School Assembly Research Articles

‘I want to be like you … ’ Using women scientists to challenge stereotypes and gender biases in childhood

ABSTRACT In this study, carried out in different provinces of Spain, we assess the impact of a co-educational science program conducted with children aged 3–6, whose objective is to deconstruct gender stereotypes in science by studying the biographies of female scientists. The evaluative methodology we use is based on analysing the opinions the pupils expressed at a school assembly, and we have applied content analysis to explore how much the pupils learnt about the female scientists, through 401 drawings. The main findings are: (1) 5-year-old children have sexist stereotypes related to the distribution of power between women and men; (2) the program is effective, because the pupils increase their knowledge and enrich their notions of female scientists and their contributions to science; and (3) the pupils do not illustrate situations of indirect inequality among scientists in their drawings, because they only perceive the injustice existing in situations of direct inequality.

Complementing Home Languages and English First Additional Language through Non-Academic Activities

This study explored how to harness non-academic activities to enhance the complementarity between learners’ home languages and English first additional language (EFAL) in the Intermediate Phase in South Africa. A qualitative approach was used in this study. For this qualitative study, eight Intermediate Phase teachers were selected as respondents. Each teacher was engaged in a telephone interview because we found this data collection tool less time-consuming, allows for the recording of the conversation, and saves on transport costs. These eight teachers, two each from four primary schools, were referred to as T1 to T8 to maintain their anonymity and uphold confidentiality. The findings indicate that using non-academic strategies and activities such as songs, co-curricular activities, name building, school assemblies and announcements, bilingual/multilingual teachers and non-teaching personnel help learners realise the complementarity between their home languages and the English language. The other findings comprise inclusive strategies that could benefit EFAL learners in using their home languages to understand EFAL, namely the use of newsletters and telephone calls in the vernacular, Heritage Day and Cultural Week and school trips to cultural villages. The study has shown that in globalised multilingual learning settings, there is a need to embrace non-academic activities that the school and relevant stakeholders can use to promote the complementarity between learners’ home languages and English first additional language. The study also recommends hiring bi/multilingual teachers to schools to enhance multilingual practices in teaching and learning English first an additional language. Keywords: English first additional Language; Multilingualism; Multilingual Education; Linguistic Diversity

The need for values education programs for both pre-service teachers and in-service teachers in Vietnam

This paper investigates the perceptions of pre-service teachers and in-service teachers regarding the concept of 'values education' and the preparation of values education in professional programs in Vietnam. Furthermore, the pedagogical strategies employed by teachers in addressing values education situations in their classrooms are explored. A qualitative research design was employed, involving interviews with forty-three pre-service teachers from a university. Additionally, eighteen teachers from two different high schools were interviewed, and their teaching sessions, along with school assemblies, were observed. The findings reveal that values education is primarily understood as the instruction of living skills and moral education. There is a lack of conceptualization and knowledge regarding values education among the participants. Both pre-service teachers and in-service teachers did not receive formal values education programs during their university education, and the support provided by schools in this regard was limited. Teachers tended to integrate values education into subjects randomly and subjectively, without employing advanced strategies. Inconsistencies in implementation and challenges associated with teaching values were observed. Highlighting an urgent necessity, this article emphasizes the imperative need for values education programs tailored for both pre-service and in-service teachers in Vietnam. It underscores the significance of adequately equipping teachers to effectively address values education in their classroom.

THE INCLUSION OF DISASTER RISK REDUCATION IN CLASSROOM AND EXTRA-CURRICULAR ACTIVITIES: A CASE OF RURAL BALOCHISTAN, PAKISTAN

Purpose – Balochistan, which makes up roughly 44 percent of Pakistan’s total land area, is home to 6 percent of the nation’s inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province’s educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual’s personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study’s goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities. Methodology – A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consistedof 10 male and 14 female members. Findings – Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics. Significance – The study concludes that in addition to extracurricular activities and the teacher’s role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculumdevelopers, policymakers, and education leadership in developing more effective school disaster management plans. The results willalso clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.

