Perceptions Of School Research Articles

The Effectiveness of the Say-Something Anonymous Reporting System in Preventing School Violence: A Cluster Randomized Control Trial in 19 Middle Schools

ABSTRACT We examined the effectiveness of the Say Something Anonymous Reporting System (SS-ARS) program in improving school safety in a cluster randomized control trial among over 700 students in 19 middle schools in the Miami-Dade County Public Schools. The SS-ARS is a program that emphasizes youth engagement and trains youth to recognize warning signs of possible harmful behaviors and to safely report potential threats. We compared 3-month posttest reports of students’ self-efficacy and intention to report warning signs and 9-month posttest perceptions of school and exposure to school violence in treatment versus control schools. Results show that SS-ARS improved both 3-month and 9-month self-efficacy and intention to report. The intervention also promotes perceptions of school safety and reduced violence exposure at 9-month posttest.

Students' "COVID-19" and "school" perceptions in the pandemic.

This study aims to reveal high school students’ perceptions of COVID-19 and schools in the pandemic process through metaphors. In the study, phenomenology research design based on the qualitative research method was used. The study was carried out with the participation of 134 students at all grade levels from high school. The data were analyzed by content analysis. The metaphors were categorized according to their similarities, and their frequency values were calculated. Seventy-six metaphors and eight categories about COVID-19 were reached, and “flu,” “prison,” and “snake” are the metaphors that have the highest frequency values. They explained the metaphors by making associations with the disease, fast-spreading and damaging things. In the COVID-19 process, 78 metaphors and eight categories were found out for the school. Based on the metaphors created by the students, suggestions were made depending on the research results. It was determined that students had negative perceptions about the COVID-19 pandemic and the school in this process, and it was suggested that this could be eliminated again with educational activities.

Pitfalls and Inequalities Complicating the Pursuit of Passion

Pursuing passion for work is highly valuable to both employees and their organizations. However, many employees struggle to pursue and maintain their passion over time, a challenge which may be exacerbated by underlying inequalities. The papers in this symposium demonstrate the pitfalls and underlying inequalities which complicate the pursuit of passion. Across four presentations, we show that (1) the experience of passion is fundamentally self-limiting, that (2) employees do not give up on a job with poor working conditions because of their passion, (3) gender inequalities in the household place an additional burden on women’s pursuit of passion, and (4) mid-performing passionate men are better evaluated than mid-performing passionate women. Together, these presentations recast our understanding of passion, demonstrating that passion can at times drain employees, and may even exacerbate underlying inequalities. Challenge of Maintaining Passion for Work Over Time: A Dynamic Perspective on Passion and Exhaustion Presenter: Joy Bredehorst; Boston Consulting Group Presenter: Kai Krautter; Harvard U. Presenter: Jirs Meuris; U. of Wisconsin-Madison Presenter: Jon Michael Jachimowicz; Harvard Business School People that Give Up on a Passion Overestimate the Negativity of Observers’ Judgments Presenter: Zachariah Berry; Cornell U. Presenter: Brian J. Lucas; Cornell U. How Daily Passion-Fueled Increases in Working Hours Exacerbate Gender Inequality Presenter: Kai Krautter; Harvard U. Presenter: Megan Gorges; Harvard Business School Presenter: Zachariah Berry; Cornell U. Presenter: Sarah Ward; U. of Illinois at Urbana-Champaign Presenter: Jon Michael Jachimowicz; Harvard Business School Perceptions of Passion Boost the Status and Potential of Average-Performing Men Only Presenter: Joyce He; U. of California, Los Angeles Presenter: Celia Moore; Imperial College Business School

Customer satisfaction assessment and brand perception of a football school

The general objective of the study is to determine and analyze the perception of the brand of this club for its customers. The specific objectives are focused on: identifying and characterizing the sports organization's customers and building personas that allow the creation of personalized content; select dimensions of the service provided and assess consumers' perception; identify the value given by customers to the addition of new services. The results of the study offer a different perspective from previous studies, from the point of view of parents, who show greater interest in their students practicing a sport and are simultaneously looking out for their health and well-being, than precisely because they aspire to for them a career in football. Therefore, clubs should pay attention to this trend and try to respond to them. These principles apply both in Portugal and internationally, where opportunities, in financial terms and in terms of raw talent, present themselves as important growth prospects for the sports projects of Portuguese football clubs. To this end, the importance of developing and disseminating a differentiating brand, centered on customer needs, with quality and visible results is highlighted, allowing for an increase in the club's reputation and the opening of more football schools.

