Public School System Research Articles

Multilingual learners’ exposure to science and language inputs in elementary school: ¿Qué sabemos?

AbstractAs linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners’ (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and language inputs are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs’ science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non‐MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning.

Towards Agricultural Development: A Study of the Americas Public School System in Bukidnon 1901-1940

The resettlement of Bukidnon following its separation from the Misamis province in 1907 was formalized under the Special Provincial Governmental Act, also known as Act 1693. This transition sparked various resistance movements within the province, including the Tauidis outlaws and the Tungud movement, both formed to oppose America's resettlement campaign in Bukidnon. After its suppression by the constabulary the American administration introduced an education system aimed at pacifying the Bukidnon population while fostering economic self-sufficiency in the province. This paper aims to analyze and evaluate the role of the education system in Bukidnon as a crucial component of America's pacification and integration campaign in the province. It addresses key questions such as: How did the America introduce education in Bukidnon? What were the education policies implemented by America in the region? And what impact did education have on the economic and political integration of Bukidnon? The study uses an archival approach, relying on primary sources including the Reports of the Director of Education from 1906 to 1938, as well as the Annual Reports of the Philippine Commission, the Report of the Auditor of the Philippines, and the Annual Report of the Governor General of the Philippine Islands. These sources offer a descriptive and narrative account of education in Bukidnon within the broader context of America's campaign of pacification and integration. This research is significant as it rationalizes the impact of America's education on the agricultural systems and food production in the province. By examining the development of the education system, this study contributes to a deeper understanding of the dynamics of colonial governance and its impact on local communities.

The cultural politics of emotion and mothers’ responsibility for school choice

ABSTRACT This paper focuses on school choice within the public school system in Queensland, Australia. While school choice has typically been framed as a logic of economic rationalism (for middle-class families), in this paper we use Ahmed’s concept of the cultural politics of emotion to describe a more complex dimension of choice through gendered community. We argue that mothers become responsibilized for school choice, and in the process become emotionally invested in school choosing. In managing their soft bodily desires and hard cognitive rationalities, they are responding to the emotional histories that stick to schools. The problem we frame through our empirical case is that there is a clash of cultures between the type of school mothers desire, and the reality of what schools are, and could ever be. This is the double-bind or ‘cruel optimism’ of mothering school-aged children.

Charting the Globe. A Qualitative Longitudinal Analysis of the Englishes in German Curricula and Textbooks

AbstractFor decades now, researchers and academics have lamented the mismatch between the representation of English in the classroom and the way the language is used in real‐world contexts. Much of teaching is bound by curricula that determine not only the contents of their teaching but also the materials and assessment methods they use, they are crucial to investigating changes within TESOL, which is especially true for the public school system in Germany. It therefore seems pertinent to turn our attention toward the administrative and prescriptive side of the decision‐making process in public school systems. In other words, to understand the ways in which Global Englishes can be, and have been, represented within classroom teaching contexts, it is necessary to scrutinize language curricula and mandatory textbooks. To appropriately evaluate necessary changes and developments toward GELT, we need to take a longitudinal view and identify changes over time, however small they may be. This study outlines changes in the conceptualization of English language and English communication over the last 5o years in accordance with relevant GELT themes in German secondary school. A selection of TESOL curricula alongside TESOL textbooks were analyzed as representative of changes in teaching practice. Structuring content analysis was used to identify changes in the representation of key themes. The curriculum analysis suggests keen awareness of the role English plays as a global communication tool from the 1990s, while the conceptualization of its speakers, speaking contexts, and relevant skills remain largely unchanged as the content analysis revealed a strong attachment to native speaker and standard English ideology throughout the curricula and textbooks.

Italian at Public Schools: Historical Conflicts in the State of Santa Catarina

This paper focuses on the teaching of Italian language in public schools in some cities of the state of Santa Catarina in Brazil by framing it into the context of Brazilian linguistic diversity. In the last decades, cities founded by Italian immigrants that arrived in Brazil during the XIX century promulgated laws that assured the inclusion of the Italian language in the curriculum of their public school system, even though the majority of the immigrants spoke Italian dialects. The article, then, besides dealing with the linguistic repertoire of the immigrants, shall also try to analyze the linguistic oppression that those immigrants were subjected to during the Estado Novo period of Brazilian politics, seeking to access the consequences of that oppression for the new generations. The chief aim of the paper is, therefore, to problematize the relationship between linguistic oppression and prejudices still in place regarding the use of Italian dialects, trying to put into question the validity of the teaching of standardized Italian in communities formed mainly by dialectophones.

