Local School Research Articles

Medvirkning som samskaping i møtepunktet mellom museum og skole

“Can we make a TikTok about Grainnbergan? Or build it in Lego? Or make a puppet show?” asked excited students after visiting Grainnbergan, an abandoned homestead in Inderøy municipality in Norway. Employees from Museene Arven and students from the local school tested out participation and co-creation in a shared exploration of the historical site, with exciting results. Participation has been highlighted and mandated in schools and museums in recent years. Both, however, report misunderstandings and challenges (Jones 2022; Lynch 2011). More knowledge is needed about participation and co-creation in practice, and this article presents a retrospective analysis of the Grainnberganproject which provides some answers. Findings suggest that museums and schools have much to learn from each other and the students. There are important practical and structural aspects to consider, there is a need for shared understandings and the development of necessary competencies to work in co-creative partnerships.

Expanding the Phage Galaxy: Isolation and Characterization of Five Novel Streptomyces Siphoviruses Ankus, Byblos, DekoNeimoidia, Mandalore, and Naboo.

Key features of the actinobacterial genus Streptomyces are multicellular, filamentous growth, and production of a broad portfolio of bioactive molecules. These characteristics appear to play an important role in phage-host interactions and are modulated by phages during infection. To accelerate research of such interactions and the investigation of novel immune systems in multicellular bacteria, phage isolation, sequencing, and characterization are needed. This is a prerequisite for establishing systematic collections that appropriately cover phage diversity for comparative analyses. As part of a public outreach program within the priority program SPP 2330, involving local schools, we describe the isolation and characterization of five novel Streptomyces siphoviruses infecting S. griseus, S. venezuelae, and S. olivaceus. All isolates are virulent members of two existing genera and, additionally, establish a new genus in the Stanwilliamsviridae family. In addition to an extensive set of tRNAs and proteins involved in phage replication, about 80% of phage genes encode hypothetical proteins, underlining the yet underexplored phage diversity and genomic dark matter still found in bacteriophages infecting actinobacteria. Taken together, phages Ankus, Byblos, DekoNeimoidia, Mandalore, and Naboo expand the phage diversity and contribute to ongoing research in the field of Streptomyces phage-host interactions.

Exploring associations of population characteristics and tobacco and vape retailer density and proximity in Australia: a scoping review

ObjectiveThis scoping review synthesises Australian evidence on associations between tobacco and vape retailer density/proximity and various population measures and smoking behaviour to identify research gaps and inform future policy and...

Evaluating the Effectiveness of Home Science Experiences as Mental Scaffold in the Teaching and Learning of Basic Science

The study evaluated the effectiveness of children’s home experiences as mental scaffold in teaching and learning of Basic Science in Primary schools in Akwa Ibom State, Nigeria. The research design was Quasi Experimental. A sample size of 458 primary five pupils from public and private schools was used. The instrument for data collection was the Basic Science Achievement Test (BSAT), which was trial tested and analyzed using Kuder Richardson 20 (Kr20) formula and a reliability co-efficient of 0.78 obtained. Twelve intact classes were used for data collection ; 6 from urban and 6 from rural schools; 6 private and 6 public. One of the classes sampled constituted the experimental group and the other one the control group. Pre-test was then administered to the two groups and after three weeks of treatment, a post-test administered. A retention test was further administered after two weeks. The scores obtained from pre-test, post-test and retention test were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result revealed that children’s home experiences which served as mental scaffold significantly enhanced their ability to retain and recall scientific concepts. The result further revealed that school location had significant effect on the learning achievement of pupils in the study as subjects in rural schools performed significantly better than those in urban areas. Also, pupils in public schools outperformed their counterparts in private schools. It was then recommended among others that educational authorities and organizations should offer professional development through seminars and conferences to support the use of mental scaffold.

Association between bullying, childhood adversities and social capital among adolescents.

