Public School Classes Research Articles

Resumption of In-Person Classes in Public Secondary Schools Division of Zambales: Priorities and Challenges for Shared Responsibility

This study sought to determine the priorities for shared responsibility in Public Secondary Schools Division of Zambales for the current resumption of facetoface in-person classes for the school year 2022-2023 conducted during the third quarter among school heads of the 13 Districts of Department of Education Schools Division of Zambales, Philippines. The research design was descriptive quantitative and utilized survey questionnaire as main research instrument. This study determined that the school heads are male middle aged adults, Master's degree holders, and served in the profession for two and a half decades as Principal I and IV while the teachers are female young adults, Baccalaureate degree holders with Master’s units; served in the teaching profession for a decade as Teacher I. The school heads and teachers’ perception towards the priorities for shared responsibility was very evident in terms of Provision of Support to Teachers. Both the school heads and teachers strongly agreed that there are challenges for shared responsibility during the resumption of in-person classes in public secondary schools. The ANOVA results revealed that there was significant difference in the perception on the priorities for shared responsibility during the resumption of in-person classes in terms of school heads’ highest educational attainment and designation. There was significant difference in terms of Provision of Support to Teachers, Students’ Study Habits and Parents’ Role in Learning when attributed to teachers’ length of service. The t-Test result showed that there was significant difference between the perceptions of the school heads and the teachers on the different priorities and challenges for shared responsibility during the resumption of in-person classes in public secondary schools. The findings resulted in the development of an Action Plan to address the priorities and challenges for shared responsibility during the resumption of in-person classes; and will become a basis for DepEd Division of Zambales policy, projects and plans consideration and future implementation.

Winfield, Kansas’s Early Roots in Community Music: 1870 to 1930

Winfield, Kansas has a rich musical tradition. This is especially true in its early years when citizens worked to integrate music education and community music. Several factors converged during Winfield’s early years (1870–1930) that facilitated the community’s musical successes. These factors included an isolated location with settlers who made music a crucial part of the area’s social network; music educators and community leaders who gained national fame for their efforts in Winfield; public schools and three colleges that placed unusual emphasis on musical excellence; and municipal organizations with high rates of community participation and support. Importantly, music occurred both within and beyond educational institutions, with citizens fully engaged in music as both consumers and participants. Music in Winfield had a wide-reaching impact, with concerts for thousands of students, potentially the nation’s first public school orchestra and class method book, and thriving community music groups and festivals.

Unidade temática de lutas e esportes de combate na educação física escolar do ensino fundamental no Norte do Brasil

The objective of this study was to analyze the understanding of school physical education (SPE) students and teachers about the causes and restrictions that imply the content of fights in 6th and 7th-year elementary school classes in public schools in Tucuruí-PA-Brazil. 40 6th and 7th-grade students from two public schools and two teachers participated in the research. A descriptive-cross-sectional study was carried out on the content of fights at school. The results showed that teachers teach fight content and preferably use playful activities; they believe that it should be included in early childhood education and that it does not generate violence. As for the students, although they participate in the classes, they do not seem to be attractive; many consider that the way the content is taught can generate violence. In conclusion, fighting content can positively influence student performance and learning when taught at EFE. However, the teacher must understand and face this content's difficulties and controversies to teach classes theoretically and practically with creativity because there are still gaps between what teachers do and what students expect from the content.

