School Education Research Articles

Effects of Child Abuse on Students’ Education in Public Secondary Schools in Arusha District, Tanzania

Effects of Child Abuse on Students’ Education in Public Secondary Schools in Arusha District, Tanzania

Integrating ICAP theory in learning analytics

This paper introduces a conceptual evaluation learning analytics (LA) model developed by Keypath Education and Melbourne Business School to analyse student engagement in an online learning environment. The paper describes how a targeted LA intervention was grounded within the ICAP theory for active learning to identify, visualise and analyse student engagement metrics in a 100% online setting. The architecture of the model, including its design principles and underlying assumptions, are broadly examined against the latest research in educational, LA, and data analytics research. This includes a discussion of our initial phase testing results of captured student data alongside a discussion of key questions and desired study outcomes for the upcoming phase 2 of the data intervention. As a result, this paper provides both specific insights into how we created an evidence based and pedagogically sound evaluation model of online student engagement within a specific suite of asynchronous educational tools, as well as more general and practical insights into how other universities could develop similar approaches to enhance understanding and support of a growing online student population.

Where have all the RE teachers gone? Recruitment and retention issues in schools in England

AbstractThis paper, which was originally a keynote address, offers an analysis of the crisis in retention, and recruitment of teachers of Religious Education (RE). A reflexive assessment is offered to the political lament ‘where have all the RE teachers gone?’ The author, drawing on over three decades of experience and involvement with religious education both in school and higher education, ponders on the complexity of responding to the attrition rates where skilled RE teachers leave the profession at a much faster rate than new entrants are trained. It concludes by calling for unity of purpose amongst the wider RE community in England.

An ecological approach to understanding the agency of novice EFL teachers without initial teacher education background

ABSTRACT Existing research extensively explores challenges faced by novice teachers with initial teacher education (ITE) backgrounds, whereas those without ITE exposure (non-ITE backgrounds) remain less investigated. Utilising the ecological model of teacher agency, this study examines the affordances and constraints encountered by English as a foreign language (EFL) teachers with non-ITE backgrounds during their first year at 12 Chinese state junior high schools. Thematic analysis of interviews with 21 purposively sampled participants reveals that non-ITE backgrounds pose constraints, such as limited pedagogical knowledge, perceived inadequacy by peers with ITE exposure, and professional identity crises. However, significant affordances were also identified, including broad knowledge bases from diverse academic backgrounds and varied internship experiences, high intrinsic motivation, and robust innovation capabilities. Implications for teacher education programmes and school administration are discussed, highlighting the need for tailored support mechanisms to address the unique challenges and leverage the strengths of teachers without ITE backgrounds.

AI MyData: Fostering Middle School Students’ Engagement with Machine Learning through an Ethics-Infused AI Curriculum

As initiatives on artificial intelligence (AI) education in K-12 learning contexts continues to evolve, researchers have developed curricula among other resources to promote AI across grade levels. Yet, there is a need for more effort regarding curriculum, tools, and pedagogy, as well as assessment techniques to popularize AI at the middle school level. Drawing on prior work, we created original curriculum activities with innovative use of existing technology, a new computational teaching tool, and a series of approaches and assessments to evaluate students’ engagement with the learning resources. Our curriculum called AI MyData comprises elements of ML and data science infused with ethical orientation. In this paper, we describe the novel AI curriculum and further discuss how we engaged students in learning and critiquing AI ethical dilemmas. We gathered data from two pilot studies conducted in the Northeast United States, one Artificial Intelligence Afterschool (AIA) program, and one virtual AI summer camp. The AIA program was carried out in a local public school with four middle school students aged 12 to 13; the program consisted of eleven two-hour sessions. The summer camp consisted of two-hour sessions over four consecutive days, with eighteen students aged 12 to 15. We facilitated both pilot programs with hands-on plugged and unplugged activities. The method of capturing data included artifact collection, structured interviews, written assessments, and a pre- to post-questionnaire tapping participants’ dispositions about AI and its societal implication. Participant artifacts, written assessments, survey, observation, and analysis of tasks completed revealed that the children improved in their knowledge of AI. In addition, the AI curriculum units and accompanying approaches developed for this study successfully engaged the participants, even without prior knowledge of related concepts. We also found an indication that introducing ethics of AI to adolescents will help their development as ethically responsive citizens. Our study results also indicate that lessons establishing links with students’ personal lives (e.g., letting students choose personally meaningful datasets) and societal implications using unplugged activities and interactive tools were particularly valuable for promoting AI and the integration of AI in middle school education across the subject domains and settings. Based on these results, we discuss our findings, identify their limitations, and propose future work.

