Public School System Research Articles

The journey of young scientists in Brazil: challenges and perspectives

AbstractAs a young scientist in Brazil, my journey began with a modest education in a public school system that often lacked the resources needed to provide students with comprehensive support. However, with persistence and determination, I successfully gained admission to the University of São Paulo, a prestigious institution and one of the top universities in Latin America. My research focuses on the relationship between the nervous and immune systems in psychosis, a topic I am deeply passionate about. In this piece, I will discuss the systemic issues within the Brazilian education and research systems and delve deeper into my own challenges and achievements as a young scientist in Brazil, sharing insights that can inspire others in similar situations.

CIÊNCIA CIDADÃ E O ENSINO DE CIÊNCIAS: REFLEXÕES PARA BOAS PRÁTICAS A PARTIR DE UM CURSO DE FORMAÇÃO.

Scientific Literacy (SL) aims to develop students' and teachers' knowledge of Science and Technology for civic education. In this sense, numerous teaching approaches have emerged seeking to promote SL aspects in the classroom. Citizen Science (CS) is an emerging approach involving the school community in research problems, allowing students to engage in scientific practices through experimental protocols. Thus, this study aimed to identify and analyze, using Social Representations Theory (SRT), the representations of a group of teachers from the Paraná State public school system participating in a CS training course, focusing on their role in CS practices and reflecting on training for good CS practices. We used a questionnaire with the Free Word Association Technique (FWAT) to identify SR, inducing terms related to 3 axes: Scientific Knowledge, Citizen Science, and Science Teaching through Protocols. The group's evocations were analyzed using Bardin's content analysis, and organized into categories and subcategories. In the Scientific Knowledge axis, there is a predominance of generalist representations; for the Citizen Science axis, representations focus on participation, but more general notions still prevail; and in the Science Teaching through the Citizen Science axis, teachers present representations of a technical and pragmatic protocol. Therefore, we understand that for more meaningful training, it is necessary to involve teachers in building practices, allowing greater participation and engagement in CC concepts.

Presenteeism among teachers and administrators in primary and secondary schools in Morocco case study: The Moroccan public school system

This research is conducted with the aim of studying presenteeism among teachers and administrators in Moroccan public schools. It seeks to enhance knowledge and understanding of a recently recognized subject, namely, presenteeism. Presenteeism is a novel concept in organizational behavior that describes an individual who is physically present yet mentally disengaged. It denotes productivity that falls below expectations despite the employee's attendance and presumed competence, and it encompasses subpar performance by an employee who reports to work while being unwell. It also includes a phenomenon of excessive presence in the workplace. Empirical research on presenteeism is reasonably plentiful, mostly in the domains of medical and management, but empirical studies in the realm of education are exceedingly scarce. This research seeks to enhance our comprehension of presenteeism by identifying the factors that compel teachers and administrators to engage in it, as well as by elucidating the repercussions that ensue from this behavior. This study is carried out at primary and secondary schools in Casablanca, specifically at the Elfida Mers Sultan Directorate, using a sample of 32 instructors and 20 administrators. Key findings indicate that presenteeism is an under-recognized but widespread phenomenon, with 55.8% of participants admitting to having worked while ill. Contributing factors identified were workplace conflicts, demanding schedules, health problems, burnout, advanced age and lack of training in this area among administrators. The effects of presenteeism have a negative impact on student engagement, academic performance and lead to behaviors such as inattention and classroom disruptions.