Anti-Black Racism in the Ontario Public School System: Problematizing the Labeling of Young Black Students as Troublemakers

This paper examines anti-Black racism in the Ontario public school system. Using the West-Hill Catholic Elementary School (a pseudonym) as a case study, it foregrounds the selective application of punishments inflicted upon Black students, including those often motivated by racist perceptions on the part of teachers, principals, and School Boards. Using the theories of biological determinism1 and the culture of poverty2 as conceptual frameworks, this paper investigates the factors to which school authorities attribute violent behavior on the part of Black students. This paper provides recommendations aimed at mitigating anti-Black racism in the Ontario public school system.

Relevant Leadership for Black Children: Calling All Black Public School Principal Supervisors

This qualitative study aimed to explore the approaches used by Black principal supervisors to professionally develop Black principals in public K–12 settings. Using a phenomenological approach and thematic analysis design, I examined the philosophy and strategies employed by 11 experienced Black principal supervisors in their work to assist Black principals in navigating the U.S. public school system and best ensure the success of their students and staff. Participants were recruited through professional organization networks and participated in virtual one-on-one interviews that were transcribed and analyzed to identify commonalities and challenges in the experiences of Black principal supervisors. Eight themes were identified and appear to be consistent with the literature on principal supervision in alignment with critical race theory and adaptive leadership, each of which helped to guide the study design. Results provide a blueprint for Black school leadership in a way that promotes excellence and transforms schools.

Perceptions of Collaboration Between General and Special Educators in Physical Education.

This article describes the perceptions and experiences of collaboration between teachers of physical education (n = 3) and special educators (n = 3) on teaching pupils with disabilities. Using a qualitative approach, the study seeks to establish the nature and extent of collaboration among these teachers and to identify the benefits and barriers to implementation. Semistructured interviews were used as the main data source. Data were collected from teachers working in the public school system in the southern part of Finland. The findings indicate that while teachers are mostly aware of the value of collaboration, its implementation varies immensely among the different schools. While the special educators in this study see themselves mainly responsible for supporting pupils with disabilities, the physical education teachers showed a strong commitment to the subject matter of their teaching. Participants also reported several challenges relating to time constraints, a lack of classroom support, and a shared vision of inclusive teaching.

Association between school learning models and psychological and social health visits to the emergency room.

We aimed to assess the impact of in-person and distance school learning models on children's visits to the emergency department (ED) for psychological or social ("psychosocial") complaints. We analyzed presentations to one emergency department in a mid-sized Midwestern city. We used the public school system schedule to determine in-person and distance learning periods by the grade level. We calculated the incidence of visits to the emergency department during academic years 2018-2019, 2019-2020, and 2020-2021, with particular attention to the time after March 13, 2020, which was the pandemic period. We compared the incidence of visits during in-person versus distance learning school models. A total of 7181 visits occurred during the academic years studied, 17.1% due to psychosocial complaints. The incidence of psychosocial visits to the ED was lower during distance learning than during the pandemic in-person learning period (given per 1000 student years: 20.5vs. 24.1, p=0.14). This difference was statistically significant among middle schoolers (23.3vs. 46.6, p<0.001). While not statistically significant, the difference among high schoolers was pragmatically relevant (38.2vs. 49.3, p=0.086). Distance learning was associated with a decrease in the incidence of psychosocial visits to the emergency department relative to in-person learning. Future investigation is required to verify results and better understand any causative relationships.

