School Placement Research Articles

Bhutanese Teachers’ Views about the Inclusion of Students on the Autism Spectrum

ABSTRACT Adopting the social constructionist approach, this study reports on Bhutanese teachers’ views about the inclusion of students on the autism spectrum in regular schools. Following an exploratory sequential mixed-methods approach, 16 teachers from seven inclusive schools in Bhutan were interviewed and the analysis of their responses guided the development of an online survey instrument completed by 106 Bhutanese educators in 18 schools. Teachers’ views about the inclusion of students on the autism spectrum seemed to be influenced by the social, educational, and religious context of Bhutan. Although teachers generally supported inclusion, they also expressed confusion and uncertainty about the best placement in schools for students on the autism spectrum. The implications of findings for the importance of increasing support for teacher training and allocation of adequate resources to schools are discussed.

Shaping Pluralistic Cohesive Societies

This paper aims to prepare an individual to function effectively in a constantly changing multi-faith, multi-cultural, multi-racial, multi-ethnic, and multi-everything society with minimum conflicts. Pluralism is a new subject with a focus on its effect on different aspects of life in building cohesive societies where no one has to live in apprehension or fear of the other. Pluralism means respecting the otherness of others in religion, culture, politics, and the workplace. You may see people of different faiths, races, cultures, and ethnicities interacting, working, studying, intermingling, playing, and marrying each other. A decade from now, you may not see the monopoly of a race or cultural groups in the workplace, place of worship, school, bus, train, theater, library, or other public gatherings. These interactions between people not familiar with each other’s culture lend themselves to misunderstandings and are bound to create conflicts. As responsible members of society, we must prepare ourselves to prevent possible challenges and lay a foundation for the effective functioning of institutions where every human feels secure about his faith, race, ethnicity, culture, language, political or sexual orientation, or any other uniqueness. Exclusive communities will become a thing of the past. If you live amidst others, you should also respect the otherness of others, as you expect them to do the same for you.

Undergraduate education of trauma and orthopaedic surgery in the UK : a systematic review.

AimsEvidence exists of a consistent decline in the value and time that medical schools place upon their undergraduate orthopaedic placements. This limited exposure to trauma and orthopaedics (T&O) during medical school will be the only experience in the speciality for the majority of doctors. This review aims to provide an overview of undergraduate orthopaedic training in the UK.MethodsThis review summarizes the relevant literature from the last 20 years in the UK. Articles were selected from database searches using MEDLINE, EMBASE, ERIC, Cochrane, and Web of Science. A total of 16 papers met the inclusion criteria.ResultsThe length of exposure to T&O is declining; the mean total placement duration of two to three weeks is significantly less than the four- to six-week minimum advised by most relevant sources. The main teaching methods described in the literature included didactic lectures, bedside teaching, and small group case-based discussions. Students preferred interactive, blended learning teaching styles over didactic methods. This improvement in satisfaction was reflected in improvements in student assessment scores. However, studies failed to assess competencies in clinical skills and examinations, which is consistent with the opinions of UK foundation year doctors, approximately 40% of whom report a “poor” understanding of orthopaedics. Furthermore, the majority of UK doctors are not exposed to orthopaedics at the postgraduate level, which only serves to amplify the disparity between junior and generalist knowledge, and the standards expected by senior colleagues and professional bodies.ConclusionThere is a deficit in undergraduate orthopaedic training within the UK which has only worsened in the last 20 years, leaving medical students and foundation doctors with a potentially significant lack of orthopaedic knowledge.Cite this article: Bone Jt Open 2022;3(7):549–556.

School Type and Placement of Technical Education Pre-Service Teachers for Teaching Practice Exercises in Nigeria: A Qualitative Study

Technical Education pre-service teachers are breed of a dual process, hence the need to be discrete in handling their affairs. One of such areas that requires discrete handling is the area of teaching practice which must not be toyed with. Therefore, attention was given to considering school type and placement of technical education pre-service teachers for teaching practice exercises in this study. Two research questions bothering on whether school type should be a factor to be considered in placing technical education pre-service teachers for teaching practice exercises and why it should be a factor for consideration guided the study. Qualitative method was used in gathering and analyzing data. The sample for the study consisted of a total of 17 participants. The participants were technical education experts who possessed doctorate degrees and relevant experience to provide adequate information for this study. The instrument for data collection was an interview protocol that involved both face-to-face and Social Media interactions. Data collected for this study was analyzed using content analysis. The major findings of the study showed that there was need to consider school type in placing technical education pre-service teachers for teaching practice exercises. Based on the findings of this study, it is therefore recommended that technical education pre-service teachers should be posted to public secondary schools where qualified cooperating teachers, workshop and facilities for implementing basic technology curriculum are available and functional.