I. I. von Felbiger and the creation of the European school education system

Introduction. One of the most important conditions for the success of any type of activity is its systematic nature. This statement fully applies to such an important area of the spiritual life of society as education. The creation of the educational system in Europe is associated with the name of the outstanding teacher-reformer Johann Ignaz von Felbiger (1724-1788), who vividly proved himself as a scientist, founder of educational institutions, author of important documents and textbooks that for many decades determined the content and nature of schooling in European countries and in Russia. Materials and methods. The author uses the following research methods: analysis of historical and pedagogical literature, biographical and historical methods, an axiological scientific approach to the study of the value content in the activities of I. I. von Felbiger. The work uses publications by foreign and Russian authors. Results. The period of I. I. von Felbiger's life and his organizational activities coincided with the age of Enlightenment, which led to an increase in interest among a significant part of the population of many European countries in science and its practical use in the interests of society, as well as to the problems of educational development. I. I. von Felbiger acted as the organizer of educational institutions designed for various groups the population and the levels of training of students. He substantiated the idea of the first public school system in history and partially implemented it into practice. Over time, this system, which in some countries was called Sagan, became generally accepted in Europe. His ideas were developed in the process of creating a school education system in the Russian Empire. Discussion. Von Felbiger's activities in the field of education were multifaceted. He carried out the practical management of the educational institution, was a teacher, the general commissioner for education of the whole country, and finally, he created valuable legislative acts that received approval from the monarchs and ordinary teachers. He also authored methodological and educational manuals for teachers that corresponded to the current needs of society. Conclusion. The famous educational reformer von Felbiger left a vivid mark on the history of European science and culture. He went down in the history of pedagogy as the creator of the Sagan school system. The history of his life and work, as well as the genesis of the first education system he created in Europe, deserve further comprehensive study.

Findings from the Mighty Girls Efficacy Trial: Changes in Acceptance of Dating Violence

Background/Objectives: Test efficacy of the social emotional learning (SEL)-based Mighty Girls program, a program culturally tailored for English-speaking Hispanic/Latino girls in seventh grade comprised of classroom sessions and a virtual reality computer game. We hypothesized that the curriculum would decrease risky sexual behaviors in a program that can be used as part of a comprehensive sex education curriculum or as a stand-alone program. Methods: A randomized group trial was conducted in which 22 low-income, predominately Hispanic schools within the Miami-Dade County Public School System were randomly assigned to intervention (consented n = 335) and control (consented n = 217) conditions. All study activities occurred after school. Primary outcome measures were resistance self-efficacy, acceptance of dating violence, sexual intentions, and sexual behavior. Assessments occurred at baseline, immediately post-intervention, 3-, 12-, and 24-months post-intervention. Changes in outcomes from baseline to 24 months were modeled using multi-level models to account for nesting of students within schools with full information maximum likelihood to account for missing data and baseline school attendance and enrollment in free and reduced lunch as covariates. Analyses are also controlled for multiple testing. Results: The program had a significant effect on reducing acceptance of dating violence at 24 months post-intervention (estimate = −0.083, p ≤ 0.05), but no effect on resistance self-efficacy, sexual intentions, or sexual behavior (p ≥ 0.58). Conclusion: Study findings demonstrate that a social emotional learning (SEL) curriculum can impact sexual behaviors such as susceptibility to dating violence. Low baseline levels for sexual intentions and behaviors as well as a high baseline of efficacy may have impacted findings for the other outcomes.

Cannabis use, mental health and suicide attempts among adolescents in Puerto Rico

Abstract Cannabis is the most widely used illicit substance worldwide, with recent reports estimating an 11.6% annual prevalence of use in North America. Mental health, suicidal ideation, suicide attempts and completed suicides, has been the focus of several studies exploring its association with frequent cannabis use. The purpose of this study is to evaluate the association between cannabis use, mental health symptoms and suicide attempts among adolescent students in Puerto Rico. Consulta Juvenil X is a monitoring program that aims to study the prevalence of substance use, mental health and violent behavior as well as the risk factors associated with those practices. The survey was conducted during the 2018-20 academic year. The study utilizes a self-administered questionnaire. The sample included 4,668 (54%) females and 3,977 (46%) males. Half of the sample was between seventh and ninth grade with a median age of 15 years old. The majority of the sample was recruited from the public school system in Puerto Rico (70.3%). The prevalence of marihuana use in the public and private schools participating in the study was 9.4% and the suicide attempts was 7.6%. Multiple logistic regression analyses revealed that students who use marihuana during the last year were significantly more likely to report depressive and anxiety symptoms after controlling for sociodemographic variables. Moreover, adolescents who use marihuana were significantly more likely to report suicide attempts after controlling for depression symptoms (OR = 3.07; 95%CI: 2.53-3.72). Findings of this study suggest that adolescents who report marihuana use seem to be at higher risk for mental health problems and suicide attempts. Understanding who is most likely to report marihuana use is important in developing interventions to prevent mental health problems and suicidal behaviors. Key messages • Findings of this study suggest that adolescents who report marihuana use seem to be at higher risk for mental health problems and suicide attempts. • Understanding who is most likely to report marihuana use is important in developing interventions to prevent mental health problems and suicidal behaviors.

