School Placement Research Articles

Knowledge, Attitudes and Practices of Adolescents in Schools on Sexual and Reproductive Health: Case of EL MOCTAR KONATE High School in BAMAKO

Introduction: In Mali, sexuality is a subject considered taboo and parents often find it difficult to communicate with their children on this subject. The general objective of this study is: to study the knowledge, attitudes and practices of adolescents attending El Moctar high school in Banconi Farada in commune I of the district of Bamako. Patients and Method: This was a descriptive cross-sectional study carried out with students from El Moctar high school in Banconi Farada in commune I of the district of Bamako. It was conducted during the period from April 26 to May 25, 2021, i.e. a duration of one month. All the pupils who gave their consent answered the questions mentioned on the survey sheets. We used SPSS version 20.0 software. Results: The analyzes showed that boys were more likely to participate in our study with 62%. During the survey 43.2% had started sexual intercourse, only 22% of these only active students knew about condoms during their first sexual intercourse and 70.6% had never used condoms. Half of the students questioned do not know about STIs with 52%, the majority knew about HIV/AIDS, ie 91%, more than half did not know about cancer of the cervix, ie 59% of the students surveyed. Among sexually active girls at least 8.8% have a pregnancy and 85.8% of these pregnancies were unwanted. Among the students surveyed, 73% had heard of Family Planning (FP), among them only a few used FP methods and the frequently used methods are condoms, injectables and jadelle. Conclusion: In conclusion, this study, which took place in a private high school in commune I of the district of Bamako, gave us the opportunity to study in general the level of knowledge, attitudes and practices of adolescents in terms of sexual health and reproduction, specifically to describe their socio-demographic characteristics, determine the level of knowledge, their attitude and practice in matters of sexual and reproductive health. The majority of adolescents, about 52% do not .....

Spaces of change: Everyday gender activism through near‐peer gender and sexuality workshops with young people in the UK

AbstractThis paper explores ‘near‐peer’ gender and sexuality workshops taking place in UK secondary schools in support of the nationally required relationships and sex education curriculum. In line with UK law, these workshops promote respect, kindness and communication in a framework that explicitly validates LGBTQI+ identities, relationships and family structures. Based on interviews with 24 gender workshop facilitators, we explore the kind of practices that are needed to create spaces in which young people can openly reflect on their views about gender and sexuality, and advance the above‐noted goals of promoting respect, kindness and empathy for people of all genders and sexualities. We argue that gender workshops constitute an important and under‐explored space of ‘everyday’ activism. We further argue that through practices of atmosphere curation and the near‐peer relational dynamic between facilitators and participants, these workshops create valuable spaces for young people to critically reflect on their views and attitudes about gender and sexuality in a way that does not exist elsewhere. This work extends understanding about the kinds of spatial practices that might be needed to bring forth more positive gender cultures, and deepens our understanding about the experiences and functioning of ‘everyday’ work for social change that takes place outside of ‘high profile’ activist sites such as marches, demonstrations and protests.

Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures

This article focuses on how the correction practices of pre-service teachers change over a one-year period. This multimodal, longitudinal conversation analytic study is based on recordings of 22 EFL (English as a foreign language) classes taught by two pre-service teachers in lower secondary schools during their initial and final school placements. Several changes in the correction practices were observed in the final school placements: the pre-service teachers (1) used teacher-initiated student self-correction more frequently, (2) displayed no verbal orientation and less visual orientation to the teaching material, and (3) engaged more in clueing and pointing at inscriptions on the board. These findings document a shift from a rather mechanistic orientation to the teaching materials during the initial school placement to an orientation to the underlying structures and knowledge, and thus student understanding, during their final school placements.

