School Landscape Research Articles

Impact of the COVID-19 Pandemic on Pennsylvania School Nurse Management of Student Immunization Requirements.

School nurses play a significant role in the coordination of school-entry immunization requirements across the United States. The COVID-19 pandemic changed the school landscape and introduced additional responsibilities to a school nurse's workload. We conducted a cross-sectional survey with n = 110 Pennsylvania school nurses to explore the impact of the COVID-19 pandemic on school-entry immunization compliance management. Qualitative and quantitative data indicated increased difficulty obtaining school-entry immunization data (n = 52) and reduced school-level enforcement of immunization compliance (n = 30). We also observed increases in the percentage of students enrolled with an immunization exemption in Kindergarten, 7th, and 12th grades between the 2019-2020 and 2020-2021 school years. However, few respondents (15%) offered school-located immunization clinics (SLIC) for school-entry-required immunizations. While the benefits of SLICs are documented, the capacity required to execute recommended actions may be limited among school nurses-particularly post-COVID-19 pandemic. School nurses may need additional support to address these gaps.

Evaluating the Entrepreneurship Pedagogy and Support Landscape in Secondary Schools in Nigeria

The study examines the entrepreneurship pedagogy and support landscape in secondary schools in Kaduna metropolis. Through the application of qualitative and quantitative methodologies, critical stakeholders including teachers, quality directors, school principals and proprietors were interviewed to determine the state of entrepreneurship education/training in Nigeria, using Kaduna metropolis as case study. Findings reveal poor articulation of national entrepreneurship curriculum, inadequate facilities and resources in the schools visited. Subsequently, some far-reaching suggestions and recommendations were offered to improve entrepreneurship pedagogy in Nigeria in general.

Universal Accessibility in the Design of Public Post Primary Schools: A. Case Study of Birnin Kebbi Metropolis

This research investigates the universal accessibility of secondary school buildings in Birnin Kebbi Metropolis, Nigeria, with a specific focus on understanding and improving physical infrastructure to accommodate diverse needs. Recognizing the fundamental right to education for all, including individuals with disabilities, the study utilizes a case study approach to assess the current state of secondary school buildings in the selected region. Employing a qualitative research approach, specifically an observational study and using an observation checklist as a data collection method, the research aims to identify barriers and challenges to universal accessibility. Key areas of examination include the adequacy of infrastructure, the presence of inclusive design features, and overall compliance with accessibility standards. The research contributes valuable insights to the existing knowledge on inclusive education in Nigeria, shedding light on the current status of secondary school buildings in Birnin Kebbi Metropolis. The findings shows that most of the public secondary schools in Birnin Kebbi were not designed with consideration for inclusiveness. The findings also includes recommendations for policy enhancements, architectural interventions, and awareness campaigns to create a more inclusive and accessible educational environment. By advocating for universally accessible secondary school buildings, the research aims to address the diverse needs of students, fostering an equitable and empowering educational experience for all. Overall, this research bridges gaps in understanding the accessibility landscape of secondary schools in Birnin Kebbi Metropolis. It not only identifies existing challenges but also proposes actionable recommendations for policymakers, architects, and educators to collaboratively work towards a more inclusive educational infrastructure in Nigeria.

The linguistic landscape in China: a case study of Shangri-La ethnic primary school

ABSTRACT In this article, drawing on Gorter & Cenoz’s framework for analysing the functions and quantitative distribution of languages in signage, we explore the linguistic landscape of an ethnic primary school in China. The finding reveals a diverse distribution of languages, encompassing monolingual, bilingual, and multilingual contexts. The creators of the linguistic landscape adhere to various laws, regulations, and policy documents, which in turn reflect institutional ideologies in the linguistic landscape’s purposes and functions. However, the linguistic landscape of the school does not accurately reflect students’ language practices. The study finds that teachers predominantly value Chinese for its perceived importance and utility for students, while students themselves regard Chinese as beautiful, useful, and important, and express a strong desire to learn English. There is widespread support among both teachers and students for the standardised use of Chinese, Tibetan, and English in public signage within the school’s domain. These linguistic landscapes are indicative of a multifaceted interplay between language ideology, language choices, language education and implicit curriculum, making it a representative case study in the educational field. It also mirrors a tenuous link between the translanguaging and linguistic landscape.

