School Failure Research Articles

Pediculosis and Factors Affecting Its Prevalence among Schoolchildren in Amol City, Northern Iran.

Head louse infestation, pediculosis, is a serious health problem worldwide. Infected children usually suffer from itching, allergies, and secondary infections besides psychological disorders such as depression and lack of self-confidence leading to school failure. This study aimed to investigate the status of pediculosis and its determinant factors among schoolchildren in Amol City, Northern Iran. This study included 228 schools frequented by about 20017 students. Pediculosis was determined by careful examination of students' hair on the scalp, back of the neck, and around the ears. The diagnosis was based on observation of live adults, nymphs, and nits. A questionnaire was used to record the personal and demographic characteristics of participants. This study revealed that the prevalence of pediculosis among schoolchildren during all schooling seasons (autumn, winter, and spring) correlated with sex: the prevalence being higher among girls than boys (p= 0.00). In addition, the highest rates of pediculosis occurred during the autumn season (p= 0.00). The public schools accommodated higher numbers of louse-infected students than the private ones (p= 0.00). While head louse occurred at higher frequencies in long hair over the schooling year, dandruff had anti-louse effects (p= 0.00) during cold seasons, autumn, and winter. Socioeconomic status and educational level of parents played determinant roles in head louse prevalence (p= 0.00). Schoolchildren coming from socioeconomically well-situated families had lower rates of head louse infestation. Our results showed that head pediculosis was a serious health problem among schoolchildren in Amol city and its prevalence and severity tended to be multifactorial.

Determinants of Performance of Private Schools: the Mediating Role of Education and Reformation in Jiangxi, China

This study investigates the determinants of performance failure in private schools and proposes strategies for improvement, focusing on the mediating role of education modernization in Jiangxi, China. Grounded in a positivism research philosophy and employing a deductive approach, the study adopts an explanatory research design to explore causal relationships. Primary data is collected through surveys from 250 educational leaders, with a population of 5000 stakeholders. Statistical and descriptive analyses are conducted using SPSS. Findings reveal academic underachievement, financial instability, and stakeholder dissatisfaction as key facets of performance failure. Authentic leadership, knowledge management strategies, and technology advancement emerge as critical drivers of performance enhancement. Moreover, education modernization acts as a mediator, bridging challenges and performance outcomes. The study proposes a model for addressing these challenges and improving performance in Jiangxi's private schools.

USING PEDAGOGICAL TREATMENT STRATEGIES TO ADDRESS SCHOOL FAILURES

This field study aims to reveal the importance of pedagogical treatment of all kinds: in addressing the phenomenon of failure in the school environment whether tribal treatment, immediate treatment, and postponed treatment Pedagogical processing is a device that includes a set of actions by the teacher to remedy shortcomings and fill the gaps experienced by learners during the learning process in which they focus on a clear diagnosis of these difficulties as well as on the reasons that gave rise to them, To determine how best to treat them, feedback techniques will improve pupils' academic performance on the one hand and build bridges for effective communication between teachers and learners on the other. Building a robust and effective pedagogical treatment strategy has a strong relevance to the effectiveness, accuracy of the diagnosis of causes and knowledge of the factors that led to the school failure of not succeeding in learning, or not succeeding in a particular subject as well as failure The original community of study is a group of professors distributed on the 4 of primaries located at the state level of Constantine. The study sample was 40 teachers, randomly selected from the original community. The current study tool was observation, defined as observing and carefully observing a particular phenomenon and recording observations step by step in order to achieve the best and most accurate results

A mathematical stimulus program for an educational intervention with students at risk of social exclusion

The research investigates a mathematical stimulus program for an educational intervention with students at risk of social exclusion. Reducing the school failure of students is one of the goals of current inclusive education. Particularly, mathematics is a discipline in which adolescents demonstrate a greater degree of failure worldwide. In this research, a mathematical stimulus program employing STEAM (Science, Technology, Engineering, Art, and Mathematics) activities for adolescents at risk of social exclusion due to family causes is analyzed. The aim is to assess the mediational and affective suitability of the program. The sample consisted of 68 students from three secondary schools. A mixed methodology was used, employing quantitative analysis techniques for the beliefs and satisfaction questionnaires applied. The Theory of Didactic Suitability was also employed, along with semi-structured interviews for qualitative analysis. The results indicate that pleasure and effort constitute a single factor among these students, and a positive correlation is obtained between how interesting an activity seems to the students and what they learned, and between their learning and the novelty of the content. The descriptive analysis shows that 96% of the students considered the activities to be interesting; with 85% stating that they had learned a lot. The recordings and interviews show that the students felt at ease carrying out the activities and that a significant change in their attitude towards mathematics took place. In conclusion, the presence of at least 87% of the indicators in all activities gives the program a high degree of mediational and affective suitability. Furthermore, the role of mediational suitability in this context stands out and has a direct influence on affective suitability.

