Public Schools Research Articles

Teachers’ Views on the Integration of Information and Communication Technology in the Teaching of Slovene (First Language) in Primary School

<p style="text-align:justify">Information and Communication Technology (ICT) brings modern learning approaches, forms and methods to education, and with them new opportunities for learning and teaching. The use of ICT in the classroom motivates students, enables them to participate, provides individualisation and differentiation, interactivity, and encourages creativity and critical thinking. Teachers play a very important role in this, as they are the ones who can provide students with a stimulating learning environment, including through the use of ICT. As Slovene (first language) is the subject with the most teaching hours in public primary schools in the Republic of Slovenia, we conducted an empirical study on the views of general and subject teachers of Slovene (N = 190) on the integration of information and communication technology in teaching. Teachers’ opinions were investigated through quantitative research. We found that teachers frequently use ICT in Slovene lessons, namely for repeating and consolidating learning material and for presenting new learning material, and that ICT is used most often in frontal forms of learning. Teachers mostly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings and videos. We also found that teachers are moderately satisfied with the available ICT equipment and e-materials, and that they feel moderately competent when it comes to using ICT in Slovene lessons. Teachers also used ICT during the COVID-19 epidemic. We also found that there are no statistically significant differences in the use of ICT between teachers teaching Slovene according to their teaching level, age and years of service.</p>

"Getting Autism": Educators, Parents, and Autistic Adults and Teens Reflect on the Importance of Teachers Who Understand.

To explore the perspectives of educators, parents, and individuals on the autism spectrum regarding the qualities of teachers best equipped to support autistic students. In qualitative interviews parents of autistic adults (n = 35) discussed experiences they and their child faced during the school years, as did young autistic adults (n = 12) and teens (n = 11). Nineteen educators were also interviewed regarding how autistic students and their teachers were faring in public schools as well as what qualities and skills teachers needed to best support these students. A critical emergent theme was the importance of educators who possess a deep, intuitive understanding of autistic individuals. "Getting autism" involved autism knowledge, obtained through training or experience; an intuitive ability to read, respond to, and appreciate autistic students; and flexibility adapting to these students' needs. Autistic students, parents, and educators alike experienced a stigmatizing judgement and lack of support from unenlightened individuals in the schools. In contrast, there was great appreciation for those who "got autism" and were able to ease the way of autistic students, or support autism-friendly teachers, in whatever grade or situation. Research investigating how to cultivate, support, and reward autism-affirming teachers is needed. This will likely involve both didactic and experiential autism-focused training as well as recognition of the importance of high emotional intelligence and other qualities of teachers who "get autism." Future research should also explore the effects on these teachers and their students of larger systems, policies, and practices.

Development and application of the Meal and Snack Assessment (MESA) quality scale for children and adolescents using item response theory

BackgroundMeals differ in terms of food items and nutritional quality. The aim of the present study was to propose a scale to measure the meals quality of schoolchildren according to food processing degree, perform a preliminary evaluation of the scale's validity and reliability and apply the scale to a representative sample of schoolchildren in a city in southern Brazil.MethodsA methodological study based on the generalized graded unfolding model (GGUM) of item response theory (IRT) with analysis of secondary data was carried out in 6,399 schoolchildren of 6-15y-old attending 2nd to 5th grades of public elementary schools in Florianópolis, Brazil, in 2013–2015 who answered the validated Food Intake and Physical Activities of Schoolchildren (WebCAAFE) questionnaire. Meal quality was the latent trait. The steps for the development of the scale included: latent trait definition; item generation; dimensionality analysis; estimation of item parameters; scale levels definition; assessment of validity and reliability; and assessment of the meal quality of a subsample of schoolchildren aged 7 to 12 years (n = 6,372).ResultsEleven out of eighteen items had adequate parameters, without differential item functioning for sex or age. Meal quality was categorized into three levels: healthy, mixed, and unhealthy. Higher scores indicate a greater prevalence of ultra-processed foods in daily meals. Most schoolchildren had mixed (40.6%) and unhealthy (41%) meal patterns.ConclusionsIRT analysis allowed the development of the scale, which measures the quality of meals and snacks based on the degree of food processing. At all snack times, there was a higher frequency of ultra-processed foods consumption, therefore foods consumed as snacks are a potential focus for nutritional interventions.

