School Classrooms Research Articles

Effect of artificial natural light on the development of myopia among primary school-age children in China: a three-year longitudinal study.

To assess the efficacy of artificial natural light in preventing incident myopia in primary school-age children. This is a prospective, randomized control, intervention study. A total of 1840 students from 39 classes in 4 primary schools in Foshan participated in this study. The whole randomization method was adopted to include classes as a group according to 1:1 randomized control. Classrooms in the control group were illuminated by usual light, and classrooms in the intervention group were illuminated by artificial natural light. All students received uncorrected visual acuity and best-corrected visual acuity measurement, non-cycloplegic autorefraction, ocular biometric examination, slit lamp and strabismus examination. Three-year follow-up, the students underwent same procedures. Myopia was defined as spherical equivalent refraction ≤ -0.50 D and uncorrected visual acuity <20/20. There were 894 students in the control group and 946 students in the intervention group with a mean±SD age of 7.50±0.53y. The three-year cumulative incidence rate of myopia was 26.4% (207 incident cases among 784 eligible participants at baseline) in the control group and 21.2% (164 incident cases among 774 eligible participants at baseline) in the intervention group [difference of 5.2% (95%CI, 3.7% to 10.1%); P=0.035]. There was also a significant difference in the three-year change in spherical equivalent refraction for the control group (-0.81 D) compared with the intervention group [-0.63 D; difference of 0.18 D (95%CI, 0.08 to 0.28 D); P<0.001]. Elongation of axial length was significantly different between in the control group (0.77 mm) and the intervention group [0.72 mm; difference of 0.05 mm (95%CI, 0.01 to 0.09 mm); P=0.003]. Artificial natural light in the classroom of primary schools can result in reducing incidence rate of myopia during a period of three years.

Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology

IntroductionStudies pinpoint the importance of exploring factors in the classroom environment that might foster students’ SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-skills (TSE) and teacher–student interactions in relation to students’ self-regulated learning skills in various domains (metacognitive, motivational, and behavioral). Additionally, the moderating role of teacher–student interactions in the relationship between TSE and SRL-skills was examined.MethodsThird-to sixth grade students (N = 1,278, 46.9% boys) from 63 classrooms of Dutch elementary schools completed reports about their metacognitive, motivational, and behavioral SRL-skills. Teachers reported on their TSE for eight randomly selected students from their classes. In addition, the Classroom Assessment Scoring System was used to observe the quality of teacher–student interactions.ResultsMultilevel analyses generally revealed that individual students reported better metacognitive, motivational, and behavioral SRL-skills when their teachers felt efficacious in teaching SRL-skills. However, none of the associations at the class level were significant. Moreover, when high-quality teacher–student interactions were observed, students reported lower levels of metacognitive, motivational, and behavioral SRL-skills. No moderating effect of teacher–student interactions on the relation between TSE and SRL-skills was found.DiscussionThese findings show that specific measures of TSE at the appropriate level of analysis may help to better explain variation in TSE and students’ SRL-skills.

Educative Spaces Full of Potential: Kairos Moments and Quantum Leaps

In this paper I share stories about beautifully complex and novel pathways for learners on the margins within my under-resourced Grade 2 community school classroom. I challenged practices of schooling that produced static understanding of children, and ones in which they were compared to the average, by embracing kairos moments. Kairos moments are distinct spaces full of potential that ebb and flow in unexpected ways and may lead to unanticipated outcomes. Inspired by new materialist scholarship, I worked at the intersection of theory and practice to go beyond common inclusive and self-regulatory educational strategies, to focus on the complex relationships involving children and their material contexts. Through the story of the magic pencil and the story of the invisible string, I illuminate the infinite potential within pedagogical spaces.

Educating through commons-based pedagogical practices

This paper explores the transformative potential of primary education pedagogy to instill the logic and ethics of the commons, emphasizing a paradigm shift away from competitive or individualistic learning frameworks towards those fostering care, reciprocity, and mutual support. Through a year-long action research project in a sixth-grade classroom, this study examines the transfer of Educational commons elements into formal schooling. It argues that such integration requires pedagogical practices that cultivate distinct cognitive and operational modes, enabling students to engage in self-organization of the school classroom and collective knowledge management. The research details the development and operationalization of what is termed as “commons-based pedagogical practices”. These practices are designed to encourage a learning environment that is inclusive and collaborative, characterized by peer learning, co-creation of knowledge, assemblies. peer dialogue and peer accountability. The study juxtaposes theoretical frameworks with practical applications, providing insights into how these pedagogical approaches can be effectively implemented to transform educational settings. The emphasis is placed on creating a classroom dynamic that supports the collective exploration and negotiation of diverse educational concepts, thereby fostering an atmosphere conducive to communal learning and ethical engagement.