This study aims to analyze the association between bullying behaviors, adverse childhood experiences and social capital in late adolescence. Secondary school students aged 15-19 of a metropolitan region of Brazil were recruited for a sectional epidemiological survey, with a sample of 2,281 students, stratified by municipality of school location. Descriptive and inferential statistics were performed from three instruments: Olweus Bully/Victim Questionnaire, Childhood Adversity History Questionnaire and Integrated Questionnaire to Measure Social Capital, in adapted versions. The results showed that the factors associated with bullying victims were gender and adversity in childhood. The factors associated to bullying aggressors were gender, childhood adversities, and cognitive social capital. And the factors associated with bullying aggressor-victims were gender, childhood adversities, and cognitive social capital. It is concluded that bullying is associated with adversity in childhood and also with cognitive social capital and they point out the need to address the causes of violence in order to provide a healthy and safe development for children and adolescents, preventing negative outcomes for physical and mental health.

Adherence to The Mediterranean Dietary Pattern and Associated Factors Among Adolescents: a Cross-sectional Study from Portugal

INTRODUCTION: The Mediterranean Dietary Pattern is one of the healthiest dietary models, being associated with several health benefits. However, in recent years, this pattern has been abandoned by adolescents in Mediterranean countries. OBJECTIVES: To determine and analyze the adherence to the Mediterranean Dietary Pattern and its associated factors in a sample of adolescents from a city in the north of Portugal. METHODOLOGY: Cross-sectional study. The data was collected via a stratified one-stage cluster sampling of adolescents (10 to 19 years old) from a city in the north of Portugal. The Mediterranean Diet Quality Index (KIDMED Index) was self-administered to evaluate the adherence to the Mediterranean Dietary Pattern among adolescents. Participants self-reported information about sociodemographic, anthropometric and lifestyle characteristics. Logistic regression was performed to identify the predictors of high adherence to the Mediterranean Dietary Pattern. RESULTS: Most adolescents had a low/moderate adherence to the Mediterranean Dietary Pattern (63.2%). Logistic regression modelling indicated that age and parents’ educational level were the utmost factors positively related to the possibility of high Mediterranean Dietary Pattern adherence. Sex, school location, body mass index and number of household members did not significantly predict high Mediterranean Dietary Pattern adherence. CONCLUSIONS: These results highlight the importance of the parents’ education level in adolescents’ Mediterranean Dietary Pattern adherence, allowing the identification of the priority groups for a possible intervention, namely, younger adolescents and those whose parents have lower educational level.

一般論文] 가정잡지 『신계』(1921)와 강경 지역의 여성 담론

The family magazine Shingye(1921) was created in the Ganggyeong area, a modern commercial city during the Japanese colonial period. It is significant in that it is not a women’s discourse centered on Gyeongseong, but a women’s magazine where local voices can be heard. Namsunmunhwasa, which published Shingye, was the local publisher by teachers including the principal of Mandong School, a local Christian private school. It had an agenda that attention should be paid to the modernization and education of women for the development of the country. Shingye argues that women must develop themselves based on the theory of modernization for good mothers, good families, and good countries. From this point of view, women are not imagined as subjects, but as mothers and wives. In the articles or novels in Shingye, there are only Gisaeng outside the family. Although new women began to appear as school teachers, reporters, and writers in 1921, the women of Shingye became Gisaeng, falling into luxury and pleasure, or shedding tears of lamenting themselves as Gisaeng. This shows that the education and the modernization of women in Shingye are thoroughly imagined only in the family and home as in the early modern period. Although there is a time difference of about 20 years, Shingye has not escaped from the instrumental discourse on women’s education. In Shingye, modernity appears rarely on the pages. This supports the fact that the values demanded by Shingye for women are traditional women’s virtues. Only as long as it is a wise mother and wife, the modernization of women is possible.

