School Placement Research Articles

Parent Perceptions of the Effects of Early Intensive Behavioral Interventions for Children with Autism.

The current study aimed to understand parents' perceptions of the effects of early intensive behavioral intervention (EIBI) based on the principles of applied behavioral analysis (ABA) and the lasting outcomes for their children with Autism spectrum disorder (ASD). In particular, this study sought to examine parent perceptions of the relationship between the intensity of ABA interventions and current autism symptom severity, adaptive functioning, and school placement. The current study employed a convergent parallel mixed-methods design, which consisted of collecting, analyzing, interpreting, and combining both quantitative and qualitative data. Overall, results suggested that the intensity of previous ABA interventions was a unique predictor of current school placement. Additionally, results suggested that the intensity of previous ABA interventions was a unique predictor of adaptive skills, which was supported by parent interviews. However, the intensity of previous ABA interventions was not a unique predictor of current autism severity. Parent responses to interview questions revealed the imperative nature of the interventions and their effect on service delivery for their children with ASD. Overall, this study provided an increased understanding of parents' perceptions of the effectiveness of EIBI, which in turn may be central to understanding service utilization.

School Choice (And Diversity) in the UK since 1944: Continuity, Change, Divergence and School Selectivity

ABSTRACT This paper focuses on school choice and diversity in the UK (England, Wales, Scotland and Northern Ireland) in historical context. Drawing on primary and secondary documentary sources it assesses continuity, change and divergence, before addressing existing diversity and school choice, and academic outcomes. The 1944 Education Act and associated legislation established, in each country, a system of state-funded church and state schools, comprising, academically selective (grammar) and non-selective secondary schools, with test scores determining whether the child was allocated to a selective or non-selective school. The paper argues that there has been broad continuity in Northern Ireland, whilst from 1965 England, Wales and Scotland diverged when school systems were reorganized – to a greater or lesser extent – along comprehensive lines. From the 1980s, parental “choice” (and diversity) policies were implemented in all countries, albeit differently. It is argued that existing school diversity across the UK is associated with distinctive histories and political ideas, and with varying levels and types of school selectivity and social segregation. Furthermore, the institutional rules regarding who is prioritized for a school place in the event of oversubscription – particularly in the case of selective and religious schools – can constrain parental choice as they enable schools to “select in” and “select out” certain students. Whilst improving educational standards was a key goal for the Conservative government when it introduced market-oriented reforms in England, evidence points to improved academic outcomes being related to changes in assessment policy.

The Contribution (Place) of Evening Schools to the Educational Landscape of Cameroon: Curriculum Design and Performance Issues

This paper seeks to examine the place and contribution of evening schools in the Cameroonian educational landscape which has been often neglected or given less attention despite the significant contribution over the years in contributing to the education of many people who, for one reason or another, may not be able to attend the day or regular classes. This paper will therefore highlight the cornerstone this mode of education plays in the life of the country and other learners and on the other hand, it seeks to prove other aspects like the need for a new and consolidated curriculum which can enhance the performance of learners which has not been the best in recent times as far as the English language is concerned and possibly propose solutions to salvage the situation. The research goal of this work is to find out whether a newly designed innovative English syllabus that takes into consideration the needs and learning conditions of evening school students will lead to sufficient improvement in the results of the English Language paper. The research uses the experimental design involving a control experiment where a new and innovative English Language syllabus focused on the needs of evening school students is used to teach an ‘Experimental Group’ of evening school students with the same background as those of the ‘Control Group’ of evening school students.

Teacher education in 2022: Teacher candidates’ echos of the past with a pathway for future preparation

This research details the perceptions of teacher candidates’ assessments as preparation and changes that have taken place in schools since 2020. The respondents (n = 28) were in teacher preparation programs, from early childhood to eight grade. Levels of self-efficacy was measured, in five dimensions of education, using a Likert-type survey and an open-ended question.The results revealed teacher candidates expressed a lower level of self-efficacy in working with children with special needs and in working and communicating with parents. The discussion includes recommendations, in mitigating the growing issue of teacher retention and reducing attrition rates, for teacher practitioners.