The contrasted evolution of cycling during youth. Determinants of bicycle ownership and use

Cycling during youth is characterized in many countries by two trends: its decline over the course of several decades (termed the generation effect) and its decline over the life course of individuals (the age effect). This paper addresses the age effect through a survey carried out among young people aged 12–20 (n = 1,358) in a Swiss city. It goes beyond the cyclist/non-cyclist dichotomy and identifies several cases in terms of skills (ability to ride a bike), access (ownership of a bike), and uses (reasons for and frequency of cycling). While most young people (98%) learned how to ride a bike as a child, an important minority do not continue cycling beyond childhood. Among those who continue, the use of the bike often changes over time to become less utilitarian and more recreational and occasional. The main determinants explaining cycling practices among young people are socialization (the parents’ cycling practices and level of education), gender, and the spaces of everyday life (place of residence and school). The results point to several levers to foster cycling among young people, to anchor sustainable mobility practices for years to come.

Inquiry-Based Science Teaching and the Development of Teaching Knowledge in Amazonia

Background: In the face of investigations on how Amazonia is presented in textbooks (TBs), it is clear that there is a limitation in approaching this topic, as it is loaded with stereotypes disregarding socio-environmental issues. Objectives: To understand how teaching knowledge is mobilised by teachers from a formative activity centred on investigative teaching sequences in the Amazonian context. Design: With this in mind, we started with an action research. Setting and Participants: It took place in a municipal school in Ananindeu/PA, with the participation of all teachers who worked in the initial years of elementary school of this institution, a total of five teachers, aged between 28 and 49 years. They are the only members of the teaching staff serving the eight classes at the school, in the morning and afternoon shifts, all with a background in pedagogy and at least one specialisation. Data collection and analysis: We used semi-structured collective interviews, recorded in audio and video, which were later transcribed and analysed through content analysis, carried out in three stages: 1 - Pre-analysis, 2 - Exploration of the material and 3 – Treatment of results and interpretation, based on the theoretical framework adopted in the investigation Results: We understand the mobilisation of teaching knowledge in the construction of Investigative Teaching Sequences (ITSs) aimed at the Amazon context, as a viable alternative, since textbooks disregard the reality of Amazonia, making it invisible throughout its entirety complexity. Conclusions: In this sense, the proposition of inquiry-based science teaching through ITSs focused on the Amazonian context favours overcoming this regional neglect. Therefore, teachers and students can start with an investigative process that takes into account relevant and significant themes for both.

The Long-Term Consequences of Childhood Maltreatment for Adult Survivors: A chronic price to pay

Child abuse reports are made every ten seconds in the United States, a country with one of the poorest records among industrialized nations, reports an average of five children dying daily due to abuse and neglect in 2019. This literature review furnishes a synopsis and essential analysis of child maltreatment, including abuse and neglect, and examines its numerous processes and complex effects on individuals, families, and society. Childhood maltreatment can include physical, sexual, and emotional can lead to Adverse Childhood Effects (ACE). These effects may have a detrimental impact on one's development, social skills, immediate and long-term physical well-being, mental health, and mortality. Although parents and caregivers determine their children's rearing practice, there must be procedures in place for medical professionals and schools to intervene when childhood maltreatment occurs. Moreover, the definition of abuse and state laws vary; therefore, there is a necessity for universal designations as to what entails maltreatment and abuse, and deterrents must be put in place federally to reduce childhood maltreatment.

A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland

ABSTRACT Recent policy in Ireland enhanced the position of school placement in Initial Teacher Education programmes. This paper considers how care ethics has a vital role in sustaining the goodwill of the cooperation and guidance from professionals who mediate the school placement setting, noting values of reciprocal caring in placement mentor-mentee roles similar to studies from the international community. Using a qualitative approach, 38 Irish primary and post-primary cooperating teachers were interviewed during this cross-sectional study in order to ascertain insight into the lived experience of classroom teachers during school placement. Participants acknowledged the cooperating teacher role as professionally demanding, a rewarding experience, but also crucially linked to a duty and care premise. Participants show an emplacement of being within a moral dilemma symptomising a moral madness. Recommendations include enhanced collaborative policy development, an understanding of care in such policy, and a national approach to continuous professional development of cooperating teachers.

