Public Schools Research Articles

Marketization of Shadow Education in Switzerland: How “Edupreneurs” Promote Preparation Programmes for a Selective School Transition

Private supplementary tutoring (PST) is a flourishing market for edupreneurs whose services relate closely to mainstream education. While international research elaborates on geographical variations in PST and edupreneurs’ marketing strategies, the PST market in Switzerland has been largely understudied. This paper contributes to fill this research gap by presenting a thematic analysis of the websites of edupreneurs offering preparation programmes for the highly selective central entrance examination (CEE) to the academically focused public school track of Gymnasium in Zurich. Conceptually, we draw on “problematization” and “commodificiation” as key terms elaborated by “geographies of marketization”. With this performative conceptualisation of the education market, we examine the marketing strategies of the edupreneurs offering CEE preparation courses. We offer two contributions to the existing research. First, the analysis elaborates that private CEE preparation courses are advertised as a market solution that compensates for an omission caused by public education. Second, we show how edupreneurs use rational and emotional arguments to convince families of the need of booking CEE preparation courses for their children. In the discussion, we engage with the findings of our local case study and argue that selective educational transitions have much wider relevance for policy and society elsewhere.

Adapting a human sexuality curriculum for students with disabilities

Background: The US Individuals with Disabilities Education Act requires that children with disabilities receive a free appropriate public education. However, it does not specifically include the subject of health education. Currently, 30 US states require public schools to teach sexuality education as a part of the health education curriculum, but 36 do not include youth with disabilities in their sexuality education requirements. Objective: The current situation is particularly concerning due to the higher rates of unplanned pregnancy, sexual abuse, and sexually transmitted infections experienced by teenagers with disabilities. Students from across several disability groups report societal barriers, physical barriers, and poor educational outcomes with respect to sexuality education. Results: This review article sought to investigate the current state of sexuality education for students with disabilities, as well as best practices to support the learning of sexuality education content. Conclusion: Focusing sexuality education classes on practical ways so as to develop relationships, promote self-advocacy and self-determination, and incorporate privacy messages, can support students with disabilities to make healthy choices.

A preliminary examination of teachers’ and parents’ perspective on sexually inclusive primary education: The role of homophobic prejudice and moral disengagement

Sexually inclusive primary education, namely a school environment that uses inclusive practices toward sexual minorities contributes to students’ psychological and learning adaptation. Therefore, it is essential primary school stakeholders’ perspective on sexually inclusive education to be explored, since this could facilitate the effective implementation of related prevention/awareness programs targeted at students. Nevertheless, teachers’ and parents’ related perspective, as main school stakeholders, as well as the predictive value of their homophobic prejudice and moral disengagement remain an under-investigated research field. The present study examined comparatively teachers’ and parents’ perspective on sexually inclusive primary education. Furthermore, the predictive role of homophobic prejudice and moral disengagement was investigated for each subgroup. Overall, 249 primary school teachers (78% women) of the fifth and sixth grades from randomly selected Greek public schools and 268 parents (81% mothers) of children who attended the above grades of the participating schools completed an online self-reported questionnaire on the variables involved. In general, participants expressed a relatively conservative perspective on sexually inclusive primary education, with teachers’ perspective being less inclusive than that of the parents. Teachers’ related perspective was predicted negatively mainly by homophobic prejudice and secondarily by moral disengagement. Parents’ corresponding perspective was predicted negatively only by moral disengagement. Despite the differentiated perspective between the two subgroups, the findings imply that both teachers and parents need to attend prevention/awareness actions regarding students’ sexual diversity and their school inclusion. Within these actions, differentiated experiential activities could be implemented for teachers and parents to combat homophobic prejudice and/or moral disengagement.