Two minus one road equals improved quality of life

BackgroundSundbyberg municipality (part of greater Stockholm) has reconstructed a traditional two-lane road, with an allowed speed limit of 30 km/h, into a road with one car lane and two bicycle lanes, one on either side of the car lane (a “two minus one road”). The aim was to increase traffic safety and accessibility, especially for bicyclists and pedestrians MethodThe design used was a before- an after-study including both subjective and objective measures. To collect subjective data a survey measuring quality of life was used by asking residents and travellers how they experienced the road and their neighbourhood. The collection of objective data was done with the help of video cameras recording traffic conflicts, vehicle speed and position on the road ResultsThe reconstruction of the road had positive effects on quality of life in general, specifically safety, security, and accessibility for bicyclists and pedestrians. Something which was achieved without reducing car drivers’ experience of accessibility. Subsequent analyses were conducted to increase the understanding of different ‘sub-groups’. Specifically, analyses assessed: if responses could be linked to modal choice; whether the reconstruction of the road resulted in a modal shift; and whether it was any differences between respondents who had or had not a child attending any of the local schools. Overall, the responses from the ‘sub-groups’ were not significantly different from each other (except for respondents with children). The video analyses on traffic safety showed no differences in conflicts before and after the reconstruction. The only negative result was that car drivers’ speed increased by 3 km/h ConclusionThe reconstruction of roads with a traffic intensity, equivalent to the selected road is suitable for a two minus one road. Traffic safety, security, and accessibility will increase, but not at the expense of car drivers’ accessibility.

Local language proficiency, school segregation and school adaptation of migrant children in urban China

Using the two-wave China Education Panel Survey, this study investigates the effect of local language proficiency on migrant children’s school adaptation, and the moderating role of school segregation in contemporary urban China. Our analysis delineates three pivotal aspects of school adaptation: learning adaptability, interpersonal relationships, and psychosocial maladjustment. Utilizing two-level mixed-effects models, we uncover that the influence of local language proficiency on school adaptation exhibits variability across different segregation levels in both low and high migrant concentration counties. The effects are acting as a double-edged sword. In counties with low migrant concentration, high language proficiency can enhance migrant children’s learning adaptability, self-efficacy, yet it could also bolster their depression levels. In counties with high migrant concentration, high language proficiency improves interpersonal relationships, however, it also increases their school change desire particularly in highly segregated schools. These findings highlight the intricate relationship between language proficiency and the contextual factors affecting migrant children’s school adaptation. It suggests the importance of designing educational interventions that not only enhance language acquisition but also address the broader emotional and social challenges faced by migrant children.

Teachers' Perceptions of Research Culturalization in Elementary Schools

Research culture is fundamental in developing educational practices in schools that are based on proven knowledge and data. Culturalization at the elementary school level is the foundation for developing a research culture at the higher school level. Teachers' perceptions can provide benchmarks for research culturalization practices in schools as the ultimate base of a research-based mindset. This research aims to analyze research culturalization as perceived by teachers in elementary schools. The method used is descriptive qualitative with a questionnaire that measures teachers' perception towards fifteen aspects of research Culturalization. Data analysis from 379 teachers of local elementary schools shows that: (1) the percentage of teachers' perceptions regarding knowledge of research culture is 57% just starting; (2) the percentage of teacher perceptions related to understanding is 55% just starting; and (3) the percentage of teacher perceptions related to practice is 69% just starting. These results indicate that the culturalization of research based on teacher perceptions is at a will-do level regarding knowledge, understanding, and practice indicators. Teachers' perceptions are alike in knowledge and understanding and higher in practice. These findings conclude an awareness and enthusiasm of research culturalization significance that should be supported by all stakeholders involved, such as the government, teachers, leaders, and other educators involved in the schools. These findings also provide challenges for policies and practices that align with research culturalization indicators in elementary schools.

Baseline Sociodemographic Characteristics and Mental Health Status of Primary Caregivers and Children Attending Schools on the Navajo Nation During COVID-19.