Comparative study of the dental health of 4-year-old children in north-eastern France between 2001 and 2018.

To analyse the evolution of the oral health of 4-year-old children in nursery school between 2001 and 2018 as well as the early predictor and associated risk factors, in different school areas. We compared (1) the prevalence of ECC (4 ≥ dmft ≥ 1) and S-ECC (dmft ≥ 5) of 4-year-old children and (2) data obtained by a structured questionnaire completed by their parents from two studies performed in 2001 and 2018. Data were analysed using the Chi2 test and odds ratio (OR). A total of 322 children and of 425 children randomly selected among Moselle's public nursery schools in north-eastern France were, respectively, included in the study in 2001 and 2018. The prevalence of ECC was respectively 40.70% and 21.65% in 2001 and 2018 (p < 0.001; OR = 2.48; 95% CI = 1.78-3.47). We also observed a decrease of S-ECC prevalence (10.56% in 2001 vs 5.90% in 2018, p < 0.05, OR = 1.89; 95% CI = 1.07-3.38). The intake of cariogenic food (sweet drink, biscuits, candies, milk, baby bottle) decreased but the knowledge of parents concerning cariogenic food did not improve. The proportion of parents helping their child has not changed in 17years (82.33% vs 86.52%, p > 0.1) but tooth brushing was initiated earlier in 2018 than in 2001 (p < 0.01). Prescription of systemic fluoride decreased (39.14% vs 3.62%; p < 0.001). The identification of the food consumption habits and the knowledge of parents concerning oral health should enable strengthening of preventive measures and the initiation of an oral health education programme for children and their family.

Exploring the significant problems confronting secondary schools history education: a baseline study

The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities.

THE PREVALENCE OF SPECIAL NEEDS CHILDREN IN TWO SELECTED LOCAL GOVERNMENTS IN KADUNA STATE, NIGERIA

It is imperative that all children must be educated irrespective of their disability. This can only be possible if their disability is identified early enough for proper intervention. The identification of learners with special needs can help limit future academic challenges and also provide the opportunity for the right kind intervention hence, this study sought to determine the existence of learners with Special Educational Needs in two selected Local Government (LG) of Kaduna State which are Kaduna North and Kaduna South. The study was guided by three objectives; first to identify the existence of different categories of Special Need learners in regular public primary schools. Secondly, to ascertain the percentage of each category of learners with Special needs in public primary schools and finally, to determine the gender distribution of the different categories of identified learners with Special Needs in regular public primary schools in Kaduna state. A simple random sampling method was used to select a sample of forty one (41) schools was selected from seventy seven (77) public primary schools of both Kaduna North and Kaduna South LG. The instruments for data collection comprise of a checklist and an open ended questionnaire; both instruments were pilot-tested. The data gathered was inputted into Statistical Package for Social Sciences (SPSS) Version 27 and analyzed using descriptive statistic. The data revealed that eight (8) categories of learners with special needs were identified in public primary schools in Kaduna North and Kaduna South. The study also discovered a higher percentage of learners with learning Disabilities in all schools in both LG, also the gender distribution of learners with special needs revealed that more boys have one form of disability or the other. The study therefore recommended that the state Government should employ specialists to manage these learners and augment this by training regular teachers. KEYWORDS: learners, special needs, public schools, identification, gender