Influence of Principals Problem-Solving Skills on Management of Student Discipline in Public Secondary Schools in Bureti Sub-County, Kenya

Student discipline is an issue that concerns several stakeholders across the globe. Despite the Kenyan government's commitment to upholding local and international trends in recognising children's rights, managing student discipline in schools through alternative disciplinary methods is mostly unexplored. The paper investigates the influence of principals' problem-solving skills on the management of student discipline in public secondary schools in Bureti Sub County, Kenya. The social cognitive theory was used as the study guide. This research study employed the descriptive survey research design. The accessible population was 3853, comprising 1 sub-county education director, 51 principals and 3801 form two students. The sample size 176 respondents comprised of 145 students, 38 principals and 1 sub-county director. The simple random and purposive sampling were adopted in selecting desired respondents. This study used a structured questionnaire and interview schedule as the main research instruments. The study produced both qualitative and quantitative data. The qualitative data gathered through interviews was examined using content analysis of respondents' meanings and implications. Quantitative data was coded, cleaned, and analysed using the 24th version of the Statistical Package for Social Science (SPSS) to obtain descriptive statistics. The results indicated that students involved in addressing various issues during school assemblies scored the highest of all the items. Principals’ used student leadership as a method of solving student issues, students' welfare and were entrusted in resolving conflicts among students. Student engagements in problem-solving, management of peer pressure and giving reasons before punishing the students had also positive impact on reducing indiscipline. However, students’ leadership were limited to staff and BOM meeting especially during decision making. Principal’s problem-solving skills has an important role in reducing indiscipline among the secondary schools. The study concluded that Principals’ fmoeproblem-solving skills played a significant role on students’ discipline. The study recommended that the School Management should implement strategies such as training for the principals to learn various competency skills such as decision-making and conflict management to better suit them for managing student discipline in their institutions

"Effect of School Intervention Programme on Nurturing Spiritual Development among School Students with reference to School Assemblies: An Indian Context"

"Effect of School Intervention Programme on Nurturing Spiritual Development among School Students with reference to School Assemblies: An Indian Context"

The Enforcement of Marriage Law (No 16 of 2019) Through The Ambassadors of Child Marriage Prevention in Tembarak District, Temanggung Regency

The enforcement efforts of Law Number 16 of 2019 on marriage performed in Temanggung are designed to minimize the divorce rate in Temanggung through the empowerment of Sakinah family ambassadors through pre-marriage education to actualize family resilience. The practical benefit of this study is that it can give insight to the ambassadors about the age limit of marriage and the consequences of early marriage. The ambassadors are meant to use the insight to take action against early marriage so that the number of cases of early marriage in the Tembarak district continuously decreases or even reaches zero. This study employs a descriptive qualitative research approach to explain the enforcement efforts of Law Number 16 of 2019 on marriage in Temanggung. The implementation of Marriage Law Number 16 of 2019 is carried out through a number of Focus Group Discussions (FGD): youth guidance, and ambassadors coaching to prevent early marriage; mentoring; monitoring and evaluation; and outcome exposure. This research intends to lower the number of early marriages among Tembarak District school-age students (Junior and High school students: SMP/MTs and SMS/MA/SMK). The implementation of Law Number 16 of 2019 on marriage is carried out through intense socialization in school assemblies in Temanggung

An Examination of Bystander Behavior Focusing on Empathy Examining the Effectiveness of a Psychoeducational Program at a Grade School Assembly in a Junior High School

An Examination of Bystander Behavior Focusing on Empathy Examining the Effectiveness of a Psychoeducational Program at a Grade School Assembly in a Junior High School