School spaces, school places: Shifting masculinities during the COVID-19 pandemic

Traditional school spaces have been significant cultural sites in constructing and developing gendered self-identity in young people. However, the COVID-19 pandemic disrupted school spaces displacing the links between schooling, social geographies, and gender in significant ways. Drawing on data from semi-structured interviews with adolescent boys and their parents, this paper provides insight into the performativity and reflexivity of adolescent masculinities pre/during/post-COVID-19 pandemic in the context of shifting educational space(s) and place(s). The findings point to the challenges and possibilities of displacement including the transformation of home and school relations, freedom from surveillance, and the lack of accountability. These findings provoke questions about the socialization of boys in educational spaces and how the challenges and possibilities made clear by the COVID pandemic might extend beyond times of crisis such as the COVID pandemic.

Factors Affecting the Level of Reflective Thinking and Clinical Decision-Making Skills in Medical Faculty Students.

The aim of this study is to evaluate the reflection skills of students at the Faculty of Medicine and the factors influencing these skills, as well as to measure the impact of students' reflection skills on their clinical decision-making. This study is an educational research project conducted on fifth-year Ear Nose Throat (ENT) interns at Vakif University's Faculty of Medicine. The "Reflective Thinking Level Determination Scale" and the "Clinical Decision-Making Scale," which are valid and reliable, were used to assess the reflection skills and clinical decision-making abilities of the 125 students participating in the study. In our study, the mean score of the sub-dimensions of the Groningen Reflection Skills Scale was 77.04±5.14 for the fifth-year student population surveyed. Scores from the "Self-Reflection" and "Reflective Communication" sub-dimensions of the Groningen Reflection Skills Scale were compared based on gender, participation in summer internships, receipt of scholarships, membership in social sciences clubs, place of residence, school attended, diary-keeping habits, study styles, and cities of residence. Although there were some differences between the groups, these differences were not statistically significant. The total scores of the students on the Clinical Decision-Making Scale sub-dimensions ranged from 98 to 169, with a mean score of 146.18±10.97. A statistically positive and moderate correlation was found between the total scores of the participants on the Groningen Reflection Skills Scale and the total scores they obtained on the Clinical Decision-Making Scale (r=0.403; p=0.001). Consequently, an increase in the reflection skills of participants is associated with higher clinical decision-making scores. Reflection is the primary means of transitioning students from novices to experts, enhancing both comprehensive learning and learning experiences. Therefore, every medical school should develop a training program for student reflection, along with a feedback and assessment system integrated into the curriculum.

КОМПЕТЕНЦИИ БУДУЩИХ ПЕДАГОГОВ В ПОЛИКУЛЬТУРНОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ: ДЕТИ МИГРАНТОВ И СОВРЕМЕННАЯ ШКОЛА

The article is devoted to the competence of future teachers to work with migrant children. The changes in the ethnic composition of students taking place in the modern Russian school determined the appeal to the analysis of professional tasks, difficulties and professional requirements of teachers. The methodological idea of the article is the consideration of migrant children as a special educational category of students requiring special methods and technologies of pedagogical activity. The area of application of the results is the pedagogical process of training future primary school teachers in the system of higher professional pedagogical education. Currently, the education system does not adequately meet the current demographic situation in the context of multicultural education: a significant increase in the number of migrant children in schools actualizes the study of ethno-pedagogical competencies of teachers in a multicultural educational environment. Teachers play a key role in the process of social adaptation of a child from a migrant family, but the problem of professional training of teachers to work with migrant children remains open. The revealed ethno-pedagogical nature of the problems, the necessary knowledge, the specifics of the content of the activity in solving the tasks of educational, socio-psychological and cultural adaptation of migrant children allowed us to conclude that the result of training teachers to work with migrant children is the formation of their ethno-pedagogical competence.

Потребительские привычки и продовольственные потери на примере поведения школьников и студентов в столовых учебных заведений

This study aims to identify the consumer habits of people and their level of awareness in the matters of food loss and food waste. As a part of the study, people’s behavior monitoring in canteens of educational establishments was carried out during the lunch break: at school for 5 days and in a university for 10 days. Thus, the size of food waste was recorded for each component of the lunch, as a percentage of a full serving as well as in weight equivalent. The data obtained were expanded and supplemented by interviewing 536 students and schoolchildren. As a result of the poll, data were obtained on the eating habits and preferences of visitors of catering places in universities and schools, also the respondents’ awareness level of their own food waste and food left by others was assessed.

Pythagorean Self-Awareness Intervention Promoted Healthy Dietary Patterns, Controlled Body Mass Index, and Reduced Self-Reported Stress Levels of Primary School Children: Α One-Arm Pilot Study.