Enriching Professional Development in Disadvantaged Schools through the Targeting Talent Programme (TPP) Educators Enrichment Programme: Insights from Math and Science Educators

This study explores the lived experiences of educators from disadvantaged schools involved in professional development in the Targeting Talent Programme (TPP) at the University of the Witwatersrand. It elicits the perceptions of mathematics and science educators on professional development programmes. A qualitative research approach was employed, and data was collected through focus group discussions with 24 participants comprising Math and Science educators. The study’s findings indicated that acquiring the requisite knowledge and skills from participating in the programme improved the understanding of pedagogical content, skills and teaching methodologies. The major barrier besetting the realisation of educators’ professional development identified included the public-school system in South Africa characterised by resource constraints which limit educators’ innovative strategies in integrating technology into teaching and learning. The study revealed that reflection is required regarding the rules and policies regulating learners’ and educators’ use of technological gadgets. From the findings, it is recommended that designing and implementing educator professional development must be embodied within South African school policies.

HOẠT ĐỘNG CỦA TRƯỜNG TƯ THỤC Ở TRUNG KỲ TỪ NĂM 1917 ĐẾN NĂM 1945

Under the French colonial period, in addition to the public school system, the French government has allowed the opening of many private schools to serve political goals and meet the learning needs of the people. To contribute to clarify the current situation of private schools in Annam during the French colonial period, based on documents of the French government including Decrees, Yearbook Reports, statistical documents... the article focuses on clarifying the The colonial government's private education policy from the second educational reform (1917 to 1945), at the same time restoring the private school system in Annam in terms of schools, programs, and studies, etc. On that basis, the author presents a few comments on private education in Annam since the second educational reform (from 1917 to 1945) and compare it with private education in Tonkin, Cochinchina during the same study period.

‘Be Creative and Have Fun’: elementary‐aged children's digital and embodied composing in science

AbstractA team of literacy, science, and theatre educators have been working to engage children in an urban public school system in the United States through embodied performances, where students embody and dramatise science ideas. This study focuses on one fourth‐grade classroom when instruction was done remotely due to Covid‐19. Children in the class were asked to compose videos of themselves acting out and/or exploring science phenomena and concepts, and we analysed the affordances of these multimodal compositions. We situate the need for this study in claims from the Next Generation Science Standards that literacy skills are necessary to build and communicate science knowledge. In doing so, we center social semiotics perspectives that conceive of composition broadly as production‐oriented processes drawing from various semiotic resources. The multimodal compositions in Mr. M's science class included both primarily embodied compositions and primarily digital compositions, and we elaborate on one focal example of each in the findings. Intertwined affordances of the focal children and their classmates' multimodal science compositions include opportunities to creatively engage with and negotiate science ideas, to draw from personal and social knowledge during meaning‐making, and to intentionally make rhetorical choices.

40 Two-week agriculture institute prepares Mississippi teachers to improve agricultural literacy in classrooms

Abstract Agriculturally rich communities in Mississippi, particularly those with high minority populations, suffer from significant educational disparities, resulting in a median poverty rate 7.8% higher than the national average. Persistent unequal opportunities within the public school system, and a limitation of youth having access to advanced coursework and technology create challenges in improving the welfare of Mississippi communities. Despite being grossly underpaid, teachers in Mississippi remain passionate about agriculture education, often utilizing their personal finances to provide students with opportunities to succeed. Thus, an immersive learning agriculture science professional development program was created for 5th-12th grade classroom teachers. The objective was to improve the quality of education for students by advancing the ability of teachers to foster understanding and practices in agriculture literacy. Teachers (n = 20; cohort 1, n = 12; cohort 2, n = 8) participated in a 2-wk summer institute. Teachers received continuing education credits for their teaching license, a stipend to alleviate associated costs, and supplies for their classroom. The teachers learned agriculture content (e.g., animal, plant, and soil sciences), engaged in hands-on learning labs (e.g., anatomy and immunology), participated in field excursions (e.g., animal handling), received literary instruction, and discussed teacher leadership. To determine if program outcomes were achieved, participants completed surveys (n = 3), interviews (n = 3), and submitted lesson plans (n = 2). Post-institute survey results of participating teachers indicated they were eager to implement their new knowledge in their classrooms, including but not limited to fetal pig dissections, reproductive tract anatomy, blue’s the clue, DNA extraction, carousel activity, mind mapping, and glow germ activity. Statistical analysis using one-way ANOVA was performed on pre- and post-survey knowledge assessment across both cohorts. Regarding agriculture content, self-assessment knowledge scores of both cohorts increased significantly (P ≤ 0.0001) during the post-survey. Both cohort 1 and 2 teachers responded with a score of 80% or higher to: “On an assessment where I had to, “Explain general livestock reproduction and reproductive management practices”; “Explain how a cow's immune system is similar to humans” and, “Explain why farmers work diligently to prevent disease”. In addition, cohort 2 teachers responded with a score of 80% or higher to: “On an assessment where I had to, “Accurately label the anatomical organs of a fetal pig”; “Correctly explain the basic function of fetal pig organs” and, “Explain pregnancy detection in animal science.” This professional development program successfully reached Mississippi teachers, equipping them with tools to increase agriculture literacy. The potential impact of this program extends to encourage more youth to pursue careers in agriculture, foster a more informed consumer base, and mitigate poverty rates within the state. Funding provided by USDA-NIFA-AFRI Education and Workforce Development proposal number 2021-67037-34210/1025666.

