Teachers therefore find themselves on the receiving end of intense reform initiatives. This work aims to record the factors that enhance the participation of teachers in in-school trainings and to describe the relationship of professional development to in-school training and STEM, as expressed by the teachers themselves. This is a focused case study of 11 teachers of a primary school in Greece. Our findings focus on each participant professional profile, his/her experience of attending in-school education, the characteristics of in-school education, the perceived relation of in-school training and professional development, as well as in-school education and STEM education.

A mobile healthy lifestyle intervention to promote mental health in adolescence: a mixed-methods evaluation

BackgroundA healthy lifestyle may improve mental health. It is yet not known whether and how a mobile intervention can be of help in achieving this in adolescents. This study investigated the effectiveness and perceived underlying mechanisms of the mobile health (mHealth) intervention #LIFEGOALS to promote healthy lifestyles and mental health. #LIFEGOALS is an evidence-based app with activity tracker, including self-regulation techniques, gamification elements, a support chatbot, and health narrative videos.MethodsA quasi-randomized controlled trial (N = 279) with 12-week intervention period and process evaluation interviews (n = 13) took place during the COVID-19 pandemic. Adolescents (12-15y) from the general population were allocated at school-level to the intervention (n = 184) or to a no-intervention group (n = 95). Health-related quality of life (HRQoL), psychological well-being, mood, self-perception, peer support, resilience, depressed feelings, sleep quality and breakfast frequency were assessed via a web-based survey; physical activity, sedentary time, and sleep routine via Axivity accelerometers. Multilevel generalized linear models were fitted to investigate intervention effects and moderation by pandemic-related measures. Interviews were coded using thematic analysis.ResultsNon-usage attrition was high: 18% of the participants in the intervention group never used the app. An additional 30% stopped usage by the second week. Beneficial intervention effects were found for physical activity (χ21 = 4.36, P = .04), sedentary behavior (χ21 = 6.44, P = .01), sleep quality (χ21 = 6.11, P = .01), and mood (χ21 = 2.30, P = .02). However, effects on activity-related behavior were only present for adolescents having normal sports access, and effects on mood only for adolescents with full in-school education. HRQoL (χ22 = 14.72, P < .001), mood (χ21 = 6.03, P = .01), and peer support (χ21 = 13.69, P < .001) worsened in adolescents with pandemic-induced remote-education. Interviewees reported that the reward system, self-regulation guidance, and increased health awareness had contributed to their behavior change. They also pointed to the importance of social factors, quality of technology and autonomy for mHealth effectiveness.Conclusions#LIFEGOALS showed mixed results on health behaviors and mental health. The findings highlight the role of contextual factors for mHealth promotion in adolescence, and provide suggestions to optimize support by a chatbot and narrative episodes.Trial registrationClinicalTrials.gov [NCT04719858], registered on 22/01/2021.

PROSPECTS OF USING REMOTE TEACHING IN SCHOOL EDUCATION – RESEARCH FINDINGS

PROSPECTS OF USING REMOTE TEACHING IN SCHOOL EDUCATION – RESEARCH FINDINGS

Study on the Collaboration between University and Educational Centers Mentors in the Development of the In-School Education Placements in Official University Degrees Qualifying for the Teaching Profession: The Case of the University of Santiago de Compostela

An in-school education placements is considered a crucial axis in the training of the future teacher. This first immersion in the school context allows interaction between theory and practice, contextualized learning of the profession and reflection on the processes, skills and competencies to be acquired, as well as the student’s personal development. The successful achievement of these goals requires close collaboration and communication between all the agents involved in the internship: university mentors, school mentors, and the student intern. The present study focuses on a diagnosis of the collaboration between mentors (university and school) in the development of the training activities and processes that take place during the school internships. These internships correspond to the teaching degrees and the master’s degree in secondary education of the Faculty of Education Sciences of the University of Santiago de Compostela. Through a non-experimental study with descriptive methodology, using an online questionnaire, the perceptions of both profiles of mentors are collected. The first objective is to know the degree of collaboration that exists in the processes and in the different training activities that are currently carried out in the practicum; the second aim is to know the perception of the importance and necessity of such a collaboration in each of the proposed activities. The main results show the need to improve the collaboration and teamwork processes of the mentors and reinforce the relevance of designing and implementing specific technological solutions. It is necessary to connect both teaching profiles and educational contexts and to establish a hybrid training scenario that strengthens the training link between mentors and students in the practicum, allowing permanent and personalized support. This work is part of a Doctoral Thesis developed within the framework of the International Competitive research project EKT—Educational Knowledge Transfer-(Knowledge Alliance reference number 612414-EPP-1-2019-1-ES-EPPKA2-KA). The purpose is to develop and test collaborative educational methodologies for internships through an intelligent technological framework that aims to impact on a more effective, scalable, and sustainable system that is closely linked to professional contexts.