A psychoeducational intervention for teachers about bullying behavior prevention among secondary school students

BackgroundBullying among peers in schools is a significant public health problem that contributes to unhealthy outcomes for those who bully or are bullied.AimThe aim of the study is to evaluate the effect of a psychoeducational intervention for teachers about bullying behavior prevention among secondary school students.ResultsThe present study shows that there is highly statistical significance between total intervention regarding bullying at school and total bullying perceptions post-psychoeducational intervention.ConclusionsIt is important for teachers to receive a psychoeducational intervention from time to time to help them teach students how to solve their problems that can redirect potentially negative or passive behaviors to positive problem-solving and leadership skills.

Partnering with immigrant families to promote language justice and equity in education.

Despite USfederal legislation mandates institutions to provide meaningful access and participation to students and families in educational settings, culturally and linguistically diverse (CLD) families and caregivers of children in special education experience cultural and linguistic barriers. A Community Advisory Team (CAT) of parents, advocates, community interpreters and translators, researchers, and teachers explored CLD families' experiences and advocacy efforts. Critical bifocality and circuits of dispossession, privilege, and resistance informed the documentation of inequities and resistance to understand the linkages of structural arrangements of power. Focus groups with families (n = 21) speakers of Spanish, Portuguese, and Cantonese were conducted. Findings indicate perceived discrimination, poor and inadequate interpretation and translation services impact children's access to special education services, hinder family's communication with schools and reduce the perceptions of schools as trustworthy institutions. Families advocate relentlessly for their children and recommend schools listen to families and hire culturally and linguistically competent interpreters and translators. Community psychologists can make significant contributions to promote language justice in education settings through participatory approaches to inquiry that value CLD families' knowledge and expertise.

Prospective study on the attitude toward school of secondary school students in the post-pandemic period

This paper is aimed to study the attitude of secondary school students towards school. The research was conducted on a sample of 437 secondary school students and 42 teachers, who teach them. Students were given a questionnaire to identify their attitude towards school from five perspectives: students' self-perception from an academic point of view, students' attitude towards the school itself, attitude towards teachers, the importance they attach to goals, motivation, and self-regulation. Group interviews with teachers explored the relationship between teachers and students, how teachers relate to students, how they perceive students, how school assessments are done, how they provide feedback to students, as well as issues of improving students' attitudes towards school. The results of the study revealed certain associations between students' attitudes towards school and teachers' perception of it.

Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From Classmates

Besides educational results, a comprehensive view of childhood should include children’s opinions on their well-being in school. The objective of this study is to determine whether school subjective well-being of children varies according to the school they attend, which would justify identifying related factors (school perceptions, individual affection, and socioeconomic composition). The 3,962 answers of children from Barcelona (Mage = 10.74) in 2017 to the International Survey of Children’s Well-being are analysed. The multilevel analysis shows that classmates play an essential role in school experience: in those schools where more children are very satisfied with their life as students, children have more confidence in receiving support from their classmates if they have a problem and feel less stressed. This has important implications for learning, coexistence, and participation. As the impact of social inequalities on school experience has not been identified, research focused on schools facing situations of social vulnerability is required.

How Far to Go? Community Influences on Youth Educational Aspirations in Rural, Resource-Dependent Places

Rural communities in forested regions across the United States are in the midst of a transformation driven by a complex mixture of economic, policy, and demographic dynamics. This research examines, through survey results, rural youth educational aspirations in two forest-dependent regions and the role that perceptions of the local school, perceptions of community, and views on economic trajectory play in shaping rural youths’ aspirations. Although school perceptions, school and community engagement, grades, and identifying as a girl were positively related to educational aspirations, community perceptions were negatively related. These quantitative findings highlight the contradictory role that higher education may play for those who must choose between education and their families and home and reinforce similar findings from qualitative research on rural youth.

Percepção dos alunos do ensino fundamental II de escolas públicas sobre o bem-estar de pets

The research aimed to evaluate the perception of elementary school II students about the well-being of pets in state public schools in the city of Manaus - AM. A questionnaire was applied to students in two state schools. A total of 223 students were approached, where 70.85% have pets in their home, being dogs, cats or even other species. Most of the interviewees acquired the animals as a gift or bought. They know that animals transmit diseases, but they do not take them to the veterinarian and do not vaccinate periodically. Therefore, the interviewees showed that they have basic information about the well-being of pets, but more work on handling domestic animals still needs to be done.