Adolescent Health in Lebanon: Exploring Alcohol Use, Dietary Patterns, Mental Health, Physical Activity, and Smoking Using the Global School-Based Student Health Survey Approach

Adolescence is a critical period for establishing lifelong health behaviors; yet in Lebanon, limited data exist on the prevalence of risk factors among this demographic. Objective: This study aims to assess alcohol consumption, dietary habits, physical activity, mental health, and smoking behaviors among Lebanese adolescents aged 13–17 years, with a focus on gender and school-type differences. Methods: A cross-sectional analysis was conducted in Lebanon between March and July 2022 using the Global School-based Student Health Survey (GSHS) questionnaire. A representative sample of students from public and private schools participated in the survey, with key variables analyzed to identify significant patterns and disparities. Results: Our findings reveal that 6.3% of adolescents consumed alcohol, with males reporting a higher prevalence and earlier initiation (p = 0.003). Gender differences were evident in dietary habits, where males were more likely to consume sugary drinks (p = 0.04) and have consistent breakfast habits (p = 0.003). Adolescents from private schools exhibited distinct dietary behaviors, including lower milk consumption (p < 0.001) and higher fatty food intake (p = 0.008). Males were also more physically active and reported better mental health outcomes compared to females (p = 0.004). Smoking behaviors showed that males smoked more frequently, while private school students reported smoking less. No significant difference was observed in bullying experiences between genders or school types. Conclusions: The study highlights critical health behaviors among Lebanese adolescents, with significant variations by gender and school type. These findings underscore the need for targeted interventions to address the identified risk factors and promote healthier behaviors in this population.

Dr. Lucinda Lee Katz, Kinney Lau’s first teacher: Reflections on Lau v. Nichols (1974): Bilingual education, advocacy, and parent engagement

ABSTRACT Dr. Lucinda Lee Katz was born and raised in North Beach, San Francisco, CA adjacent to Chinatown proper, where she spent her K-12 years attending San Francisco’s public schools. Throughout her K-12 education, her peers were primarily Chinese, but she never had a Chinese teacher. She attended Chinese school every day after school and on Saturdays through her senior year in high school, yielding a higher level of Cantonese proficiency. As a member of the National Teacher Corps (1965–1968), she earned a Master’s degree in teaching while also serving as a teaching intern at a public elementary school. Stationed at Jean Parker Elementary in San Francisco’s Chinatown for her first teaching assignment, she was thrust into running parent-teacher conferences that semester as her master teacher was ill. She met Mrs. Lau, the mother of Kinney Kimmon Lau, who was the main plaintiff in Lau v. Nichols (1974). At the time, the language of instruction at the school was English only. Throughout this interview, Lucinda illuminates how the advocacy of Mrs. Lau led her to be transformed by the justice orientation of a bilingual education model.

Effect of Emotional Self-Awareness Coaching on Professional Burnout Among Teachers in Public Secondary Schools in Kiambu County, Kenya

Teachers play a pivotal role in the education systems of any nation. Their mental and psychological well-being is critical in achieving positive student educational outcomes. However, professional teacher burnout has been on the rise. Self-awareness is essential to helping individuals connect with their emotional state and how it affects their behavior and those they interact with. This study sought to assess the effect of self-awareness coaching on professional teacher burnout among teachers in public secondary schools in Kiambu County, Kenya. Weiner's theory of attribution and Goleman's mixed model of emotional Intelligence informed this study (Goleman, 1995). Quasi experiment Solomon four design with a target population of 3469 teachers from 277 public secondary schools of all categories in the County was used. Krejci and Morgan's table was used to sample 346 teachers, while eight principals and 40 Heads of departments were purposefully selected for the study. Maslach Burnout Inventory and an interview guide were used to collect data for professional teacher burnout. A training manual was used to coach self-awareness. Validity was achieved through expert advice and piloting, while reliability was established through the split-half method. Paired t-tests and ANOVA were used for data analysis to get the effect size of coaching. The results indicated that self-awareness coaching had statistically significant positive effects on professional teacher burnout at t = 15.779 at df=78, >.001, The effect size (Cohen d = 0.958) was high; hence, emotional self-awareness coaching significantly reduced professional teacher burnout. The study recommended that the teacher employer (TSC) develop programs to equip teachers with self-awareness skills to curb professional burnout, thereby increasing their productivity

Characteristics Associated With Measles, Mumps, and Rubella Coverage and Exemptions After a School Immunization Law Change in Washington, 2019-2020.