Improving Teachers' Capabilities in the Using of the Teaching Aids (Props) Through Academic Supervision at Gema Bukit Barisan Private SMP, Tanjung Morawa District

Improving the ability of teachers in making teaching aids through academic supervision at the private junior high school, Gema Bukit Barisan, Tanjung Morawa sub-district. In the educational philosophy of Ki Hajar Dewantara, Ing Ngarso Sung Tulodo, Ing Madya Mangun Karso, Tut Wuri Handayani, it means that learning is student-centered. However, until now, the learning that takes place in the research-assisted schools is more teacher-centered. This is because the teacher still does not want to take the time to make teaching preparations. The time of the research is carried out in semester 1 of the 2021/2022 academic year starting the first week of October and ending in the fourth week of December. The research was carried out in one of the schools that was supervised by the supervisor, namely the Gema Bukit Barisan Private Junior High School Tanjung Morawa. Indicators of success in this study are (1) increasing the ability of teachers in making teaching aids, (2) increasing student motivation in learning. From the supervision I did to the three teachers at the private SMP, Gema Bukit Barisan, Tanjung Morawa District, they have begun to understand how important it is to make teaching aids in learning activities in the classroom. Previously, they had never made or used teaching aids. With my direction and guidance, they understand and can use it according to the subject or material that is understood.

El enfoque sociocultural del lenguaje: más allá de lo lingüístico y lo comunicativo

In recent decades, in the global field of education, a view that understands the teaching of reading and writing as practices –also called the sociocultural approach– has been gaining strength. In this sense, this article presents a document review in light of the following questions: What are the emphases in the teaching of reading and writing that occupy a preponderant place in Colombian schools and what are their usual practices? How is a sociocultural approach different from those other approaches? What elements does a sociocultural view take from linguistics and communication? Accordingly, qualitative research is carried out via the document analysis method based on the following stages: 1) search and selection of information and 2) information analysis. As a result, it is found that the approaches with the greatest tradition in schools are the linguistic and the communicative ones; the teaching of reading from a sociocultural perspective goes beyond what these two perspectives propose; and, although the sociocultural approach differs from the linguistic and communicative ones, it takes up elements from these to offer a broader view. Finally, it is indicated that the teaching of reading and writing as practices is the most pertinent perspective in the context of Colombian basic and secondary education.

Avrupa Din Eğitimi Politikası

Religious education in schools in Europe must comply with the human rights principles expressed in relevant international human rights conventions and with the case-law produced by supranational courts such as the European Court of Human Rights. Moreover, in recent decades, European organisations such as the Council of Europe and the Organisation for Security and Co-operation in Europe have published recommendations, guidelines and reference books concerning religious education in schools. Even though it is early to claim that there is a coherent and homogenous European religious education policy, there is at least a tendency towards unifying it. Therefore, this article discusses the European religious education policy, particularly its principles, namely religious education's place in schools, its model and aims, the right of withdrawal from religious education, and consultation with relevant stakeholders. It is a qualitative research study, which adopts document analysis. The implications of the European religious education policy for national religious education policies are also discussed.

A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools.

Internationally, more autistic pupils are being educated in mainstream schools. Some people have voiced concerns that this policy roll-out is happening before examining the effective outcomes for autistic students. Concerns have also been expressed regarding a lack of the voices of autistic pupils themselves within research and policy. This study was undertaken in order to gather literature that explores the views and experiences of autistic young people in relation to their mainstream school placement at the secondary level. This study aims to summarise the existing literature and provide a new, more complete account of the school experiences of this cohort. After an extensive search, 33 studies were identified by the authors as meeting a set of inclusion criteria. All of the studies included in this review elicited the views and perspectives of at least one autistic young person regarding their mainstream secondary school placement. Upon carefully analysing these studies, the authors developed three key themes as follows: 'Demands of mainstream placements', 'Social participation' and 'Impacts on the student'. Our analysis revealed that for many autistic young people, mainstream school is a complex and demanding social environment. Further research that prioritises the voices and perspectives of this cohort is essential as inclusive policy and practice continues to develop.