A Quiet Revolution: Putting Parental Choice to Work for Social Justice

ABSTRACT AI offer first-hand account of a key stage in the development of parental choice in American public schooling, when Massachusetts state officials, concerned not to repeat the trauma and disruption resulting from mandatory reassignment of students to achieve desegregation in Boston, persuaded and helped more than a dozen other cities to adopt plans based upon guided parental choice. By 1993 over 200,000 students (25% of the state’s public school enrollment) were attending schools in communities relying on parental choice to address the isolation of minority students; most of these had abandoned residence-based assignments altogether. This account describes the means by which this was achieved. This essay does not discuss charter schools, vouchers, tuition tax credits, faith-based schools or educational savings accounts; those came in the future. It is reasonable to believe, however, that the widespread and successful adoption of parental choice of local public schools in Massachusetts helped to prepare the way for such further developments nationwide.

Analysis on the Equity Between Private Schools and Public Schools in China: An Equity-Focused Educator Interview

In recent years, the emergence of private schools in China has caused a series of problems related to educational equity. Against this background, the author had an interview with Principal Chen, a famous educator in Ganzhou, Jiangxi, China. He is one of a few principals in Ganzhou who have both teaching and management experience. The interview aims to find what the biggest educational problem is in Principal Chen's educational career. In conclusion, this paper holds that the Chinese government should supervise and standardize the reward and punishment rather than deprive the school of its reward and punishment rights. At the same time, the government should raise the salary of teachers in the basic education stage and guarantee that their salaries are not lower than the income level of local civil servants, thereby making teachers get rid of the pressure of survival and devote themselves better to education. Finally, this paper emphasizes the important role of leadership in promoting educational equity.

UPHOLDING THE LEADERSHIP LESSONS OF THE LITTLE ROCK NINE

AbstractThe author, Leader to Leader’s editor‐in‐chief, reflects on how her father was a member of the 327th Infantry Regiment of the 101st Airborne Division of the United States Army, and as such had an important role in US history. She notes that in 1957, “President Dwight D. Eisenhower issued Executive Order 10730 sending my father’s regiment to Central High School in Little Rock, Arkansas to maintain order as the school was desegregated.” This Executive Order “placed the Arkansas National Guard under federal authority and sent 1,000 US Army troops to Little Rock to enforce the US Supreme Court’s 1954 ruling in Brown v. the Board of Education that US State laws establishing segregation in public schools are unconstitutional, even if the segregated schools are otherwise equal in quality.” She relates that her father “ … remembers feeling the volatility of the situation that did not ignite, he believes, because of the discipline and presence of the 101st.” These thoughts resonated with her as she later interviewed the retired Army General Dennis J. Reimer, who in the 1990s was Chief of Staff of the United States Army, for her forthcoming documentary about our journal’s founder, Frances Hesselbein.

Iranian Middle School Teachers’ and Students’ Perceptions of Emergency Remote English Education During the COVID-19 Pandemic

The impact of COVID-19 on education involved an abrupt switch from face-to-face instruction toward emergency remote teaching/learning. In public schools, teachers and students were required to undertake language education using virtual learning platforms. This shift created certain problems for both teachers and students. This qualitative research attempts to explore challenges encountered by English teachers and students in Iranian middle schools during the lockdown period. 47 participants were selected by stratified purposive sampling, providing qualitative data through semi-structured interviews and online focus groups. Thematic analysis illustrated economic, technological, and instructional concerns in addition to a set of psychological pressures. Also, the COVID-19 pandemic created certain affordances for language program which accelerated the process of online language education. The anticipation and effective management of educational problems arising from such catastrophes would help stakeholders enhance the quality of language education, prioritize teachers’ and students’ language needs at the middle level education of public schools, and facilitate learning/teaching process.