Drosophila Contributions towards Understanding Neurofibromatosis 1.

Neurofibromatosis 1 (NF1) is a multisymptomatic disorder with highly variable presentations, which include short stature, susceptibility to formation of the characteristic benign tumors known as neurofibromas, intense freckling and skin discoloration, and cognitive deficits, which characterize most children with the condition. Attention deficits and Autism Spectrum manifestations augment the compromised learning presented by most patients, leading to behavioral problems and school failure, while fragmented sleep contributes to chronic fatigue and poor quality of life. Neurofibromin (Nf1) is present ubiquitously during human development and postnatally in most neuronal, oligodendrocyte, and Schwann cells. Evidence largely from animal models including Drosophila suggests that the symptomatic variability may reflect distinct cell-type-specific functions of the protein, which emerge upon its loss, or mutations affecting the different functional domains of the protein. This review summarizes the contributions of Drosophila in modeling multiple NF1 manifestations, addressing hypotheses regarding the cell-type-specific functions of the protein and exploring the molecular pathways affected upon loss of the highly conserved fly homolog dNf1. Collectively, work in this model not only has efficiently and expediently modelled multiple aspects of the condition and increased understanding of its behavioral manifestations, but also has led to pharmaceutical strategies towards their amelioration.

Assessing Temperament Risk Factors in Late Childhood and Early Adolescence: Development and Validation of the Integrative Late Childhood Temperament Inventory.

Childhood temperament has a well-documented influence on later life outcomes, notably behavior problems, quality of interpersonal relationships, and academic achievement. However, there is at present a lack of brief measures that assess temperament characteristics which are represented across models of temperament in the late childhood and early adolescence period. To redress this gap, the aim of the current study was to develop and validate a short questionnaire that extends an earlier integrative measure of temperament, the Integrative Child Temperament Inventory (ICTI) to the late childhood period. The new measure (named Integrative Late Childhood Temperament Inventory, ILCTI) includes all five components of the ICTI (frustration, behavioral inhibition, attention/persistence, activity level, sensory sensitivity), plus affiliation. German- or English-speaking parents rated a total of 525 children, aged 8 to 14years. Confirmatory factor analyses supported the predicted structure of the new measure. Examination of fit indices and psychometric analyses showed that 24 items are sufficient to capture all six dimensions reliably. Next to convergent validity with established measures of temperament and personality, we also present analyses of associations with measures of externalizing problems, internalizing problems, and school failure all of which support the instrument's clinical utility. Thus, despite its brevity, the ILCTI is a reliable and valid measure of late childhood temperament that can be helpful in assessing risk of developing behavior problems or school failure.

Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners

Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged and at considerable risk of school failure and early dropout. This is the case in many parts of the world. While much has been researched on linguistically disadvantaged learners in the fields of sociology and general pedagogy, little is known about the classroom teaching of mathematical content in language-responsive ways for all learners in school. Experienced mathematics teachers draw on a wealth of knowledge of content teaching in language-responsive ways developed through their practices working with linguistically disadvantaged learners in their classrooms. In this paper we report on interviews with some of these experienced mathematics teachers from seven educational contexts focusing on teaching probability in language-responsive ways. We focus on what we can learn from these teachers that could inform our practice as mathematics teacher educators and our research. We identify three challenges and three practices that add nuance and depth to theoretical research findings and recommendations on language in mathematics teaching, which can potentially develop these findings in more practical and accurate ways.

LANGUAGE ASSESSMENT OF PRESCHOOL AND SCHOOL-AGE CHILDREN AT RISK FOR LANGUAGE DISORDERS IN RESIDENTIAL CARE SETTINGS

Adequate language development is central to a child's academic and social development. This study aimed to assess the language of 35 preschool and school-aged Portuguese children in residential care in four social institutions, using the Grelha de Observação da Linguagem (GOL-E) developed by Kay and Santos (2014), a validated tool in Portuguese. The results of the study showed that in terms of language competence, compared to the normative results expected for their age: a) Of the thirty-five children assessed, only three were at or above the 50th percentile; b) Twelve children were between the 5th and 25th percentiles; c) Eight children were in the 10th percentile; d) Of the children between the 11th and 12th percentiles, only one was in the 90th and 75th percentiles; e) Eleven children were in the 10th and 25th percentiles; f) One child at the age of 12 was in the 5th percentile. Most of the children were in percentiles below those expected for their age group. According to the definition of speech and language disorders, we can observe that a group of these children fall under the condition of speech and language disorders, but have not been formally identified in the educational system, putting them at risk of failure in school and life. This study highlights the importance of language assessment and special education services for children living in institutions in Portugal. More studies with this population in these age groups are needed to better understand the language competencies of children living in residential care.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0058/a.php" alt="Hit counter" /></p>

