School Resources Research Articles

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Towards a Multilingual School Library The new curriculum for primary schools in Norway underlines that knowledge of several languages is a resource both in school and society, and that the pupils should experience this through their education. In this article we investigate the school library as a multilingual arena, based on a study with a linguistically and culturally diverse pupil group. The material contains observation data from library activities, such as book talks and reading aloud, a semi-structured interview with the school librarian, and photo documentation of the school library room. We base the analysis on an overall perspective on the school library as a schoolscape (Brown). Hence we are interested in the linguistic-visual interior of the school library, as well as the literary and pedagogical activities that take place there. The article investigates how language diversity emerges both in the school library’s semiotic landscape and in various reading activities. Overall, the analysis shows that linguistic diversity appears to be valued on a general level, but that the specific languages of the pupil and teacher groups are represented to a lesser degree in the schoolscape. The analysis also identifies a number of framework factors, including at system levels, such as access to multilingual literature, which clearly hinder the school librarian’s work in developing the library’s multilingual collection.

Enhancing school safety through psychological support: Key findings and strategies

A crucial aspect of creating a safe and supportive learning environment is the integration of psychological support to reduce school violence. Research highlights that school violence impacts not only students' physical safety but also their mental health and emotional development. Effective psychological support can play a pivotal role in preventing and mitigating violent behaviors by addressing underlying emotional difficulties and unresolved trauma. Key strategies include implementing early interventions through school psychologists and counselors, who offer individual and group counseling to help students manage conflicts and intense emotions constructively. Additionally, psychological support programs can improve the school climate through workshops on emotional intelligence, stress management, and social skills, fostering empathy and reducing conflicts. Integrating psychological services with other school resources, such as emotional education programs and violence prevention strategies, is essential. Collaboration among school psychologists, teachers, parents, and administrators ensures a holistic approach to violence prevention, considering all aspects of students' school lives. The research demonstrates that peer social support significantly mediates the relationship between school victimization and psychological health. Social support acts as a buffer, mitigating the negative effects of violence, and is crucial for students of all genders and ethnicities. Furthermore, family support is identified as a vital moderator, enhancing adolescent mental health despite exposure to violence. Psychological intervention strategies, such as establishing psychological warning systems and prevention mechanisms, are essential in proactively addressing violence. Schools should focus on creating a protective environment and integrating psychological strategies into broader prevention efforts. Continuous mental health education and a safe space for students to express concerns can significantly reduce violent behaviors and support a positive educational atmosphere.

Introducing a short-medium format, paediatric surgical podcast into the formal teaching resources of a medical school

BackgroundPodcasts are a popular form of extracurricular education. They provide a range of benefits for listeners including an opportunity for learning whilst mobile. We aimed to assess the interest of medical students in a podcast series as a part of their formal paediatric surgery teaching resources; to determine the optimal format for such a podcast and, following their introduction, if they were considered to have a beneficial effect on student learning. MethodWe conducted focus groups with medical students to explore interest in a podcast series and to determine the optimal format. Our findings guided production and introduction of 5 short-format podcast episodes as an adjunct to available formal learning resources. We ran student focus groups to evaluate the podcasts until data saturation was reached. Transcripts were analysed through thematic analysis by two researchers, who used the constant comparison process to produce a coding framework, through which they identified relevant themes. ResultsMedical students utilised outsourced medical podcasts as an adjunct to formal medical school curricula. All students supported the introduction of a podcast series into formal teaching resources to extend paediatric surgical teaching. The preferred medical podcast format was a short, conversational style podcast that begins with a clinical case and ends with a summary. The introduction of podcasts increased student engagement in, and understanding of, podcast topics. ConclusionMedical students enthusiastically embraced paediatric surgical podcasts in their curriculum. The addition of short-medium format podcasts enhances learning and engagement. Medical schools should utilize the teaching benefits that podcasts offer.