The Effect of a Product Placement Intervention on Pupil's Food and Drink Purchases in Two Secondary Schools: An Exploratory Study.

Limited research exists on the effectiveness of product placement in secondary schools. We explored the impact of re-positioning sweet-baked goods, fruit, sugar-sweetened beverages (SSBs) and water on pupil’s lunchtime purchases in two secondary schools in North-East England. We employed a stepped-wedge design with two clusters and four time periods. The intervention(s) involved re-positioning selected food and drinks to increase and decrease accessibility of ‘healthier’ and ‘less healthy’ items, respectively. Unidentifiable smartcard data measured the change in number of pupil’s purchasing the above items. McNemar tests were undertaken on paired nominal data in Stata(v15). In School A, pupils purchasing fruit pots from control to intervention increased (n = 0 cf. n = 81; OR 0, 95% CI 0 to 0.04); post-intervention, this was not maintained. In School B, from control to intervention pupil’s purchasing sweet-baked goods decreased (n = 183 cf. n = 147; OR 1.2, 95% CI 1 to 1.6). This continued post-intervention (n = 161 cf. n = 122; OR 1.3, 95% CI 1.0 to 1.7) and was similar for SSBs (n = 180 cf. n = 79; OR 2.3, 95% CI 1.7 to 3.0). We found no evidence of other changes. There is some evidence that product placement may positively affect pupil’s food and drink purchases. However, there are additional aspects to consider, such as, product availability, engaging canteen staff and the individual school context.

How the existence of special schools affects the placement of students with special needs in inclusive primary schools

Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distance effect of special schools affecting the placement of students. For this purpose, official school statistics including all students at special and regular schools in the years 2010, 2015 and 2020 (N = 11 280 040) are evaluated in a spatiotemporal comparison using Educational Data Mining. In a hierarchical regression model on school placement in inclusive schools, the distance between primary and special schools has the highest influence (β = 0.48) on the inclusion rate (i.e., the proportion of students with special needs who are educated in regular schools in relation to all students with disabilities), along with the size (β = −0.14) and the density of special schools in a district (β = −0.12). The effects differ according to the population density of the region and are stronger in large cities. When the proportion of students with and without SEN in regular schools is considered (support rate), the density of special schools has the greatest impact on school placement (ß = 43.44). Self‐preservation of schools, traditional funding systems and regional differences between urban and rural areas are discussed as possible reasons.

The Contribution of Walking to School in Students’ Physical Activity and Its Effect on Being Overweight

Results The findings of this research showed that being overweight is a concerning issue even in a small-sized and lightly populated city such as Bandar-Turkmen, Iran. Most students (90%) did not perform the required minimum daily activity when commuting to school. Further, overweight could be found even among those students who walked more than one hour to commute to school. The contribution of walking to school to the MVPA of overweight students was found to be low on school days and throughout the year. Counterintuitively, the situation is even worse for nonoverweight students. Conclusion The population of overweight students was more active compared to nonoverweight students in general, although they still suffered from excess weight since walking distances were short and not all days were school days. Thus, encouraging students to walk to school is necessary, while it is not sufficient alone as a single measure. Moreover, we recommend that all students should perform extra PA at home, school, or other places, on both school days and all other days of the year.