Guanfacine in the Treatment of a Child Diagnosed with Tourette Syndrome: A Case Report

Introduction Tourette syndrome (TS) is a neurodevelopmental disorder characterized by the development of persistent and changing motor and phonic tics over time. The presence of at least two motor tics and one vocal tic that have persisted for at least a period of 1 year is required, and which developed before the age of 18. The most commonly used pharmacological treatment are antipsychotics, with a preference for atypical antipsychotics such as aripiprazole or risperidone. Clonidine and guanfacine have shown effectiveness in suppressing tics, and although generally less effective than antipsychotics, some authors are considering them as first-line treatments. The treatment is also influenced by any comorbidities the patient may present.ObjectivesTo enumerate in a clinical case the pharmacological alternatives for TS, which vary according to the patient’s comorbidities and the intensity of the tic symptoms.MethodsCase study. Anamnesis of the patient and their family.Results A 12-year-old boy presenting simple motor and vocal tics for over a year. At the same time that a valuation is requested by child psychiatry, the mother also requests follow-up by neuropediatrics. Other causes are ruled out, an EEG is performed, and a TS diagnosis is made. The initial treatment was low-dose aripiprazole with partial effectiveness. After 3 months, he presents an exacerbation of the tics, interfering with his social and academic life, making it impossible to attend classes. The mother takes him to emergency services, and he is admitted to pediatrics. During the stay in pediatrics, he is diagnosed with Attention Deficit Hyperactivity Disorder, in addition to confirming the TS diagnosis. Extended-release methylphenidate is initiated (neuropediatrics). After starting methylphenidate, the patient’s tics worsen, also presenting insomnia and hyporexia. Due to the diagnosis of ADHD, school failure, and affective symptoms (hypothymia), atomoxetine is initiated. The tics become constant and incapacitating. As the dose of aripiprazole is increased, the child presents extrapyramidal effects. As a therapeutic alternative, guanfacine is initiated, progressively discontinuing aripiprazole. Currently, the child is stable from motor and vocal tics, allowing him to lead a normalized life.ConclusionsAlthough guanfacine is not as effective in reducing tics as antipsychotics, since the latter produce more side effects, it is justifiable to use it. This drug is capable of enhancing the therapeutic effect and reducing the adverse effects that antipsychotics could produce. Guanfacine may be a good alternative as a first line in the treatment of Tourette Syndrome with or without attention deficit disorder and hyperactivity .Disclosure of InterestNone Declared

Taking the LEAP: a district-university partnership to address shortages in special education

PurposeDistrict-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.Design/methodology/approachIn this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.Findings25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.Research limitations/implicationsLimitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.Practical implicationsPractical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.Social implicationsThe program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.Originality/valueAvailable research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

Factors affecting the adoption of digital entrepreneurship: a survey of private schools in Nineveh Governorate in Iraq

Purpose This study aims to determine the factors affecting the adoption of digital entrepreneurship among the pioneers of private schools in the Nineveh Governorate, using the unified theory of acceptance and use of technology (UTAUT). The study seeks to address an academic problem represented by the low level of interest in the research literature on digital entrepreneurship. By contrast, the problem in the field is the failure of several entrepreneurial organizations, in general, and private schools, in particular. Design/methodology/approach The researchers chose the private school sector in the Nineveh Governorate, Republic of Iraq, as the field of study. The targeted individuals represented school founders serving as investors and entrepreneurs, totaling 154 participants. The deductive approach was used as the main research method, with the survey approach as a sub-method. A questionnaire was used for data collection, and the researchers used structural equation modeling software, SmartPLS. Findings The results revealed that constructs such as effort expectation, social influence, facilitating conditions, behavioral intention and experience are factors contributing to predicting the transition to digital entrepreneurship. Research limitations/implications This study contributes to bridging the academic gap identified in previous research and addresses the spatial gap by focusing on private schools in the Nineveh Governorate. It aims to assess the level of interest in adopting digital leadership within this context. Practical implications One of the most important implications of the results of the current research is the potential expansion of the use of digital entrepreneurship by understanding the behaviors of entrepreneurs. This understanding can have positive outcomes in attracting broad segments of society to engage in this type of work due to its low costs, low risks and the absence of the need for practicing licenses. Such an expansion could contribute to the establishment of digital pioneering projects aimed at reducing unemployment in society. Additionally, this study offers insights that can guide policymakers in the country toward establishing digital business incubators that provide a suitable work environment for initiating and supporting such projects. Originality/value The current study presents a unique contribution, represented by using the UTAUT, to identify the acceptance of digital entrepreneurship in private schools in Iraq. This can bring benefits to entrepreneurs and educational policymakers in the country.