Transforming Cambodian Education: Full-Time Learning, Technology, and Language Integration for Public Schools

The Cambodian government has announced a significant educational reform to transition public schools to full-time learning by integrating computer and English or Chinese language classes. This initiative is designed to enhance the quality of education and better prepare students for the demands of the modern world. This paper compares these proposed changes by examining practices in five private schools already implementing full-time education and advanced technological and multilingual programs. By evaluating the academic performance, resource availability, and overall educational outcomes of these private schools, this study aims to provide actionable recommendations for successfully adopting these strategies in public schools. The research involved surveys of 565 respondents, including students, teachers, school administrators, parents, and policymakers, and in-depth interviews with 50 key stakeholders. Key findings include strong support for full-time education, higher levels of technology integration, and better multilingual education in private schools. These findings will inform policymakers, educators, and stakeholders about the potential impacts and necessary steps to ensure the successful implementation of these educational reforms in Cambodia's public school system.

School middle leadership: aspirations, identification, appointment, development and advancement

PurposeWhile current research is reporting on a crisis in school leadership aspirations and appointments, this research sheds light on the mediating factors that school middle leaders (MLs) attribute to their appointment as a leader and their aspirations to senior leadership positions.Design/methodology/approachQualitative data from a larger, mixed-method, research project were collected using an online survey completed by 2,608 MLs in a large public school system in Australia and is analysed using an inductive thematic process.FindingsThe findings suggest that MLs experience varying and non-linear career progressions and that a range of personal and professional factors impact their career aspirations. The support of an “experienced other” such as a principal, mentor or coach and strategic career planning are all important in the identification, support, development and advancement of MLs.Originality/valueThis paper contributes to the scarce body of research on middle leadership identification and aspirations. The study recommends a system approach drawn from the empirical data and associated literature that may be useful to inform policymakers, school systems and school leaders in efforts towards middle leadership identification, development and advancement.

Lifestyle and sleep quality of schoolchildren living in Amazonas, Brazil

Lifestyle is something inherent to the world's population, different in each place and often varying from individual to individual. Lifestyle is directly related to health and encompasses various factors, including sleep, the quality of which is considered a determining factor, especially as it is related to the individual's development and well-being. This study sought to assess the impact of lifestyle on sleep quality in school adolescents in the city of Jutaí, in the state of Amazonas. To this end, information was collected from 356 students (167 boys and 189 girls) from the city's public school system, with an average age of around 13.10 ± 1.27 years, average body mass of 47.35 ± 11.45, average height of 1.52 ± 0.09 and BMI of 20.33 ± 3.60. The following instruments were used for data collection: Body Mass Index (BMI), the Individual Lifestyle Profile questionnaire (Nahas et al, 2000) and the mini sleep questionnaire (Zomer, 1985). The lifestyle variables analysed showed an intermediate level for nutrition, positive for stress, physical activity and social relationships oscillating between intermediate and positive, and positive preventive behaviour. Finally, it was found that most of the students surveyed - 181 participants (≅ 51.1%) - had good sleep, 46 (≅13.2%) had slightly altered sleep, 38 (≅10.7%) and 89 (25%) had severely altered sleep. There seems to be a direct relationship between sleep quality and lifestyle.

A Scientific Program in Regenerative Engineering (ASPIRE): A Prospective Program Aimed at Tackling Health Disparities in the USA.