초등학교 저학년 신체활동교육에 관한 담임교사의 경험과 시사점

Objectives This study explored the reality of physical activity education in the lower grades through the experi-ences of elementary school teachers and made suggestions for strengthening and revitalizing physical activity ed-ucation in the lower grades. Methods Four lower elementary school classroom teachers interested in and experienced in physical activity edu-cation were selected as participants in the study, and data were collected through in-dept interviews and analysis of literature and documents. The collected data were analyzed through Yin’s five-step analytical cycle, and the an-alyzed data were subjected to triangulation, participant verification, and peer review to enhance the validity of the study. Results In “Students Growing Up Physically Active,” teachers believed that lower elementary students love to be physically active and that diverse and active physical education can help them adjust to school life and grow physi-cally, mentally, and emotionally. However, in “Teachers who are overwhelmed by physical activity,” teachers felt burdened and challenged to teach physical activity due to a variety of factors. In “Teaching Physical Activity Necessary,” there was a lack of physical activity in the lower elementary curriculum and a lack of physical activity education in schools. Conclusions In order to strengthen and revitalize physical activity education in the lower grades of elementary school, we suggested strengthening the importance of basic movement competency education in the lower grades, implementing systematic physical education in the lower grades, improving awareness of physical activity education in the lower grades, and improving the educational environment.

The Relationship Between Extra Curricular and Student Grades

There is no consensus on the current research on the impact of extra curricular on student academic performance, with existing studies suggesting a significant positive impact [1], Some studies also suggest that there is no significant impact [2], Some studies even suggest a significant negative effect [3]. In addition to studying the impact of extra curricular on overall academic performance of students, some scholars have conducted research on the impact of extra curricular on the academic performance of different students. As Berberoglu and Tansel found, high school students in Turkey who participate in extracurricular tutoring have significantly better math and language grades, but their natural science course grades do not show a significant advantage [4]. The research results indicate that extra curricular can indeed improve students' scores and cognitive abilities to a certain extent. Through strengthened explanations in extra curricular, children can actively solve knowledge points that they do not understand in school classrooms, guide them to actively think and conduct practical exploration, consolidate their understanding of knowledge points, effectively broaden their horizons, and establish correct self-esteem. Some studies also suggest that children may lose a relaxed and enjoyable childhood due to additional after-school tutoring. And my viewpoint leans more towards the latter. Children's growth is a lifelong thing, but losing a beautiful childhood life is irreversible.

Training on Determining Beyond Use Date (BUD) on Pharmacy Practice at Surabaya Health Vocational School

All drugs must be injected immediately after being prepared because the life of the drug can be shorter and it no longer refers to the Expiration Date (ED). If the medicine is not injected immediately, then to maintain the quality of the medicine before the BUD limit is to give the medicine vial a mark of the date and time the medicine was prepared and it must be stored according to storage requirements. The method used theoretical presentation, question/answer, discussion and practice offline in one of Surabaya Health Vocational School classrooms. The results are the community service activities through training on determining the Beyond Use Date (BUD) in Pharmacy practice at the Surabaya Health Vocational School received a positive response and the participants were very enthusiastic. It is hoped that there will be special standards established by the Surabaya Health Vocational School to help provide understanding regarding determining the Beyond Use Date (BUD) in the pharmaceutical practice and further collaboration with the Health Service, Community Health Center or Hospital on an ongoing basis.

ECCE Education in the Global context: A Comparative Study of Private And Public ECCE Service Providers in the State of Bihar, India

The right to education of any child born in any country in the world starts from birth. But unfortunately, new UNESCO data shows that one in four children aged 5 never receives any form of pre-primary education (ECCE) in their lifetime. This report represents 35 million of the 137 million 5-year-old children worldwide. Early Childhood Care and Education Despite research proving the benefits of ECCE, only half of the countries worldwide guarantee free pre-primary education. Political will and ownership are vital to transforming the ECCE. The UNESCO review highlights progress in some countries, but much more is needed to successfully strengthen the capacity of these systems. This research has been done in the context of Bihar, India. The objective of this study is to assess the daily classroom activities conducted by private and public service providers of ECCE in Bihar and to identify the differences in various classroom activities and the facilities provided by them. A comparative study was conducted using random sampling to select 100 private and 100 public ECCE service providers across Bihar, India. Data collection involved interviews with teachers at these centers. Descriptive and thematic analysis was used to identify key themes in the interview data regarding daily classroom activities and facilities. In the research, the service systems of most of the private service providers were found to be of high quality, while the public service providers were found to be suffering from various deficiencies in classroom operations. Comparatively, the school service and classroom maintenance systems of private service providers were better than those of public service providers, while both types of service providers were trying their best to conduct ECCE classes. Research studies indicate that the government needs to focus on highlighting the issues related to ECCE and implementing special provisions for it. There is a need for various facilities, new standard norms, and new policies for private and public service providers in this area. The state government needs to take the necessary steps in this area. Through this process, ECCE will be able to develop in its new form. What the country needs most. Keywords: service providers, private, public, standards, norms, provisions, classroom activities, ECCE