A Cross-Sectional Study on Incidence and Predictors of Self-Reported Dental Anxiety among Nigerian Public Primary Schoolchildren

Abstract Objective The presence of dental anxiety in Nigerian public primary schools may be one of the main obstacles preventing schoolchildren from effectively utilizing dental care services. The main objective of this cross-sectional study was to investigate the incidence and factors associated with self-reported dental anxiety among Nigerian public primary school children. Materials and Methods A cross-sectional, observational design was employed to examine 434 primary schoolchildren (aged 6–9 years) from selected schools in Abia State, Southeastern Nigeria. Data collection was conducted using the Modified Dental Anxiety Scale, which includes 5-point Likert responses, five questions, and demonstrates good internal consistency. Results The findings indicate that there was no statistically significant difference in the occurrence of dental anxiety between male and female schoolchildren (p = 0.374). In total, 1.9, 8.7, 10.1, 36.4, and 42.9% of the schoolchildren reported experiencing no dental anxiety, mild, moderate, extreme, and severe levels of dental anxiety, respectively. Furthermore, the results reveal that 2.1% of the variance in children's dental anxiety scores could be accounted for by factors such as gender, age, socioeconomic status, and parental education. However, the influence of gender (B = 0.183; p = 0.060; 95% confidence interval [CI]: –0.008 to 0.374), age (B = –0.128; p = 0.187; 95% CI: –0.318 to 0.062), socioeconomic status (B = –0.067; p = 0.124; 95% CI: –0.152 to 0.018), and parental education (B = –0.045; p = 0.420; 95% CI: –0.154 to 0.064) on schoolchildren's dental anxiety was not significant.Male and female schoolchildren did not have significantly different dental anxiety levels. Gender, age, socioeconomic status, or parent education level did not significantly predict the dental anxiety among schoolchildren. Conclusion School-based interventions need to be targeted to reduce dental anxiety among male and female primary schoolchildren in the study area. Clinicians should consider providing interventions to manage dental anxiety in children with moderate to severe levels of anxiety.

Relationship between Teacher Professional Development and use for ICT in Teaching and Learning in Primary Schools in Sabuli Sub-County, Wajir County

Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.

Difference in Literacy between Private and Public Schools: Evidence from a Survey of 61 Economies

Difference in Literacy between Private and Public Schools: Evidence from a Survey of 61 Economies

Arsenic, Cadmium, and Lead Levels in School Meals and Their Risk Assessment in Municipalities in Bahia, Brazil

Background: School meals represent a significant supply of nutrients for children in Brazil, especially those in conditions of social vulnerability. Objectives: This study aimed to assess the levels of arsenic (As), cadmium (Cd), and lead (Pb) in meals served in public elementary schools in four municipalities in the state of Bahia, Brazil, and assess the risk posed to children’s health. Methods: Ninety-six samples were collected from 16 schools, freeze-dried, and subjected to microwave-assisted digestion. The As, Cd, and Pb levels were determined by graphite furnace atomic absorption spectrometry. The risk assessment was based on calculating each element’s hazard quotient (HQ). Results: None of the samples reached or exceeded the tolerable levels for the elements analyzed. Pb was the metal that obtained the most significant result, reaching maximum levels of 39–157 µg·kg−1. Conclusions: No element exceeded the PTWI proposed by JECFA; thus, the toxic metal content in school meals poses a negligible risk to children’s health.

Early Field Experiences of PTEs in ELT Programme of a State University in Türkiye

Teaching programs in Türkiye consist of a 4-year process. Internship practice takes place in the last year of this process, each in two separate terms. Prospective teachers observe, evaluate, prepare course content, and teach under the guidance of in-service English teachers in public schools affiliated with the Ministry of National Education and with the support of supervisors at the faculties and complete their internship. However, the timing of the process is thought to be too late, which is carried out during the 4-year education period and where prospective teachers will be actively involved in schools/real teaching environments and gain experience. "Early Field Experience", which is also found in the world literature and has exemplary applications, has been implemented in some private universities in Türkiye today but has not yet found its place in state universities. This current research studies the subject of “Early field experience”. The present study focussed on the effects of "Early Field Experience" practice in a state university in Türkiye. The study analyses the reflections of Early Field Experience (EFE) on prospective teachers' anxiety and makes the voices of prospective teachers heard. In this convergent mixed method study, STAS (Student Teacher Anxiety Scale - Hart, 1987) was used as a quantitative data collection tool, and a semi-structured interview form consisting of open-ended questions was employed for the qualitative part. In the study, prospective teachers of English had an EFE implementation process covering 10 weeks of observation and internship. The results of the quantitative data showed that there was a significant difference between pre-test and post-test scores for the level of anxiety of PTEs (t=4.16; p&lt; .05) in favour of the post-test. Findings of interviews revealed that the prospective teachers' concerns were in the areas of teaching, students’ background, classroom management, readiness to teach, and burnout before the EFE; and after the EFE, they experienced improvements in classroom management, appropriate language use, readiness to teach, experience and teaching content.