Pengembangan Pendidikan multikultural di Indonesia melalui lensa filsafat islam

Multicultural education is an educational approach that values cultural diversity and provides equal opportunities for all individuals, regardless of cultural, ethnic, or religious backgrounds. This concept aims to create awareness of the importance of tolerance, respect for differences, and building social harmony amidst diversity. In the context of Islamic educational philosophy, multicultural education can be seen as an effort to realize social justice and balance rooted in Islamic principles, such as brotherhood, justice, and equality. Islamic educational philosophy emphasizes the importance of holistic human potential development, both in intellectual, moral, and spiritual aspects, which aligns with the values of multiculturalism. The urgency of implementing multicultural education in Indonesia is highly relevant in the development of nationalism, especially considering that Indonesia is a country with great diversity in terms of ethnicity, religion, and culture. Multicultural education can be an important instrument for strengthening national unity, reducing the potential for intergroup conflicts, and building awareness of an inclusive national identity. In this context, multicultural education plays a role in fostering mutual respect among ethnic and religious groups, as well as promoting nationalism based on appreciation of diversity. The implementation of multicultural education in Indonesia has been carried out through various policies and educational programs. The curriculum in schools has begun to integrate multicultural values, such as tolerance, cooperation, and respect for differences. Additionally, extracurricular activities and cross-cultural programs have also been developed to encourage students to interact with individuals from different cultural backgrounds. However, the implementation of multicultural education in Indonesia still faces various challenges. One of the main challenges is the resistance from groups who feel that multicultural education can threaten certain identities and cultural values. In addition, there are still educational gaps in various regions, which result in a lack of understanding of the importance of multiculturalism in some areas. To address these challenges, several proposed solutions include enhancing training for educators on the importance of multiculturalism and how to integrate it into the teaching and learning process. In addition, there needs to be closer cooperation between the government, educational institutions, and the community to create an inclusive learning environment that values diversity. Policies that support multicultural education also need to be strengthened, including in terms of providing adequate resources for schools in remote areas. From a philosophical perspective, multiculturalism is seen as a manifestation of the recognition and respect for essential human diversity. Islamic philosophy, in particular, emphasizes the importance of living in harmony amidst differences and teaches that all humans are created equal in the eyes of God, despite having different backgrounds. This principle serves as an important foundation for multicultural education that seeks to build bridges between various community groups.

Exploring teachers' experiences in teaching learners with Dissociative identity disorder at rural schools in the Amajuba district KwaZulu-Natal

This study aims to investigate how Dissociative Identity Disorder (DID) affects learners’ academic achievements, engagements, and overall school experience. The objectives were to identify the prevalence of DID among learners in rural KwaZulu-Natal schools, examine the impact of DID on their academic performance, and explore interventions that could support affected learners. The study gained qualitative insight from interviews and focus groups involving learners, teachers, and psychologists. This comprehensive method facilitated a nuanced understanding of DID's effects on learning and academic outcomes. Results indicated a significant correlation between learners with DID and lower academic performance when compared to their peers without DID. Qualitative findings revealed that dissociative episodes, memory lapse, and the psychological stress associated with Dissociative Identity DID adversely affected learners’ participation in class, homework completion, and exam performance. The study further found a general lack of awareness and resources in rural schools to effectively support learners with DID, compounding the challenges they face. The study concludes with several key findings: the need for targeted training for educators in identifying and supporting learners with DID, the importance of integrating psychological support within the school system, and the potential benefits of personalized learning plans for affected learners. The focus should not merely be on academic performance but on creating a holistic experience where every learner, regardless of their challenges, feels included and valued. The study calls for further research and strategies to identify and address dissociative symptoms in learners.

Supporting learners with autism spectrum disorders in Lesotho primary schools: Challenges and possible solutions

Supporting learners with Autism Spectrum Disorders (ASD) in schools is one of the vital responsibilities of teachers. This paper focused on exploring the challenges encountered by teachers in fulfilling their role of supporting learners with ASD within mainstream primary school settings in Lesotho and designing strategies that can overcome these challenges. This qualitative study draws on a purposive sample of fourteen participants (two principals, six teachers, and six parents) who have experience working with learners with ASD within two primary schools that practice inclusive education in Lesotho. Data were collected with individual interviews and observations to conduct an in-depth investigation of the study. Thematic results showed that inadequate knowledge in managing the behaviours of learners with ASD, negative attitudes towards learners with ASD, lack of parental involvement, and lack of access to physical, human, and financial resources in primary schools as the significant challenges faced by teachers when supporting learners with ASD in Lesotho regular primary schools. Hence, the paper recommends continuous professional development training workshops and seminars for teachers. Also, there is a need for more autism screening tools and academic resources, as well as effective collaboration among teachers, parents, and professionals to enhance adequate support for learners with ASD in mainstream schools.

Relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools

This study determines the relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools in the free state. To measure the effect of demographic variables in efficacy Influence, decision making, efficacy to influence school resources instructional self-efficacy, disciplinary self-efficacy, efficacy to enlist parental Involvement, and efficacy to enlist Community Involvement. This study used the quantitative method and the Bandura Teacher Self-efficacy questionnaire to establish the correlation between variables. Participants were randomly selected from the Thabo-Mofutsanyana district of Free State rural high schools. A descriptive research design was used to interpret the findings, and it was concluded that there was no significant relationship between teacher self-efficacy and gender, marital status, age, and educational level. This means that teachers’ self-efficacy could not depend on demographic variables.

The Impact of Parental Involvement on the Educational Development of Students with Autism Spectrum Disorder.

Parental involvement is vital for the academic success and overall development of students, particularly those with Autism Spectrum Disorder (ASD), who face unique educational challenges. This study investigates the influence of parental involvement on the academic performance and school adjustment of students with ASD, focusing on the interplay of cultural identity and first language in their educational and social growth. The research also seeks to identify the challenges parents face and the strategies they use to support their children. Employing a qualitative, interpretive approach, this study involved 42 parents of secondary school students with ASD in Seville, Spain. Data collection included in-depth interviews and focus group discussions, allowing for a comprehensive understanding of parental experiences. The study found that active parental involvement greatly enhances students' academic performance and emotional well-being. Key strategies include creating structured home environments, utilizing assistive technologies, and fostering open communication with school staff. However, parents reported significant challenges, including limited school resources, communication barriers with educators, and a lack of ASD-specific training for teachers and parents. These challenges often hinder their ability to fully support their children's education. Active parental involvement is crucial for the educational success of students with ASD. The findings highlight the need for improved communication between schools and families, increased resources, and targeted ASD training for both teachers and parents. Additionally, the study advocates for greater investment in assistive technologies to better support students with ASD. Addressing these needs could significantly improve the educational experiences and outcomes for these students.

The impact of mental health and the COVID-19 pandemic on employability and learning outcomes: evidence from Taiwanese University students

In response to the emergence of COVID-19, schools were forced to adopt online learning, which later transitioned into a hybrid mode of teaching. However, these changes in the teaching and learning mode may have an adverse effect on mental health, thereby affecting learning outcomes. Therefore, providing immediate resource support for disadvantaged groups may improve students’ learning outcomes. This study investigated the impact of mental health on employability, learning outcomes in the context of blended learning, and the support provided by school resources among college students. We then analyzed survey data from university students and examined the associations among mental health, employability, learning outcomes before and after blended learning, frequency of seeking counseling, and school resource support. The research findings indicate that as the severity of mental health worsened, participants perceived lower learning ability for their future careers. Moreover, during the pandemic, there were variations in learning outcomes for students exposed to blended learning, but it was found that female students demonstrated better learning outcomes. It was also determined that it is beneficial for disadvantaged students to promptly apply for school resource support, as such support can contribute to improved learning effectiveness. Establishing mental health prevention mechanisms and providing school and external resources in a timely manner are the best solutions for helping students learn.