The continued low numbers of Blacks in STEMM (Science, Technology, Engineering, Mathematics, and Medicine) represent an American crisis that threatens growing awareness and efforts to effectively address health disparities that affect the Black population. Regenerative engineering is an emerging STEMM field that seeks to combine principles from engineering, life sciences, physics, and medicine to develop new technologies for repairing and regenerating damaged tissues and organs. We believe that regenerative engineering has the potential to address some of the root causes of health disparities by developing new approaches that are more accessible and affordable, particularly for low-income communities and people living in rural areas. We have developed a new education program targeting to K-12 groups "A Scientific Program in Regenerative Engineering (ASPIRE)" that supports the mentoring and education of Black K-12 students to enter successfully and thrive as professionals in STEMM particularly in the area of regenerative engineering. We have been collaborating with several public-school systems in Connecticut, especially among the regions with health disparities to implement the program. We believe our new educational K-12 program would serve as a vehicle to reduce health disparities in the region.

Fear, hesitation, and resistance: Georgia educators’ responses to divisive concepts legislation

Currently, attacks on CRT and neoliberal legislation work to undermine public education and democracy in the United States. Divisive concepts legislation restricts what teachers say and do, acting as a counterwave to implementation of diversity, equity, and inclusion initiatives. In this article, a collective of educators with diverse identities working in varied contexts engage in collaborative reflection on the impact of HB 1084 (a censorship policy in Georgia), on their educational practices. We generated vignettes and coded them for the degree to which we reacted with fear, hesitation, and/or resistance. Our responses existed within this set of reactions and were influenced by our identities, constraints/affordances of our contexts, and experiences. Our vignettes expose how the legislation subjected us to a surveillance state that sometimes produced fear and hesitation, especially for those in positions related to preservice teaching. However, resistance was also present in response to the legislation in almost every vignette. Implications emerging from this study include the importance of educators engaging student voices as a form of backup and the necessity of coalition building for critical teaching. Findings suggest policies like HB 1084 undermine culturally relevant, antiracist, justice-centered teaching and are fundamentally regressive to improving the public school system.

Game-based Learning for Science Education in Institutional Care Settings in Northwestern Mexico

Play has been key to knowledge acquisition, creativity, and innovation. In education, game-based learning (GBL) is a physical and digital environment that enhances learning outcomes in students. This paper presents the results of observational research on game-based learning in science education as a motivation for young students from two institutional care settings in Northwestern Mexico, in the State of Sonora. The observational research touched on 1) game-based learning in science, technology, engineering, and mathematics (STEM) education, and 2) learning motivation in vulnerable student groups. This paper focuses on the authors' experiences, most of them early researchers focused on science education, their purpose of promoting game-based learning in STEM education, and interviews with representatives from both institutions. We found that game-based learning was seen as a novelty, innovative, and motivational way of engaging young students from institutional care settings to learn and become curious about the STEM field. We also designed and created games focused on STEM subjects in both institutions. Students living in institutional care settings face even greater obstacles regarding education. In some instances, the lack of mentorship or follow-up tutoring activities can determine their academic outcome or lack thereof. With the ever-changing world of technology, industries demand highly qualified people in STEM fields. Nonetheless, international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) have reported that school systems around the world are not equipped with the proper teaching methodologies for students to acquire basic skills such as mathematics nor critical thinking. In Mexico, public school systems and institutional care settings often lack teacher training or mentorship approaches to promote STEM education. This paper concludes with a reflection on the benefits of GBL in STEM education in such settings and suggestions for student-led collaborations with children and youth in such settings.

Factors Associated with Parents' COVID-19 Vaccination Decisions for Their Children in an Economically Marginalized, Diverse Community.

COVID-19 vaccine hesitancy is a significant public health concern, particularly among parents who serve as gatekeepers for their child(ren)'s vaccination status. This study adds to the literature by examining COVID-19 vaccine decisions among parents living in a mid-size, lower-income, racially/ethnically diverse, community. Parents of children, < 18 years and enrolled in the public schools system, were invited to complete a questionnaire offered in English, Spanish, and Portuguese. The questionnaire included questions about their child(ren)'s vaccination status, as well as factors which, based on the literature, might impact parents' vaccination decisions. Parents (n = 277) were mostly Hispanic/Latinx, females, with a high school degree/GED as their highest level of education achieved, a mean age of 40 years, and an average of two children < 18 years. Four-fifths (78.6%) of parents reported being vaccinated against COVID-19, but only 40.8% reported having all of their children vaccinated; 14.8% had some of their children get the COVID-19 vaccine, and 44.4% had none of their children get the COVID-19 vaccine. In bivariate associations, parents' vaccination status, parents age, the CDC website as a COVID-19 information source, awareness of age eligibility for the COVID-19 vaccine, parents reporting knowing someone who does not want to vaccinate their child, and parents' perceived social norm score were associated with children's vaccination status. However, when multivariate analyses were conducted, only parents' age and perceived social norms increased parents' odds of choosing to vaccinate their child. These findings have implications for those promoting COVID-19 vaccination among parents in lower-income, diverse communities.