SWOT analysis for non-formal education through environmental volunteering involvement in Non-Profit Organizations

In the last ten years of economic and fiscal crisis, Non-Profit organizations across Europe provide a very important service through volunteering in relation to environmental education. Their role is mainly attributed to the use of non-formal education practices, which take place in schools and in local communities. Non-formal environmental education deals with a large audience and is focusing on increasing awareness, knowledge, skills, and actions of individuals and groups targeting environmental sustainability. It requires incorporating specific methodologies that cover environmental education objectives, various teaching methods, and evaluation techniques. The involvement of volunteers from different educational backgrounds creates the need for specific management and strategies. To determine the challenges and benefits of volunteering in Cyprus, a SWOT analysis was performed. Data was collected from various non-governmental organizations (NGOs) through questionnaires. Data collected revealed interesting and valuable results. Volunteers coming as placement from another European country for 3-12 months are highly committed, dedicated, and enthusiastic in relation to the weak youth voluntary participation of locals. Nevertheless, economic, social, and environmental opportunities indicators were collected which can be used for designing and improving future strategies. Furthermore, data showed that many Non-profits remain underfunded, understaffed, and unequipped. According to the survey, the non-formal education sector provided important support for the formal education system, leading to improved vertical integration from international policy to regional implementation. The findings show the potential of the informal sector to develop synergies in which the governmental sector may lack the ability to provide adequate educational resources to schools and communities.

Application of the Fattaqun Method in Learning to Read and Write the Qur'an at MTs Nurul Qur'an The Benchmark of Kraksaan Probolinggo

Educational institutions are a place for children to learn to acquire knowledge and develop various abilities and skills. Therefore, teaching in schools is an effort that is conscious, purposeful, systematic and directed at changing behavior or attitudes. Changes in behavior can occur when the teaching process takes place in schools. Islam is a way of life. Therefore, the ability to write, read, understand, and at the same time live up to the contents of the readings of the Qur'an, especially in schools brought by religious institutions or general education, such as junior high schools (SMP) and Madrasah Aliyah schools (SMA) are very important in improving the morale of students. Therefore, as parents at school, teachers should pay attention to and be responsible for the development of students' understanding. Because a child's development is largely determined by the education and experience he goes through. Studying the Koran is actually not too difficult, as long as there is a will and effort to learn it, you will definitely be able to read and understand the Koran well, Allah has guaranteed its convenience. for people who study the Koran. The fattaqun method was developed by the BISMI (Intensive Islamic Guidance) institution based in Bandung. This method provides teaching so that those who cannot read the Koran can easily learn to read the Koran and can recognize the rules of tajwid science and the art of reading the Koran. This method is still not widespread in society, it is still used in institutions, education and Islamic boarding schools. It should be noted that lately there are many Qur'anic learning methods that have developed in society, and each of these methods has its own characteristics, in terms of objectives, selection of teaching materials, sequence of teaching material (Gradation), indicators of completeness, objectives, teaching techniques and evaluation techniques.

초중고 영양교사의 근무시간과 학교 배치 기준 제안 연구

The purpose of this study is to analyze the working hours of nutrition teachers to suggest the school placement criteria. the results are as follows.
 First, as a result of analyzing the working hours answered by a total of 3,565 nutrition teachers, it was found that nutrition teachers worked an average of 11.14 hours a day. Nutrition management occupied 6.17 hours (55.38%), administration 3.46 hours (31.04%), and education and counseling 1.51 hours (13.59%). Second, there was no difference in working hours among elementary, middle, and high schools, but nutrition teachers working in large cities had longer work hours than nutrition teachers working at schools in towns and villages. Third, as the number of classes increased, daily working hours of nutrition teachers increased, and nutrition teachers working at schools with 36 or more classes showed more working hours than those working at smaller schools. Accordingly, it would like to suggest more than 36 classes and more than 750 students as the main criteria for increase and support of nutrition teachers.