Disorienting dilemmas and transformative learning for school placement teacher educators during COVID-19: challenges and possibilities

ABSTRACT The COVID-19 pandemic resulted in teacher educators dealing with multiple problems caused by the disruption to the professional preparation of pre-service teachers. This led to modified arrangements for teaching, learning and assessment on an emergency basis. For teacher educators, the challenges and disruptions caused by school and HEI closures may also be seen as opportunities to learn and reshape traditional roles and practices. In this study, we sought to understand how COVID-19 shaped and transformed the lived experience of teacher educators involved in school placement in Ireland. This research utilises Mezirow’s Transformative Learning framework starting with the disorienting dilemma of COVID-19 and maps the teacher educators’ responses to the resultant challenges and possibilities. Using a qualitative approach, the researchers analysed data from online surveys, focus groups and reflections, to consider continuity and change through the ‘Now What’ stage of Rolfe et al.’s framework. The insights gained from this research will add to the growing international literature on the changes to pre-service teacher education provision, by presenting the persistent challenges of dealing with COVID-19 and potential changes within the practicalities of school placement in Ireland.

Science in Libraries

The discussion reflects the points of view of doctors of sciences from the Russian State Library, the Russian National Library, the Saint-Peterburg State Institute of Culture and the State Public Scientific and Technical Library of the Siberian Branch of the Russian Academy of Sciences (SPSTL SB RAS), voiced on March 16, 2022 at the round table “Science in Libraries”. The round table was held within the framework of the international conference “Libway” held by the SPSTL SB RAS. The participants of the discussion answered the following questions: general assessment of the state of domestic library science, book science, bibliography; key areas of library science, book science and bibliography in the second decade of the 21st Century; problems of scientific personnel training; the place of library science and the prospects for its development within the new Nomenclature of scientific specialties. The discussion made it possible to single out the following problems: the importance of solving practice-oriented problems of library science and bibliography, and only then their theoretical analysis and generalization; work in the library field of specialists from other industries with a poor understanding of librarianship and bibliography issues; lack of educational and methodological materials for graduate students and their supervisors; a very small number of state-funded places in graduate school and the lack of material incentives to attract specialists to scientific research. In a general assessment of the state of the disciplines of the documentary and communication cycle, opinions differed – from an optimistic view of the future of these disciplines to a pessimistic one due to the presence of numerous internal problems. The necessity of collaboration is stressed. All participants expressed their deepest satisfaction with the inclusion of library, bibliography and book sciences in the new Nomenclature of scientific specialties and the emergence of a new specialty passport.

HEALTH ENVIRONMENT AND THE WELLNESS DIMENSION OF PHYSICAL EDUCATION TEACHING FORCE AMIDST OF THE COVID-19 PANDEMIC: BASIS FOR THE FACULTY DEVELOPMENT PROGRAM