Sparky and Rhonda Rucker at Govans Music Mondays

Sparky and Rhonda Rucker at Govans Music Mondays

Death of a Salesman

Death of a Salesman

Evaluation of the PhunkyFoods intervention on food literacy and cooking skills of children aged 7–9 years: a cluster randomised controlled trial in Yorkshire Primary Schools UK

BackgroundChildhood obesity rates more than double during primary school in England. Acquiring competent cooking skills is a key part of children’s education that can lead to improved knowledge of a healthy lifestyle and dietary behaviours. Evaluation of the impact of ‘PhunkyFoods’, a school-based food and nutrition education programme, will assess food literacy, cooking skills and dietary behaviour in primary-school children.MethodsA cluster randomised controlled trial will be undertaken in 28 primary schools in North Yorkshire, UK, including a total population of children aged 7–9 years (n = 420). The trial has two arms: (a) the intervention group receiving PhunkyFoods programme (n = 210) and (b) the wait-list control group receiving the usual school curriculum (n = 210). The intervention ‘PhunkyFoods’ will be delivered by Purely Nutrition Ltd. The participating school staff are supported with training, policy development and access to resources to improve the delivery of nutrition education. Children participate through whole school assemblies, classroom activities, and after-school clubs about food preparation, cooking healthy meals and healthy living. Schools, parents and children have access to healthy meal recipes through the PhunkyFoods website. The primary outcomes are differences in food literacy and cooking skills scores between control and intervention arms after 12 months of the intervention and adjusted for baseline values. The secondary outcome is differences in fruit and vegetable intake between the arms after 12 months (adjusted for baseline). Treatment effects will be examined using mixed ANOVA and regression analysis. Primary analyses will adjust for baseline food literacy and cooking skills scores and secondary analysis will adjust for pre-specified baseline school and child level covariates.DiscussionThe PhunkyFoods programme is a flexible menu of options for schools to choose from, making this a highly complex intervention. Following Medical Research Council guidance, research perspectives will focus on effectiveness and theory-based approaches: to what extent the intervention produces the intended outcomes in real-world settings and what works in which circumstances.Trial registrationISRCTN ISRCTN68114155. Prospectively registered on 22 October 2021

Power, Emotion, and Privilege: “Discomfort” as Resistance to Transgender Student Affirmation

Context: This research contributes to a growing body of scholarship on affirming and accommodating transgender and gender-diverse students in elementary school spaces by exploring how institutional resistance to gender-inclusive practices manifested in a single rural school district. Purpose/Objective/Research Question/Focus of Study: The study was shaped by the following questions: (1) How is “successful” support of a transgender child defined by the educators who worked with a child as her gender identity and expression changed? (2) What were the educators’ strategies for facilitating the student’s in-school transition? (3) What (if any) actions were taken to recognize or affirm gender diversity? This article focuses on one educator advocate’s experiences navigating a district administrator’s expressions of discomfort with transgender inclusion, which he deployed in situations in which he believed proposals for gender-inclusive policies and practices were “running wild” and too far from the institutional status quo. Participants: Interview participants were school personnel, including administrators, teachers, and counselors, who worked in the school while the child was in kindergarten through third grade, and the student’s mother. Research Design: Eleven interviews were conducted. Limited observation included a school assembly focused on learning to accept differences and observation of gendered images throughout the school building. A semi-structured interview protocol was used that included questions about (1) first learning of the presence of a transgender child; (2) the process for learning about transgender identity; (3) implementing procedures for including and accommodating the transgender student; (4) integrating gender differences into the curriculum; (5) discussing gender differences with students; and (6) perceptions of the school district’s success in working with the transgender student and her family. Interview questions were designed to encourage descriptive accounts in which participants describe what happened, their interpretation of the events, and their understanding of their own positions within the events. Conclusions: This study addresses how discomfort serves as a socially acceptable narrative for school personnel to prioritize the (actual or perceived) feelings of cisgender adults and children over the needs of transgender students.

What Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis

The prevalence of bullying worldwide is high (UNESCO, 2018). Over the past decades, many anti-bullying interventions have been developed to remediate this problem. However, we lack insight into for whom these interventions work and what individual intervention components drive the total intervention effects. We conducted a large-scale individual participant data (IPD) meta-analysis using data from 39,793 children and adolescents aged five to 20 years (Mage = 12.58, SD = 2.34) who had participated in quasi-experimental or randomized controlled trials of school-based anti-bullying interventions (i.e., 10 studies testing nine interventions). Multilevel logistic regression analyses showed that anti-bullying interventions significantly reduced self-reported victimization (d = − 0.14) and bullying perpetration (d = − 0.07). Anti-bullying interventions more strongly reduced bullying perpetration in younger participants (i.e., under age 12) and victimization for youth who were more heavily victimized before the intervention. We did not find evidence to show that the inclusion of specific intervention components was related to higher overall intervention effects, except for an iatrogenic effect of non-punitive disciplinary methods–which was strongest for girls. Exploratory analyses suggested that school assemblies and playground supervision may have harmful effects for some, increasing bullying perpetration in youth who already bullied frequently at baseline. In conclusion, school-based anti-bullying interventions are generally effective and work especially well for younger children and youth who are most heavily victimized. Further tailoring of interventions may be necessary to more effectively meet the needs and strengths of specific subgroups of children and adolescents.

Efficacy of an educational comic book for HPV vaccination information in Nigeria.

e18577 Background: In Nigeria, cervical cancer is the second most common cancer in part due to disparities in education, access to screening, and access to treatment. In Nigeria, the HPV vaccine is planned for introduction into the public sector but will not be mandated. Given the preventable nature of the disease and need for public awareness, we developed an easy-to-understand teaching tool, the Global Oncology (GO) Comic Book focused on both general cancer education and about cervical cancer and HPV vaccination. Methods: The GO Comic Book is set in modern-day Lagos, Nigeria and aims to dispel myths and misconceptions associated with cancer in general and cervical cancer in particular. After developing the comic book, we developed a teaching guide and a plan for a pilot distribution of the comic book to students in Nigeria. In late 2019, GO and programmatic partners including the Clinton Health Access Initiative (CHAI), Cancer Education and Advocacy Foundation of Nigeria (CEAFON) and Panaramic Comics (based in Lagos, Nigeria) successfully conducted a pilot distribution of the GO Comic Book to nearly 5,000 students representing 18 junior secondary schools in Lagos and Rivers states. The comic books were distributed as part of 12 school assemblies which featured interactive, live-readings of the comic book by students and Nigerian physician volunteers. Pre-/post-tests with 9 questions were administered to a subset of the students (N = 202) to assess change in knowledge before and after the educational assemblies and data was analyzed using descriptive statistics. Results: The response rate of the 202 administered surveys was 98% (N = 198) with 193 female (97.5%) and 5 male (2.5%) respondents. Participants were an average of 11.2 years of age. All multiple-choice-type assessment items showed shifts to better-informed responses following the educational intervention. The item with the highest positive-percent change as assessed in the post survey queried: “what types of virus can cause cervical cancer?” (pre-test = 25.2%, post-test = 68.2%). The table below shows the cervical cancer related questions that were asked and the proportion of correct answers. Conclusions: The GO comic book in conjunction with school assemblies, improved the knowledge regarding cervical cancer causes and risk factors in Nigerian school children. Findings highlight the lack of knowledge regarding cervical cancer among the young population eligible for HPV vaccination, and describe an effective educational strategy in this setting.[Table: see text]