Substance use disorders in adults with attention-deficit/hyperactivity disorder: The role of affective temperament

ObjectiveSubstance Use Disorders (SUD) are common in adults with Attention-Deficit/Hyperactivity Disorder (ADHD). Although predictors of SUD in this population are relevant for prevention and treatment, they need further clarification. Affective temperaments potentially associated with SUD in adult ADHD patients were explored. MethodsADHD patients with and without SUD were compared for sociodemographic, clinical, and psychological characteristics through: Adult ADHD Self-Report Scale; Wender Utah Rating Scale; Temperament Evaluation Memphis for Pisa, Paris, and San Diego-Autoquestionnaire. Logistic regression investigated factors associated with SUD. ResultsWe included one-hundred and thirty-six ADHD patients with (n = 51, 37.5 %) and without SUD (n = 85, 62.5 %). The presence of SUD was associated with irritable temperament (p = 0.009), as well as more frequent school failure (p = 0.038), legal problems (p = 0.039), and lifetime suicide attempts (p = 0.014). LimitationsThe cross-sectional design, the relatively small sample size, and the use of self-administered questionnaires. ConclusionsThis study confirms the greater overall severity of adult ADHD-SUD compared with ADHD-only patients and suggests the potential role of irritable temperament as a predictor of substance-related problems.

Issues around the screening process for students with SENs in inclusive schools in Lop Buri Province, Thailand

ABSTRACT A systematic screening process aims to prevent students from school failure and other salient concerns related to students’ complications with health and psychological risks. The situation of the screening process for at-risk primary school students in Lop Buri province, Thailand is in question. This study thus aims to investigate (1) the current situation of assessment for at-risk students in hospitals; (2) the existing screening process situation in primary school environments; (3) how parents of students with SENs support screening processes. This qualitative study acquired data from interviewing seven medical screeners, eleven classroom teachers and nine parents of SEN students. From the data analysis, seven different themes emerged among insightful data from the three groups of participants: screening process from school to hospital; shortage of screening tools’ training; inadequate medical personnel; complications of psychiatric disorders; local school practices differ with national educational policies; no for identification card and live unhealthy lives being within a low-SES bracket.

Minority Dropouts in Higher Education: The Influence of Family Factors

According to existing literature, familial support has been shown to be a significant predictor of students’ success or failure in school. In this paper, we investigate family-related factors that contribute to minority students dropping out. A qualitative research approach was employed in this study, which involved 11 Hmong studentleavers as key interviewees. Participants were asked about their university education experiences and why they discontinued their studies. The data obtained from interviews were analyzed through qualitative content analysis. As the findings of the study indicate, four family-related factors were most prevalent in causing minority students to withdraw from their studies: family economic situation, parental attitudes, marriage/early parenthood, and home life situations. Future research in this area is strongly recommended.

Situated action, double dialogicality and the sociogenesis of categorizing in institutional practices: Diversity in schooling from vicious children to neuropsychiatric diagnoses

The background of this article is an interest in institutional communication. The context in which this has been studied concerns how diversity (in social background, ethnicity, school success etc.) is, and has been, interpreted in schooling, historically as well as in contemporary society. Through history, a range of categories allegedly accounting for school failure has been suggested, and the categories invoked reflect the position of schooling as a meso-structure in society. The categories adopted in public discourse and politics, and reproduced in media, create identities, and serve as arbiters of opportunity for children. It is argued that the dialogical perspective outlined by Linell, and focusing the contingencies between macro-, meso- and micro-structures in social interaction, represents an important step in defining an empirical strategy for analysing the interrelationships between situated action, situation-transcending practices and the sociogenesis of categorizing practices.

