Real School Research Articles

Twelve Months On: Navigating the Disparity Between Vision and Reality for Religious Education Teachers in Australian Catholic Schools

This study builds on previous research exploring the formation needs and experiences of Early Career Teachers (ECT) in Catholic Schools in an Australian regional context, particularly concerning their understanding of Catholic identity and the teaching of Religious Education. Conducted twelve months after the previous study, ‘And Now I’m Teaching in a Catholic School’ – The Experiences of Early Career Teachers (ECT) in Lismore Catholic Schools and What Can Be Learned to Support Their Formation: A Preliminary Study (Challinor, Lancaster & Rymarz, 2022), follow-up interviews with twelve ECTs indicated an ongoing cognitive dissonance between the expressed ideal of Catholic education and the lived reality in Catholic schools. The study highlights the importance of ongoing staff formation and mentoring for ECTs. Three vignettes are provided as composite accounts of the range of ECTs engaged in the study, and the various challenges and learning opportunities experienced in their early years of appointment are highlighted. Further research is planned in four years to understand how the experience of ECTs continues to evolve and what can be learned to support their retention and continual formation.

A Socialization-Informed Framework for Integrating Social and Emotional Learning in Physical Education Teacher Education

Physical education has begun embracing the role of social and emotional learning (SEL), but less attention has been paid to the development of such skills among preservice teachers. A lack of social and emotional skills can have negative effects on preservice teachers’ ability to effectively teach SEL and to navigate the sociopolitical and sociocultural realities of schools. SEL encompasses a wide variety of tools and strategies to help students understand their emotions and develop interpersonal skills, resilience, and social skills. Using occupational socialization theory and Bloom’s taxonomy to scaffold learning experiences, we provide a practical framework for integrating SEL into physical education teacher education. If we equip preservice teachers to understand and manage their emotions, they will be better positioned to address the needs of students while addressing their own mental health. They may also see SEL as a more important component of physical education.

POST-PANDEMIC EDUCATION IN ANGOLA AND BRAZIL: CHALLENGES IN SITUATIONS OF SOCIAL VULNERABILITY

This article aimed to identify the national education policies in Angola and Brazil between 2020 and 2022, during the COVID-19 pandemic, and point out trends for post-pandemic education in these countries, especially considering the inequalities that mark their social reality. The methodology consisted of documentary research on the websites of official bodies in both countries, and the data analysis was developed based on the theoretical framework of comparative education. The results highlight both dissonant and convergent aspects between the policies developed by Angola and Brazil during the COVID-19 pandemic, considering their social and economic realities, particularly the difference in the political organization of these countries. In spite of the unitary character of the Angolan State and the Federative constitution of the Brazilian State that influenced the organization of national policies during the pandemic period, the trends for post-pandemic education in both countries point to policies that, despite the social inequalities that are reflected in school reality, place centrality on technologies as educational solutions, in a global movement, which presented an opportunity for Ed-Tech companies to enter new geographic areas, contributing to the control of school work and the privatization of public resources for education.

Использование FM-систем для улучшения слухоречевого восприятия у детей с РАС. Пилотное исследование

<p style="text-align: justify;"><span lang="EN-US">Objectives</span><span lang="EN-US">. Children with Autism Spectrum Disorder (ASD) often face difficulties in speech perception, particularly in noisy environments. These problems are associated with central auditory processing disorders. FM systems, which improve the signal-to-noise ratio, can be used to enhance speech perception. The aim of this study was to investigate the effects of FM systems when working with children with ASD in noisy conditions and their use in a school setting. Methods. The pilot study was conducted in two stages. In the first stage, the “Words in Noise” test and the “Sentence Repetition” task were used to assess children’s ability to recognize speech in noisy conditions with and without the use of FM systems. Fourteen children with ASD and 14 typically developing peers participated in the experiment. In the second stage, FM systems were studied in real school environments with 10 elementary school students with autism. Changes in auditory abilities were assessed using the L.I.F.E.-R scale. Results. In the first stage, it was found that children with ASD recognized significantly fewer words in noisy conditions compared to their typically developing peers. In the “Sentence Repetition” task, the use of FM systems improved the performance of children with ASD from 58.3% to 76.9% (p=0.0005). In the second stage, most participants showed minimal changes in auditory ability scores on the L.I.F.E.-R scale: the average score before using FM systems was 54.9, and after using them it was 57</span><span lang="EN-US">.4 (p=0.2322). However, several students showed improvements of 8–13 points, reflecting individual variability in the effect of using FM systems. Discussion. FM systems have demonstrated their effectiveness in improving speech perception in noisy environments for children with ASD. However, the integration of FM systems into the school process requires further research on their effectiveness in real conditions, as well as adaptations to minimize discomfort for children and improve interaction with teachers and tutors.</span></p>