Percepção dos alunos do ensino fundamental II de escolas públicas sobre o bem-estar de pets

The research aimed to evaluate the perception of elementary school II students about the well-being of pets in state public schools in the city of Manaus - AM. A questionnaire was applied to students in two state schools. A total of 223 students were approached, where 70.85% have pets in their home, being dogs, cats or even other species. Most of the interviewees acquired the animals as a gift or bought. They know that animals transmit diseases, but they do not take them to the veterinarian and do not vaccinate periodically. Therefore, the interviewees showed that they have basic information about the well-being of pets, but more work on handling domestic animals still needs to be done.

The Effectiveness of Contextual Teaching and Learning Approach in Enhancing Indonesian EFL Secondary Learners’ Narrative Writing Skill

This study investigates the effectiveness of the Contextual Teaching and Learning (CTL) approach in enhancing Indonesian EFL secondary learners’ narrative writing skills and the perception of Indonesian EFL secondary schools toward applying the CTL approach. This study employed a quasi-experimental design with fifty-two eleventh-grade students as participants. The participants were divided into two groups; An experimental group received the CTL approach, and a control group received the conventional way. This study utilized a pre-posttest and perceptional questionnaire. Nonparametric tests (i.e., Mann-Whitney U test and Wilcoxon test) were run to analyze the data in this study. The Man-Whitney U test indicated a significant difference between the mean score for the experimental group with the CTL approach and the control group without the CTL approach (9.86 > 10.12). Meanwhile, the Wilcoxon test illustrated that the leading score of the pre-test (10.14) and the post-test (16.05) in the experimental group differ significantly. Implementation of the CTL approach through its components positively contributes to teaching narrative writing skills. Meanwhile, the perceptional questionnaires showed that the students' experiment group perceived the implementation of the CTL Approach positively. This study results render teachers’ insight into a practical approach to teaching writing to be able to teach narrative writing.

INTEGRASI MATERI KEBENCANAAN PADA JENJANG SEKOLAH DASAR DI KECAMATAN NGARGOYOSO, JAWA TENGAH

Karanganyar is an area that is prone to landslides, one of which is in Berjo Village, Ngargoyoso District. Educational integration is an effort to unify the process of changing one's attitudes and behavior in the eyes of the group in an effort to mature humans through learning. This study aims to determine the integration of disaster materials and educators' perceptions of each elementary school in landslide-prone areas, Ngargoyoso District. The approach used in this study is a quantitative approach using primary data through questionnaires and interviews. The sample technique used in this study used a purposive sampling technique with a research sample of 20 people divided into 16 teachers and 4 principals or 4 teachers and 1 principal at SD N 1 Kemuning, SD N 4 Kemuning, SD N 5 Kemuning, and SD IT Al-Hikmah. In this study, the importance of a teacher's perception of understanding disaster material to support efforts to reduce disaster risk and make fixed procedures for disaster preparedness in schools. The existence of educational knowledge in schools is expected to be an effective measure for the distribution of information regarding the integration of disaster materials. Keywords: Disaster, Materials, Integration

When Information Is Not Enough: School Choice, Segregation, and the Elusive Notion of Fit

Background: School choice models assume that parents and children have varied educational preferences and that catering to those preferences will result in superior educational experiences for all. Yet, we still know relatively little about how parents identify the best school “fit” for their children and families. This question is particularly important in the context of gentrifying urban districts, where school choice often serves to broaden and intensify school segregation at precisely the moment in which racial, ethnic, and socioeconomic school integration could be a real possibility. Objective: The purpose of this study was to better understand how parents determined the best school fit for their children within a competitive system of public school choice. Setting: The study was conducted in a diverse school district in Brooklyn, New York, in which families were required to rank their preferred middle schools and schools were required to rank interested students. This competitive choice model has the potential to match students and schools by educational fit when top choices align, but can also lead to greater academic stratification and racial, ethnic, and socioeconomic segregation. Participants and Research Design: Twenty-six parents from a range of social, economic, racial, ethnic, linguistic, and geographic locations and identities were interviewed over a 15-month period before, during, and after applying to middle schools for their children. The study’s longitudinal design captured parents’ shifting priorities, perceptions of school options, and notions of fit across time. Findings: Study participants’ school preferences shifted through time and were often constructed collectively. Parents sought out and accessed information about their options but, faced with too many uncertainties, also turned to others for guidance and assurance. Race, ethnicity, and class often informed parents’ perceptions of schools, but not uniformly. Notions of fit varied both within and across groups, and at times parents with similar backgrounds and stated educational priorities arrived at disparate school preferences based largely on perceptions constructed within their social networks. Conclusion/Recommendations: These findings suggest that offering families expanded access to and better quality information about their school options will do little to reduce the segregating effects of choice without also ensuring that schools are organized to address the diverse needs of students and families. Seeking to make all schools inclusive and pedagogically responsive to diverse learners will decrease some of the market efficiencies school choice has promised to deliver, but may offer an even greater social good by advancing the goals of integrated and equitable schooling.