Situated Readiness and Transformation of Learning Across Situations and Settings

This short paper introduces the concept of Situated Readiness as a set of skills and dispositions required to participate meaningfully across settings and situations, seeing them as networked and intertwined. Following earlier work within the field, networked learning is here understood as learners' connecting of contexts in which they participate, and as their resituation of knowledge and ways of acting across these contexts (Dohn, 2014). The development of the concept of Situated Readiness is based on a conducted study using a Design-Based Research (DBR) approach to investigate, how student teachers at a Danish Teacher Education Program (TEP) transformed knowledge and ways of participation when transitioning between a course and a public-school class. The findings of the study indicate the needs of socio-epistemic skills and dispositions that enable students to resituate, utilise and transform knowledge from known social contexts to new ones e.g. from a learning situation at the TEP to novel situations in school. Situated Readiness is, in this sense, the ability to attune to the specific social and epistemic requirements and demands, also termed "requirement characteristics", pertaining in these new contexts. To aid the analysis of the skills needed to engage in networked situations, an analytical framework of context levels is presented. The framework points out how requirement characteristics at three interacting levels are posed on the learner. The three levels: 1) the life-setting, 2) the activity-internal level and 3) the domain-internal level form a complex whole and as a learner acting competently in a situation, consists of the ability to respond accordingly to this complex whole. The findings of the DBR study points at challenges towards students’ transformation of knowledge between the two settings, suggesting that the development of Situated Readiness on the learners behalf requires educators to design for learning opportunities, that take into account, how settings and situations are networked and that students are given opportunities and support to recognise these temporally connections as part of their learning trajectories. The lack of explicit articulation of the sameness and differences between the setting leaves the students to realize and attune to these by themselves, which the study shows, is a major challenge to students, who have limited experiences with teaching in practice.

Program Requirements on Speech Development for Children with Hearing Impairment in Preparatory Class

The article summarizes primary rules that must be strictly observed in preparatory classes of public schools for the hearing impaired children. It is especially important to highlight the fact that children with hearing impairment may also have some difficulties in understanding another person's speech at the beginning, so it is necessary to accompany the langauge with a sign or a gesture. When composing words and phrases, it is desirable for the mother tongue teacher to have 2 types of primers: one of which will have movable letters. The above-mentioned rules will enable everyone to quickly and easily implement the education process with hearing impaired children. The article outlines the software requirements for children with hearing impairments in the preparatory class. Here, it is important to mention that education of these children begins with the development of word communication skills, highlighting the formation of abstract abilities. The program envisages timing and scope of work on this or that word material. The word material used in the native language classes should correspond to the age-specific features of the children.

Moroccan EFL Teachers’ Perception of 21st-Century Skills in Moroccan Public Schools

This study aims to investigate Moroccan EFL teachers’ perceptions of the use of 21st-century skills in public school classes. Fifty-one Moroccan teachers from both middle school and high school participated in a survey to collect data. The results showed that Moroccan EFL teachers agreed that 21st-century skills are a positive plus in students’ competencies. The data analysis was done statistically using an online survey that was sent to them through emails and WhatsApp groups. Teachers’ responses showed the importance of 21st-century skills on students’ performance and autonomy, as well as learning and acquiring knowledge in a manner distinct from the conventional approach.

Diagnostic Study of the Dyslexion Factor in Urdu Language at Early Classes in Public Schools of South Punjab

Dyslexia, a specific learning disability, exerts profound effects on language acquisition and educational attainment. This study delves into the underexplored domain of dyslexia within the context of the Urdu language, as encountered by students in public schools of South Punjab, Pakistan. Employing a comprehensive battery of standardized tasks and tests, the study diagnoses the presence of dyslexia and assesses its impact on the reading and writing processes. The findings reveal a spectrum of dyslexic characteristics among students, as evidenced by challenges in phonological awareness, letter-sound recognition, rapid automatized naming, and comprehension. Dyslexia significantly affects their ability to decode unfamiliar words and comprehend text. Concurrent qualitative interviews shed light on the diverse attitudes and reactions of students toward dyslexia, from determination to anxiety. This study's results underscore the necessity for tailored interventions, early screening, and teacher training to support students with dyslexia in mastering the Urdu language. By focusing on both the diagnosis of dyslexia and its implications for language learning, the study hopes to contribute to more inclusive and effective education in South Punjab's public schools. The findings reveal a spectrum of dyslexic characteristics among students, as evidenced by challenges in phonological awareness, letter-sound recognition, rapid automatized naming, and comprehension. Dyslexia significantly affects their ability to decode unfamiliar words and comprehend text. Concurrent qualitative interviews shed light on the diverse attitudes and reactions of students toward dyslexia, from determination to anxiety. This study's results underscore the necessity for tailored interventions, early screening, and teacher training to support students with dyslexia in mastering the Urdu language. By focusing on both the diagnosis of dyslexia and its implications for language learning, the study hopes to contribute to more inclusive and effective education in South Punjab's public schools. Keywords: Dyslexia, Urdu Language, Public Schools, South Punjab, Language Learning, Standardized Tasks, Reading, Writing

Magneettikouluja vai eliittikouluja?