Technology-enhanced mindfulness-based collaborative social reasoning to improve adolescents' social-emotional competencies.

This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social-emotional outcomes. Using a quasi-experimental design, the study was implemented in four sixth-grade English language arts classrooms (2 experimental and 2 business-as-usual control; N = 74) in a public middle school in the Midwest of the United States. It was co-implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self-efficacy for using Upa-yoga and mindful breathing to regulate their emotions and behaviors ( = .13), and lower externalizing ( = .07) and bullying behaviors ( = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social-emotional learning and academic learning into students' daily content instruction.

EMMAs: Implementation and Assessment of a Suite of Cross-Disciplinary, Case-Based High School Activities to Explore Three-Dimensional Molecular Structure, Noncovalent Interactions, and Molecular Dynamics.

Students frequently develop misconceptions about noncovalent interactions that make it challenging for them to appropriately interpret aspects of molecular structure and interactions critical to myriad applications. We hypothesized that computational molecular modeling and visualization could provide a valuable approach to help address these core misconceptions when students are first exposed to these concepts in secondary school chemistry courses. Here, we present a series of activities exploring biomolecular drug-target interactions using molecular visualization software and an introduction to molecular dynamics methods that were implemented in secondary school classrooms. A pre- and postsurvey approach that incorporated Likert response type, written free response, and drawing-based items demonstrated that students gained an enhanced conceptualization of intermolecular interactions, particularly related to aspects of shape complementarity, after completing the activities. Students also expressed increased comfort with and facility in utilizing different three-dimensional representations of molecules in their postsurvey responses. The activities led to an increased appreciation of interdisciplinary connections of chemistry with mathematics and physics. Overall, the modular activities presented provide a relatively time-efficient and accessible manner to help promote an understanding of a traditionally challenging topic for beginning chemistry students while introducing them to contemporary research tools.

Parents' attitudes, perceptions and coping strategies regarding school bullying.

The aim of this study was to record parents' knowledge and attitudes towards bullying experienced by their children and to explore the strategies they choose to manage bullying incidents. A cross-sectional study was conducted. The study population consisted of parents of children who have experienced bullying in a primary or secondary school classroom. The "Parents' Strategies to Cope with Bullying" questionnaire was used to collect data. Regarding parents' coping with bullying, the strategy "Support and advice to the child" scored the highest and the strategy "Social support and information" the next highest. Of the parents, 44.3 % had received some information/education regarding the phenomenon of bullying with the most important source of information being reading. According to the results of multivariate linear regression, mothers more often applied the strategy "social support and information" (Coefficient b=0.9, 95 % CI for b=0.7 to 1.1, p<0.001) and parents with lower educational level more often applied the strategy "avoidance" (Coefficient b=-0.5, 95 % CI for b=-0.8 to -0.2, p=0.004). School bullying remains a major worldwide phenomenon over time. Although parents choose to support their children, they do not receive information and training on how to manage bullying from a formal institution, making the need for such programs imperative.

Environmental quality in sixty primary and secondary school classrooms in London

Poor environmental quality in school classrooms can have a detrimental impact on children's health, nevertheless, the association between air pollutants and physical features of classrooms is poorly understood. We monitored particulate matter (PM), carbon dioxide (CO2) and thermal comfort in sixty classrooms across ten London primary and secondary schools using similar equipment to produce a comparable dataset. The overall research objective was to understand the association of classroom air quality with occupancy levels, floor types, classroom locations, classroom volume, ventilation types and different year groups. Average in-classroom PM10 (29 ± 20), PM2.5 (10 ± 2) and PM1 (5 ± 2 μg m-3) during occupied hours were ∼150 % (PM10) and 110 % (PM2.5) higher compared to non-occupied hours. PM10 concentration was reduced by 30 % for dual (mechanical + natural) compared to natural ventilation only; the corresponding reduction was slightly lower for PM2.5 (28 %) and PM1 (20 %). PM10 almost doubled for wooden floored classrooms compared with those having carpets. During high occupancy (>26 occupants), the average CO2 (935 ± 453 ppm) was ∼140 % higher than non-occupancy. The average CO2 in classrooms occupied by younger children (reception and year one) was ∼190 % higher than those with older children (years eight and nine). 68 % of classrooms exceeded the minimum recommended levels of 40 % relative humidity. Low PM10 concentrations coincided with low CO2 concentrations in classrooms across all schools. These findings highlight the importance of simultaneously addressing both thermal comfort and the resuspension of PM10 to achieve comprehensive improvements in classroom air quality. Classroom settings where indoor environment is likely to be compromised can also be identified and addressed.