Interparental Conflict Appraisals and Adolescents’ Maladaptation in Siblings: An Actor-Partner Interdependence Model

The aim of this study was to evaluate dyadic effects among siblings by testing an actor–partner interdependence model of associations between interparental conflict perceptions and children maladjustment. In particular, associations between siblings’ perceptions of interparental conflict properties, threat, and self-blame, and general, personal, school, and social maladjustment and adolescents’ family and sibling dissatisfaction were examined. The hypotheses of the study were analyzed through an Actor-Partner Interdependent Model. The sample was made up of 50 pairs of siblings recruited in Spain; older siblings’ mean age was 13.3 years (SD = 2.51) and younger siblings’ mean age was 10.4 years (SD = 2.33). The results emphasize the association between children’s and adolescents’ perception of interparental conflict and their own maladjustment (actor effect). However, the main novel contribution of this study is the analysis of partner effects for siblings in interparental conflict situations and the results highlight that they are greater for older siblings compared to younger siblings. Also, the results confirm the interdependency of siblings’ perceptions of interparental conflict properties, but also the independency of threat and self-blame feelings experienced by each sibling. Results and limitations of the study are discussed.

The validity of the residuals approach to measuring resilience to adverse childhood experiences

BackgroundResilience is broadly defined as the ability to maintain or regain functioning in the face of adversity. Recent work to harmonise the quantification and definition of resilience quantifies resilience as the residual variance in psychosocial functioning that remains after accounting for adversity exposure. However, there have been no published studies that have formally investigated the validity of this approach. Considering this, we examine the construct and predictive validity of the residuals approach using participants from the Avon Longitudinal Study of Parents and Children (ALSPAC), a multigenerational, longitudinal cohort study.MethodsWe regressed exposures of adolescent adversity on adolescent psychopathology scores using the Strength and Difficulties Questionnaire and obtained the residual variance. We investigated construct validity by analysing whether previously identified demographic and resilience factors significantly predicted resilience. Predictive validity of resilience was investigated by comparing the predictive power of resilience with other determinants of psychosocial functioning on two developmental outcomes: depressive symptoms at 18 years, measured by the Short Moods and Feelings Questionnaire, and NEET (Not in Employment, Education or Training) status at 17 and 23 years. The associations between depressive symptoms at 18, resilience, ACEs and covariates were tested using multiple linear regression. NEET status at 17 and 23 were run as separate binary multiple logistic regression models to test associations with resilience and known demographics previously associated with NEET status.ResultsSeven previously identified protective factors, including self-esteem, positive sibling relationship, temperament, and positive perception of school, significantly predicted resilience to adolescent psychopathology, thus providing strong construct validity. Resilience significantly predicted a reduction in depressive symptoms at 18 years, and significantly decreased the likelihood of having NEET status at both 17 years and 23 years, even after taking into account early childhood adversity and other risk factors. None of the socioeconomic factors were significantly associated with resilience.ConclusionsOur study demonstrates that the residuals method of operationalising resilience has good construct and predictive validity yet recommend replication studies. It has the potential to advance research into the mechanisms and modifiability of resilience.Trial Registration: Not applicable.

Adolescent perceptions of school before and after psychiatric hospitalization: Predicting suicidal ideation.