We aimed to better understand the impact of statewide legislation removing personal belief exemptions (PBEs) for the measles, mumps, and rubella (MMR) school immunization requirement and factors associated with resulting health-seeking behaviors. We used chi-squared tests and logistic regression models to determine individual- and school-level characteristics associated with holding a MMR PBE and with post-law MMR immunization status among students linked to the Washington State Immunization Information System. Of students with a MMR PBE pre-law change, 43.0% completed the MMR vaccine series and 40.4% sought another exemption type. Religious exemptions made up most new MMR exemptions signed (71.8%), followed by medical exemptions (18.5%), and religious membership exemptions (9.7%). Students were more likely to complete the vaccine series post-law change if they attended a school with a low school-level MMR exemption rate, a public school, or held a lower number of school-required immunization exemptions. This study confirms previous concerns that parents might replace their PBE with another exemption type; however, nearly half the students in the cohort completed the MMR vaccine series. Our findings suggest that targeted immunization policies can increase MMR coverage 1-year post-law change but must account for a replacement effect when exemption categories are eliminated.

Virtual Physics’ Programs & Students’ Improvements

The research article examines the effect of virtual Physics’ programs on students' achievement in the subject within public secondary schools in the Kakamega South sub-county. Quasi-experimental research design was adopted, quantitative data from a sample of form two students was collected using physics achievement test. The data was analyzed using Difference in Difference model. Findings showed a statistically significant difference in achievement between students taught using Physics virtual programs and those taught using face to face. The results of the analysis also showed that students’ achievement in physics was increasing by 1.34 point over time and the increase was statistically significant The findings are in agreement with those of Smith (2013) in a study comparing in-person learning and blended learning in secondary schools within New Zealand who reported a significant difference between students' achievement in blended and face-to-face classes. The findings would provide widespread benefits that extend to individual student by enhancing their understanding hence improved learning achievement. Its overall argument is that the government through KICD rolls out full integration of virtual physics programs in secondary education curriculum, incorporating teacher professional development and blended teaching and learning.

Impact of the Information and Communications Technologies (ICT) infrastructure on the returns to higher education in Mexico: A gender analysis

This paper aims to analyze the impact of access to Information and Communication Technologies (ICT) on the private returns to higher education (HE) focusing on gender inequality in 2020. Methodology: To evaluate the above impact a set of Mincerian equations will be estimated. The proposed approach mitigates biases associated with self-selection and individual heterogeneity. Data: The database comes from the National Household Income and Expenditure Survey (Encuesta Nacional de Ingresos y Gastos de los Hogares, ENIGH) from 2020. Results: Empirical evidence suggests that individuals that have HE have a positive and greater impact on their salary income compared to those with a lower educational level, being women that do not have access to ICT those with the lowest wage return. Policy: Access to ICT should be considered as one of the criteria that integrate social deprivation in the measurement of multidimensional poverty. Likewise, it is necessary to design public policies that promote the strengthening and creation of educational and/or training systems in technological matters for women. Limitations: No distinction was made between individuals that graduated from public or private schools, nor was income from sources other than work considered. Originality: This investigation evaluates the impact of access to ICT on the returns to higher education in Mexico, in 2020, addressing gender disparity.