Effects of Teen Childbearing on the Family Socio-Economic Wellbeing in Ruiru, Kiambu County, Kenya

Purpose: The purpose of the study was to investigate the impact of teenage childbearing on family socio-economic well-being in Ruiru, Kiambu County, Kenya, focusing on financial strain, educational disruption, post-partum experiences, and family support. Methodology: Using family stress, human capital, and social support theories, the study adopted descriptive survey design targeted 378 teenage mothers, with a sample of 195 selected using Yamane’s formula. Data collection involved semi-structured questionnaires and interviews, analyzed quantitatively through descriptive statistics and regression, and qualitatively through thematic analysis. Findings: The findings reveal that 85.5% of respondents faced financial difficulties within six months, and 55% reported disrupted high school education, leading to long-term setbacks. Emotional and health challenges characterized post-partum experiences, and 61.1% of respondents found family support insufficient to meet socio-economic needs. The study concludes that teenage childbearing significantly disrupts family well-being, recommending comprehensive support programs, including financial aid, childcare, healthcare, and community initiatives, to better assist teenage mothers and reduce their socio-economic burdens. Unique Contribution to Theory, Policy and Practice: This research uniquely contributes to theory, policy, and practice by creating a comprehensive model that integrates empirical findings and qualitative insights, thereby enriching existing theories. Additionally, it provides practical recommendations for targeted support programs that guide policymakers in alleviating socio-economic burdens and enhancing family well-being.

Announcing Our Free Resources for High School Educators

Announcing Our Free Resources for High School Educators

Investigating on Humanistic Quality Education in Medical Schools in Shandong Province as Basis for Proposed Management Intervention Program

This study aims to understand the content, methods and effective implementation strategies of humanistic education in medical colleges in Shandong Province, to construct a process model of humanistic education in medical colleges in Shandong Province, and finally to propose a management intervention plan. This study adopted a multiple case study method, and semi-structured interviews were conducted with 4 humanistic education teachers, 3 medical students and 3 managers from three medical colleges in Shandong Province through purposive sampling and snowballing methods. This study used the basic ideas of grounded theory to conduct thematic analysis of the interview data. This study conducted open coding, screened typical sentences from the interviewees' answers, extracted keywords from the typical sentences; then the keywords were classified and sorted to further extract relevant information such as the content, methods, and implementation strategies of humanistic education in higher medical colleges. The research results show that the humanities education in medical schools in Shandong Province has a certain foundation, but there are still some shortcomings. In addition, the study proposed four (4) concepts, namely: humanistic leadership in medical schools, strengthening humanistic guidance, strengthening the humanistic development of medical students, and cultivating and nurturing students' humanistic qualities. Furthermore, the findings also indicated the positive impact of empathy, communication skills, and cultural awareness, which highlights the importance of integrating humanities into medical education to develop well-rounded, compassionate healthcare professionals of the future.Based on the findings, a management intervention plan is hereby proposed.