Feminized forced migration: Ukrainian war refugees

This paper looks at war-induced migration flows from Ukraine to Poland and Germany in 2022 to understand who is migrating and the challenges they face. Data were collected in the spring and summer of 2022 through survey questionnaires and interviews. The results of the research reveal that a) this wave of migration from Ukraine is overwhelmingly female; b) women are often migrating with children, which makes arranging appropriate childcare and school placement essential to their entry into the destination workforce; c) Ukrainian labor migration patterns before the war have had a significant impact on current flows; d) Ukrainian refugees to Poland and Germany often want to be able to travel regularly back to Ukraine; this affects their willingness to apply for temporary protection schemes that oblige them to remain in destination countries, which in turn makes it difficult to precisely quantify the number of refugees in a given country.

How school placement and parental social capital influence children’s perceptions of inclusion in school. A survey of Norwegian children with physical disabilities

ABSTRACT The study analyses variations in school well-being, social inclusion, and academic self-concept in a population of Norwegian children born with a physical disability (N = 311). Overall, the children reported positive experiences regarding their social and emotional inclusion in school but tended to have a more negative experience of their academic self-concept. About half of the sample received special education in segregated settings, either within ordinary schools or in special schools. These children were characterised by a negative academic self-concept, and struggled with gaining acceptance from their peers. Children of mothers with high scores on social capital felt more included in terms of well-being and social inclusion. Controlling for severity of condition and other socio-demographic factors, the degree of placement in ordinary school settings was by far the most important determinant. These negative influences must be acknowledged and weighed against the benefits in discussions on the continuation of segregation practices.

Expanding and resisting - choreographing relations through performative stop-moments as an emerging choreographer-researcher-teacher in dance

ABSTRACT In this article I inquire into choreographic-pedagogic stop-moments, identified through bodily felt intensities and affects, in the Bird project. The Bird project was a collaborative dance project that took place in an elementary school in Norway in 2020, where, as a choreographer-researcher-teacher, I cooperated with the teachers and pupils in the third grade. I bring out my own doubts and preconceptions from former choreographic projects as a starting point for the inquiry and ask: How do stop-moments from the collaborative Bird project work perform my emerging practice as choreographer-researcher-teacher? I explore this question inspired by the methodology of a/r/tography and performative inquiry, as well as the theoretical landscape of agential realism and the expanded notion of choreography. The diffractive analysis of two affective and bodily felt stop-moments has led to the creating of entanglements between theory and practice in choreography, research, and teaching, which expands my emerging practice as a choreographer-researcher-teacher.

Analysis of accessibility to public schools with GIS: a case study of Salihli city (Turkey)

ABSTRACT In many parts of the world, students face problems, such as the education system, services offered in education, educational programmes, etc. According to previous studies, some of these issues are related to inequalities caused by difficulties in accessing schools. Some of these problems for students are related to commuting distance to school. Past studies have shown that commute trouble and commute distance can cause problems in academic achievement of students, social and physical development. Therefore, this research aims to apply the Spatial Plans Construction Regulation (SPCR) to the Salihli District to test issues with pedestrian transportation to public schools. The results demonstrate a problem of pedestrian access of kindergartens and primary school. When the school locations are examined by network analysis via ArcGIS 10.2 software, it has been determined that the inadequacy of these schools in terms of provision creates a problem. The findings of this study provide useful information for city planners, educators, and school administrators. Knowing which parts of the city are problematic in terms of access and at which school levels there are problems can be used when constructing a new school place and determining the hinterland of the schools and contributes to reducing inequalities in accessibility.