Quality Assessment of a Learning Resources Centers' Services at Omani Private Schools Using SERVQUAL Scale

The increasing role of learning resources, electronic publishing, and the emergence of new innovations in LRCs necessitate significant changes in educational schemes, systems, methods, and resources. Studies highlight the significance of a school resource center in aiding students and teachers in designing, producing, using, and delivering resource materials, improving classroom environments, and providing a diverse range of learning resources. This study examines the perceived and expected service quality at the Learning Resources Center of Seeb International School in Oman. As well as investigating the significant differences in service quality due to some variables (gender, job, and experience). Utilizing the SERVQUAL model, the research explores five dimensions of service quality: reliability, responsiveness, assurance, tangibility, and empathy. The sample group comprised 15 participants, including teachers and administrators. The findings indicate that participants at Seeb International School's LRC perceive a higher level of service quality than predicted by the SERVQUAL model, with favorable opinions and high mean scores suggesting their expectations have been met or exceeded. The analysis reveals that gender does not significantly impact perceived service quality, but job category influences perceptions, with administrators rating service quality lower than teachers. Additionally, experience plays a significant role, as participants with more experience rate service quality higher than those with less experience. These results contribute to understanding service quality at the LRC of private schools in Oman and provide valuable insights for school administrators to enhance their learning resource services.

Managing School Resources and Financial Competencies of Secondary School Administrators in the Delivery of Basic Education Services

Managing School Resources and Financial Competencies of Secondary School Administrators in the Delivery of Basic Education Services

Research on the "2+1" Talent Training Model in Higher Vocational Railway Colleges under the "Four Platforms and One Meeting" Linkage Mechanism

This study aims to explore the construction and implementation of the "2+1" talent training model in higher vocational railway colleges under the "Four Platforms and One Meeting" linkage mechanism. Through theories of school-enterprise cooperation, Internet+ education, and talent training models, the study analyzes the construction methods of school-enterprise teaching platforms, online resource platforms, enterprise practice platforms, and school-enterprise joint "2+1" teaching feedback platforms. The research finds that the "Four Platforms and One Meeting" linkage mechanism can effectively integrate school and enterprise resources, leverage the advantages of Internet+, improve the quality of talent training, and provide innovative pathways for the reform of higher vocational education.

Struggling for relevance: exploring editors’ perceived importance and value of religious education in school

ABSTRACT This article, situated in the field of didactics of religion, explores the comprehension of religious education (RE) by the editors of Elevkanalen, a subsidiary of TV2, Norway’s most significant commercial public broadcaster. They are a unique media enterprise that provides educational resources for primary and lower secondary schools and is designated by themselves as a school publisher. The study applies interpretative phenomenological analysis (IPA) to analyse the data collected through semi-structured interviews with the editors. The findings reveal that the editors’ approach to RE is based primarily on topical content or current issues rather than traditional subject-specific matter. The underlying justification lies in the query of how a given topic or issue can be rendered relevant within the context of RE. The editors are struggling for relevance and advocating interdisciplinarity, and the article discusses these findings by utilising relevance theory, Goodlad and Su’s curriculum theory, and Klafki’s didactical formation (Bildung) theory.

Defense attorney perspectives about juvenile interrogations: SROs, parents, and the adolescent defendant

ABSTRACT Adolescent suspects’ developmental immaturity renders them more susceptible than adults to unreliable and involuntary confessions. Defense attorneys can mitigate youths’ interrogation-related vulnerabilities; however, no quantitative studies examine attorneys’ views on juvenile interrogations and confession evidence. We surveyed 137 juvenile defense attorneys regarding the role of counsel, parents, school administrators, and school resource officers (SROs) in juvenile interrogations and confessions and whether juvenile client age and indigent status related to perceptions. Defense attorneys reported that most juveniles waive their rights and incriminate themselves to police before attorneys even receive the case. Attorneys agreed that parents should be allowed to participate if they wish, even though they believed parents are often uninformed or unhelpful in the defense process. According to this attorney sample, SROs often question students without Mirandizing them, and students believe they must answer questions from both SROs and school administrators. Attorneys reported numerous challenges associated with defending interrogated juveniles, including dispositional vulnerabilities, parent-related problems, systemic challenges, and litigation difficulties. Overall, findings indicate the need for policy and practice reforms like required assistance of counsel during interrogations, electronic recording of interrogations, developmentally-informed training for school administrators, SROs, prosecutors, and judges, and improved discovery and funding to support youth.