EMBEDDING INDIAN KNOWLEDGE TRADITIONS IN SCHOOL EDUCATION

EMBEDDING INDIAN KNOWLEDGE TRADITIONS IN SCHOOL EDUCATION

Harnessing the IES Model to Probe into the Entrepreneurial Intentions of Chinese College Students

In probing into the determinants of the entrepreneurial intentions among Chinese college students, an IES (Individual Attributes, Entrepreneurial Intentions and In-school Education) model has been devised to uncover the interplay and logical relationships between the four important factors. Methods such as structural equation model, mediating effect test, and one-way ANOVA were used to analyze the 2,114 questionnaires collected from different colleges and universities. The study has found that entrepreneurial intention is the core for understanding corporate behaviors, that different determinants have different effects on entrepreneurial behaviors, and that individual attributes also have impact on entrepreneurial intentions to varying degrees. The author suggests that colleges and universities should encourage college students to start their own businesses, and take proactive steps to help college students develop entrepreneurial awareness during their school days, thereby driving innovation and entrepreneurship among college students.

ANALYSIS OF BIOETHICS IN SCHOOL EDUCATION

ANALYSIS OF BIOETHICS IN SCHOOL EDUCATION

THE IMPORTANCE OF THE INTERACTIVE METHODS IN TEACHING ENGLISH IN SCHOOL EDUCATION

THE IMPORTANCE OF THE INTERACTIVE METHODS IN TEACHING ENGLISH IN SCHOOL EDUCATION

Evaluation of Secondary School Students' Knowledge, Skills and Behaviour Proficiencies Based on Natural Disaster Scenarios

In the globalizing world, the students' proficiency to convey the knowledge, skills, and behaviour they have acquired in-school education process to their social lives has a vital importance. Because; as well as accessing information, having developed skill for using the information and solving problem is one of the essential factors in the realization of the purpose of raising effective individuals too. In this context, the aim is to evaluate the proficiency of the students’ knowledge, skill, and behaviour based on natural disaster scenarios in the framework of the case study. The sample consists of 6th and 7th grade students selected by the convenience sampling method. The total number of students is 32. The data was collected with five open-ended questions through online applications. Also, descriptive analysis was used in a holistic manner. Theoretically, it was determined that the great majority of the students had sufficient knowledge, skill, and behaviour to deal with possible disasters and the ability to distinguish cases from each other. However, they had difficulties in interpreting the events by establishing a cause-effect relationship and basing the occurrence of disasters on a scientific basis. According to results; with the addition of scenario-based practical applications to the course process, the students can analyse events with a more realistic perspective by establishing cause-effect relationships between events. In addition, it’s recommended that not only disaster definitions should be presented in textbooks but also various case study scenarios should be added to them.

Private High School Reopened-COVID Mitigation and Clinical Surveillance Using an Internet Application.

Recommendations for COVID-safe, in-person, high school education have included masks and distancing between students but do not describe a scalable surveillance solution to rapidly identify and mitigate disease prevalence or exposure. Through an Internet application, all school participants reported symptoms, illness, or exposure daily. Physician-supervised follow-up interviews were reviewed and recorded in daily rounds. Students and faculty were allowed or prohibited to enter school based on the results. From August 30, 2020, until April 13, 2021, a high school in Bergen County, New Jersey (an epicenter of high COVID prevalence), with 889 students and 214 faculty members, staff, and volunteers, generated 1497 assessments. Reasons for initial evaluation included 48 (3%) participants with positive COVID tests, 520 (34%) COVID-exposed, 178 (12%) exposed to someone with symptoms and unknown COVID status, 208 (14%) subjects with symptoms themselves, 525 (35%) exposed to a high-risk geography or air travel, and 12 (1%) contacts of a contact. Of the 61 subjects ultimately diagnosed with COVID, the sources of infection were 36 (57%) home exposure, 16 (27%) confirmed nonschool sources, 8 (13%) unknown, 1 (2%) travel to a high-risk area, and only one potential case of in-school transmission. Masks, distance, and aggressive contact tracing supported by an Internet application with consistent application of quarantine protocols successfully permitted in-school education without COVID spread in a high prevalence environment. This finding remains important to guide safety measures should vaccine-resistant strains-or new pandemics-challenge us in the future.