Application Of Chatgpt in The Field of Preschool Education from The Perspective of Personalized Learning

With the rapid change in science and technology, ChatGPT has become a topic of concern in all walks of life, and ChatGPT's development in education has also received extensive attention. This paper explores the application of ChatGPT in the field of preschool education against the background of John Dewey's child-centered theory in educational practice. ChatGPT's education model is of great significance to the current way of children's education, which is conducive to further optimizing the comprehensive reform of the kindergarten curriculum. Through the conclusions, it is concluded that ChatGPT can better promote the innovation and progress of education in preschool education. Based on this, this paper puts forward the following suggestions: firstly, the new artificial intelligence should be applied in preschool education from many aspects. Secondly, the use of new artificial intelligence in home, school, and social education can better realize the reform and innovation of education. Finally, the use of new learning methods can promote the development of children's abilities and provide a more personalized learning experience.

Implementing a Comprehensive CPR Education in New York State Public High Schools: Ideas, Drawbacks, & Future Directions.

Cardiopulmonary resuscitation (CPR) is a lifesaving skill that can be employed when people experience cardiac arrest. While the benefits of CPR on survival are well known, much of the American population remains uneducated on how to perform it. There are many reasons for this, ranging from the cost of CPR courses to fear of making mistakes in emergency situations. There have been a variety of efforts across the United States that attempted to boost CPR education, one of which is education in schools. While not a federal law, many states now require some degree of CPR education to be provided to high school students. New York joined this coalition of states in September of 2014. Signed into law by then Governor Cuomo, Act 804-C helped pave the way for CPR education across many pupils in the state. While undoubtedly a step in the right direction, many elements of 804-C promote a disjointed, unequal, and sometimes insufficient CPR education across different schools and counties in the state. In this review, we will highlight some shortcomings of 804-C. We will also highlight ways in which New York State can improve upon their CPR education efforts while also acknowledging logistical and financial obstacles that our proposals might incur.

A cross-sectional study of the impact of stigma on quality of life in hemiplegic stroke patients following suicide attempts in nursing homes

To analyze the factors affecting stigma and quality of life in hemiplegic stroke patients following suicide attempts in nursing homes and to provide a theoretical basis for developing interventions in clinical care. General demographic information, the Stigma Scale for Chronic Illness (SSCI), and the Quality of Life Scale (SF-36) were used to investigate 259 patients with hemiplegia after stroke following nursing home suicide from January to April 2024. Univariate statistical analyses were performed to assess the impact of potential determinants on quality of life. Multiple regression models and stratified analyses with smoothed curve fitting were used for further evaluation. Multiple regression modeling showed that the factors influencing the quality of life in hemiplegic stroke patients following suicide attempts in nursing homes were stigma, Age, marital status, education, type of occupation, monthly household income, and duration of illness. The level of quality of life before unadjusted variables was strongly associated with high school and college education (β = 11.9, 95% CI: 8.2–15.6; P < 0.001), (β = 13.1, 95% CI: 9.2 -16.9; P < 0.001). After adjusting for confounders such as marital status (Married, Unmarried), Age (< 30, 30–40, 40–50, > 50) (β = 8.1, 95% CI: 4 .6–11.6; P < 0.0001). (β = 9.5, 95% CI: 6.0–13.1;P < 0.0001), the results were not significantly different. Curve fitting revealed threshold nonlinear associations between intrinsic and extrinsic stigma and quality of life, with quality of life decreasing as stigma increased. Conclusion Stigma is negatively correlated with the level of quality of life in hemiplegic stroke patients following suicide attempts in nursing homes. Different demographic profiles moderated patients’ quality of life levels, and effective psychological intervention strategies should be used to improve patients’ quality of life.

Decadal changes in nocturia among American middle-aged and older men.