Teachers’ views of Future-Oriented Pedagogy as part of inquiry-based molecular biology teaching in high school biology laboratories

ABSTRACT Integrating genetic engineering and molecular biology lab activities into open inquiry-based teaching is an innovative, unique process that has taken place in Israeli high schools since 2018, becoming part of biology studies for 11th- and 12th-grade students. Engaging these students in lab techniques and practices in this field enables them to deal with the often-abstract concepts of the molecular world, enabling them to address questions currently at the forefront of science and make their learning relevant to the 21st century. The study aimed to examine teachers’ views of how molecular biology inquiry activities in high school can incorporate and promote Future-Oriented Pedagogy (FOP). This pedagogy is a forward-looking model, based on six principles that inspire learning in the education system, focusing on the needs most relevant for 21st-century students. The study was conducted by analysing semi-structured interviews with teachers involved in this program and by observing teacher training days. The results indicate that this program facilitates the promotion of inquiry skills and enables the implementation of FOP principles. Our study has shown that bringing molecular technologies into the high school biology lab bears great potential in promoting FOP as part of open inquiry-based teaching.

The Effect of Hygiene and Sanitation on Customer Satisfaction in the Canteen of Trisakti Institute of Tourism, Jakarta

Canteen is a place in school or college that is used by the whole community at school to recess and eat their food. The person who in charge of managing the canteen should pay attention to the hygiene and sanitation and the food handlers in there. This study aims is to determine the influence of hygiene and sanitation on customer satisfaction in the canteen of Trisakti Institute of Tourism. The type of research is descriptive quantitative with questionnaire method and looking for influence between hygiene and sanitation on customer satisfaction. Total of respondents were 100 respondents. This research used SPSS program version 22 as a tool in processing data. From the result of correlation coefficient test equal to 0,388, relationship between hygiene and sanitation with customer satisfaction is low with positive linear relationship. While the result of determination coefficient test shows if the influence of hygiene and sanitation is 15%, the remaining 75% influenced by other variables that are not included in this study.

Does desegregation matter? A comparative study of school‐based social capital for university‐bound minority students in segregated and desegregated school contexts of Hong Kong

AbstractDespite national policies, de facto school segregation for racial/ethnic minority students in the West and East has continued to deepen. In Hong Kong, the segregated school system was abolished in 2013, while from 2004 reformed School Places Allocation Systems encouraged minority students to choose mainstream primary and secondary schools. However, de facto ethnicity‐based school segregation continues to prevail. Most minority students in the mainstream system are stuck in low‐status schools where they face discrimination and institutional exclusion. This has led many of them to retreat to a limited number of schools that have traditionally catered for minority communities. Such segregation calls forth scholarly attention to the paradoxical correlation between the physical mixing of diverse students and equality of educational opportunity, especially equal access to post‐secondary education (PSE)—a key for minority youth to function in the competitive labour market. This study employed the theory of school‐based social capital (SBSC) and compared the ways in which PSE‐relevant institutional resources and support were rationalised and enacted by staff in de facto segregated and desegregated school contexts. Case studies of two secondary schools lead us to argue that desegregation is only effective when institutional structure, culture and agents empower minority students through access to instrumental resources and support for the pursuit of PSE. The findings confound the desegregation policy and call for structural/institutional interventions to ensure instrumental SBSC is accessible to PSE‐bound minority students in all schools, and thus increase the effectiveness of school desegregation.

Problematising Irish student-teachers’ (dis)engagement with sociology of education in initial teacher education programmes