INFLUENCE OF TEACHERS’ COMMUNICATION STRATEGIES ON STUDENTS’ DISCIPLINE

Purpose: The school’s structure has a significant impact on the communication and strategy implementation process. The structure may shape the type of formal communication channels that an organization adopts to communicate students discipline. The general objective of the study was to establish influence of teachers’ communication strategies on students’ discipline
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: The study concludes that that holding classroom meetings, the use of school prefect body, communication during school assembly, guidance and counseling sessions and use of rewards and incentives, and encouragement of members to pass information among them and holding open forums are communication strategies used to communicate on students discipline in schools.
 Recommendations: There is need for the stakeholders in education sector to facilitate teachers’ communication enable teachers to effectively use communication in the management of student discipline. The situations on the ground should determine the mix of communication strategies to be used on student discipline by the teachers. Teachers should use nonverbal communication effectively, they should use eye contact effectively and nonverbal cues. The elimination to conditions that reduce effective communication should be an obligation of entire school community

Art Mistress

Art Mistress Jena Woodhouse (bio) Her zoographic counterpartan elegant giraffe,she had an air of naturalhauteur concomitant with height; wore a Bond's men's singlet,purple-dyed, with enviableaplomb, along with outsizedsunglasses and Quant-bobbed hair (Vidal Sassoon). She was a paragonof pared-down style, original,looking lithe and bored while strikinglanguid poses of sang-froid at school Assembly, owlish lensesfiltering the light, concealingany signs of wakeful nights; stiflinga yawn as Mr Polkinghorne droned on. In class, she liked to sit en faceon the front desk, long legs crossed,whipping out her gold compactand gouaching expressive lips, fixing us with witch-green eyesabove the compact mirror's disc,gaze alighting on a student, Lloyd,who only fancied boys,as she intoned a mantrashe exhorted us to take to heart: "Never underestimatethe power of a woman!"before snapping the compact shut,instructing us in Schools of Art. [End Page 218] Modigliani's many modelshad her eyes and neck and looks:Jeanne Hébuterne and our Miss Coxappeared uncannily alike, although our Art Mistress was borntoo late to be a muse to M.—a girl who would aspire to paint,not sit instead for gifted men; became the mistress of her fateand graduated from the Slade.(Though later jettisoned her plans,to crew for a seafaring man …) [End Page 219] Jena Woodhouse Jena Woodhouse, as poet, translator, and editor, has produced eleven book and chapbook publications in various genres, including six poetry collections, most recently, News from the Village: Travels in Rural Greece (Picaro Poets, 2021). In recent years, she has been awarded creative residencies in Scotland, France, Greece, and Ireland, and her poems have been shortlisted three times for the Montreal International Poetry Prize. Copyright © 2020 Wayne State University Press

Implementasi Nilai-Nilai Karakter Buddhis pada Sekolah Minggu Buddha Mandala Maitreya Pekanbaru

The purpose of this research was to find out how Buddha Mandala Maitreya Sunday School in Pekanbaru implemented buddhist character values. What Buddhist character values which had been implemented; what method which had been implemented;what obstacles which had been faced by teachers in implementing buddhist characters. This field research was done in Buddha Mandala Maitreya Sunday School in Pekanbaru. Qualitative analysis technique was used as data analysis technique. The result showed the implementation of Buddhism character values in Buddha Mandala Maitreya Sunday School in Pekanbaru. But it was still individually done by each teacher there, there wasn't any specific program or mainly character from Buddha Sunday School or vihara assembly ; the value character which had been implemented were: honesty, mutual respect among friends,obey parents,politeness, sanitation, discipline,and serenity,fond of praying,character and principle practice in daily life, story telling method was used,by providing example in daily life activity, discussion method with student, explained described discpline method,and sharing method. The obstacles which were faced in implementing Buddhism character values were: lack of facility to support, lack of control against students,other problems were students not focus,lack of discipline and still too young, students were still not interested in reading etc.