To estimate the prevalence of nocturia in middle-aged and elderly men and evaluate its associated factors and changes over time. Data of middle-aged and older men aged ≥40 years from the 2007-2008 and 2017-2020 cycles of the National Health and Nutrition Examination Survey were retrospectively analyzed. The prevalence of nocturia was estimated using participant questionnaires on nocturia, lifestyle-related factors, and health factors, and its decadal changes were examined using multivariate logistic regression analysis to determine related factors associated with the prevalence of nocturia. The prevalence of nocturia was 38.0% in 2007-2008 and 39.6% in 2017-2020, with no significant increase observed (P = 0.3989). Being a non-Hispanic black was positively correlated with nocturia (adjusted odds ratio [AOR] = 1.54, 1.22-1.93, P < 0.001), whereas the correlation with being a Mexican American disappeared (AOR = 1.25, 0.90-1.73, P = 0.187). Diabetes (AOR = 1.32, 1.07-1.64, P = 0.010) and sleep disorders (AOR = 1.31, 1.07-1.60, P = 0.008) showed a statistically significant positive correlation with nocturia, whereas a significant negative correlation was observed between employment (AOR = 0.66, 0.54-0.82, P < 0.001) and nocturia. Above-high-school education (AOR = 0.60, 0.47-0.76, P < 0.001) showed a constant trend toward a negative correlation with nocturia. The correlation between high school education or general educational development and nocturia disappeared (AOR = 0.81, 0.62-1.05, P = 0.112). Diabetes and sleep disorders contribute to the development of nocturia, while work and high educational attainment can actively combat nocturia. Geriatr Gerontol Int 2024; ••: ••-••.

Effectiveness of the intelligent hypertension excellence centers (iHEC) therapy model in the blood pressure management of older hypertensive patients: a randomized controlled trial.

Intelligent hypertension excellence centers (iHEC) may improve blood pressure (BP) management in older hypertensive patients. However, this has not yet been rigorously evaluated, so we conducted a prospective randomized open-label clinical trial to verify this hypothesis. Older patients with hypertension were recruited between January and June 2022. The control group received conventional treatment and visited doctors in clinic. The intervention group received the iHEC therapy model, including remote BP management, online consultation, and follow-up services with support from the internet. Both groups received 12 months follow-up. Finally, 540 older patients with hypertension participated in the study; of these, 517 completed the follow-up. The average age was 71.4 ± 3.7years, 81 patients with frailty (15.7%). When follow-up was terminated, the SBP of the intervention group was 4.2 mmHg lower than that of the control group (95% CI, 2.0 to 6.4, P < 0.001), and the overall BP control rate in the intervention group was higher than that in the control group (60.2% vs. 48.1%, P < 0.05). During follow-up, the new-onset rate of excessive BP lowering in the intervention group was lower than that in the control group (3.8% vs. 9.0%, P < 0.05). Patients with a median age or above and high school education or above had higher numbers of online consultations and home BP measurements (P < 0.05).Our study confirmed those who received the iHEC therapy model achieved better BP reduction, higher rates of BP control, and alleviated the risk of excessive BP reduction.

Tobacco Quitline Retreatment Interventions Among Adults With Socioeconomic Disadvantage