The Thursina Creative Islamic Boarding School Landscape Design with an Ecological Approach

Abstract The Thursina Sukamakmur Creative Islamic Boarding School is a boarding school under the State Electricity Company Baitul Mal Foundation (YBM-PLN) ’s management in Sukamakmur Village, Bogor Regency. Education at this Islamic boarding school has the theme of agriculture, where students learn about rice farming and goat and chicken farming. This Islamic boarding school has an area of 16,610 m2 with sloping to steep terrain (more than 25%) and consists of Islamic boarding school buildings, livestock areas, and rain-fed rice fields. The pesantren is surrounded by rain-fed rice fields and is located on a hillside, so it has problems in hydrology when it rains, and strong winds blow from the hill towards the valley. Therefore, a master plan was prepared using an ecological approach, in which the solutions offered minimize artificial landscape elements and optimize the function of vegetation as a wind barrier. The wind barrier is made of pine trees with three layers of thickness. With this ecological approach, it is hoped that the management of the building and environment of the Thursina Creative Islamic Boarding School can be sustainable.

The internationally-facing school: a heuristic for reimagining the international school amidst unsettled globalisations?

ABSTRACT This conceptual paper critically examines the evolving landscape of international schooling against a complex backdrop of competing globalisations, one of which is post-globalisation, which we frame in terms of a modality of globalisation. Post-globalisation and the post-global foreground renewed interest in the nation state and the relationship between the nation and the global. In so doing, this paper challenges the conventional use of the adjective ‘international’ and instead proposes the ‘internationally-facing school’ as a more nuanced alternative. The notion of the ‘internationally-facing school’ reflects the unsettled nature of globalisation as encompassing post-global tendencies and elucidates the complex relationship between the global and the national in international school systems. The paper ends by suggesting that the internationally-facing school heuristic has the potential to transcend the context of international schooling and become a mobile concept applicable to various educational contexts. The paper also advocates for further research to explore the practical implications of the ‘internationally-facing school’ and its relevance to both international and non-international school contexts.

Attuning to Children’s Layered Life-Making Through Relational Learning and Assessment

Interweaving my thinking with childhood stories of schooling, familial narratives, and experiences as a teacher alongside children, this article makes visible how my pedagogical approaches and desires for children to experience belonging shape my intentional work to recraft marginalizing curricula and assessment practices. In sharing my learning, unlearning, and continued growth, I endeavor to prompt a rethinking of how we, pre-service teachers, fellow educators, and school leaders, support children’s life‑making and wellbeing on school landscapes and offer approaches for all children to be centered as knowledge holders.

Montessori Education and Its Application in Kenya: Evaluating Effectiveness and Cultural Adaptation

This paper examines the adaptation of Montessori education principles to the Kenyan cultural context, focusing on how local traditions and practices can be integrated into Montessori classrooms. Montessori education, known for its child-centered approach and emphasis on independence, offers a flexible framework that can be tailored to align with diverse cultural environments. In Kenya, incorporating local values, materials, and indigenous knowledge into the Montessori curriculum enhances its relevance and effectiveness. The study explores the historical context of Montessori education in Kenya, the current landscape of Montessori schools, and the specific methods used to adapt the Montessori approach to local cultural norms. Challenges and recommendations for future development are discussed, including the need for community engagement and resource allocation. This adaptation not only enriches the educational experience but also fosters a deeper connection between students and their cultural heritage.