Teachers’ perception on physical activity promotion in kindergarten children in China: a qualitative study connecting social-ecological model

BackgroundGlobally, the majority of kindergarten-aged children face obesity issues and insufficient physical activity (PA) engagement. Regular PA participation can provide various health benefits, including obesity reduction, for kindergarten-aged children. However, limited studies have investigated the factors influencing kindergarten-aged children’s PA engagement from the perspective of their teachers. This qualitative study aimed to identify factors that could help promote PA among kindergarten-aged children from teachers’ perspectives, including facilitators, barriers, and teachers’ recommendations.MethodsFifteen kindergarten teachers (age range: 28–50 years; mean age: 38.53 years) with teaching experience ranging from 2 to 31 years (mean: 16.27 years) were recruited from Shanghai municipality, Henan, and Jiangsu provinces in China. One-on-one semi-structured interviews were conducted via face-to-face (n = 7) or telephone (n = 8) to gather insights into factors influencing PA promotion among kindergarten-aged children. The interviews were audio-recorded, transcribed, and analyzed using a constant comparison approach based on grounded theory, which involved open, axial, and selective coding processes.ResultsThe study revealed mutual theoretical support between themes and the social-ecological model (SEM), as factors identified in the study are distributed at various levels of the SEM. Twelve factors were identified at four levels of the SEM: (1) intrapersonal level (children’s personality and skills), (2) interpersonal level (family, peers, and teachers influence), (3) organizational level (school environment and resources, opportunities for kindergarten teachers’ training and children’s PA, design and organization of PA, and PA that children need), (4) community level (family-school partnerships).ConclusionVarious factors at different levels can influence kindergarten-aged children’s PA. The study’s findings revealed that these factors are distributed across the first four levels of SEM, with the majority being at the organizational level. These multilevel findings are expected to assist in developing and implementing more effective PA interventions for kindergarten-aged children. Future research is warranted to identify strategies for promoting PA among kindergarten-aged children at the policy level of the SEM.

An Analysis of English Teachers Difficulties in Classroom Management at Seventh Grade of UPTD SMP Negeri 4 Gunungsitoli in 2023/2024

To effectively implement an independent curriculum, teachers must excel at engaging classroom management. This research aimed to identify challenges faced by English teachers in managing seventh-grade classes at UPTD SMP Negeri 4 Gunungsitoli and the factors contributing to these difficulties. A qualitative descriptive approach was used to gather data through classroom observations, teacher interviews, and student surveys. The data were analyzed to pinpoint specific challenges and their underlying causes. English teachers encountered nine primary classroom management issues, including difficulties in creating conducive learning environments, concluding lessons, managing transitions, and interacting with parents. Teachers also struggled with fostering a positive classroom community and providing effective rewards. Additionally, challenges arose in monitoring student progress, organizing group work, and assessing student performance. Teacher interviews revealed that time constraints, academic priorities, and limited school resources were major factors contributing to these difficulties. This study indicates that time, academic workload, and insufficient school resources significantly hinder English teachers' ability to manage their classrooms effectively within the independent curriculum framework.

Analyzing the impact of concealed carry weapons and school resource officers on school shootings: An agent-based modeling approach.

This paper presents a simulation modeling study that examines the potential benefit of arming public school staff members with concealed carry weapons (CCWs) in combination with school resource officers (SROs) during active shooter events. By simulating real or hypothetical situations and altering various parameters, simulation modeling allows researchers to explore the potential factors that may influence the outcome of such situations. This study will analyze literature on active shootings to identify key characteristics that may impact the outcome of an event and will use an actual school active shooter event as a basis for developing a simulation model. The researchers will then introduce a CCW carrier and an SRO into the scenario to assess the potential impact and outcomes of such a change. The results of this study may inform the development of effective policies and procedures for addressing active shooter events in public settings.

Factors Contributing to Educational Failure Among Secondary School Students in Erbil City.