The World Health Organization declared the high risk of coronavirus disease (COVID 19) around the world. Then it was declared a global pandemic causing all sections of society to close including educational institutions. The education sectors were forced to stop momentarily and shift to adjust their settings beneficial to all educational stakeholders. This study aimed to determine the health environment status of the Physical Education (P.E.) teaching force in SUCS Region IV A amidst of Covid 19 pandemic, as well as their workplace well-being and its relationship to their wellness lifestyle behavior. Based on the findings, what faculty development program can be developed in the academe. Descriptive-survey method research design was employed in this study with one hundred sixteen (116) P.E. teaching forces from the five state universities in region IV A (Cavite State University, Laguna State Polytechnic University, Batangas State University, University of Rizal System, and Southern Luzon State University) answered the questionnaire. Average weighted mean and Pearson r statistical tools were used in this study to determine their situation status and relationships. On the analysis and interpretation of data, the following findings on the relationships of health environment, workplace well-being to the wellness lifestyle behaviors were formed. It can infer that at 0.05 level of significance, the null hypothesis ?There is no significant relationship between the health environment of P.E. teaching force in SUCs Region IV A and wellness lifestyle behaviors? is rejected, and the alternative should be accepted. Thus, the Health Environment has a significant relationship to the wellness lifestyle behavior of the P.E. teaching force amidst of COVID 19 pandemic. On the other hand, it can also infer that at 0.05 level of significance, the null hypothesis ?There is no significant relationship between the workplace wellbeing of P.E. teaching force in SUCs Region IV A and wellness lifestyle behaviors? is rejected. Thus, the alternative should be accepted which incites that there is a significant relationship between them. Thus, the workplace well-being of the P.E. teaching force in SUCs region IV A has a significant relation to their lifestyle wellness behavior amidst of COVID 19 pandemic. Based on the summary of findings the following conclusion was drawn: The P.E. teaching force in SUCS Region IV A has a favorable healthy physical, social, and financial health environment. They were highly motivated and greatly involved in the workplace and their work safety situation is highly apparent. They pursue their employee growth and development aspect and maintain work-life balance amidst of COVID 19 pandemic. The health environment and workplace well-being have a significant relationship to the wellness lifestyle behavior of the P.E. teaching force in SUCs Region IV-A amidst of COVID 19 pandemic. Based on the conclusion drawn, the following are hereby recommended: The P.E. teaching force and colleagues may enable their schools to use gyms and other available sports facilities for their fitness training and bonding sessions provided they strictly follow certain health guidelines and proper scheduling since private gyms were closed. In terms of their economic health, the school must make provisions for their laptops and other devices for online instruction, as well as transportation aid to and from school and other places where they are required to accomplish their jobs in the event of a pandemic. Sufficient funding should be allocated for their seminars, as well as an internet allowance for their home-based online classes. Additional provisions for internet subsidies for their work from home teaching, attending online seminars, and conducting research at home may be made for their employee's growth and development. Regarding their work-life balance, authorities may make provisions for granting PE teachers a day off on their birthdays or a floating day if their birthday falls on a weekend, even if it is only during the pandemic. With regards to their healthy physical health environment, additional support may be done for the equipment and supplies that they in teaching at home. A separate room at school can be provided to deliver their lessons without disturbances to other faculty. Fast and reliable internet connection must be provided and much more professional development undertaking should be pursued exclusively for Physical Education and other related courses. Additional research, efforts, and caution can be considered in all aspects of health environment, workplace wellbeing, and wellness lifestyle behavior to ensure the safety and productivity of the Physical Education teaching force amidst of COVID 19 pandemic. That it was found that health environment, workplace well-being, and wellness lifestyle behavior have a significant relationship

Relationship between Course Placement Criteria and Mathematics Achievement in an All-Boys Catholic School

This study explored the mathematics course placement process for incoming students in an all-boys Catholic high school. The sequential nature of mathematics significantly impacts students’ opportunity to learn; moreover, the mathematics course taken by a student during ninth grade can have far-reaching effects. Previous studies have found that ninth-grade students enrolled in Geometry, rather than Algebra 1, have a greater chance of completing advanced mathematics courses and experiencing increased mathematics success. Thus, adequately prepared students should be placed in Geometry whenever possible. To aid this effort, this study investigated whether a relationship exists between course placement criteria and future mathematics achievement. The study sample was comprised of students who graduated from the subject high school between 2015 and 2019 (N = 1067). The placement criteria examined were Acuity Algebra Proficiency Test results, High School Placement Test mathematics scores, and eighth-grade teacher recommendations. ACT mathematics scores were used as measures of success; binary logistic regression was utilized to determine strength of association between placement criteria and future mathematics achievement. Results indicate that Acuity test performance is strongly associated with future mathematics achievement, while combinations of placement criteria are more effective than individual course placement measures. Implications for further research are discussed.

A writing workshop model to enhance students’ skills in writing essays in Sundanese

Writing is difficult. Having a limited understanding on what to write or the fear of getting grammar or spelling errors is often a major problem for students when they are instructed to write something, be it an essay or an article. Such difficulties are respective for Sundanese language classes in West Java. The study reported in this paper aims to investigate a number of fundamental problems of writing in Sundanese classes at a Junior High School. The study seeks to address the problems in the area of teaching writing in Sundanese classes by providing a comprehensive picture of the practice of a writing workshop model in the selected class. The study is classroom action research taking place in a public Junior High School in West Java, specifically in a Sundanese language class. The participants of the study were 36 students of 9th grade (comprising 14 male students and 22 female students) in 2018-2019 academic years. There were 3 cycles involved in this action research implemented throughout a semester. The study revealed that the use of the writing workshop model in teaching writing in Sundanese could improve the students’ writing skills. The writing workshop model, which focused on personal analysis and peer-feedback in the essay writing process, facilitated 9th grade students in producing, evaluating, and presenting essays within their respective groups. A supportive social environment in groups allowed for students’ enjoyment in writing. This environment thus led students to be exposed to varied topics and linguistic expressions in multi-social contexts. This study suggests that there are potential benefits from implementing the writing workshop model in the practice of teaching writing. Therefore, language teachers are suggested that they should apply this model in their teaching of writing. Through this model, students will be more engaged in their writing classes and learn writing in more meaningful, fun, creative, and dialogic ways.