On the “Demonization” of Sengo Muramasa Blades

The article focuses on a popular superstitious belief that has developed around the name of a famous swordsmith Sengo Muramasa 千子村正, namely the fabulous “curse” of his blades and the demonization of his person. The mythologized image had overshadowed a real school of swordsmiths active in the 16th – 17th cc.; the core of the school was formed by the first three and partly the fourth generations, and the periphery – by numerous smiths of the second and third plans. Muramasa I (初代 shodai) lived in Ise Province in the late Muromachi period; his blades were particularly sharp and well-forged, and therefore highly valued as practical weapons. However, a lack of reliable historical sources about his life, except for the preserved dated blades, caused significant discrepancies concerning the history of the Sengo Muramasa school and the identification of its generations. The superstition of the “demonic” curse of the Muramasa blades was formed among the samurai class at the turn of the 16th – 17th cc. as a result of their malevolent role in the fate of Tokugawa Ieyasu and several of his close relatives. Later, in the mid Edo period, the superstition of the “unlucky” nature of the Muramasa blades became widespread throughout Japanese society, and was also reflected in traditional Japanese art, literature and drama. In the 20th c. when Japanese swords gained worldwide popularity, the story of the “demonic Muramasa” spread far beyond Japan.

Enhancing Astronomy Skills: The Role of Mobile Augmented Reality in Vietnamese Middle Schools

Enhancing Astronomy Skills: The Role of Mobile Augmented Reality in Vietnamese Middle Schools

POSSIBILITIES OF USING VR TECHNOLOGIES IN THE PROCESS OF TEACHING PSYCHOLOGY TO STUDENTS IN PSYCHOLOGICAL AND PEDAGOGICAL CLASSES

When organizing the activities of schoolchildren in specialized psychological and pedagogical classes, it is necessary to equip them with the most advanced methods, organizing professional tests and acquiring specifi c experience through immersion in a new digital reality. Purpose of the work is to study the possibilities of using VR technologies in the process of teaching psychology to students in psychological and pedagogical classes. Research methods include analysis, synthesis, generalization, and questioning. Sample consists of psychology teachers of  classes of psychological and pedagogical orientation in the city of Tula and the Tula region. Main results. Possible areas for the use of VR technologies in teaching psychology are highlighted: visualization of abstract psychological concepts, virtual excursions to psychological laboratories, acquaintance with specifi c psychologists of the past and present, virtual participation in psychological experiments, virtual games for training professionally signifi cant skills; immersion in school reality; trying oneself as a teacher; creating lesson projects; using immersive methods; visiting specialized virtual exhibitions, bookstores; virtual visit to the university, etc. Conclusion. Using the capabilities of VR technologies can signifi cantly affect the increase in the effi ciency of the learning process and the development of cognitive interests of students in psychological and pedagogical classes in the specialized discipline of psychology.

Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time?

Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons (N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of digital skills in highly digitalised schools. Despite a slight increase in digital skills after the 2020 reform, our findings indicate that digital ambitions in the curriculum were not reflected in classroom reality.