Background and aim Educational failure among secondary school students in Erbil City is influenced by a complex interplay of factors. This study is crucial as it aims to conduct an in-depth investigation into the various factors contributing to educational failure among secondary school students in Erbil City. Specifically, the study seeks to explore how students' attitudes toward school and learning influence their academic performance, including their levels of engagement, motivation, and perceptions of school. Additionally, it aims to examine the impact of teacher-related factors, such as teaching quality, classroom management, and teacher-student relationships, on students' academic success. Furthermore, the study will assess the role of school resources, including the availability of educational materials and facilities, and the influence of extracurricular activities on students' overall academic outcomes. Methods This cross-sectional study was conducted from March 15, 2023, to June 5, 2024, in nine secondary high schools in Erbil City. A total of 280 students participated in the study, using purposive sampling. The questionnaire comprised demographic information and a self-structured questionnaire with 30 items assessing attitude factors, school teacher factors, and school potential and extracurricular activity factors. Statistical analysis was performed using IBMSPSSStatistics for Windows, Version 28 (Released 2021; IBM Corp., Armonk, New York, United States), with frequency and percentage used for qualitative variables and mean and standard deviation for quantitative variables. Results A total of 280 students participated in the study. The overall mean scores were 1.57 ± 0.37 for school potential and extracurricular activity factors, 1.42 ± 0.43 for attitude factors, and 1.18 ± 0.35 for school teacher factors, indicating that school potential and extracurricular activity factors had the most significant impact on academic performance. Among these, support for students with special needs (262 (93.6%)), strict internal school rules (250 (89.3%)), and availability of career counseling services (239 (85.4%)) were reported as major factors. Attitude factors such as attending school being a pleasure (224 (80.0%)) and seeking assistance from teachers (217 (77.5%)) were significant, while school teacher factors had a lesser impact, with maintaining order in classrooms (252 (90.0%)) and marking absent students' names (262 (93.6%)) being reported as minor factors. Conclusions The study showed that school potential and extracurricular activities were the main causes of educational failure, followed by attitude factors. School teacher factors had the least impact. Policymakers and healthcare providers should prioritize targeted interventions to improve school infrastructure, support students with special needs, and enhance career counseling services. Furthermore, efforts should be made to promote positive attitudes towardschool and learning and to bolster teacher support and training to better address educational challenges.

Adapting music education to pandemic regulations: Conceptualizing the school demands-resource theoretical innovation through autoethnography

The COVID-19 pandemic profoundly impacted the wellbeing of students and teachers around the world. Job demands-resource theory has been an integral theoretical framework to understand how workers navigate strenuous conditions. Further, the study demands-resource model was conceptualized to understand how students’ school-based responsibilities affect their wellbeing and performance. There is a gap, however, in unifying these models to understand how teachers’ and students’ wellbeing are co-influenced by school-based demands and resources. To address this, I conceptualized the school demands-resource model to explore the intersections of this phenomena. Through autoethnography, I reflected upon my own professional practices as a public school music teacher facilitating learning experiences during the COVID-19 pandemic. Findings generated provide new understandings into the intersections of job demands-resources and study demands-resources and how public health regulations impacted music program function. Increased school demands included physical distancing, teaching and learning without singing or movement, and increased sanitation of classroom materials, but were alleviated via successful job/study crafting. School resources were also affected by pandemic-related health protocols, including changes in classroom relationships, school materials, and self-efficacy. Implications for future research include exploring how classroom relationships and job/study crafting may optimize engagement and wellbeing in school music programs.

Inequality of educational opportunity among primary school children in Cameroon

Despite several education policies related to the Sustainable Development Goals, educational inequalities persist at the primary school level in Cameroon. However, little is known on students’ circumstances and efforts in an attempt to reduce these inequalities. The aim of this paper therefore is to analyse inequality of opportunity in Cameroon’s primary education sector. Using the 2014 and 2019 PASEC databases, we decompose students’ reading and mathematics test scores based on Shapley and non-parametric approaches to assess the role of household, school and environmental circumstances. Results show that inequality of opportunity contributes between 38.1 % and 46.3 % of total inequality for between 2014 and 2019 in test scores. Interestingly, school factors like school type, location, resources, and class size, have a bigger impact than students’ family background. Policies to improve school conditions should focus on rural and under-resourced areas in terms of educational materials, while improving school inspections and reducing class sizes may be more effective in reducing educational inequalities.