“My mother did not have civil rights under the law”: Family derived race categories in negotiating positions on Critical Race Theory

AbstractHow do persons negotiate the relevance of historic racial injustice for contemporary concerns? In this paper, I show that persons could develop and use racial categorizations in association with family relations to make salient (or not) the relevance of past racial injustice for contemporary concerns. I examined how people construct and orient to racial group membership as implying historical oppression, and its relevance for contemporary interracial relations in the form of supporting or opposing Critical Race Theory (CRT) teaching in the United States public school system. I examined debates and discussions on CRT televised in the American news media using discursive psychological approaches. Findings show that race categories were developed and used in relation to one's ancestors: parents, aunts and uncles, and distant generations. This was done to raise the salience of past racial injustice, which otherwise would involve offering historic or other social structural arguments. The use of family derived race categories at once personalized and enhanced the credibility of the speaker, and countered possible implications for taking responsibility for past actions. These family‐derived race categories were then a resource speakers could use to negotiate their position on CRT. These findings are discussed in relation to the relevance of time for negotiating racism. Further arguments are developed in relation to how an ethnomethodological approach can illuminate critical arguments on race and racism.

We are still separate and definitely unequal: reflections of urban school leaders

In 1954, the U.S. Supreme Court’s landmark ruling in Brown v. Board of Education overturned the “separate but equal” principle promulgated in 1896 in Plessy v. Ferguson. Yet, almost 70 years after Brown, schools continue to be segregated, and the structure of the public education system has fostered inequities across the nation. Although there have been legal challenges to the conditions and disparities within schools, many urban districts are still impacted by Plessy-like logic and policies that reflect white supremacy, essentially legitimizing social inequity. Stories of racial segregation, as well as unequal instruction and funding, continue to define many urban school districts. This paper will offer findings from in-depth interviews with urban school leaders. Their perspectives, examined through a critical race theory lens, highlight continued disparities and obstructions in access to literacy, education, and opportunity affecting Black students—demonstrating a separate and unequal public school system in the urban context.

Spanish-Speaking Mothers' Experiences of School-Based Speech Therapy.

Spanish-speaking families are a growing population that speech-language pathologists must be prepared to work with. To provide culturally responsive intervention, speech-language pathologists (SLPs) must understand the perspectives of Spanish-speaking caregivers when providing intervention. These values and experiences may differ from those of monolingual, mainstream culture. Understanding the impact of the COVID-19 pandemic on these experiences is also important. In this qualitative study, we explore the experiences of Spanish-speaking mothers whose children have received school-based speech-language intervention and the impact of the COVID-19 pandemic. We interviewed five Spanish-speaking mothers who were identified as having bilingual children who had or were currently receiving speech therapy, all through the public school system. The mothers participated in a semistructured interview to share their experiences with their children receiving intervention. We analyzed the transcripts through interpretative phenomenological analysis to identify salient themes among participants. All research team members reviewed and agreed upon themes to ensure credibility. The findings revealed six group experiential themes: (a) lack of services and frustration with and barriers to accessing services, (b) greater improvements in English compared with Spanish, (c) bilingual speech therapy has positive effects on children and Spanish-speaking mothers, (d) family involvement in speech therapy is highly important, (e) family stress related to speech difficulties, and (f) pandemic negatively impacted children's socialization and learning. The results are discussed in the context of equity. Through understanding the experiences of Spanish-speaking mothers, SLPs can work to ensure service levels comparable with those of monolingual children and support bilingual acquisition.