Confronting the idealised ‘Nordic model’ in education with contemporary realities of special education in Sweden

ABSTRACT For decades, the Nordic countries have been admired for their inclusive education systems within egalitarian societies, bolstered by PISA studies and global calls to ensure inclusive education as a human right. This paper contrasts idealised perspectives on Nordic education with internal experiences, exploring recent challenges to the relationship between special and inclusive education. Using Sweden as a case study, it highlights internal diversity within the Nordic region, showing differing paths and gaps between research, policy and school realities. The risks of idealising past educational models are discussed, noting that Sweden, once known for its egalitarian education and low special education needs classification rates, now faces higher classification rates and more separate provision due to policy changes. Recent trends have shown a shift towards increased diagnosis and classification, influenced by marketisation and decentralisation policies. The paper focuses on neurodivergence, analysing shifts in government priorities, teacher education, school practices and research agendas. Analysis of recent policies, reports and educational data reveals winners and losers in school participation, providing insights into the implications for educational discourse, the future of the ‘Nordic model’, and Swedish education in a global context.

REVIEW OF THE BOOK "A MODEL FOR DIAGNOSIS AND PREVENTION OF AGGRESSIVENESS IN THE BEHAVIOR OF ELEMENTARY SCHOOL-AGE STUDENTS

The review presents the monograph of Chief. Associate Professor Simona Nikolova, PhD "Model for diagnosis and prevention of aggressiveness in the behavior of primary school students", which is distinguished by relevance, given the dynamic and often extreme situation in the educational environment. The topic focuses on the need to prevent aggressiveness in the behavior of children of primary school age, as a form of overcoming negative manifestations in their behavior. The proposed model methodologically offers an idea for the work of the school psychologist with students of primary school age with the aim of developing cognitive and emotional skills for communicating with peers, developing empathic abilities and opportunities to evaluate others' behavior. The proposed program offers, in terms of content, the immediate work of the psychologist with the children in a real school environment.

Myths and Realities of Rural Schools. The Voice of Families and Teachers

Introduction. By invoking Shakespeare’s famous query, ‘to be or not to be, that is the question,’ this study examines rural schools by exploring the beliefs and myths surrounding them and contrasting these perceptions with the realities of daily life in 6 unitary rural schools located in the northwest of Spain. Aims. This study aims to listen to and shed light on the perspectives and feelings of families and teachers in rural schools with multi-grade classrooms. Method. Using a multiple case study design and triangulating qualitative instruments (photovoice, incomplete sentence prompts, and observation), we analyzed the evaluations and experiences of 76 families and 18 teachers concerning the context, the educational practice, and the internal sphere of rural schools. The data were processed through content analysis using ATLAS.ti 22 software, resulting in the identification of 8 categories and 3 dimensions: space and resources, coexistence, teaching and learning in rural schools. Results. The findings reveal several myths and idealizations held by teachers and families regarding the following aspects: the natural rural environment; facilities, infrastructures, resources, and services; coexistence; individualisation, multi-grade classrooms, and academic performance in rural schools. Conclusions. The study concluded that some of these myths do not align with the actual conditions of the studied environment. Rural schools can offer authentic, high-quality learning experiences on equal terms with other educational institutions, dependent on the mediation of the teaching teams that work in them. The study allows for reflection and provides information not only to visibility of rural schools and empower them but also to make decisions enable their educational improvement.

O LÚDICO NA EDUCAÇÃO INFANTIL: CONCEPÇÕES E PRÁTICASDOCENTES

This article is a section of a Master's Dissertation and aims to analyze how the knowledge of playfulness in early childhood education is contextualized in teachers' pedagogical practices based on the reality of a municipal early childhood education school. The justification is to reevaluate the pedagogical work, seeking to understand that while educators encounter challenges in developing a playful approach with young children, their practice becomes much more expressive and enjoyable for the children’s school experience. A learning environment where playfulness, creativity, and spontaneity prevail becomes far more conducive to learning. The methodological design was non-experimental, descriptive, cross-sectional, with a mixed approach. It was non-experimental because there was no manipulation of variables or comparison groups. The researcher observes what naturally occurs without interfering in any way. It is a descriptive investigation because it aims to describe the characteristics of a certain population or phenomenon or establish relationships between variables. As for the results, we emphasize that, although there was a comparison regarding the teachers’ years of service, it did not influence the findings. What became evident is that both teachers work with the same goal: to motivate the students’ learning processes through playful tools.