A single round of standard tobacco quitline treatment may not be sufficient to sustain abstinence, particularly among people experiencing socioeconomic disadvantage. Adaptive retreatment may help more individuals with socioeconomic disadvantage achieve abstinence and reduce disparities in smoking cessation outcomes. To evaluate 4 evidence-based strategies for adults with limited education, no insurance, or Medicaid eligibility who continued smoking after quitline treatment. A factorial randomized clinical trial with 4 factors adapting quitline strategies was conducted for participants enrolled from June 7, 2018, to January 25, 2023, with 6-month follow-up. Adults using the Wisconsin Tobacco Quit Line who were smoking cigarettes 3 to 6 months after prior quitline treatment who were uninsured, Medicaid insured, or had no more than a high school education were included. Quitline retreatment strategies were (1) increased counseling intensity (4 calls vs 1 call), (2) increased nicotine replacement therapy intensity (4 weeks of combination nicotine patch plus nicotine lozenge vs 2 weeks of nicotine patch), (3) text-message support (National Cancer Institute SmokefreeTXT program vs none), and (4) financial incentives for engagement in counseling and SmokefreeTXT ($30/call and/or 6-week SmokefreeTXT retention vs no incentives). Primary outcome was 7-day point-prevalence biochemically confirmed abstinence 26 weeks after the target quit day. Intention-to-treat analysis was performed. Of 6019 people assessed for eligibility, 1316 (21.9%) participants were randomized (mean [SD] age, 53.1 [11.9] years; 760 [57.8%] women), and 919 (69.8%) provided final follow-up. Intention-to-treat analyses showed 162 participants (12.3%) had biochemically confirmed abstinence at 26 weeks (368 [28.0% self-reported abstinence]). There were no significant main effects for the primary outcome: 1 call (11.6% [77 of 662]) vs 4 calls (13.0% [85 of 654]) (odds ratio [OR], 1.04; 95% CI, 0.88-1.24), 2-week patch (11.2% [73 of 654]) vs 4-week combination nicotine replacement therapy (13.4% [89 of 662]) (OR, 1.12; 95% CI, 0.94-1.34), no SmokefreeTXT (13.4% [88 of 657]) vs SmokefreeTXT (11.2% [74 of 659]) (OR, 0.88; 95% CI, 0.74-1.05), and no financial incentives (12.8% [85 of 662]) vs financial incentives (11.8% [77 of 654]) (OR, 0.94; 95% CI, 0.78-1.11). In this randomized clinical trial evaluating enhancements to tobacco quitlines for adults with socioeconomic disadvantage who were smoking after quitline treatment, none of the adaptive treatment strategies robustly improved long-term abstinence. Strategies are needed to enhance quitline retreatment effectiveness for adults with socioeconomic disadvantage. ClinicalTrials.gov Identifier: NCT03538938.

While stairing up: perceiving shades of academic motivation of high school first-generation learners and desired academic outcomes

What motivates a first-generation learner to go to school? The question haunts a social scientist when exploring dimensions of academic motivation of the first-generation Learners in rural and remote context. Learners from the low Socio-Economic Status are ‘at risk’ of academic motivation, cohere with specific psychological behaviours leading to academic failure. Gathering quantitative and qualitative data, the study opts to capture dimensions of motivational constructs of first-generation Learners. The study adopts explanatory sequential research design that entails triangulating quantitative statistical results with qualitative findings to validate the outcome of the study. The student participants were 1554 selected through stratified random sampling using gender, social affiliation and grade as criteria for getting hierarchy. The findings include steady decline of academic motivation of Learners in the secondary level of school education under the lens of socio-economic context, home environment and school and neighborhood quality perceiving academic, and psychological hardships as the outcome.

AS CONTRIBUIÇÕES DA EDUCAÇÃO FÍSICA ESCOLAR NO DESEMPENHO MOTOR DE CRIANÇAS COM DEFICIÊNCIA: UMA REVISÃO DE ESCOPO

Sports activities have proven to be an important tool for the inclusion of children with disabilities. However, few studies highlight how the motor skills of children with disabilities develop. This study aimed to identify, through an scoping review, the contributions of Physical Education in schools towards the development of motor skills in children with disabilities. The study was conducted as an scoping review. The following criteria were used during the search process: a) databases: Scielo, Lilacs, and Google Scholar, b) keywords: physical education, motor skills, motor development, children with disabilities, c) publications between 2010 and 2024, d) studies focusing on children up to 12 years old. After applying these criteria, five articles were selected for full analysis. All selected studies were conducted in public schools in Brazil and involved children with conditions such as ASD (Autism Spectrum Disorder), Down Syndrome, cerebral palsy, spina bifida, blindness, dwarfism, and global developmental delay. The main tests used were: the Motor Development Scale, Portage Operationalized Inventory, Self-Perception of Competence Test, Bruininks-Oseretsky Test of Motor Proficiency, and the Test of Gross Motor Development (TGMD-2). Pre- and post-tests were used in four studies, which implemented intervention plans through case studies. The results indicated positive correlations, showing that multidisciplinary interventions addressing the diverse needs of children with disabilities could improve their motor domains. In conclusion, Physical Education in schools is an important tool that can contribute to the improvement of motor skills in children with disabilities. Received: 2024/09/04 Reformulated: 2024/10/11 Accepted: 2024/10/11