In this paper, we argue that the foundation disciplines have experienced increased marginalisation within initial teacher education (ITE) in Ireland, even though they are acknowledged in policy, curriculum, and programme development. This marginalisation has occurred because of several developments. The reconceptualisation of ITE in Ireland in 2011, foregrounded a more practice-orientated approach which we argue has contributed to a more ‘mono-dimensional conceptualisation’ of teacher education (Winch et al., 2015). The continued division between the foundation studies and school placement has not helped the ‘cause’ of foundation disciplines, particularly as students are not afforded the opportunity to regularly integrate their learning and foundation studies are not assessed as part of the school placement experience. Drawing on a quantitative study of student teachers in one Irish ITE college, this paper explores their engagement with, and attitude toward sociology and most especially their application of sociological theory in practice. The study found that while students understand sociological concepts, and its importance in education, they do not embrace the transformative potential of sociological concepts for their own identity as a teacher or engage in any meaningful way to interrogate systematic inequality in either education or society. Our findings suggest that ITE students do not have the opportunity to engage in the deep conceptual analysis that is required to implement fully inclusive and culturally responsive pedagogies, a necessity in teh face of a diverse society and homogenous teaching population. The data suggest that students have a utilitarian approach to sociology as a non-pedagogical discipline, and this has repercussions for both the teaching of sociology of education and for students own professional development. We need to reassert the value of the foundation disciplines, particularly sociology of education, as an important pillar of ITE students' professional development. It is incumbent upon foundation discipline teacher educators to reclaim their space, by highlighting the disconnect between theory and practice, and by creating authentic space for students to develop and employ a sociological lens in their journey to becoming open-minded, empathetic and culturally competent teachers.

Challenges in creating value in the pre-service teachers’ journey from learning to implementing student-centred approaches: an ethnographic study along a two-year PETE

ABSTRACT The present study's purpose was to comprehend the internal dynamics of the social learning interactions inside a Physical Education Teacher Education (PETE) programme where pre-service teachers (PST) were learning and implementing student-centered approaches (SCA). Specifically, this article draws on the Value creation cycles framework to unveil the education development challenges faced by PSTs inside of their PETE Social Learning Space. The context was a two-year PETE programme in Portugal. In year one, the participants were three university teacher educators (TE) and 25 PSTs. In year two, the participants were 3 PSTs (from the original year one class) in their school placement, one university supervisor (US), and one cooperating teacher (CT). This study was an ethnography with a two-year longitudinal design. Data were collected through the ethnographer's participant-observations, meetings of the PSTs with the mentoring team (TEs, US, CT), and the ethnographer's field diary, reflexive log, and audio recordings. Data analysis involved the constant-comparative grounded theory method. The analysis resulted in understanding the challenges faced by PSTs while working in contexts of possible development of social learning spaces. Accordingly, findings explore the development of PSTs throughout the two years of the programme by analysing their involvement in each cycle of value creation: the PSTs’ work group social dynamic; their experiences of peer-teaching SCAs before school placement; PSTs’ intentions about implementing SCAs; the individualisation of PSTs learning process; relationship dynamics with stakeholders (TEs, CTs, and US); and, the lack of practical examples of SCAs implementation in the host school. The analysis of the value creation cycles encourage PETE programmes to invest in understanding the development of social learning spaces, before introducing them in programme policy, by acknowledging the importance of developing a mechanism of analysis and follow-up of its development.

Perceptions of practicum actors in the primary teacher education practicum program

This study looked at the perceptions of the three practicum actors (prospective teachers, placement school teachers (mentors), and teacher educators (tutors) of the primary teacher education practicum program of the Amhara Region, Ethiopia. To that end, a mixed methods approach with a concurrent design was utilized. The quantitative data were collected from randomly selected 799 participants (290 prospective teachers, 252 placement school teachers, and 257 teacher educators) using a survey questionnaire; while the qualitative data were garnered using interviews and focus group discussions from 60 practicum actors. The data were analyzed quantitatively using mean, standard deviation, one sample t-test, and one-way ANOVA and qualitatively using descriptions and narrations. The findings revealed that although teaching practicum is supposed to be an imperative aspect of teacher learning that is instrumental to putting theories into practice, the overall perception of the three practicum actors was lower than the expected level. By far, student teachers’ and placement school teachers’ level of understanding of the basic assumptions of practicum in line with the reflective practitioner model of teacher education was minimal. Knowledge is still considered as transferring from the teacher to students, learning as receiving, and teaching as a process of transferring knowledge. Hence, continuous awareness creation on the basic assumptions of the reflective practitioner model of practicum and its core values is required. Besides, there should be a structure formed carefully of experts in teacher education to lead the program through strong school-college link and collaborative work of the hosting schools and teacher education colleges.