Public School System Research Articles

Towards a Holistic Model of Extended Education in the Public School System: Three Schools on the Way to Integrated All-Day Schools

Integrated all-day schools (ADS) follow a holistic approach, arguing that different forms of learning (informal, formal, non-formal) are equally important for students, and provide instruction and care by a constant team of teachers and care professionals. Using a qualitative longitudinal design, the research uses development phases to analyze the evolution of the holistic approach to children learning from 2020 to 2022 in three ADS. Findings show that the ADS embark on a school development journey as they try to integrate different learning cultures and professional approaches within one organization. The qualitative data shows a strong start, but challenges emerge in the daily practices. By April 2021, all three ADS teams emphasize the resolution of initial professional conflicts resulting from different professional backgrounds. Staff turnover and changes in management have a strong impact on the development journeys. The conclusion highlights that the non-linear organizational development process requires constant revision of strategy and structure. Commitment of all staff to this integration of care and instruction is crucial, which is impeded by limited time for pedagogical culture development. This article advances the understanding of the development process of integrated ADS and highlights challenges and benefits.

Vermont's Universal School Meals Program: Challenging the Neoliberal Education Paradigm.

This article examines the recent implementation of Universal School Meals (USM) programs in several US states in the context of the increasing influence of neoliberalism in the public schooling system. By subverting a neoliberal paradigm, USM programs disrupt prevailing narratives of poverty and work to reclaim education's central place in the public sphere. A systems-thinking analysis of this issue reveals USM programs to be a powerful leverage point for change. Examining Vermont as a case study, this analysis explores how USM programs present an opportunity to reimagine the purpose of public schooling beyond the boundaries of a neoliberal paradigm.

Academies in England and Independent Schools in Finland: A Distributed Leadership Perspective

Many education systems adopt neoliberal privatisation and marketisation approaches to diversify education provision and improve quality. England is a leading example, transforming local authority-maintained schools into academies. In contrast, Finland resists neoliberalism and maintains a small number of independent schools. This paper examines how resources and leadership are distributed in academies and independent schools to explain the different educational paths taken by England and Finland. This study uses a scoping review approach to explore and contrast academies and independent schools. The comparison covers aspects such as history, education administration, local governance, accountability, curriculum and performance, teacher professional development and home–school–community relationships. The findings reveal that academies in England often concentrate leadership roles and resources among a privileged few, including large Multi-Academy Trusts, technocratic trustees and curriculum experts. This concentration tends to marginalise local communities and parents, particularly those from disadvantaged backgrounds. In Finland, independent schools serve a supplementary role within the education system, catering to specific cultural, linguistic and religious groups while adhering to the national core curriculum and regulations. While existing studies critique the academisation movement in England and commend the high-performing public school system in Finland, a direct comparison between academies in England and independent schools in Finland has been lacking. This systematic review offers original insights into these two types of schools and clarifies why neoliberal approaches often exacerbate rather than mitigate disparities in education access and equity.

Educational leaders and school-based mental health: a social network analysis of knowledge brokerage

This study examines the relational dynamics of knowledge brokerage among educational leaders in implementing multi-tiered systems of support (MTSS) for mental health promotion in schools. Recognizing the critical link between student mental health and academic achievement, schools are increasingly expected to provide comprehensive mental health supports. Utilizing social network analysis (SNA), this research explores the information-seeking behaviors of educational leaders within a public school system in British Columbia, Canada. By mapping the relational connections among school and district leaders, the study identifies how these leaders, as knowledge brokers, navigate and influence educational policies and practices related to MTSS. The findings reveal latent interaction patterns that can either facilitate or impede the flow of essential information, highlighting potential areas for strategic intervention. The analysis demonstrates the importance of leadership in fostering collaboration and ensuring the effective integration of mental health initiatives into school communities. Additionally, the study underscores the complex interactions through which knowledge is exchanged and mobilized, emphasizing the need for systems to enhance relational ties and promote collaborative leadership. This research contributes to the scholarship and practice of educational leadership by advancing the understanding of how social networks and knowledge brokerage can support the successful implementation of MTSS.