Revamping the Secondary Education in India: A Journey from Independence to National Education Policy (NEP) 2020

In the dynamic landscape of developing nations, secondary school education emerges as a pivotal policy focus after being the most neglected segment of school education for a long, marking a significant juncture in the educational trajectory. With primary education achieving widespread accessibility and nearly 100% enrollment, attention gradually shifted to the adolescent demographic, focusing on secondary school education. This paper undertakes a comprehensive examination and critical evaluation of the evolution of secondary school education in India since its independence. Commencing with the seminal Board of Secondary Education report of 1948, traversing through significant milestones like Mudaliar Commission, Kothari Commission, NPE-1986, CABE Committee Report, National Knowledge Commission, RMSA and finally culminating in the landmark National Education Policy 2020, it traverses through the numerous initiatives shaping the present landscape of secondary schooling in the nation. Emphasizing key milestones and recommendations put forth by various commissions, the article offers an insightful analysis of the implementation and efficacy of these measures. The paper attempts to meticulously scrutinize and thoroughly analyze the major commissions and their recommendations, illuminating the successes and shortcomings in attaining the prescribed objectives within the secondary education sphere.

Designing restorative landscapes for students: A Kansei engineering approach enhanced by VR and EEG technologies

This study explores the alignment of specific landscape features within school environments with the core elements of Attention Restoration Theory (ART) that includes Coherence, Fascination, Compatibility, and Being Away. Utilizing Kansei Engineering, this research integrates emotional analysis into landscape design by employing Virtual Reality (VR) and Electroencephalogram (EEG) technologies to record students’ responses to different landscape simulations. Analytical techniques, including the Taguchi Method and Analysis of Variance (ANOVA), were applied to evaluate the data. The findings have revealed that students associate a sense of enclosure with a coherent landscape and openness with a fascinating landscape, the lawn’s significance was also highlighted for coherent landscape. However, limited insights were gained regarding Compatibility and Being Away. The study advocates for diverse cognitive zones within school landscapes to promote mental restoration, emphasizing the need for varied design elements that cater to the elevated experience of students.

The Position of English in the Linguistic Schoolscapes in an Indonesian Islamic Boarding School

The choice of use of languages ​​in schools, including in the linguistic schoolscapes, represents the contestation of language identities, ideologies, and power. This study looks at the position of English, as opposed to Indonesian, Arabic, and Javanese, in the linguistic schoolscapes in an Indonesian Islamic boarding school in Central Java. A descriptive qualitative method and the theoretical framework of language planning and policy (Spolsky, 2004) are used to analyze the data. The findings show that Javanese and Indonesian are used in daily communication. English and Arabic are taught in the language program. In the signs at the boarding school, English is the second language to be used frequently at the linguistic school cape, after Indonesian, while Javanese, as the students' everyday language, is far behind. The implication of the linguistic school landscape finding in this research is that foreign languages ​​such as English, Arabic, and others considered necessary have the potential to become a new development in language teaching and learning.

Teacher agency in the times of crisis: a situational analysis of school environment after the 2022 Russian invasion in Ukraine

From February to May 2022, the war in Ukraine prompted Poland to accommodate 3.37 million refugees from conflict zones, in addition to 850 thousand Ukrainian economic migrants already residing in the country. A substantial proportion of these refugees, primarily mothers with children, swiftly integrated into the Polish educational system, with some children commencing schooling within a week of their arrival. This influx significantly diversified the then predominantly monolingual landscape of Polish schools. Given the uniqueness of this situation and the fact that Poland has historically remained mono-national and monolingual for decades, Polish teachers suffered from a lack of preparedness, resources and expertise to effectively navigate their teaching practices in multilingual classes. To understand the specificity of this situation, taking especially into account the perspective of educators, we have designed a qualitative study drawing on focus group and individual interview reports. We were particularly interested in determining how teachers' agency was activated in times of crisis. The findings reveal how the newly-emerging linguistic and cultural heterogeneity is perceived by teachers, how it is manifested in school and home environments, and the extent to which possibilities for synergies exist between the two. The findings also highlight the fact that, despite teachers' inexperience and unpreparedness for the new educational context, they instantly responded to the challenges that emerged. This can be exemplified by teachers' collaboration in material design as well as the willingness to participate in courses sensitizing to migrant students' needs (e.g., linguistic, educational, or emotional ones).