Stress is common in childhood and an important factor that affects behavior later in adulthood. The aim of this study was to assess the effects of the Pythagorean Self-Awareness Intervention (PSAI), a holistic "cognitive reconstruction" technique to assess primary school children's stress levels, adherence to the Mediterranean diet, and body mass index. Secondary outcome measures included relations with peers, sleep, and hair cortisol concentrations. This one-arm pilot study took place in a primary school, from February to June 2019. Participants were 32 pupils attending the second grade of primary school who received the 8-week PSAI to adopt healthy behaviors and lifestyle. Self-report measures were applied for the evaluation of various variables at the beginning and the end of the eight-week intervention. There were statistically significant reductions in stress levels (p=0.00), nightmares' frequency (p=0.00), body mass index (p=0.03), and bully scale (p=0.00), and improvement in Mediterranean diet quality (p=0.00). Hair cortisol concentrations increased (p=0.02). The social scale significantly increased. Bedtime remained the same after the intervention. This pilot trial showed that the PSAI promoted healthy dietary patterns, controlled children's body mass index, and reduced their self-reported stress levels. Further research on the implementation of this holistic program on children is suggested, in well-powered randomized controlled trials.

Assessment of incompleteness of Mortality Information System records on deaths from external causes in the state of Rio Grande do Sul, Brazil, 2000-2019.

to evaluate the incompleteness of Mortality Information System (Sistema de Informações sobre Mortalidade - SIM) data on deaths from external causes (ECs) in the state of Rio Grande do Sul, Brazil, 2000-2019. This was an ecological study, using SIM data on all deaths from external causes and, specifically, from transport accident, homicides, suicides and falls; the analysis of the trend of incompleteness was performed by means of Prais-Winsten regression, with a 5% significance level. A total of 146,882 deaths were evaluated; sex (0.1%), place of death (0.1%) and age (0.4%) showed the lowest incompleteness in 2019; the proportion of incompleteness showed a decreasing trend for the place of death and schooling, an increasing trend for marital status and a stable trend for age and race/skin color, among all types of death evaluated. the variables analyzed reached a high degree of completion; with the exception of marital status and schooling, for which unsatisfactory scores persisted for deaths from ECs, both total and by subgroups.

Possible ways of translanguaging at the school’s micro-level. The aftermath of a translanguaging project of introducing non-standardised ways of speaking to school for Roma bilingual children

The present study encounters the long-term process of a linguistic ethnographic research. The research took place in a primary school in Hungary, with students being Hungarian-Romani speaking bilingual Roma children and Hungarian as the language of instruction. The research, initiated in 2016, developed an educational approach in the school based on a translanguaging stance through multiple sub-projects and a three-year Erasmus+ Strategic Partnership Program. The applied translanguaging approach involved the Roma children’s home ways of speaking into the children’s learning. Translanguaging was first introduced at the macro level of the school with the cooperation of the school’s management, participant researchers, teachers, parents, teacher trainees and university students. The Erasmus program terminated in 2021. This study details the process of how, following the completion of this macro-level project, translanguaging can be sustained at the micro level within the school. It also discusses the difficulties and challenges faced by teachers when implementing translanguaging at the micro level, after macro-level planning and strategy have concluded.

Importance-performance analysis of sodium reduction practices by school nutrition teachers and dietitians in the Republic of Korea.

This study investigated the importance and performance level of sodium reduction practices in school meal service by school nutrition teachers and dietitians, and compared them according to school level and placement of the school nutrition teacher. An online survey was conducted with 608 nutrition teachers and dietitians in schools in the Republic of Korea from September 28 to November 12, 2021 (response rate: 57%). The questionnaire comprised 11 items related to sodium reduction practices (purchasing, food preparation and serving, and education). The importance and performance level of each item was rated on a 5-point scale. The mean differences were analyzed using t-tests or one-way analyses of variance and Duncan's post-hoc tests. An importance-performance analysis was performed on sodium reduction practices. Participating in sodium reduction education, sodium reduction education for cooks, and sodium reduction education for students were assessed to have high importance but low performance. Overall, the higher the school level, the lower was the importance level of sodium reduction practices. The performance in kindergartens and elementary schools was higher than that in middle and high schools. The importance in the purchasing category perceived by dietitians was lower as compared to nutrition teachers. In addition, the performance in the purchasing, food preparation and serving, and education categories perceived by dietitians was lower than those of nutrition teachers. Sodium reduction education for nutrition teachers and dietitians, cooks, and students should prioritize practicing sodium reduction in school meal service. Specific guidelines for managing sodium reduction at all stages-purchasing, food preparation, and serving-should also be developed. The results could be used as basic data to reduce the sodium content in school meals.