PROFESSIONAL LEARNING COMMUNITIES AND TEACHER’S MOTIVATIONAL STRATEGIES IN PUBLIC SECONDARY SCHOOLS OF PANABO CITY DIVISION

The study explored the relationship between professional learning communities and teachers motivational strategies in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of professional learning communities that significantly influenced teachers motivational strategies. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive professional learning communities and very extensive teachers motivational strategies. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of professional learning communities were found to have significantly influence on teachers motivational strategies. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in empowering teachers of their motivational strategies by exposing them to varied professional learning communities. KEYWORDS: Professional learning communities, teachers motivational strategies, descriptive correlation, Panabo City Division

SCHOOL CULTURE AND WORK VALUES OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between school culture and work values of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of school culture that significantly influence the work values of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive school culture and extensive work values of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of school culture were found to have significantly influence on work values of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads create a conducive school culture thereby helping teachers to develop positive work values. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: School culture, work values, Panabo City Division

MANAGEMENT BEHAVIOR OF SCHOOL HEADS AND PSYCHOLOGICAL CAPITAL OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between management behavior of school heads and psychological capital of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of management behavior of school heads that significantly influenced psychological capital of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was a very extensive management behavior of school heads and a very extensive psychological capital of teachers. Furthermore, there was a significant relationship between the management behavior of school heads and psychological capital of teachers. Moreover, all domains of management behavior of school heads were found to have significantly influenced on the psychological capital of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their management behavior to help teachers reinforce their psychological capital. KEYWORDS: Management behavior, psychological capital, descriptive correlation, Panabo City Division, Philippines

STRATEGIC LEADERSHIP OF SCHOOL HEADS AS DETERMINANT OF ORGANIZATIONAL LEARNING OF PUBLIC SECONDARY SCHOOLS IN PANABO CITY DIVISION

The study explored the relationship between strategic leadership of school heads and organizational learning in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of strategic leadership of school heads that significantly influenced organizational learning. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive strategic leadership of school heads and an extensive organizational learning. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of strategic leadership of school heads were found to have significantly influenced organizational learning. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their strategic leadership to ensure the attainment of organizational learning. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: Strategic leadership, organizational learning, Panabo City Division, Philippines

Am I Safe at My Educational Place? Creating Secure and Sustainable Urban Learning Spaces Through Green Infrastructure and Ecological Education

Green infrastructure has become a critical part of society for environmental sustainability. Students studying in public urban spaces seem less satisfied with their living standards and environmental conditions. This research aims to determine the impact of perceived danger in urban public spaces, green infrastructure, and ecological education on student satisfaction. Additionally, this study considers the moderating effects of ecological education and green infrastructure. Data were collected from 350 students at public schools and colleges. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used for data analysis. The study found a significant direct relationship between perceived danger in urban public spaces, green infrastructure, ecological education, and student satisfaction. Moreover, the moderating effects of green infrastructure and ecological education are significant in increasing student satisfaction. This research is based on a novel idea and contributes a newly developed model to the body of knowledge on student satisfaction and ecological education. The research has both theoretical and practical implications for improving student satisfaction through ecological education and green infrastructure. The limitations of this research are described, along with future directions to guide researchers in their future studies.