Фонд Єлисаветградського реального училища в Державному архіві Кіровоградської області: історія, склад та структура

The purpose of the research is to research the history, composition and structure of the fund of the Yelisavetgrad Zemstvo Real School (ESRU) in the State Archive of the Kirovohrad Region, based on the work of its predecessors and the existing source base. The research methodology is based on fundamental general scientific principles (objectivity, comprehensiveness, complexity, historicism, determinism), which is the worldview basis of archival theory, as well as on the use of methods - analysis and synthesis, system analysis, historical method, scientific heuristics method, identification methods and classification of documents. The scientific novelty lies in the fact that for the first time a comprehensive analysis of the composition and structure of the fund of the Yelisavetgrad Real School in the State Archives of the Kirovohrad Region was carried out, which includes cases with documents of various types: with normative and administrative documentation, business correspondence, with minutes of meetings, with reporting documentation, with personal documents, with educational documentation; the historical significance of the Yelisavetgrad Zemstvo real school as an educational institution of regional and national importance is substantiated, and its role in the formation of the educational, social and cultural sphere of the 19th and early 20th centuries is also considered. Conclusions. A study of the history, composition and structure of the "Elysavetgrad Zemstvo Real School" fund in the State Archive of the Kirovohrad Region confirms its significant informational potential. Yelisavetgrad Zemstvo real school, founded in 1870, was one of the largest educational institutions of that time. The fund provides rich opportunities for research in the history of education, administrative practice, as well as social and cultural processes that took place in Ukraine in the context of historical changes of the 19th and 20th centuries. Preservation of the fund in the State Archive of the Kirovohrad region is important for the preservation of the historical heritage of the region. Thirty-four cases in the analyzed fund of the EZRU were classified as particularly valuable, two - as a "unique documentary monument". Thus, the fund of Yelisavetgrad real school in the State Archive of Kirovohrad region is a rich source for research in the field of history of education, social changes and cultural heritage of Ukraine.

The forgotten frontline: Unveiling the realities of school and public health nursing

School nurses provide a crucial public health service to school-aged children and young people. However, with increasing health needs in this population and dwindling numbers of school nurses, provision is patchy. Sallyann Sutton, interim professional officer reports on the results of SAPHNA's recent workforce survey and the campaign for more school nurses.

Mentoring in Initial Teacher Education: Practices and Needs for Continuing Professional Development of Romanian School-Based Teacher Educators

Practical training is an important component of initial teacher education (ITE). Interactions with the educational reality in schools and with school-based teacher educators (SBTEs) are crucial to practical training. Often, SBTEs lack specific and consistent training to work with future teachers. This study aimed to identify the practices and needs of SBTEs guiding the pedagogical practicum of students, future teachers working in Romanian kindergarten and primary education. A questionnaire provided by the International Forum for Teacher Educator Development (InFo-TED) was administered in December 2021 to January 2022 to 116 SBTEs conducting mentoring activities for future teachers in primary schools and kindergartens. The analysis of their responses by level of education and experience highlighted the perceived usefulness of activity types considered relevant and less relevant in mentoring, training activities previously accessed, professional training needs, and how research is valued in mentoring. Specific training practices and needs are highlighted, providing grounds for developing training programs and interventions aimed at enhancing SBTEs’ competencies in mentoring prospective teachers.

Exploring the Implementation of Augmented Reality in Indonesia Elementary Schools: A Systematic Literature Review

The swift advancement of technology has not only become an integral part of the reality of the 21st century but has also emerged as the primary catalyst for substantial transformations and disruptions across diverse facets of society, notably within the realm of education. Previous studies indicate that augmented reality, as a result of technological advancements, holds the potential to enhance the quality of the education system by fostering interactive learning. Nevertheless, there is a lack of in-depth and comprehensive research on the application of augmented reality in elementary schools. Hence, this study aims to analyze existing research about integrating augmented reality in elementary school education, assess its impact on learning outcomes, and identify potential implementation challenges. This research followed the PRISMA 2020 guidelines and used Scopus and ERIC as the primary databases for collecting data. Of the 637 data relevant to the search query, only 35 articles fulfilled the inclusion criteria. These articles were further analyzed through meta-synthesis techniques. Based on a systematic literature review conducted on the use of augmented reality technology in Indonesian elementary schools, the study revealed the following key findings: Firstly, the development of augmented reality technology exhibits fluctuations. Secondly, the application of augmented reality utilizes existing media and creates new media. Thirdly, its implementation in the educational context yields various positive learning outcomes. Fourthly, challenges arise in terms of the underdeveloped augmented reality media and limited application in one subject area. as well as the preparedness of teachers and students to adopt augmented reality technology. These findings emphasize the critical considerations for future research endeavours in this issue. Despite the potential benefits, further research is needed to implement augmented reality, specifically cultivating 21st-century skills and addressing identified challenges within Indonesian elementary schools.