General and Vocational Tracks and Equity of Higher Education Enrollment Opportunities among Classes: A Reconstruction of Indicator System for Social Class-based Differential Enrollment Opportunities and its Empirical Analysis

Based on the educational hierarchical reproduction theory and the MMI and EMI hypotheses, this paper discusses the impact of the tracking of general and vocational education at the secondary level on higher education opportunity equity among social classes. The study finds that increasing gross enrollment rates of both general high schools and secondary vocational schools can help improve the equity in admission opportunities of colleges and universities among social strata; expanding the share of general high school places by adjusting the structure of general and vocational tracks (that is, the general-vocational ratio) can effectively reduce the class disparities in college and university admission opportunities; neither the change in the scale nor in the structure of general and vocational tracks will contribute to alleviating class inequality in top university enrollment opportunities.

Identifying the assets of emergent bilingual middle school students’ writing: opportunities to validate students’ linguistic repertoires and identities

ABSTRACT We highlight how the use of holistic biliteracy and translanguaging perspectives can be applied in the assessment of emergent bilingual middle school students’ writing to counter deficit views of their divergent repertoires. The study took place in a Mountain West middle school with a large Latinx population. We analyzed eleven emerging bilingual students’ (EBs) responses to a writing prompt in an English language arts class. Findings include EBs’ use of translanguaging [García, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell], or strategic languaging, in which the students used different codes/languages in their writing. Additionally, this study found that EBs might show different patterns of spelling development as they learn to access the different alphabetic patterns of their respective repertoires. Finally, the study highlights how EBs draw from diverse discourse patterns as they compose. The analysis revealed the cultural and linguistic knowledge(s) EBs bring to developing their writing, which are often not part of monolingual English writing rubrics. Thus, the implications suggest that teachers need to develop critical sociolinguistic responsive practices as the field seeks to equitably assess the writing of EBs. Moreover, we suggest that critical cultural and linguistic awareness is needed in order to nurture the identities and competencies of EBs.

Evaluation of computerized school selection and placement system in Ghana using fit and viability theory

Evaluation of computerized school selection and placement system in Ghana using fit and viability theory

The influence of speed and power load on the indicators of the distribution of attention of schoolchildren with different typologies

Objective: is to determine the effect of speed and strength training on the indicators of attention distribution in children aged 13-14 years, taking into account the strength of their nervous system. Method: the pedagogical experiment took place in an ordinary school in the city of Kirov for three months. Schoolchildren were engaged in physical education twice a week for 40 minutes each lesson. 20 schoolchildren from class 7a were engaged in the usual physical education program. Schoolchildren from the 7b class in the number of 20 people additionally performed a set of exercises in physical education lessons aimed at developing speed and strength abilities. The tapping test differentiated the schoolchildren into two subgroups according to the strength of the nervous system. Indicators of the distribution of attention of schoolchildren were determined by the test Results: after the end of the study, there were changes in all subgroups. In the group of class 7a, children with a strong nervous system improved from 27.3±1.5 seconds to 25.9±1.4 seconds (5%), and children with a weak nervous system improved from 29.0±3.2 seconds to 27.3±3.0 seconds (6%). In the group of children of class 7b, there were more significant changes. In schoolchildren with a strong nervous system, the indicators improved from 31.4±2.9 seconds to 25.4±2.3 seconds (19%), and in children with a strong nervous system, the indicators became higher from 30.3±2.2 seconds to 25.1±1.8 seconds (17%). Conclusion: the indicators of the distribution of attention of schoolchildren will improve if they perform physical exercises at each lesson in physical culture, which are aimed at the development of speed and strength abilities. The load should be differentiated taking into account the strength of the nervous system of schoolchildren. Bangladesh Journal of Medical Science Vol. 21 No. 03 July’22 Page: 634-638