Kids eat free: School feeding and family spending on education

We examine the relationship between children's participation in the Nutrition Improvement Programme (NIP) and household education expenditure on students under compulsory education in rural China. We find that participating in the school feeding programme can significantly increase household investment in children's education, especially in-school education expenditure. This positive relationship may be mediated by family economic status, parental time investment in children's education, and children's health status and cognitive ability. There is considerable heterogeneity in the impacts of the school feeding programme across subsamples. In general, male children and children from disadvantaged families, such as those in low- and middle-income households, those with less educated parents, and those left behind by migrant parents, are likely to benefit more from the school feeding programme. We also find suggestive evidence of intrahousehold resource reallocation away from eligible female children in response to the school feeding programme.

Applying Design Thinking to the Research and Development of Innovative Nursing Devices

Many different patient-centered care models have been promoted around the world in recent years. The goal of current nursing innovation includes simplifying nursing workflows, constructing creative care methods, developing innovative assistive devices, activating the workplace, and improving care quality. In addition to enhancing the ability of nurses to care for the sick, employ critical thinking, improve their information literacy, and deepen their research knowledge, innovative attitudes and R&D momentum represent new trends in nursing education and talent cultivation. In nursing education worldwide, including both in-school education and clinical in-service training, innovative courses, projects, and competitions as well as corresponding academic seminars have been launched with the intention to promote practical creativity and innovative solutions. The definition of design thinking is first introduced and the Stanford University`s design thinking model is next explained. The five stages of the design thinking model - empathize, define, ideate, prototype, and test - are then introduced. Finally, using the innovative nursing product as an example, the teacher-student team is proposed as the design thinking mentorship model. The authors hope that this article serves as a reference for novice educators, developers, and researchers in the field of nursing innovation.

School-based HPV vaccination positively impacts parents’ attitudes toward adolescent vaccination

IntroductionThis qualitative study aimed to explore parental attitudes, knowledge and decision-making about HPV vaccination for adolescents in the context of a gender-neutral school-based Australian National Immunisation Program (NIP). MethodsSemi-structured interviews with parents of adolescents eligible for HPV vaccination were undertaken as part of an evaluation of a cluster-randomised controlled trial of a complex intervention in 40 schools (2013–2015). In this qualitative study, we purposively recruited a nested sample of parents from 11 schools across two Australian jurisdictions. Interviews explored parent knowledge and understanding of the HPV vaccine program; HPV vaccination decision-making; their adolescent’s knowledge about HPV vaccination; and their adolescent’s understanding about HPV vaccination, sexual awareness and behaviour. Transcripts were analysed using inductive and deductive thematic analysis. ResultsParents’ of 22 adolescents had positive attitudes towards the program; the school-based delivery platform was the key driver shaping acceptance of and decision-making about HPV vaccination. They had difficulty recalling, or did not read, HPV vaccination information sent home. Some adolescents were involved in discussions about vaccination, with parents’ responsible for ultimate vaccine decision-making. All parents supported in-school education for adolescents about HPV and HPV vaccination. Parents’ knowledge about HPV vaccination was limited to cervical cancer and was largely absent regarding vaccination in males. ConclusionsParents’ positive attitudes towards the NIP and inclusion of the HPV vaccine is central to their vaccine decision-making and acceptance. More intensive communication strategies including school education opportunities are required to improve parents’ knowledge of HPV-related disease and to promote vaccine decision-making with adolescents.

О примерной программе воспитания подрастающего поколения в Российской Федерации

The article offers readers a brief description of the content of the Model Education Program in Russian educational institutions, developed on&#x0D; the basis of state documents: “Strategy for the development of education in the Russian Federation for the period up to 2025”; “Concept for&#x0D; the development of additional education for children”; “Concept of state family policy in the Russian Federation for the period up to 2025”.&#x0D; The program is designed to provide support in the creation of in-school education programs aimed at the successful socialization of the student, the establishment of harmonious relations with the people around him, self-identification as a citizen of his country. The publication describes the sections of the Program, which include the organization of the educational process at school, the definition of the goals and objectives of education, its types and forms, as well as the direction of the reflexive activity of the entire school teaching staff and each teacher individually for the analysis and assessment of the educational work carried out by him.