The EMPOWER program: a history and guide for increasing diversity using integrated research and education.

The prevalence and pervasive nature of emerging chemicals of concern have created widespread environmental injustice apprehensions in vulnerable communities. To alleviate and address these concerns, identifying, engaging, and training a diverse environmental health research workforce will be critical and necessary steps to combat and prevent the consequences of environmental injustice. While there is an obvious need to enhance diversity in environmental health research, this process is hampered by facets of systemic racism that reduce access to educational resources needed to build interest and knowledge in students and teachers. We present here a historical perspective to offer a guide for building programs and relationships with underserved schools to help overcome limiting factors that have plagued certain public school systems. With the proper training and mentorship, the untapped workforce present within these schools will be empowered to understand and address current and emerging environmental health and safety threats. Through this transformative 8-week high school research program, we will develop well-prepared, ethical researchers committed to scientific inquiry, intensive fieldwork, and collaborative problem solving to address environmental health challenges. Following the four-step risk assessment process, students, teachers, and faculty mentors will work collaboratively to identify toxicants, potential hazards and risks, and environmental disparities in urban neighborhoods, which provides the necessary training to formulate critical thinking skills for use in academic or nonacademic careers.NEW & NOTEWORTHY The Engaging Multidisciplinary Professional Opportunities for Women in Environmental Research (EMPOWER) program is a one-of-a-kind research summer experience for minority female high school students in the state of Georgia. In addition, this program provides high school teachers with hands-on experiences that can be adapted to use in the classrooms. This combination of lab and field research immerses participants in understanding urban environmental exposures and their health effects. The EMPOWER program was established to meet the critical need for increasing diversity in science, technology, engineering, and mathematics.

Scientific dissemination in early childhood education: school murals from a literacy perspective

The students' work is disseminated to the school community through murals that are displayed in the school corridors, so that everyone who passes by can appreciate their productions, i.e. what they are learning, and also communicate their school projects for each segment. The public school system was the target of this research, as we understand that it covers a cross-section of schools that work with projects on natural sciences and environmental awareness.

Promoting eye health in public school children: an experience report

Eye health is essential for a good quality of life. In this sense, it is feasible to diagnose possible alterations that can occur from birth and to observe vision failures in children's daily activities, such as during lessons at school. The aim of this research is to report on the experience of nursing students in promoting eye health among children in the public school system in the municipality of Parnaíba-PI. This is a descriptive, exploratory study of the experience report type, with a qualitative approach and referring to a university extension project called "Small Visions". In addition, 379 children between the ages of 6 and 12 were tested and 81 were referred to the ophthalmology service. Thus, the children benefited from the application of the Snellen optometric test and the academics gained a differentiated clinical view of the subject.

The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project – Attaining a STEM Mindset Through Improved Technological Ability

Increasing students’ confidence in their technological ability has been found to have a broader impact on their content knowledge in several subject areas, but most strikingly, in STEM (science, technology, engineering, and mathematics). A sample of 513 students in grades 6 through 12 in the New York City public school system were questioned on their perceived technological ability after participating in The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project, hereafter referred to as the CCERS STEM + C Project. Also explored was the students’ access to technology to determine if this would be a factor in student self-efficacy in technology ability. Analysis revealed that science self-efficacy and technology ability were both strengthened through participation in the project. Additionally, the study found that working alongside STEM professionals and exposure to STEM careers were also contributing factors. The study aims to determine if increased access to technology would, in turn, increase students’ self-efficacy in their technology knowledge and skills and have a positive effect on their self-confidence in STEM content. The results of the study contribute to the body of research that suggests greater access to technology may be an important factor in students’ self-agency and academic achievement.