Islamic Teachers’ Implementation of the Merdeka Curriculum in Senior High Schools: A Systematic Review

In response to the evolving educational landscape in Indonesia, this systematic review explores the implementation of the Merdeka Curriculum at the senior high school level, with a specific focus on the dynamic interplay between Islamic teachers and the curriculum. The study aims to shed light on the pivotal roles played by Islamic teachers in shaping the educational experience within the framework of increased school autonomy. As these teachers navigate the autonomy granted by the curriculum, they serve as key agents in imparting knowledge and instilling Islamic values in students. The research objectives center on investigating the challenges faced by Islamic teachers, particularly concerning the delicate balance between religious education and a broader curriculum. Simultaneously, the study identifies opportunities for innovative and culturally relevant teaching practices within the Merdeka framework. Employing a comprehensive literature review, the research contributes valuable insights for policymakers, administrators, and educators seeking to enhance the integration of Islamic values in Indonesian senior high schools. In terms of key findings, the study reveals nuanced challenges in balancing religious education with broader curricular goals. However, it also identifies promising opportunities for innovative teaching practices that align with cultural nuances within the Merdeka Curriculum. These findings underscore the significance of navigating school autonomy effectively, especially in the context of Islamic education. In addition, they emphasize the need for tailored approaches to ensure a harmonious integration of Islamic values in the evolving landscape of senior high schools in Indonesia.

The ‘End(s)’ of Time in Education: Diffractive Pedagogies for Re(Narrating) Beings in School

In this editorial, we collectively wonder about The End(s) of Time in educational settings. To do this wondering, we unpack the idea of ‘End’ and its various definitions. Then, we move to thinking about how time and narrative entangle within educational spaces to create opportunities for knowing within and across generations of beings—adults and children—on the school landscape. We describe the concept of ‘diffractive pedagogies’ and then share examples of diffractive pedagogies within and across four disciplines (history, language arts, computer science, and earth science) and then we draw out from school into family and community knowing.

Food Environment Facing School Children in Public Primary Schools in Morogoro Municipality

Introduction: The study focused on examining the overall food environment influencing the dietary choices of school children in public primary schools in Morogoro Municipality. Four primary schools—Magadu, SUA, Mlimani, and Kikundi—were purposively sampled to represent the broader school landscape in the municipality. SUA and Mlimani were in urban and peri-urban areas, Magadu represented peri-urban settings, and Kikundi was in the town center. Data collection involved administering a structured questionnaire to 97 school children, selected through convenient sampling based on their availability on the day of data collection. Results showed that most children were aware of healthy foods (62.9%) but demonstrated lower awareness of unhealthy foods (52.6%). Only 52% of children brought food from home, while the majority purchased items from vendors around the school premises. The most consumed junk foods included biscuits (83.5%), chips (75.3%), chocolates (74.2%), and fried buns (72.2%). Notably, school regulations or bylaws governing the sale of food to children were absent. Discussion: The findings suggested that children were more conscious of healthy foods than unhealthy options, possibly leading them to consume the latter unknowingly. The study emphasized the prevalence of unhealthy food consumption among school children and highlighted the absence of regulatory measures in place. Addressing these issues could promote healthier dietary habits among school children in Morogoro Municipality.

When Anti-CRT Becomes Anti-Care: Navigating Curricular Controversies Amid Voucher-Induced Changes to a Private Religious School Landscape

As access to private religious education expands through vouchers, public discourse has positioned these schools as politically neutral spaces. Teachers who seek to ethically care for students are thus placed in a predicament. In this article, we present the fictive case study of a middle school teacher in a suburban Catholic school that has accepted vouchers and consequently undergone significant demographic and political shifts. When the teacher makes a curricular decision that responds in caring and critical ways to their students, they face a wave of parental opinions that call their instruction and ethical aims into question.

Setting the Target: Comparing Family Medicine Among US Allopathic Target Schools.