How to Safely Reopen Colleges and Universities During COVID-19: Experiences From Taiwan

Reopening colleges and universities during the coronavirus disease 2019 (COVID-19) pandemic poses a special challenge worldwide. Taiwan is one of the few countries where schools are functioning normally. To secure the safety of students and staff, the Ministry of Education in Taiwan established general guidelines for college campuses. The guidelines delineated creation of a task force at each university; school-based risk screening based on travel history, occupation, contacts, and clusters; measures on self-management of health and quarantine; general hygiene measures (including wearing masks indoors); principles on ventilation and sanitization; regulations on school assemblies; a process for reporting suspected cases; and policies on school closing and make-up classes. It also announced that a class should be suspended if 1 student or staff member in it tested positive and that a school should be closed for 14 days if it had 2 or more confirmed cases. As of 18 June 2020, there have been 7 confirmed cases in 6 Taiwanese universities since the start of the pandemic. One university was temporarily closed, adopted virtual classes, and quickly reopened after 14 days of contact tracing and quarantine of possible contacts. Taiwan's experience suggests that, under certain circumstances, safely reopening colleges and universities this fall may be feasible with a combination of strategies that include containment (access control with contact tracing and quarantine) and mitigation (hygiene, sanitation, ventilation, and social distancing) practices.

The Impact Of Societal Re-Orientation Programme (A Daidaita Sahu) In Minimizing Adolescent Anti-Social Behaviour Among Senior Secondary School Students In Municipal Education Zone, Kano-Nigeria

The study investigated the impact of societal re-orientation programme (A Daidaita Sahu ) in minimizing adolescent antisocial behaviour among senior secondary school students of Municipal Education Zone, Kano-Nigeria. The objectives of the study were to find out the impact of A Daidaita Sahu in minimizing adolescent antisocial behaviour among students of the study area, identify the strategies used by A Daidaita Sahu in minimizing adolescent antisocial behaviour among the students respectively. The study adopted Ex post Facto (EPT) design. 245 samples out of 1,041 teacher’s population and 10 samples out of 37 principals were used for the study. Two (2) instruments were used for data collection in the study, namely: A Daidaita Sahu implementation strategy Scale (AIS-Scale) and Anti-social behaviour checklist (AB-Checklist) respectively. Reliability of internal consistency was sought using Cronbach’s Alpha formula. A positive reliability index for the AIS-Scale was found to be 0.744. The findings of the study revealed that A Daidaita Sahu programme has impact in minimizing adolescent antisocial behaviour among students. Mass media campaign, sensitization during school assemblies, involvement of; teachers, parents, religious leaders, CBOs, NGOs and student club and societies were the strategies used by A Daidaita Sahu in minimizing adolescent antisocial behaviour among students. Based on the findings above, the study recommends that Mass media campaign, sensitization during school assemblies and involvement of PTA, religious and community leaders, civil society organizations, government and educational administrators should be made the major strategies to be used in the fight against antisocial behaviour in secondary schools.

Two Florida county school days more crowded with MH training

Now that the second half of the school year has kicked off, Volusia County's older students can add something else to their to‐do list in between regular classes, school assemblies, emergency drills, extracurricular activities, tutoring and test prep: monthly lessons on mental health, The Daytona Beach News‐Journal reported Jan. 12. The State Board of Education approved in July a new requirement that sixth‐through 12th‐grade students get five hours of mental health awareness and assistance training each year. To meet the new requirements in Volusia County, the district office will provide lessons to schools each month via PowerPoint presentations with voice‐overs and videos, plus one‐page informational handouts. Teachers will facilitate one of three optional discussion questions, and students will complete a monthly sign‐in sheet to show they finished the lesson. In Flagler County, schools will roll out 10 30‐minute lessons between January and March, with the subject matter varying based on the grade. The new initiative, approved at the urging of Gov. Ron DeSantis and first lady Casey DeSantis, expands on requirements that legislators approved following the 2018 shooting at Marjory Stoneman Douglas High School. The massacre prompted some calls for educators and lawmakers to put their focus on mental health services, rather than adding armed staff at schools. “We will be the No. 1 state in the nation in terms of mental health outreach and school safety,” Education Commissioner Richard Corcoran in a press release in July.