Transitioning from paper to touch interface: Phoneme-grapheme recognition testing and gamification in primary school classrooms

Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the relationship between phoneme-grapheme recognition skills and interaction with gamified digital tests were investigated. Participants were sixth-grade students from two public schools. The results of comparison tests indicated that the touch-interface test had lower success rates compared to the paper-based test for most items, suggesting a difference in performance patterns. A consistent relationship between tested phoneme-grapheme knowledge and successful gamified interaction was found. Findings highlight the potential of touch-interface assessments for assessing phoneme-grapheme recognition skills in primary school classrooms and suggest incorporating more digital tasks to enhance student adaptation.

Effectiveness of do-it-yourself air cleaners in reducing exposure to respiratory aerosols in US classrooms: A longitudinal study of public schools

Poor indoor air quality (IAQ) harms student health and cognitive performance. Air filtration serves to reduce concentrations of particles in indoor environments. We have characterized the performance of Do-It-Yourself air filtration units in primary and secondary public schools in Arizona and Connecticut during the 2022-23 school year. We monitored indoor air quality in 53 classrooms across 5 schools in two states over a six-month period. Measurements of decay rates of aerosol particles smaller than 2.5 μm emitted into classrooms during periods with and without the air cleaners allowed for determination of the effective air changes per hour (ACHe) and apparent clean air delivery rate (CADR). We found an average Clean Air Delivery Rate (CADR) of 239 ft3min-1 (range of 101–355 ft3min-1) across a diverse sample of geographic locations and building types, including naturally and mechanically ventilated learning environments. We observed a 43.3 % reduction in PM2.5 concentrations and 30.6 % reduction in PM10 concentrations in mechanically ventilated classrooms. This study suggests that the addition of a DIY air filtration unit effectively improves indoor particle control in school classrooms across a diverse sample of geographic locations and building types.

How Can Language Education Contribute to Securing a Livable Planet?

AbstractThe aim of this study was to test the notion of ecological citizenship empirically in the English language classroom in an underrepresented region, Latin America. A pedagogic project aimed at the development of students as ecological citizens was designed and implemented in 2019 in four English language classrooms in a public secondary school in Argentina. Participants were 111 teenagers aged 15–17 taking their fourth or fifth years. The project addressed the theme ‘the world we want’ using the UN sustainable development goals as a foundation, in particular, those concerned with environmental issues. The study is theoretically grounded on the notion of ecological citizenship and the research question is: How can language education contribute to securing a livable planet? Data types include Instagram publications (video, text, and a variety of semiotic resources); Instagram comments; student artifacts created in class (graphs, charts, tables, icons); infographics sewed together to make a quilt; a project video; the Autobiography of Intercultural Encounters; and a final student survey. Qualitative analysis was done in three phases and findings indicate that the creative arts and community engagement in combination fostered students' development as ecological citizens in this context. Implications for language education are considered.

Plot, Characters, and Representation: Patterns and Gaps in Award-Winning LGBTQ Children’s Books

ABSTRACT Children’s books representing LGBTQ identities are a vital part of elementary school classrooms and libraries, as well as family resources, and more of these diverse books have been published over recent years. While existing research on these books catalogs how many of them represent traditionally marginalized groups, our research examines the diversity of narratives within these books. In this study, we used narrative critical content analysis to examine 51 books from three award lists: the Lambda Literary Awards, the Rainbow Booklist, and the Stonewall Book Awards for Children’s and Young Adult Literature. These books are age-appropriate for read-alouds for all elementary grade levels based on their text complexity and storylines. We categorized books with identity-based conflicts and conflicts not based on identity. Overall, we found that books rely heavily on LGBTQ identities as the main source of conflict, using repeated plotlines of coming out, resisting bullying, love stories, and LGBTQ rights. In most cases, these repeated plotlines limit representation of LGBTQ people’s complex, multifaceted lives. We discuss the implications of these repeated plotlines, and we provide a list of recommended books that represent LGBTQ characters with more multifaceted lives and provide more unique stories.