Peering Deeper: Student Perspectives on School Well-being and Youth Engagement

We examined students’ perspectives on well-being and youth engagement in schools using a Youth Participatory Action Research approach. Students (N = 11) trained as peer researchers and then interviewed their peers. Interviews (N = 21) were analyzed using reflexive thematic analysis and six themes were developed: desire for versus reality of a healthy school, insufficient school strategies to promote well-being and mitigate harm, listening to and actioning students’ ideas, diverse opportunities for student engagement, pre-conceived ideas of student capability, and importance of a support role. Through this project, we peered deeper into students’ viewpoints about well-being and youth engagement in their schools.

The need for empirical research on the school data protection officer's role

Data protection regulations in educational settings rely to a great extent on the (School) Data Protection Officer. In this paper, we focus the analytical lens on the socio-legal position of the School Data Protection Officer in the UK, showing they are pivotal to ensure schools’ legal compliance. Their role requires a unique combination of skills and knowledge in a complicated landscape of data protection regulations, the pressure of the digital economy, and maintaining high-quality, high-stakes education. Yet their professional experiences and need for empowerment have gone largely unheard in academia and public debate. The social reality of schools may raise certain practical and conceptual tensions for the legal importance of the School Data Protection Officer. We highlight where this raises questions for the effective implementation of digital data protection regulation for children and young people in schools today. Further empirical research is needed to ensure the pivotal role of the School Data Protection Officer is recognised in upcoming data protection policy reviews. We recommend specific questions for future research to consider, to help overcome this gap in knowledge related to the practical safeguarding of children's digital data rights.

FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA QUE ATUAM COM ALUNOS COM DEFICIÊNCIA

This article addresses the theme of Inclusive Education with a focus on training teachers in the area of Physical Education who work in teaching students with disabilities. This article addresses the theme of Inclusive Education with a focus on training teachers in the area of Physical Education who deal with students with disabilities. The main objective of this investigation is to understand the training trajectory of Physical Education teachers to work with students with disabilities, specifically: 1. How the training took place and possible implications for acting in the context of Inclusive Education and 2. Teachers’ challenges in dealing with students with disabilities in everyday school life. The data were constructed in semi-structured interviews recorded and later transcribed. In line with the methodological principles of historical-cultural theory, the explanatory analysis allowed us to identify obstacles in the initial training process, such as: scarce content on teaching for students with disabilities; and subjects that are very theoretical and removed from the school reality. The teachers also highlighted: lack of support from educational management and the need for continued training while, in the school context, training spaces should be created. The study made it possible to identify the training demands of Physical Education teachers and the challenges they face in everyday school life, contributing to reflections on their training needs.

Aligning Digital Educational Policies with the New Realities of Schooling

To make sense of the changes provoked by the Covid-19 pandemic and its immediate aftermath, this paper critically examines digital education policy responses in the context of the ‘new realities’ faced by schooling. Based on seven case studies contributed by authors from Australia, India, Ireland, Italy, Japan, Canada, Sri Lanka, two key questions are addressed: (1) What are the ‘new realities’ of schooling post Covid-19? and (2) How have digital educational policies changed in response to the new realities of schooling? Findings highlight the complexity of the problem of aligning digital education policies at the macro level to the realities experienced at the meso and micro levels of schooling systems. The paper concludes with discussion of the need for, and challenges of, agile policy making at all levels (macro, meso and micro) that are necessary for schooling systems to meet the challenges and realities of a complex changing world.