Despite historical and contemporary trauma, American Indian and Alaska Native (AIAN; Indigenous) communities responded with resilience to the COVID-19 pandemic. However, AIANs experienced disproportionate rates of infection, hospitalization, death, and reduced life expectancy. School closures exacerbated disparities, leading to learning loss, economic instability, and mental health challenges among AIAN youth. The Project SafeSchools cohort study employed a comprehensive longitudinal convergent mixed-methods approach, integrating community-based participatory research principles. The study enrolled Navajo Nation caregivers whose children were eligible to attend local reservation-based schools. We conducted an analysis of caregiver self-report baseline data collected between August 2021 and May 2022. A total of 242 caregivers completed at least part of the baseline assessment and were included in data analysis. Caregivers were primarily female (88.7%), non-Hispanic (97%), and Indigenous (97%). Most caregivers were in their late 30s (mean age 38), with varying educational backgrounds and employment statuses. Children were evenly split between males and females and distributed across different age groups. Most children attended school at baseline in various formats, including in-person, hybrid, and online-only settings. Caregivers reported a range of psychosocial and behavioral risks, including general mental distress, depressive symptoms, and anxiety for themselves and their children. Furthermore, caregivers and children exhibited various protective factors, such as strong cultural identity, resilience, and academic self-efficacy. This study highlights the higher rates of mental health distress among participating caregivers and children compared to national averages. Despite these challenges, cultural protective factors remained strong and should guide future crisis response efforts.

Language Policy Dynamics in Early Childhood Education through Basil Bernstein’s Lens

This paper examined the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. It focuses on the benefits and implications of using local languages as media of instruction in early grades drawing on Basil Bernstein’s framing and control lens. This study is qualitative in nature and it used descriptive research design to examine the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. Simple random sampling technique was used to select ten (10) privately owned centers and ten (10) teachers that formed the sample. Ten (10) center managers were purposely selected bringing the total number of participants to twenty (20). The study used participant and non-participant observation and interviews to collect data and a total of 10 lessons were observed with a focus on the language of the instruction used. The results of the study show that there are major divides that linger among the classes in society which are visible in geographical locations of schools and have a great influence on the language of instruction. The results further show that local languages are not taught in private schools due to limitations in language command and skill set required to adequately teach. The study recommends that the pre service training programs should equip early childhood education teachers with adequate skills in local language teaching. Further, there is need for wider consultation with all stakeholders if issues of medium of instruction are to be a consensus at pre-grade.

Challenges to Effective English Teaching in Primary Schools in Buraydah, Saudi Arabia: Perspectives of English Teachers

Despite extensive efforts to improve the quality of English language teaching, Saudi students in the local primary schools have a poor level of proficiency in English. Hence, this study aims to examine the barriers to effective English teaching from the perspectives of teachers in the primary schools in Burydah primary schools in Saudi Arabia. 50 teachers in primary schools in Saudi Arabia were recruited through convenience sampling. The study recruited teachers from Buryadah, a city in Saudi Arabia. Self-reported questionnaires with close- and open-ended questions were used to collect rich data. Several teacher-related, student-related, classroom-related, and school-related challenges were reported. Teachers believed that the key barriers to effective English teaching in descending order were the limited ability to use technology, limited technical support to use technology, irrelevant curriculum, lack of training in immersive learning, lack of student motivation, cultural differences among students, overcrowded curriculum, malfunctioning air conditioners, limited engagement at the class, impaired communication skills, limited use of interactive teaching methods, limited teacher training, dull curriculum or unengaging content, limited students’ ability to use technology, large class size, and limited flexibility in adapting the curriculum to the interests and needs of students. There is a need for cooperation among teachers, school headmasters, students, policymakers, and parents to address these barriers.

Participation, change and promotion of the child in the experimentation of full-time education. The case of Groppello primary school (Cassano d’Adda 1969-1985)

At the beginning of the 1970s, a group of teachers inspired by Mario Lodi’s educational thought and the MCE (Cooperative education movement) ideas created, in Cassano d’Adda near Milan, a very innovative experimentation in the local primary school. The Groppello d’Adda experience brought forth for more than 30 years an alternative idea of school and educational design. The local archives keep a large array of uncatalogued materials documenting the experience. These documents are very interesting because of their depiction of a school conception consistently defined as horizontal, inclusive and aimed at the promotion of the child, and for the variety and richness of pedagogical instruments and models proposed. The article aims at showing, through this case study, the historical-social conditions of the birth of Decreti Delegati in Italy in the Seventies, and the theoretical and practical inspirations leading to the inversion of the relation between school and society. At the end, the article will illustrate how the original concept at the basis of Decreti Delegati was larger than a simple introduction of representatives in the school governance.