«Хотелось иметь Вас своим сотрудником по делу воспитания…»: письма архиепископа Николая (Зиорова) Н. А. Ильинскому

This publication introduces into the scientific circulation the letters of one of the famous Russian Orthodox Church hierarchs of the late 19th and early 20th centuries, a member of the State Council, a famous theological writer Archbishop Nikolai (Ziorov), which relate to the early period of the hierarch’s biography, associated with his service at the theological and educational department. The letters were addressed to Nikifor Alexandrovich Ilyinsky, an Assistant Inspector at the Vologda Theological Seminary. In his letters Archbishop Nikolay dealt with various topics, but to a greater extent he considered the problems of theological schools, thus, the letters are the most valuable source on the history of theological education at the Synodal period. The letters also noted the destinies of those individuals whose life path was connected with the Vologda Diocese and the Vologda Theological Seminary. The particular interest is the characterization of the control and auditing activities held by the Educational Committee under the Holy Synod, as well as individual auditors and events which took place in theological schools at the considered period. The purpose of the publication of the letters is to show the view of one of the hierarchs of the Russian Church of the early twentieth century on the problems and controversial issues of the inner life of theological schools. The published letters can be found in N. A. Ilyinsky’s diary, which is stored in the State Archive of the Vologda Region.

매일 흡연 청소년의 특성

The purpose of this study was to examine the general, smoking-related, and mental health characteristics of adolescents who smoke every day. The subjects of the study were 1,186 people who had smoked in the raw data of the smoking and drinking situation of students in 2021 surveyed by the Office of Education in B city. The collected data were statistically processed using the SPSS 27.0 program. The subjects' general, smoking-related, and mental health characteristics were analyzed by frequency and percentage, mean and standard deviation, and ANOVA. As a result of the study, high school students had a higher rate of daily smoking, and daily smokers had lower scores on subjective academic achievement and subjective health cognition, and the current use of heated e-cigarettes was high. Also, the ratio of the preparation phase was low in the smoking cessation change phase, and the ratio of quitting attempts and quitting success was also low. Regarding secondhand smoke, the ratio of daily smoking among students exposed to secondhand smoke at home, school, and public places was higher, and the stress perception and depression and impulsiveness scores of adolescents who smoked every day were higher. It is necessary to develop an educational program for smoking prevention and cessation by including daily smoking-related characteristics as intervention factors.

DEPARTMENT OF HISTORY OF SCIENCE AND TECHNOLOGY URAL STATE UNIVERSITY - UPI (1999-2017)

The article analyzes the experience of creation and development of the Department of History of Science and Technology at Ural Federal University. The article by the head of the Department of History of Science and Technology UGTU - UPI - UrFU Professor V.V. Zaparia and his colleagues from the department, docents V.A. Doroshenko and E.V. Zaytseva, analyze and summarize the almost 20-year history of the department. The article reveals the achievements of the department staff and its problematic moments, as well as considers the history and methods of teaching the main discipline of the department - the history of science and technology. The author describes the creation of methodological works in the form of textbooks, teaching aids and reading-books, multimedia courses. The authors not only summed up the results of the department, but also showed its place in the Russian school of historical research and analyzed the main directions of scientific work of the teaching staff.

Telling tales: sharing humorous education stories to enhance teacher wellbeing and learning

ABSTRACT Sharing personal teaching stories provides opportunities for enhanced wellbeing and learning for both experienced and pre-service teachers. This paper shares the results of a qualitative pilot study that used narrative inquiry to collect and share teacher stories. The research was conducted in two phases. The first phase collected humorous stories from experienced teachers recalled from the first years of their teaching career. Thematic data analysis investigated the wellbeing and learning impact on those teachers when sharing their stories. The second phase invited pre-service teachers to read and evaluate the impact of humorous stories when preparing for their first school placements. Thematic data analysis investigated the wellbeing and learning impact on pre-service teachers reading these stories. The analysis from both phases demonstrated recurring themes regarding the importance of teacher-student relationships for teacher wellbeing. The results also showed that the sharing and reading of stories had beneficial outcomes such as enhanced wellbeing and enhanced learning for both the teacher storytellers and the pre-service teacher readers. This study provides evidence that the inclusion of real-life stories offers a valuable addition to Initial Teacher Education programs as a way of developing professional and reflective practice.