Community Health Workers Linking Clinics and Schools and Asthma Control

Childhood asthma is characterized by pervasive disparities, including 3-fold higher hospitalization rates and 7-fold higher death rates for Black children compared with White children. To address asthma disparities, one must intervene in all lived environments. To determine if a community health worker (CHW) intervention to connect the primary care, home, and school for low-income minoritized school-aged children with asthma and their caregivers improves asthma control. This study was a hybrid effectiveness/implementation trial using a 2 × 2 factorial, cluster randomized clinical trial design of 36 schools crossed with participant-level randomization into a clinic-based CHW intervention. The study was conducted from May 2018 to June 2022. The intervention took place in primary care offices, homes, and 36 West Philadelphia, Pennsylvania, public and charter schools. Children aged 5 to 13 years with uncontrolled asthma were recruited from local primary care practices. Asthma management, trigger remediation, and care coordination occurred in school, home, and primary care settings. Children were followed up for 12 months. The Yes We Can Children's Asthma Program, Open Airways For Schools Plus, and school-based asthma therapy were implemented. Improvement in asthma control, as measured by the Asthma Control Questionnaire, comparing the mean difference between groups 1 year after randomization with their baseline (difference in differences). Both primary care and school interventions were dramatically disrupted by the COVID-19 pandemic; therefore, stratified analyses were performed to assess per-protocol intervention efficacy before the pandemic disruptions. A total of 1875 participants were approached, 1248 were excluded, and 1 was withdrawn. The 626 analyzed study participants (mean [SD] age, 8.7 [2.4] years; 363 male [58%]) self-identified as Black race (96%) and non-Hispanic ethnicity (98%). Although all groups had statistically significant improvements in asthma control from baseline to 12 months (P- group: -0.46; 95% CI, -0.58 to -0.33; P+ group: -0.57; 95% CI, -0.74 to -0.44; S- group: -0.47; 95% CI, -0.58 to -0.35; S+ group: -0.59; 95% CI, -0.74 to -0.44), none of the difference-in-differences estimates from the primary prespecified models showed a clinically meaningful improvement in asthma control. Analysis from the prepandemic interval, however, demonstrated that children in the combined clinic-school intervention had a statistically significant improvement in asthma control scores compared with control (-0.79; 95% CI, -1.40 to -0.18). This randomized clinical trial provides preliminary evidence that connecting all lived environments for care of children can be accomplished through linkages with CHWs.

Quality Competency of Teachers in the Developing Quality Culture in Public Secondary Schools in a Developing Country

Quality culture has been mentioned as a tool to help improve quality standards and promote the development of educational institutions. Recently, quality culture has begun to be recognized as an interesting research trend in Vietnam, mainly focusing on higher education. Several studies have applied models/types of building and developing quality culture to educational activities and institutions, but not in the national school system. The purpose of this study is to understand the quality capacity of administrators and teachers of public secondary schools in the Southeast region, of Vietnam through the aspect of quality awareness during education. General education implements educational quality accreditation activities. The research uses quantitative research methods combined with qualitative research methods. The survey sample was conveniently selected randomly, information was collected by questionnaire with 749 managers and 3831 teachers, and by interviews with 22 managers and 40 teachers. Quantitative data were calculated by Cronbach's Alpha to eliminate inappropriate variables. Descriptive statistics calculate percentages, mean values, and standard deviations, and inferential statistics test differences using ANOVA and t-test with 2 independent samples. Data analysis results show differences in quality awareness between the three provinces and between managers and teachers, and the results also show that managers and teachers do not have positive views. teacher on educational quality accreditation activities in secondary schools through two contents "Education quality accreditation takes time and resources" and "Education quality accreditation increases achievement problems in education”. Therefore, the study recommends that leaders at all levels research and promulgate quality policies and create conditions for secondary schools to develop quality; Secondary schools build a set of tools and principles for forming and developing a quality culture to improve quality capacity and develop internal quality resources.