Investigation and Countermeasure Research on the Learning Adaptability of the First-Year Junior High Freshman

Learning adaptability refers to the ability tendency of students to adjust themselves to overcome various difficulties and achieve better learning results in the learning process, which has a direct impact on students’ learning enthusiasm and academic performance. In order to objectively reflect the characteristics and current situation of the learning adaptability development of the first-year junior high freshmen under the “new curriculum reform”, the study used student questionnaire and teacher questionnaire to conduct two rounds of one-year investigation on the learning adaptability of 329 freshmen from the aspects of learning attitude and habit, learning ability, learning method, etc. In addition, to ensure the objectivity of the results, the relevant conclusions were verified by using the class rank and grade rank of students’ monthly examination results. Two rounds of surveys shown that there is a significant correlation between the gender of students, the family background of students and the self-assessment results of learning adaptability of the freshmen of the first-year junior high school. In addition, the self-assessment results of students’ learning adaptability are strongly influenced by their subjectivity and class rank. In school education, schools and teachers should pay more attention to the “middling” group of students, and strengthen the attention to the psychological health of students who are lower in the quality class, especially to the cultivation of their self-confidence and self-management ability.

DYNAMICS OF DEVELOPMENT AND EVALUATION OF AGILITY IN SCHOOL EDUCATION (1st-12th GRADE)

ABSTRACT Physical activity is an important criterion for a healthy lifestyle and a prerequisite for im- proving the motor abilities of adolescents. The aim of this study is to establish the level of development of physical quality agility in all stages of school education. In order to fulfi ll the set aim of the research, we used sports-peda- gogical testing. The research was carried out with 232 pupils from 1st to 12th grade. We used variation analysis and comparative analysis with t-criterion of Student for independent samples to process the study results. Following the dynamics of the development of the studied indicator between the different classes, we report a positive increase six times, and a decrease in the result - three times (from 2nd to 3rd grade; from 7th to 8th grade and from 10th to 11th grade). Between grades 5th – 6th and 8th – 9th there was no increase in the results. The average number of points reported for each class ranged between 9 and 13 points, which according to the evaluation table means a “GOOD” assessment of agility development. Our study shows that the dynamics of the mean level of the researched indicator in the age aspect changes regressively, with the values decreasing from 1st to 12th grade. Comparing the changes in the mean values of pupils divided by class and gender, we established that, overall, boys are faster than girls when performing the test.

A comparative analysis of the aims of school sport in Spain and France from the point of view of the organization and its actors

ABSTRACTSchool sport structure is different in each European Union country according to in-school physical education and federated sport connections. This study compares the perceptions of the actors about the aims of two school sport programmes in France and Spain. Based on the theory of organised action, it clarifies the educational action logic taking into account the actors and systems involved from an international social approach using a qualitative methodology.Results show that the actors of school sport perceive it differently, and are part of the predominant educational action logic of each country, in coherence with the national normative framework. In Spain there is a strong link with the sport system, while in France it is with the education system, and the different perceptions of the school are very revealing. In conclusion, transnational implications are highlighted that may contribute to conceiving new school sport policies in the framework of the European Union.

An investigation of blended learning in at-home and in-school education of information ethics using tablet PCs

The goal of this study is to develop a blended learning in at-home and in-school education of information ethics using tablet PCs and to evaluate the effectiveness of the lesson. Information technology such as the internet and smart phones in society has been progressing speedily. On the other hand, the negative effects of information technology, such as bullying and calumniation on social media have become social problems for more than twenty years. The education of information ethics has been introduced to schools in order to solve these problems in Japan. However, the problems haven’t been solved yet. Then, the national curriculum standards of elementary and junior high schools stated that the education of information ethics should be brought into the moral instruction in 2008. This requested us to develop a teaching method of moral instruction to educate students in information ethics. Therefore, the theoretical framework of the information ethics was set up, and I established a new judgment model of information ethics. I assumed that ambivalence, the state of contradictory feeling or emotion, exists behind the three types of knowledge and that ambivalence affects inappropriate judgment related to information ethics. Therefore, a teaching method with the aim of overcoming ambivalence should be developed using the structural method. From now on, cooperation with parents is essential to enhance the education of information ethics. I conceived something available to help cooperation with parents. Recently tablet PCs have been brought into the school. Then, I devised the procedure of blended learning. As a result, I developed three steps: 1) Students learn the introduction part of moral instruction in school and learn how to use the tablet PCs. 2) Students take the tablet PCs home and discuss the learning material on the tablet PCs with their parents. 3) Students learn the conclusion part of moral instruction again in school. In order to assess the effectiveness of the lesson, blended learning was practiced on 4rd grade elementary school students. As a result, it was suggested that blended learning was fairly effective in educating the students in information ethics.