Leadership Qualities of Future Primary School Teachers: a Theoretical and Practical Discourse

The realities of today require quick and effective decisions in all spheres of life. One of the conditions that will contribute to the development of this process is the development of human leadership qualities. Having them, a person will learn to take responsibility for their actions and their consequences, to adapt to changing conditions of life.
 The views of modern domestic and foreign scientists are concentrated on the problem of leadership. In it they see the success not only of a particular person, but also of the state as a whole. Since the formation of a personality mostly takes place in primary school, the purpose of this publication was to determine the leadership qualities and features of their development in future primary school teachers, who must have them in order to form them in their pupils.
 In order to find out the state of formation of leadership qualities in future teachers, an experiment was conducted with first-year students of the first (bachelor's) level of higher education majoring in “Primary Education”. In order to determine the levels of leadership development, the methodology “Diagnostics of leadership abilities” (E. Zharikov, E. Krushelnytsky) was used. The data analysis shows that 78 % of students have poorly expressed leadership qualities. This is a demonstration that it will be difficult for students to develop these qualities on their own. The development and testing of tasks that will help students develop their leadership qualities and effectively carry out the educational process in primary school will encourage the solution of this problem. The presented tasks are focused on the use of group forms of work to improve leadership skills and stimulate students to self-development and self-realization.

Improving educational practice using the methodological approach known as “lesson study

This project is designed for the improvement of educational practice using the methodological approach known as “lesson study” in the teaching-learning process of mathematics in the first grade of elementary education. The research, which took place in elementary schools of the city of Puebla, was quasi-experimental with a mixed approach and a descriptive correlational study. It showed that there is indeed a relation between reflective teaching and achievement in students. The process of interpretation of the results is described at the end of the article in a descriptive and explanatory way.

Lesson study in physical education: a collaborative and contextualised approach to initial teacher training

ABSTRACT Lesson study is a collaborative and contextualised approach to professional learning that involves small groups of teachers working together to design and reflect on the teaching of a research lesson. Although it is a well-established approach to professional learning in classroom-based subjects, research on its effectiveness within physical education (PE) initial teacher training (ITT) and in the general practice of PE teachers is scarce. This study examines the views of 18 secondary PE associate teachers (ATs) who completed a lesson study cycle as part of their one-year postgraduate ITT programme. A questionnaire and semi-structured interviews – conducted at the end of the lesson study and six months later at the end of the programme – were used to generate data. Thematic analysis was then used to interrogate the data and identify patterns of response. The findings revealed that the ATs benefitted from the experience in similar ways to established teachers. They developed their understanding of lesson research and engaged in elevated levels of critical reflection that helped to change and develop their approaches to teaching and learning. Moreover, the ATs recognised that their learning was enhanced when they could rehearse the phases of the cycle before starting the lesson study in their placement school. They also understood the value of a mentor who could support their progress and ensure their full engagement in all phases of the lesson study cycle. These findings have implications for providers of ITT as the considered inclusion of lesson study contributed to the immediate aim of developing ATs’ teaching competencies while also promoting the skills needed for them to manage their own ongoing learning as fully qualified teachers.

Implementing Sexual Violence Primary Prevention Programs: A Case Study of Implementer Perspectives

Sexual violence prevention programs are important for addressing sexual violence and are often implemented in local community and university settings. However, program implementer perspectives are often missing from academic research literature, limiting access to practical knowledge that can provide insights to improving programs and prevention. This study illustrates the landscape of sexual violence primary prevention work in a Midwestern metropolitan area. Seven interviews with community and university implementers took place in 2020, providing information about local prevention programs and expert insights to community prevention culture. Geographic data about implementation locations was also collected to visually assess coverage of preventive services and confirm that the major sub-areas of the metropolitan area were represented by this research. Interviews provided descriptions of local programs implemented with adolescents and young adults which usually took place in school or university settings and focused on healthy relationships. Capacity was most often cited as a challenge faced internally, whereas broader outer contexts may inhibit or support prevention externally. Findings capture the perspectives of sexual violence prevention program implementers, including discussion of tensions related to adaptation versus fidelity and how implementation contexts specific to this programming may influence implementation.