“Phones off while school's on”: Evaluating problematic phone use and the social, wellbeing, and academic effects of banning phones in schools

AbstractBackground and aimsMobile phone bans in secondary schools are claimed to reduce student distraction and promote learning and face-to-face socializing. Currently, the evidence on phone bans is limited. The aim of this preregistered study was to evaluate the South Australian mobile phone ban's effects on students' problematic phone use, academic engagement, school belonging, and bullying. The study also sought to identify student variables that predict phone ban compliance.MethodsAs the ban was phased in over 2023, a 2 (phone ban: yes/no) × 2 (time: baseline, 1-month follow-up) repeated-measures design was employed. Students (n = 1,282 at baseline; n = 1,256 at follow-up) in Grades 7 to 12 were recruited from five public secondary schools. Surveys included measures drawn from the Longitudinal Study of Australian Children (LSAC) and the Programme for International Student Assessment (PISA).ResultsProblematic phone use was reported by 2.6% of the sample. Being older and a more frequent user of social media predicted lower phone ban compliance. Linear mixed models indicated that ban and no ban school groups did not differ significantly in terms of problematic phone use, academic engagement, and school belonging. There was slightly higher bullying in the ban group but bullying decreased significantly in both groups.DiscussionImposing access restrictions may not affect the underlying psychological mechanisms that drive problematic phone use. Although these results indicate limited to no short-term benefits of the ban, further evaluation with more sensitive methodologies is recommended.ConclusionsStudent-technology interactions in learning institutions should be continually monitored to determine the optimal balance to support student etiquette, learning, and wellbeing.

Designing L2 pronunciation instruction activities for primary school learners

Abstract This study employs a content analysis approach to examine the presentation of pronunciation instruction (PI) activities in six elementary school English language teaching (ELT) textbook series used in China. Among the textbooks analyzed, two series are published in English-speaking countries for commercial use, while two are published in China for public schools. The remaining two series are jointly released by Chinese and UK publishers, and are utilized in schools at Shanghai and Hong Kong. Categorizing the PI‑related activities based on the framework by Levis and Echelberger (2022), the author discovered that PI is predominantly integrated into listening and speaking activities. The study highlights the evolving design of PI activities in relation to learners’ ages, reflecting the individual preferences and beliefs of textbook developers. Notably, most of the surveyed textbook series acknowledge the effectiveness of phonics for teaching pronunciation, yet the use of phonetic alphabet remains minimal. Young learners are encouraged to grasp pronunciation rules through exposure and observation rather than through direct “top-down” instruction from teachers. This research provides language educators with additional resources for classroom activities and offers textbook writers diverse insights for material development work in the future.

"We Want to be There to Support … Do We Have the Capacity to Do That?" Current Priorities and Challenges in School Social Work.

While adolescent mental health needs have continued to rise, schools have become a central location for adolescents seeking support for mental health needs, and approximately 96% of public schools in the United States report providing some form of mental health care to students. This study aims to explore school social workers' current challenges and priorities in their roles. Qualitative focus groups with current school social workers in Virginia (N = 16) were conducted for this study. Participants worked in middle and high schools for a minimum of 3 years across the state. Braun and Clarke's steps for thematic analysis were used to guide coding and themes. The current study found 3 primary themes: (1) role confusion due to vast scope of responsibilities within their schools; (2) a disconnect between desired roles and assigned roles and responsibilities; and (3) lack of formal model of service provision. Focus should be placed on the integration of current models of school social work practice to ensure the effective utilization of their services. The study reveals important information regarding the current and future state of school social work practice.

Bridging the Knowledge–Practice Gap: Assessing Climate Change Literacy Among Science Teachers