Digital learning technologies usage during Covid‐19 lockdowns

AbstractThe global impact of the Covid‐19 pandemic on school education has been unprecedented, with widespread school closures and the need for education to be delivered remotely. By providing an overview of the continuity of learning and teaching during the 2019–2021 academic years, this study aims to contribute to a better understanding of the impact of the pandemic on the use of digital learning technologies in Wales. This study links usage data from the Government's National Learning Platform (Hwb) to national administrative school records for all pupils in maintained schools. It employs a quantitative methodology to model the inequalities in digital learning technology usage. Multiple linear regression is used to quantify the factors associated with pupils’ use of the national learning platform before and during the pandemic, with a particular emphasis on school closures. The study's findings show notable differences in the level of learning platform usage across school sectors, with primary school pupils using the platform the most. Furthermore, school‐level teacher usage of the platform and household socioeconomic status are key factors influencing pupil usage. The analysis also reveals that levels of learning platform usage prior to the first school closure were associated with learning platform usage in the first school closure period, and usage in the second school closure period was also associated with usage in the first school closure period.

Teaching School Genetics in the 2020s: Why "Naive" Mendelian Genetics Has to Go.

Whereas Mendelian genetics is an important research program in the life sciences, its school version is problematic. On the one hand, it contains stereotypical representations of Gregor Mendel's work that misrepresent his findings and the historical context. This deprives students from gaining an authentic picture of how science is done. On the other hand, what most students end up learning in schools are extremely simplistic accounts of heredity, whereby alleles directly control traits and phenotypes, and thus exclusively depend on which allele an individual has. Such oversimplifications of Mendelian genetics as those that we still teach in schools were exploited by ideologues in the beginning of the twentieth century to provide the presumed "scientific" basis for eugenics. This paper addresses these problems of the school version of Mendelian genetics, which I call "naive" Mendelian genetics. It also proposes a shift in school education from teaching how the science of genetics is done using model systems to teaching the complexities of development through which heredity is materialized.

MODERN FORMS AND METHODS OF AESTHETIC EDUCATION OF PRIMARY SCHOOL STUDENTS IN THE PEOPLE’S REPUBLIC OF CHINA

With the deepening of the reform of China’s general education system and the popularisation of information technology, computer music software has become an essential component of music education in primary schools. The purpose of the article is to theoretically study modern forms and methods of aesthetic education of primary school students. The problems existing in general music education in China at the present stage are analysed, the important role of computer software in music lessons is explained, and ways and means of integrating information technology into the process of aesthetic education of schoolchildren are proposed.

Most Hampering Factors in the Implementation of Total Quality Management at Public Secondary Schools in South Africa

The study aims to investigate the most inhibiting factors to the implementation of Total Quality Management (TQM) at public secondary schools in the King Cetshwayo district of KwaZulu-Natal province in South Africa. The study adopted a posistivist paradigm and employed aa quantitative research approach in order to attend to the nature of the research problem and present numerical data. Three hundred (300) teachers and departmental heads were conveniently, but randomly sampled, and served with questionnaires to participate in the study. Empirical findings of this study revealed that the most factors hampering implementation of TQM at public secondary schools were the lack of resources/financial resources, failure by top management to create a suitable environment for quality improvement, lack of management skills, and poor commitment and philosophy to devise quality management strategies by top management. This paper indicates the suggested changes which the Department Basic Education needs to implement to improve the quality of education in public schools. The proposed changes are: to train and capacitate school principals regarding the best TQM to be implemented. There is a need to resource and fund schools to ensure all TQM-related infrastructure and human resources are available for effective or successful implementation. Received: 23 March 2024 / Accepted: 30 October 2024 / Published: 05 November 2024