Centralization and Long-Term System Performance: Evidence From State Takeovers of School Districts

Does centralization affect the performance of public institutions in the long run? Can states more successfully improve struggling bureaucracies than local governments? This paper explores these questions in the context of educational governance with a focus on state takeovers of school districts in the U.S.—a shift away from the traditional school board governance arrangement toward more centralized decision-making at the state level. In recent decades, takeovers have become a more common policy response to perceived low performance of public school systems. This paper extends an earlier study on the topic to examine the longer-run effects of this form of political centralization on system performance. Using a nationwide sample and up-to-date event study methods, the paper finds no evidence that takeovers of districts between 2010 and 2018 generated improvements in student reading and math performance, up to nearly a decade after takeover occurred. Takeovers lasting a greater number of years are not associated with differential impacts. Findings are not driven by compositional changes in student populations or bias due to variation in treatment timing. This form of political centralization from local to state levels therefore does not appear to be a consistent tool for improving the performance of public institutions.

Reflections from a Blended Professional Learning Network for Japanese Teachers of English

Over the years, the problematic issue of teacher isolationism has been well documented by researchers. In the Japanese public school system, many English as an international language (EIL) educators find teaching to be a lonely and frustrating endeavour as they have limited interactions with colleagues and face increasing job demands. This paper highlights a research project that aims to provide Japanese junior and senior high school EIL teachers with emotional and practical support. The pedagogical strategies and lesson ideas that are dis-cussed in this paper emerged during a series of interactive teacher-directed professional development (TDPD) workshops and informal online conversations that took place over an 18-month period during the COVID-19 pandemic. The researchers utilized Chen and McCray’s (2012) Whole Teacher (WT) conceptual framework for in-service professional development to establish the online and face-to-face training sessions that were part of a blended community of practice. In our current post-COVID-19 world, the growing popularity of video conferencing platforms (e.g., Zoom) coupled with concerns about cost, time, and environmental issues means that virtual workshops will become increasingly commonplace (Zimmermann et al., 2021). Unfortunately, many virtual training sessions are beset with a host of technological and logistical problems. This paper also highlights five strategies that workshop leaders can utilize to facilitate successful interactive digital learning experiences for pre-service and in-service teachers.

The Learning of Interpersonal Sexuality Among Young French Adults Under the Prism of Consent

Recent report suggests that the French public school system is struggling to provide sufficient content to the students both in terms of quantity and quality. Since the French formal education system does not seem to provide adequate sexual and emotional life education, the present study’s objective is to identify and examine the processes underlying their learning of sexuality and intimate relations by focusing on three main topics: the sources of education, the first sexual experience, and the consent communication occurring during these moments. A qualitative method inspired by Interpretative phenomenological analysis (IPA) was used to conduct and analyze 14 interviews with young adults (23-28 years-old). The current study’s main findings indicate that participants educated themselves mostly through interactions with peers and media consumption. As for their first sexual intercourses, the study showed two distinct patterns according to the participants’ relationship status: those engaged in a committed relationships generally followed a step-by-step process over several months while the single ones’ first sexual experience occurred over one specific intercourse, often with a partner met the same day. At the time of the first sexual experiences, consent communication was operated through non-verbal and implicit cues essentially at that time; however, following Me Too social activism movement, most participant reported that now they feel the need to receive and communicate consent in a more explicit way. The participant’s discourse suggests that the formal sex education in France needs to be improved to fit the younger generation’s needs.

The journey of young scientists in Brazil: challenges and perspectives.

As 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.

Prevalence of Non-Communicable Chronic Diseases in Teachers

Chronic non-communicable diseases (NCDs) significantly impact quality of life and contribute to increased morbidity and mortality rates. This study aimed to analyze the prevalence of NCDs among teachers in the state public school system of Minas Gerais during the COVID-19 pandemic. Conducted as an epidemiological web survey, it included 15,641 teachers from August to September 2020. Data analysis utilized descriptive statistics, the Omnibus test to evaluate variable associations, and a multiple Poisson regression model to estimate association magnitudes. The findings revealed that 30.6% of teachers had chronic NCDs, with higher prevalence in those aged 41 and older, single, earning between three to five minimum wages, having over 20 years of teaching experience, not engaging in physical activity, being ex-smokers, self-rating their health as poor/very poor, and expressing significant fear of COVID-19. The study identified a statistically significant association between NCDs and physical activity, smoking status, self-rated health, and fear of the virus. These results highlight a high prevalence of NCDs among teachers and underscore the urgent need for enhanced prevention and health promotion initiatives within this demographic.

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

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. 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. 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). 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.