The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers

Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

Data assimilation with machine learning for dynamical systems: Modelling indoor ventilation

Data assimilation is a method of combining physical observations with prior knowledge (for instance, a computational simulation) in order to produce an improved estimate of the state of a system; that is, improved over what the physical observations or the computational simulation, alone, could offer. Recently, machine learning techniques have been deployed in order to address the significant computational burden that is associated with the procedures involved in data assimilation.In this paper we propose an approach that uses a non-intrusive reduced-order model (NIROM) as a surrogate for a high-resolution model thereby saving computational effort. The mismatch between observations and the surrogate model is propagated forwards and backwards in time in a manner similar to 4D-variational data assimilation methods. The observations and prior are reconciled in a new way which takes full advantage of the neural network used in the NIROM and also means that there is no need to form the sensitivities explicitly when propagating the mismatch. Instead, the observations are part of the input and output of the network. The key advantages of this data assimilation approach are its simplicity (as we can avoid differentiating the forward model and bypass the use of an optimisation method), and its ability to integrate with control and uncertainty quantification methodologies.Modelling the air quality in a school classroom is the test case for our demonstration. After comparing the proposed data assimilation approach with 4D Variational Data Assimilation, we investigate two scenarios. The first of these is a dual-twin type experiment, for which the proposed approach is shown to perform very well, and the second is a test case which assimilates predictions from the NIROM with observations collected from a classroom in Houndsfield Primary School.

LEADERSHIP STYLES OF SCHOOL HEADS AND CLASSROOM PRACTICES OF PUBLIC SECONDARY SCHOOL TEACHERS

The study determined the extent of leadership styles of school heads and the extent of classroom practices of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing the descriptive-correlation method. Validated questionnaires and a Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. Two hundred fifty (250) public secondary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the extent of leadership styles of school heads was extensive while the extent of classroom practices of public secondary school teachers was very extensive. Moreover, the overall results revealed that indicators for leadership styles of school heads have a strong positive relationship to the classroom practices of public secondary school teachers. Further, results from the regression analysis revealed the following have a strong influence on leadership styles of school heads on classroom practices of public secondary school teachers: Supportive, Participative, Achievement-Oriented, and Directive. It was recommended that school heads should manage change and develop a mechanism to improve the schools system through creative support of its manpower of teachers, staff, learners, and community. Education can be effective in an environment that is not conducive to teaching and learning. School heads conduct seminars and workshops on Different Leadership Styles to sustain high performance in managing and leading the school. KEYWORDS: Leadership style of school heads, classroom practices

Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour

AbstractThere is a global trend in the increased adoption of e‐assessment in school classrooms to enhance learning. Teachers, as classroom‐based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom‐based e‐assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e‐assessment practices underpinned by the theory of planned behaviour (TPB). A large‐scale survey was issued to 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that primary school teachers' intentions of using e‐assessment and perceived behavioural control of it were the two strongest factors predicting their e‐assessment practices in a general way. Specifically, teachers' intentions outweighed perceived behavioural control in determining their use of alternative e‐assessment tasks and e‐feedback, but this reversed for e‐tests/exercises. The impact of perceived behavioural control was consistent across the three types of e‐assessment practices. Furthermore, teachers' attitudes significantly influenced their intentions to use alternative e‐assessment tasks, while subject norms primarily predicted their intentions to use e‐feedback. The findings have implications for primary schools to take countermeasures to facilitate the successful implementation of e‐assessment at the classroom level.Practitioner notesWhat is already known about this topic E‐assessment has the potential to influence learning. E‐assessment has often been used in a controlled environment with a relatively small sample size. The past 3 years have seen a surge in discussions and research around using e‐assessment in classroom settings, mostly in higher education. What this paper adds Primary school teachers used more e‐tests or exercises than alternative e‐assessment tasks and e‐feedback in their daily teaching. Teachers' intentions outweighed perceived behavioural control in determining their use of alternative e‐assessment tasks and e‐feedback, but this reversed for e‐tests/exercises. Teachers' attitudes significantly influenced their intentions to use alternative e‐assessment tasks, while subject norms primarily predicted their intentions to use e‐feedback. Implications for practice and/or policy Teachers' intentions of using alternative e‐assessment and e‐feedback should be increased to enhance their usage in the classroom. Teachers' e‐assessment literacy should be developed to enable them to integrate e‐assessment into their daily instruction.