Relegated to the Sidelines: A Qualitative Inquiry of Gatekeepers' Perspectives and Values of Physical Education for Disabled Children.

Several institutional aspects within the U.S. public school system impede the delivery of adapted physical education (APE) services to disabled children, including a lack of understanding and prioritization of these services by the special education team and a lack of qualified APE professionals to deliver these services. Thus, we conducted a qualitative inquiry grounded in a critical-ableism perspective to explore special education gatekeepers' experiences and perspectives of APE. Gatekeepers included parents, physical educators, and school administrators. Using a reflexive thematic analysis, we developed four interrelated themes: (a)disregard, negative, and charity mindsets toward disability; (b) systemic challenges in valuing and prioritizing APE; (c)presence as inclusion: (un)intentional marginalization in physical education; and (d)physical education for my child was a nightmare. These findings illustrate the complexities around the provision of physical education and APE to disabled children.

Fostering educational excellence and addressing neoliberal challenges: Perspectives from principals and educators in Arab private schools in Israel

This study delves into the firsthand experiences of educators within private Arab schools in Israel in response to the escalating trends of privatization. Through conducting semi-structured interviews with 10 principals and educators from private institutions, a phenomenological approach was employed to uncover their perspectives on achievements and neoliberal challenges encountered in their educational roles. The findings elucidate a nuanced interplay of factors propelling the privatization process, including the demand for quality education, the cultivation of identity, and discontentment with public schooling systems. Participants highlighted the advantages offered by the flexibility and resources available in private educational settings. Nonetheless, concerns surfaced regarding issues of equitable access, regulatory oversight, workload demands, and clashes with the Ministry of Education’s privatization policies. Educators articulated both the benefits and risks associated with the privatization of schools. The study advocates for the implementation of standardized oversight mechanisms, specialized training to uphold principles of equity, fostering public–private partnerships, and the necessity for further research to shape practical policy that align privatization with educational excellence and equal opportunities. Insights gleaned from educational leaders navigating the complexities of privatization serve as a compass for devising strategies aimed at enhancing Arab schooling through evidence-based reforms.

“Home Is the Mouth of a Shark”: Trauma and the Needs of Students from Refugee Backgrounds from the Perspective of Boundary Spanning Refugee Resettlement Workers

This research project examines the experiences of four individuals working in refugee resettlement and their perspectives on the educational needs of refugee students, given their role as boundary spanners. They also discuss the need for teachers to encourage students to use the Funds of Knowledge in the classroom. Participants discuss their varied experience as professionals in refugee resettlement, with two being refugees and one being an immigrant. This paper (1) explores the stress associated with relocation, (2) delves into the mental health issues faced by individuals from refugee backgrounds, emphasizing trauma, (3) analyzes how inefficiencies and lack of support within the public school system contribute to a stressful and ineffective experience for all parties involved, and (4) highlights the importance of human connection. The implications for future research are also discussed with particular attention paid to the need to actively work with other stakeholders.