The connection between urban and school segregation has been identified as a major question in Finnish educational policy. Families’ school choices in basic education are strongly connected to socio-spatial segregation, families’ socio-economic status, and the provision of selective tracks and streams in schools. As a result, the provision of selective schools and selective classes is a major factor shaping the landscape of urban school segregation. We have analyzed whether the geographical placement of selective education in the City of Helsinki can be identified to either ameliorate school segregation through a “magnet school” effect or exacerbate segregation through “elite school” placement. Our results demonstrate that the provision of selective schools and classes in public schools is in general geographically very equally distributed, and as such does not construct a magnet school effect. However, as the placement of private schools has a distinct “elite” pattern, the educational landscape of the city leans towards a slight “elite effect”.

A REALIDADE DO ENSINO BÁSICO PÓS PANDEMIA DA COVID

A problem that hit the world, including Brazil, was the COVID 19 pandemic. In view of this, classes in public schools in Pelotas in the education network moved from face-to-face teaching to remote teaching. This transposition in the teaching modality guided some concerns, such as investigating whether the teachers felt prepared to carry out this transposition from the face-to-face and how is teaching going after these two years of the pandemic. Thus, a qualitative research was carried out, with reports from public school educators in Pelotas. Conducting face-to-face interviews and via video calls. The result of the research is found in the course of the study

Validity and Reliability of Senior Secondary School Class 2 Unified Promotion Examination in Mathematics in Ondo State, Nigeria

Despite the importance of Mathematics to sustainable national development, there has been a repeated poor performance of secondary school students in the subject in Ondo state, Nigeria. The assumption of this researcher is that the psychometric properties of Unified Promotion Examination (UPE) used to promote these students to certificate class were not properly ascertained. This study sought to ascertain the validity and reliability of the UPE Mathematics objective items between 2017 and 2018. Two research questions were raised and two hypotheses formulated. The study was anchored on descriptive survey research design. The population consisted of all public senior secondary school class two (SSS2) students for 2017 and 2018. Nine hundred (900) SSS2 students constituted the sample. Multistage and stratified random sampling techniques were used to choose the sample. The research instrument that was used for data collection was the Optical Magnetic Reader (OMR) sheets. Data collected were analyzed using both descriptive and inferential statistics. Findings showed that: (i) out of 21 Mathematics topics in SSS2 curriculum, there were variations in the number of questions set in 14 (66.7%) topics for 2017 and 11(52.4%) topics for 2018 compared to the number of questions expected to be set. The trend of these variations was the same for the two years (Chi-sq cal = 6.52, Chi-sq cri = 31.41, P>0.05). (ii) the reliability coefficients (r=0.678, and r =0.765) of Ondo State UPE Mathematics objective items for the two years, although moderately good but there was a significant difference in the reliability coefficients (Z-cal = 2.84, Z-cri = 1.96). Based on the findings of this study, it can be concluded that the UPE Mathematics objective items lacks content validity, although reliable, but not comparable over time. It was recommended among others that the psychometric properties of the Ondo State UPE in Mathematics should be ensured before final administration.

The Influence of Problem Based Learning (PBL)-Based Student Worksheets on Sustainable Development Goals (SDGs) to Improve Students’ Critical Thinking Skills

The development of 21st century science and technology in the field of education requires students to be able to master the 4C skills, one of which is critical thinking. Critical thinking skills can improve students' ability to solve problems, draw conclusions and find appropriate solutions from various aspects and perspectives they will face. PBL-based student worksheets and PBL learning models are the right choice to improve critical thinking skills and can be linked to SDGs problems which will later make students solve various problems to be able to achieve SDGs goals and targets. This study aims to analyze the improvement in aspects of students' critical thinking skills after applying PBL-based student worksheets on SDGs problems. The research was conducted at a public high school in Bogor Regency, while the method used was a experiment. The population that was used as the object of research was students in several public high school classes in Bogor Regency, with cluster random sampling taking the sample. Based on the results of research and analysis, it shows that PBL-based student worksheets can improve students' critical thinking skills in SDGs problems, seen from the N-Gain score in the experimental class of 0.48 and the control class 0.32 in the medium category. The activeness of the students in the class which was assessed through the attitude and skill aspects, showed that the experimental class was higher than the control class which affected the improvement of students' critical thinking skills. The conclusion of this research is that the alternative research hypothesis is accepted, so that there is an influence of PBL-based student worksheets on SDGs issues to improve students' critical thinking skills.

Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces

Context:This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools.Research Question:How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)?Research Design:This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data.Conclusions/Recommendations:The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.

Development of Learning Media Assisted Adobeflash CS7 by Using the Demonstration Method in Science Learning

The purpose of this project is to create an Adobe Flash CS7 application-assisted learning resource for science instruction in class IV of an elementary school. Development research was the method adopted in this study. The phrase "research and development" is used. The analysis, design, development, implementation, and evaluation phases of the ADDIE model are used in this work. The 40 students who make up the study's subjects are instrument validators, class IV students at public elementary school 01 Sawahan and class IV students at public elementary school 05 Sawahan. A questionnaire was employed in this development research to gather information from media professionals, material experts, and students in order to evaluate the learning media that were being created. To gauge students' motivation for learning, questionnaires of their responses are employed. Validity analysis, which examines the applicability of learning medium, is the method of data analysis applied. The generated learning materials were proven to be reliable and useful for usage in primary classrooms. Learning materials created with the Adobe Flash CS7 program are acceptable for use in grade IV elementary schools while teaching science. An average validity score of 3.71 is obtained, falling into the very valid group. The practicality test results demonstrated that the created product was usable, with an average value of 88.25 falling into the very practical category

Danish school pupils’ perception of their learning outcomes from participating in computer-based adaptive tests: a pressure for just clicking something?

ABSTRACT Digital transformations within educational systems are recurrently justified by their promise to enhance learning activities and outcomes. We examine this claim in a study of pupils’ perception and experiences with computer-based adaptive tests in higher classes in Danish public primary schools. The study relies on survey and interview data and addresses whether pupils perceive their participation in computer-based adaptive tests as contributing to their learning and the degree to which the perception of teachers’ attitude to the test influences their learning. A majority perceives their learning as low or non-existing. However, the perception of a more positive teacher attitude is related to more substantial learning. Theoretically, we attribute this relationship to the effect of self-fulfilling prophecies in the classroom. Learning also differs for subgroups related to gender and ability level. The findings contribute to discussions about educational policy, management, and the digital transformation of educational systems.

Korean preservice music teachers’ perceptions of blended learning in music education course

Previous studies have examined the effectiveness of blended learning in various learning contexts, including music classes in public schools and music teacher education programs. However, research on the relative importance of both technology-based instruction and traditional classroom environments is lacking. This study examined the experiences of Korean preservice music teachers in a blended learning environment and demonstrated the need for an appropriate time period between online and face-to-face learning, especially for those with little experience in theoretical and practical music education. While a face-to-face classroom was found to be a crucial setting for preservice music teachers to gain various perspectives on class materials with the help of peers, a few found it challenging to explain their understandings to others in a group and express their opinions about specific school scenarios. Finally, formal question time on an online platform that maintains anonymity encouraged preservice music teachers to actively participate in in-class activities, and the combination of theory and practice was perceived as a major strength of blended learning.

A Case Study on Teacher’s Challenges on Inclusive Mathematics Classes in a Secondary Public School

Inclusive education became the mainstream educational system in the Philippines. The study used a qualitative research design employing a case study approach. Two Mathematics teachers were observed and interviewed. Purposive sampling was used to choose the participants. Data gathering is carried out through open-ended questions, interviews, and observation. Three themes emerged in the study: lack of ASL training, personalization in pedagogy, and upskilling teachers’ competency in inclusive education. This study reveals that learning should not be constrained and can be attained when everyone collaborates. It was evident that teaching is a continuous process that should not be interrupted because teaching is the noblest profession. Teachers and administrators should offer programs, projects, and activities connected to pedagogy, addressing diversity and personalizing in providing excellent services since inclusive education is now available within the educational system. It is recommended in the study to strengthen and expand inclusive education so that each student can be given more priority in accessing education for all, give them more possibilities and opportunities to address their differences, and strengthen their inherent capabilities as valuable members of society. The study seeks to contribute to the existing body of knowledge on inclusive education by exploring the experiences and perspectives of educators in the field.