Despite the persistent primary care physician shortage over 2 decades of allopathic medical school expansion, some medical schools are absent a department of family medicine; these schools are designated as "target" schools. These absences are important because evidence has demonstrated the association between structured exposure to family medicine during medical school and the proportion of students who ultimately select a career in family medicine. In this study, we aimed to address part of this gap by defining and characterizing the current landscape of US allopathic target schools. We identified allopathic target schools by reviewing all Liaison Committee of Medical Education (LCME) accredited institutions for the presence of a family medicine department. To compare these schools in terms of family medicine representation and outcomes, we curated descriptive data from publicly available websites, previously published family medicine match results, and school rankings for primary care. We identified 12 target schools (8.7% of all US allopathic accredited medical schools) with considerable heterogeneity in opportunities for family medicine engagement, leadership, and training. Target schools with greater family medicine representation had increased outcomes for family medicine workforce and primary care opportunities. With growing primary care workforce gaps, target schools have a responsibility to enhance family medicine presence and representation at their institutions. We provide recommendations at the institutional, specialty, and national level to increase family medicine representation at target schools, with the goal that all schools eventually establish a department of family medicine.

Plant biodiversity and people’s behavior on environmental conservation in Pabelan Islamic Boarding School, Magelang, Central Java, Indonesia

Abstract. Nazar IA, Sutarno, Mudofir, Sunarto. 2024. Plant biodiversity and people’s behavior on environmental conservation in Pabelan Islamic Boarding School, Magelang, Central Java, Indonesia. Biodiversitas 25: 232-239. Pabelan Islamic Boarding School is a modern educational institution committed to religious-based environmental education. The landscape of this Islamic boarding school is designed to contribute to the preservation of the surrounding environment. This study aims to determine plant diversity and behavioral patterns in environmental conservation in Pabelan Islamic Boarding School, Magelang District, Central Java, Indonesia. Vegetation analysis was conducted by inventory of tree species planted in the area of the school. Analysis of the behavior patterns was carried out using observation, interviews with the clerics (kiai), teacher (ustaz) and staff, and questionnaires to students. The result of vegetation analysis showed that Pabelan Islamic boarding school has a moderate level of flora diversity with a Shannon-Wiener index (H’: 2.597). This is because the management of the school has a unique way of maintaining flora biodiversity by requiring every new student to bring unique or rare plant seeds from their hometown. The Kiai and teacher at the school have progressive thoughts about the human's relationship with God and nature. Human is God's representative who is obliged to maintain the environment and natural elements including biodiversity. The students generally have adequate awareness and concern for the environment and sustainability which is largely influenced by the figure of the Kiai. The findings of this study imply that Islamic boarding school (pesantren) can play essential role in practicing and raising awareness of sustainable environmental management and biodiversity conservation.

Improving outdoor pedagogy through design: Reflections on the process of redesigning a school landscape

This paper critically reflects on a participatory multi-phase mixed-methods action research study with an embedded quasi-experiment to investigate the design and development of a school landscape in Bangladesh. The study employs a suite of qualitative, quantitative and visual methods to co-design the school landscape with children, teachers and the school community, and examine the impact of the redesigned schoolgrounds on the teaching and learning process, children’s academic attainment, engagement (motivation) and play during break times. This research approach is novel within landscape architecture and represents a methodological shift in the field of design and planning of schoolgrounds. By critically reflecting on the methodological approach and outlining strategies to overcome the challenges related to this complex design, the paper provides new insights that contribute to the design and planning of mixed-methods evaluation in landscape architecture research.

Strengthening Legal Frameworks For Drug Education In Indian Schools: A Policy Perspective

Drug abuse among students ranks among the current public challenges in the Indian context and requires a collective approach to address the menace comprehensively. The supporting research is a doctrinal study on policy implications regarding enhancing legal frameworks on drug education in Indian schools. It endeavours to use the analysis of existing legislation, educational policies, and empirical studies to generate insights and policy proposals to enhance the legal bases of drug education laws in Indian schools. As such, it builds on the current landscape of the legal background of drug education provisions in the current Indian legislative documents, such as sections of the National Education Policy, as well as the efficiency of the current provisions to respond to the menace in the students’ domain. The study also deliberates the stakeholders’ mandate, such as schools, teachers, students, and parents, in the delivery of drug education strategies in the students’ docket. An exploration of the comparative landscape of other schools in the world aims to draw parallels and suggest areas that require more focus in the Indian context. The study will also highlight the existing awareness and available training platforms for educators to deliver the proposed curriculum. The research will conclude with policy recommendations touching on amendment and retroactive approaches to legislation, curriculum recommendations, and, lastly, agency collaboration.