This research aimed to investigate the knowledge levels and teaching practices of Saudi science teachers regarding climate change, focusing on exploring the correlation between these aspects. The cross-sectional descriptive survey included teachers at middle and high school levels in public schools. The questionnaire study comprised three sections: collecting demographic data, assessing teachers’ understanding of climate change through factual inquiries, and evaluating teaching practices related to climate change. The findings reveal a promising degree of awareness among teachers, with a majority correctly identifying crucial elements of climate change while also exposing misconceptions and knowledge gaps. While a notable portion of teachers reported teaching climate change-related aspects, some indicated minimal involvement in extracurricular activities linked to climate change. The correlation analysis between science teachers’ climate change knowledge and practices indicates a weak connection between the two variables, suggesting that teachers’ knowledge might not substantially impact their actual teaching practices regarding climate change concepts. Limitations included reliance on self-reported data and a sample size that could impact result generalizability. Future research recommendations include combining quantitative data with qualitative methods, comparing knowledge and practices across regions or demographics, and conducting longitudinal studies. This study’s implications stress the importance of targeted professional development, advocating for climate change education integration into formal curricula, and policy adjustments mandating climate change education.

The Role of Gamification in Enhancing Students’ Motivation Toward Learning English in Jeddah Public Schools

Entertaining strategies in education, such as the use of gamification, can turn learning English into an interesting and motivating experience. A number of studies in Saudi Arabia have explored gamification and the way it develops the different language abilities of students. However, limited research has been conducted concentration on the role of gamification in enhancing students’ motivation toward learning English in the context of public schools in Jeddah, Saudi Arabia. Hence, this quantitative study investigated from teachers’ and students’ points of view the role of gamification in enhancing students’ motivation. The participants in the study comprised a total of 409 teachers and students (155 teachers and 254 students). The study used two Google Form questionnaires and then analyzed the data using SPSS version 27. The findings of the study revealed that both teachers and students have positive feelings about the implementation of gamification considering it a beneficial instrument to increase students’ motivation in English language classrooms.

Digital teaching competence of teachers in the public elementary schools of Sta. Cruz district

Digital teaching competence of teachers in the public elementary schools of Sta. Cruz district

Identifying parentally perceived barriers for children with celiac disease to participate in elementary school meal programs

AbstractSeveral states have recently enacted laws permanently granting all public school students access to free breakfast and lunch. However, children with dietary restrictions, such as celiac disease, may encounter barriers to participation in these meal programs. We surveyed caregivers of school‐aged children with celiac disease to study barriers to universal school meals. More than half of the children with celiac disease did not participate in school meal programs due to concerns about the cafeteria's ability to prepare gluten‐free meals safely. Moreover, among those who were food insecure and gluten‐free food insecure, 50% had never consumed free school lunch and breakfast. Parental perception of nutritional quality, communication regarding gluten‐free options, and safety of school kitchens emerged as common obstacles to participation in these programs. Addressing these concerns is paramount to ensuring equitable access to nutritious meals for all students.

Balancing the scale: Investigating the effect of frontloading and backloading salary structures on teacher turnover

This study investigates the impact of frontloading salary structures (higher early-career salaries) on teacher turnover using data from South Carolina public school districts in the U.S. from FY2014- FY2023. Employing a Difference-in-Differences (DID) model, the analysis reveals that frontloading salary schedules is associated with lower turnover among novice teachers but have a less pronounced effect on seasoned educators. The study highlights that the impact of frontloading varies by district demographics and teacher qualifications. Results indicate that higher experience premiums for early-career teachers can increase turnover when compared to mid-career premiums, suggesting a need for balanced salary structures, targeted financial incentives.

Creating a School Leadership Culturally Responsive Special Education Climate Through the Inclusion of Student Voice in Time of Transitions

We center the voice of Dwyan Moore, a Black 12-year-old boy, during his transition of being diagnosed with a learning dis/Ability. We do so to grapple with the problem of disproportionate representation in special education along race and dis/Ability, with particular attention to educational leadership. Disproportionate representation is a reminder of the legacies of slavery and eugenics in United States public schools. We must address this enduring inequity. How we think, feel, and discuss such issues has systemic educational and equity implications for Black, Indigenous, and Youth of Color with dis/Abilities such as Dwyan. We end by promoting critical reflection and activities among educational school leaders on how student voices and agency can be included in dis/Ability transition planning and programming.