Community Mapping in Teacher Preparation: Developing Undergraduate Students’ Knowledge of Community Assets

ABSTRACT This study investigated the impact of a course-based community asset mapping (CAM) project on undergraduate students’ capacity for identifying and understanding assets within communities surrounding specific schools. The mapping project was grounded in the literature on culturally sustaining pedagogy and experiential education and involved teacher education students (n = 45) collaborating to complete and report on an analysis of local community assets. Findings indicated participants gained improved knowledge and competence regarding CAM, were able to provide more accurate and detailed explanations of assets and the asset mapping process, and were able to identify various assets available to PK-12 students and families in particular communities within the local school district. The discussion highlights participants’ success in inventorying physical, tangible assets, and notes where they fell short of recognizing other assets. We also discuss how coursework could have better supported the project and could have allowed the potential of CAM to be more fully realized. The conclusion addresses implications for teacher preparation, particularly for connecting candidates with communities and for the implementation of assignments similar to the community asset mapping project studied herein.

Measurement of black carbon exposure in urban classrooms during rush hours

Traffic-related air pollutants are predominantly emitted in urban environments; therefore, analyzing their impact on indoor air quality (IAQ) is important. Effectively managing IAQ is vital, given the extensive duration individuals, particularly students, spend indoors. This study conducted a quantitative assessment of black carbon (BC) and indoor and outdoor particulate matter (PM2.5, particles with diameter ≤2.5 μm) concentrations in five South Korean classrooms to determine the root cause and effects of traffic-related air pollutants on indoor environments. The research specifically focused on indoor BC levels during rush hours, that is, periods marked by increased traffic volume. The analysis revealed that the mean indoor and outdoor BC concentrations in the five classrooms were measured at 1.03 (95% CI: 0.69, 1.36) and 1.38 (95% CI: 0.79, 1.96) μg/m3, respectively, while the mean PM2.5 concentrations were measured at 17.07 (95% CI: 12.92, 13.62) and 29.89 (95% CI: 10.88, 48.89) μg/m3, respectively. The indoor-to-outdoor (I/O) ratio of BC in the five classrooms during the occupied period was 0.77 (95% CI: 0.69, 0.84) and 0.62 (95% CI: 0.51, 0.72) for PM2.5. During the unoccupied period, the I/O ratio of BC was 0.68 (95% CI: 0.63, 0.72) and 0.53 (95% CI: 0.42, 0.63) for PM2.5. The rise in urban traffic increased the BC outdoor level by 47% and the PM2.5 concentration by 13%. Classrooms situated closer to roadways had higher BC levels than those located at a greater distance. During rush hours, the BC concentration in the classroom closest to the major road was 2.03 (95% CI: 1.78, 2.27) μg/m3, while the furthest classroom recorded a concentration of 0.88 (95% CI: 0.79, 0.96) μg/m3. During commuting times, classroom BC concentrations increased by up to 5.86 μg/m3 owing to student door-opening activities, increasing the I/O ratio by approximately 20%. Consequently, the average BC concentration in classrooms during rush hours was approximately double that recorded during non-rush hours (0.73 μg/m3). These findings are instrumental in developing strategies to enhance IAQ in educational settings and guiding urban planning decisions regarding the location of schools.

School-based learning about sugary drinks: possibilities and potential for curriculum approaches supporting health promotion in New Zealand.