Developing an alternative curriculum for mathematics teaching in a detention faculty adopting an ethnomathematics perspective

In Greece, as more or less all over the world, the curriculum is a matter of central authority and teachers can only apply it in their classrooms, without any connection to the whole curriculum development process. Students’ population in prison schools, and especially young prisoners, often show school denial, poor performance, academic inadequacy, and failure, leading to low self-esteem (Mallett, 2014). Common barriers to participation are lack of motivation —often because of the absence of any means for meaning-making and identity formation in prison— and previous negative education experiences (Liebling, 2011) especially in secondary school when they frequently begin to truant. Working, as teacher, for long time in the secondary school of a youth detention center in Greece, I faced the challenge to reconsider the formal curriculum. Following an ethnomathematics perspective, an alternative curriculum is developing aiming to meet young prisoners’ needs and expectations as a matter of social justice, taking into consideration the need of techniques and strategies that can help to untangle and respond to above structures as part of ongoing research, policy, and practice. The young detainees following the official curriculum applied in the mainstream classes are faced with various problems, such as lack of appropriate schoolbooks, the need to motivate and successfully address educational, psychological and environmental difficulties, and the need for developing a framework for alternative teaching practices and materials based on a multicultural education with the teaching and learning of mathematics, as is the case in the field of ethnomathematics is dictated.

Tests of Social Bonding, Differential Association/Social Learning, Strain Theories, and Cigarette Use Among Adolescents in Türkiye

Background: Only a few studies have tested the effects of social bonding, differential association/social learning, and strain theories on cigarette smoking by adolescents in the West/the U.S. and Türkiye. Objectives: Using data collected from adolescents (N = 1.710) living in central Ankara (the capital of Türkiye) in 2001, this study explored whether social bonding, differential association/social learning, and strain theories had any effect on adolescent cigarette use and whether the link between these theories and cigarette smoking varied by gender. Results: While family supervision was negatively associated with the likelihood of cigarette smoking, substance use by close friends, having delinquent friends, definitions favorable to smoking, school failure and punishment at school were positively related to the likelihood of cigarette smoking. Conclusion: Social bonding, differential association/social learning, and strain theories are generally associated with smoking in the theoretically expected direction. However, the data also indicate that variables from social learning theory have a greater impact on cigarette smoking by adolescents, followed by variables from strain and social bonding theories. Finally, the three theories appear to play more important roles in female than male adolescent smoking behaviors.

Roma or non-Roma: how are teachers’ and school heads’ perceptions and self-identification of Roma students related in Hungary?

ABSTRACT The present paper explores approaches to the classification of ethnic identity. In the framework of research on comparative classifications, we analyse the contextual factors that influence classification in Hungarian education. We compared the number of students who self-reported as Roma with the respective number reported by the school heads (as experts) and examined the discrepancies between the two indicators. We also examined whether there was a correlation between the estimation by the head of the school and the views and attitudes of the teaching staff and school heads. One important finding to emerge was the more than the twofold difference between the external classifications reported by individuals belonging to the majority population, and the students’ self-identification. In other words, the school heads tended to overestimate the proportion of Roma students in their schools compared to the students’ own self-identification, which was related to their pedagogical practices, beliefs, and commitment. In particular, school heads overestimated the proportion of Roma students in schools where teachers perceived that there were lower expectations and where teachers attributed school failure to cultural differences.

Рефлексивная деятельность учителя как основа коррекции неуспешности младших школьников

The article discusses the problem of school failure of children studying in primary school, describes its manifestations and gives possible reasons. The characteristics of a teacher who is able to work with children experiencing learning difficulties are given. Particular attention is paid to the important role played by the reflexive activity of the teacher in the process of eliminating the problems of failure of younger schoolchildren. The stages of teacher reflection in the context of working with school failure are presented.

Educator Perspectives on Advantages and Disadvantages of Alternative Schools

Many students experience school failure due to academic and/or behavioral challenges that are deemed problematic by school personnel. School districts provide alternative school options for those students based on an assumption that their success hinges on supports beyond those that are provided by traditional schools. Because educators who work in alternative schools are key implementers of programming in them, the purpose of this qualitative interview study was to investigate their perspectives of the advantages and disadvantages of alternative schools. We collected qualitative data from interviews with 17 educators from 11 alternative schools. The findings from our analyses showed both the advantages and disadvantages, with the advantages grouped into four main categories: (a) instructional practices, (b) relationships, (c) policy, and (d) planning for postsecondary. The disadvantages were grouped into six thematic categories: (a) limited options, (b) barriers to instruction, (c) exclusion and stigma, (d) weak social networks, (e) poor management, and (f) sustainability.