Multicultural integration and future pathways: an analysis of Chinese language education policies and practices in Philippine public secondary schools

ABSTRACT This paper examines the integration of Chinese language education within the Philippine public secondary school system, highlighting its role in promoting multicultural understanding and enhancing global competitiveness. Through a mixed-methods approach, involving surveys and interviews with educators, and administrators across a representative sample of schools, the study explores the current state of Chinese language policies as part of the SPFL (Special Program in Foreign Languages) foreign language education, curriculum designs, personnel training, community engagement, and resource allocation. The findings reveal several challenges, including limited instructional time, inadequate teacher training, scarce teaching resources, and a nascent stage of digital resource development. The study also delves into the societal and educational aspirations driving the demand for Chinese language education, against the backdrop of the Philippines' broader goals for national talent development and cultural integration. Recommendations are proposed to address the identified gaps, emphasizing the need for curriculum standards that more closely integrate language with multicultural activities, enhanced teacher support, community-based language activities, a multidimensional approach to language proficiency evaluation and leveraging digital education, etc., The paper advocates for an expanded notion of communicative competence that encompasses the ability for cultural exchange and digital literacy.

Create and Craft: Understanding the Lived Experience of Education Program Supervisors in Leading the Implementation of Contextualized Learning Resources

In the years of the contextualization of the learning materials, it has been studied that these are effective in the improvement of the quality of teaching and learning experiences. In the Philippine public school system, education program supervisors play a pivotal role in leading the implementation of contextualized learning resources by ensuring that instructional materials are tailored to meet the diverse needs and backgrounds of students. They work closely with educators to develop and adapt curricula that reflect the cultural, social, and linguistic contexts of the learners, thereby making education more relevant and engaging. The researchers utilized the phenomenological research design to understand and describe the lived experience of Education Program Supervisors in leading the implementation of contextualized learning resources. Data were gathered through semi-structured one-on-one interviews with randomly selected education program supervisors, and results were interpreted through thematic analysis The salient findings of the study are: (1) education program supervisors underscore their crucial role in implementing contextualized learning materials to improve engagement and relevance, emphasizing the importance of quality assurance in ensuring accuracy, accessibility, and effectiveness through thorough evaluation and monitoring, while also acknowledging the significance of leadership in fostering learning resources to enhance students' application of knowledge to real-world scenarios and overall educational quality and (2) they are using transformational leadership, efficient workload management, and a collaborative approach to address challenges in implementing contextualized learning resources, aiming to improve educational outcomes for both teachers and students.

English as a Medium of Instruction in Pakistan: Equity, inclusion and Social Justice Issues

The language of education plays a substantial role in the development of a nation. It is not only a means to transfer knowledge to the masses, but it also shapes the feelings and attitudes of individual students. Unfortunately, if the language (s) of education is not chosen carefully or if its status and role are not defined adequately, it may give rise to inequality and injustice. In Pakistan, during General Musharraf’s regime (2001-2008), English was proclaimed as the medium of instruction with the aim of introducing a unified medium of instruction for all, (Asif et al, 2020). English as the medium of instruction (EMI) has always remained controversial in Pakistan. It is often criticized for paving ways for a number of issues of equity, inclusion and social justice. Thus, the studyaims to explore the extent to which English medium instruction (EMI) addresses social equality and social justice issues in the public-school system of Pakistan. Data for the study is collected via interviews with ELT (English Language Teacher) professionals from the public- school system who are facing such issues because of EMI. Additionally, employing a thematic approach to analysis, study provides a critical analysis of inclusion and injustice issues. Finally, it draws implications for teachers, schools, and policymakers, and will make recommendations to address the issues.

The Influence of School Climate and Goal Achievement Structure in Nigerian Public Schools

The paper explores the importance of school climate and goal achievement structure in Nigerian public schools. It highlights the significance of these elements in shaping the educational environment. The school climate, influenced by factors such as leadership, teacher-student relationships, safety and discipline, significantly impacts student well-being, academic performance and overall school success. The goal achievement structure is also crucial in Nigerian public schools, drives academic progress and shapes the future of students. The relationship between school climate and goal achievement structure is also explored. This understanding is crucial for fostering a conducive educational environment and achieving academic objectives. The paper then delves into goal achievement structure, its significance in Nigerian public schools to firm its alignment with national education objectives and the challenges associated with its implementation. It highlights the complexities of implementing these components within the Nigerian public school system. In conclusion, understanding the influence of school climate and goal achievement structure in Nigerian public schools is crucial for improving education quality and fostering an academic and personal growth environment.