Achieving greater alignment with national curriculum and local school and teacher objectives alongside a deeper understanding of student needs can enhance the impact and reach of health promotion interventions. This study reports on teacher perspectives of a multi-pathway curriculum outline supporting learning (Grades 7-9) about sugary drinks. The outline was developed to support scale-up and sustainability of a successful sugary drink intervention trialed in four New Zealand secondary schools. Sixteen teachers from a range of subjects provided input via focus groups. Inductive qualitative thematic analysis was used to identify and interpret patterns within the data. Sugary drinks were perceived to be an important and engaging learning context. Teachers valued the potential long-term societal benefits of health-based learning and benefits to individual students and their families. They recognised students as health communicators and influencers within families and communities. Relevance to students' lives and alignment with national curriculum and assessment objectives and teacher subject expertise were key factors in learning pathway selection. Teacher support is crucial in facilitating sustainable school-based health promotion, which often does not sit within a single curriculum area. Factors such as these, that teachers prioritise in their curriculum decision-making, must be understood and leveraged in school-based health promotion research.

Pengaruh Model Pembelajaran Terhadap Peningkatan Prestasi Belajar Siswa Pada Mata Pelajaran IPS Terpadu Di SMA N 1 Sunggal

This research is a type of descriptive qualitative research. The research method used to research on natural object conditions where the researcher is the key instrument. Therefore, this research was conducted qualitatively which aims to describe in detail and in depth about the Effect of Learning Model on Students' Learning Achievement. The case study design was chosen because the research focus on one school, namely SMAN 1 SUNGGAL, made it possible to analyze the specific and complex context of the use of learning models in integrated social studies subjects at the school. The subject of this study has been selected and determined by the researcher is the integrated social studies teacher at SMAN 1 Sunggal, specifically Dra. Marni Tarigan. Direct interviews were conducted with respondents at the school location on May 22, 2024, Data were collected through direct interviews using a structured interview guide. The interview was conducted once with the main respondent, Dra. Marni Tarigan. The results showed that the learning model is related to the level of student achievement, and the learning model will affect the final results and the ultimate goal of learning.

Large-scale school improvement: results of and conditions for systemic changes within coupled school systems

The aim of this study was to explore the results of and conditions for systemic large-scale school improvement. Through a multi-level analysis and a theoretical framework inspired by organization- and sensemaking-oriented theories, the study examines how a Swedish large-scale school improvement program, “Collaboration for the Best School Possible,” played out in two Swedish municipalities. School actors at four organizational levels (at the National Education Agency, Local Education Authority, school leader, and teacher levels) in the two municipalities were interviewed. Because these school actors’ sensemaking is linked to different aspects of the national largescale improvement program, the analysis shows a variation in the strengthening of the couplings between these organizational levels. The different nature of the couplings affected the implementation process and the results of the program. While the national large-scale program seemed to have contributed to an improvement in the schools’ quality assurance systems and leadership practices, there were difficulties in maintaining general and sustainable changes in schools’ instructional practices. The conclusion of the study was that, even if a national large-scale school improvement program is well designed and backed up with many resources, it must be perceived as legitimate among the local school actors at the different organizational levels. This points to the importance of managing the balance between top-down efforts and visions and local professional knowledge and experience.

Mathuiz-B Android-Based Application Program to Overcome Dissimilarity in Mathematics Fields of Sabilurrosyad Islamic Junior High School Students

Sabilurrosyad Islamic Middle School is a junior high school in the village of Karangbesuki. The geography school is located on the edge of Malang City and far away from the center of Malang City. Students entering junior high school are big children from local public elementary school graduates. Sabilurrosyad Islamic Middle School is the school that found its students with diverse ability different academics. _ Problems faced _ partner is different competence academic field mathematics in students new Sabilurrosyad Islamic Middle School. Based on the results analysis situation and SWOT analysis, the team devoted the public to the solution by creating and giving application edugames (MATHUIZ-B) that can used by schools. For participants assigned to educate new order capabilities, cognitive students can be uniform with standard junior high school level. The method of this community activity begins with preparation, making the Mathuiz-B application, outreach to teachers and principals of Sabilurrosyad Middle School, and Submission of the application so that service partners can use it. On activities devotion public, team devotion will provide an application manual book and a book regarding successful strategies for learning mathematics for entering junior high school.