During the immediate period following psychiatric hospitalization, adolescents are at increased risk for suicide attempts and rehospitalization. Because most adolescents return to school during this time, school-related experiences are important considerations during the transition from inpatient hospitalization. This study sought to understand how adolescent perceptions of school may change following hospitalization, and how these changes may predict recovery from a suicide-related crisis. Participants included 155 adolescents (Mage = 15.2 years; 68.6% female, 65.4% White; 14.7% Hispanic/Latinx; grades 7-12) hospitalized for a suicide-related crisis assessed 3 weeks and 6 months following discharge. Results from Latent Change Score models indicated a worsening of perceptions of teacher relationships (mean change (Δ) = 1.52), connectedness to learning (Δ = 1.55), parent involvement (Δ = 1.82), and academic satisfaction (Δ = 1.34), as well as higher frequency of perceived bullying victimization (Δ = 0.71) following hospitalization. Poorer perceptions of teacher relationships and higher frequency of perceived bullying victimization during hospitalization (β = 0.31 and 0.34), as well as worsening changes of teacher relationships and increased frequency of perceived bullying victimization following hospitalization (β = 0.48 and 0.41) were associated with higher levels of suicidal ideation severity 3 weeks following discharge. Poorer and worsening perceptions of teacher relationships were associated with higher levels of suicidal ideation intensity at 3 weeks (β = 0.37 and 0.54). Poorer perceptions of connectedness to learning during hospitalization emerged as a significant predictor of higher levels of suicidal ideation intensity 6 months following hospitalization (β = 0.20). Results reinforce the importance of fostering positive adult relationships and preventing bullying both prior to and immediately following psychiatric hospitalization. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Determination of the Biomimicry Perceptions of Middle School 7th Grade Students through Drawings

Purpose: The aim of the study is to identify the technological products that middle school 7th grade students intend to designinspired by the characteristics of animals through drawings.Design/Methodology/Approach: Case study, one of the qualitative research methods, was used in this research. The study isconducted in a middle school in the city center of Samsun. The participants of the study consists of 30 students (18 girls, 12boys) studying in the 7th grade of the related school. The worksheet “I choose it myself, I design it myself” was used as datacollection tool. According to the worksheet, students were asked to draw the technological products they thought to design,inspired by the characteristics of the animals, as a picture. Content analysis was used in the analysis of the data of the study.Findings: When the drawings of the technological products made by the students were examined, it was observed that theywere mostly for the designs of military vehicles. It can be stated that the students were impressed by the war games theyplayed on the internet and the war images they saw in the media. In addition, it was determined that students made designdrawings of land vehicles and many technological products that they can use in daily life.Highlights: In the study, it is thought that the students developed their different skills with the technological products theythought to design by detailing the characteristics of the animals they were inspired by and interpreting their own ideas withthe theoretical knowledge they learned. It is important for students to be individuals who are interested in living things theyencounter in daily life, can use science and technology, produce, question and grow up as science literate. Therefore,biomimicry applications can be increased in STEM education. Thus, students can be enabled to design real technologicalproducts inspired by living things.

What School Counselors Say: Training Needs for Preventing Child Sexual Abuse

The goal of the present study was to understand the current needs of school counselors for preventing child sexual abuse. The need assessment study was carried out with a focus group sample. The participants were school counselors who work in various types of schools. The researcher contacted the school counselors and invited them to participate in the research. During the focus group meetings, the researcher collected the data through audio recordings and later transcribed them. Content analysis was used to generate codes, and codes were grouped into subthemes, which were used to identify themes. Focus group data were categorized according to three themes: 1) the perceptions of school counselors’ role in preventing abuse; 2) the issues that school counselors' feelings of inadequacy in preventing abuse, and 3) the recommendations for the future prevention programs. Based on the results of the study, school counselors had limited theoretical knowledge and professional competence regarding child sexual abuse. The results also revealed that some prevention programs in Turkey were available but insufficient to meet the needs of school counselors. Moreover, the researcher discussed implications for future research and practice were discussed.

Easing Transitions of Military Dependents into Hawaii Public Schools

Over 15,000 military dependent students attend Hawaii public schools, about 8% of the total studentpopulation. The transition to Hawaii schools has been identified by many military familiesas a challenge and one more difficult than other transitions their families have made. A generallyacknowledged negative perception of Hawaii public schools among the military communityworldwide does nothing to ease this transition, especially when schooling ranks near the top ofmilitary families’ quality-of-life issues. Other factors that have made the transition difficult includecultural differences and some local school policies. This study draws on the following: federallyfunded research and programs to ease school transitions for military dependent students,five years of customer satisfaction surveys done with military families in Hawaii, and descriptionsof the numerous programs and activities underway in the state. These programs and activitiesare sponsored jointly by the military and the Department of Education to welcome militarydependent students into the public schools and provide them with a quality education. From abroad overview of the situation for military dependent students worldwide, this study hones in onefforts in Hawaii and the connections to the research literature including Invitational Education(IE). The study includes a description of the prevalence of IE at the University of Hawaii and itscongruence with Hawaiian values as well as with the research on school connectedness that underliesmuch of the national-level effort at easing military student transitions.