The Termination of Publicly Funded Private School Contracts: Supply and Demand Side Effects

ABSTRACT We evaluate the demand and supply side effects of a policy which cuts funding to a significant portion of publicly funded private classes in Portugal, Contratos de Associação (AC), in which students do not pay tuition fees and are under the same admission criteria as in Public Schools – i.e., these private schools cannot select students based on their socioeconomic status or prior achievement. This policy established that from 2016/17, Private school classes would no longer receive Contratos de Associação funding if the government deemed that there were enough nearby Public Schools with capacity to absorb the new student cohorts. Compared to the pre-reform student cohort, we find that affected students changed the demand patterns for different types of schools: both the number of Public school classes and regular Full-Fee Private School classes increased, but the rise in the former was larger in absolute terms. Nevertheless, this pattern of movements was heterogenous across different sub-groups of the student population. While non-low-income students switched both to Public and Private school classes, we verify practically a one-to-one movement of the low-income student cohort from AC schools to Public schools only. On the supply-side, we find that the decrease in AC schools was not fully compensated by the increase of schools that are now under different Private School systems and that some of these schools later shut down.

Religious instruction in the post-truth world: A critique of Australia’s controversial religious instruction classes in public schools

Even though religious schools are common in Australia, many government schools provide religious instruction (RI) classes. Religious instruction involves students being segregated into faith based groups so as to receive instruction in the beliefs and practices of one religion. This practice also occurs in many other countries. In Australia, the provision of RI in government schools has become increasingly controversial, resulting in numerous government reviews, law and policy changes and frequent media coverage. In this paper, I examine Australia’s RI laws, policies and other relevant literature. I argue that RI aims to indoctrinate. Consequently, it may conflict with educational efforts to combat the sorts of thinking and problems that characterise the ‘post-truth world’ – that is, a world flooded with disinformation, conspiratorial thinking and science denialism, which fosters social divisiveness and undermines effective responses to serious global problems (e.g. COVID-19, climate change). A more educational alternative to teaching about religions is recommended.

Critical and Creative Thinking Skills of Pekanbaru High School Students in Biology Learning

Critical and creative thinking are skills that are needed in this 21st century. These two skills are a priority for learning outcomes from various levels of education. This research is a descriptive study that aims to see or measure the critical and creative thinking skills of high school students in Pekanbaru in online learning. The population in this study were students of public senior high school class XI IPA in Pekanbaru, while the sample was 216 students from two public senior high schools in Pekanbaru. The research instrument is in the form of critical and creative thinking questions that have been validated constructively by experts and empirically with a reliability value of. Based on the results of the study, it shows that the critical thinking skill of students of public senior high school class XI IPA in Pekanbaru is in the sufficient category with a percentage of 68.71% with the highest percentage being in the advance clarification indicator with a very good category while the other indicators are in the sufficient category. In creative thinking, the average skill of students in public senior high school class XI IPA in Pekanbaru is also in the sufficient category with a percentage of 64.43% with all indicators in the sufficient category. Based on the results of the study, it can be concluded that the ability of students in public senior high school class XI IPA at SMAN Pekanbaru is in a fairly good category.

An Investigation of Social Acceptance Levels of Students with Typical Development toward Their Peers with Special Needs in terms of Certain Variables

The aim of this study is to investigate the level of social acceptance of students with typical development in inclusive classes towards individuals with special needs in terms of certain variables. In this study, the screening model was used, which is one of the quantitative research methods. The reason for choosing the screening model in the research is to determine the relationship between different variables such as gender, parents' education level, and whether there is a disabled person in the student's immediate environment and the level of social acceptance. In the 2019-2020 academic year, 1083 6th, 7th, and 8th grade students in inclusive classes in public secondary schools in Turkey participated in the study. The Social Acceptance Scale developed by Arslan (2010) with an internal consistency coefficient of .93 was used. The statistical package was used to analyze the data. The results of the study revealed that there was a significant difference in social acceptance levels of students with typical development towards their peers with special needs (p˂0.001) according to the variables as ge nder, father's education level, grade level, the presence of disabled people among relatives, previous attendance of kindergarten and nursery in the past, family status. However, it was found out that there was no statistically significant difference between the mother’s level of education of the students with typical development and their social acceptance levels towards their peers with special needs.Keywords:Social acceptance, inclusive education, peer, typically developing student