School Participation Research Articles

Pengelolaan Kegugupan Berbicara Di Depan Umum Bagi Anak-Anak Sekolah Di Panti Asuhan Holy Angel, Bekasi

This manuscript presents the outcome of community service activities for children at Holy Angel orphanage who experiences nervousness when public speaking. The team focuses on middle and high school participants who often make presentations in front of the class. In the previous community service, we discussed training regarding increasing students' self-confidence. The team complemented the idea of public communication on intrapersonal strength, namely managing nervousness with an emphasis on practice, preparation, and the ability to overcome nervousness constructively. The team believes that knowledge of managing nervousness from an early age can help children in orphanages get used to facing various kinds of audiences in the future. This service method is tests, lectures and practice which include assignments and simulations. The result of this activity is that children can overcome nervousness by means of positive self-motivation, regular breathing, good script preparation and analyzing the audience. Keywords: public communication, public speaking, nervous management, communication anxiety

Race and Ethnicity Reporting in Occupational Therapy Research Among Autistic Youth.

Historically marginalized racial and ethnic groups are underrepresented in autism research broadly; however, patterns of inclusion in occupational therapy research are unknown.In this secondary data analysis, we examined race and ethnicity reporting across articles included in a systematic review of evidence related to occupational therapy practice with autistic individuals <18 years (2013-2021).Two team members reached >90% interrater coding agreement in race and ethnicity reporting across articles in ADLs/IADLs, education/work, play, sleep, and social participation in clinics, homes/communities, and schools.Intervention outcomes of ADL/IADLs (66.7%) and play (66.7%) had low rates of reporting, while social participation in schools (100%) and education/work (100%) had higher rates of reporting. Sample diversity was greatest among research in schools and most limited in clinic-based settings.Systemic racism that limits individuals' participation in occupational therapy research perpetuates racial and ethnic health inequities among autistic children and adolescents.

The use of BBC English Quizzes Application to enhance EFL students’ motivation in listening (A case study at an English course in Banjar)

This study investigated the use of BBC English quizzes application that can help students' learning processes at which researchers pay attention to the lack of motivation of students in learning listening. This research aimed to investigate the implementation and students' perceptions of the use of BBC English quizzes application to enhance students' listening skills. This research used a case study employing questionnaires and interviews in the process of collecting data. The participants in this study were selected purposively, namely, students who studied at one of the English courses in Banjar. This research received a positive and effective response at which students feel happier and enthusiastic about learning and listening by using the BBC English quizzes application. The researcher suggests that future researchers who want to know more about the use of the quizzes application to enhance students' motivation in listening skills, should add more students for participants in formal school because they are more numerous.

Pengaruh Angka Partisipasi Sekolah (APS) Dan Tingkat Partisipasi Angkatan Kerja (TPAK) Terhadap Indeks Pembangunan Manusia (IPM) di Indonesia

This study aims to determine the effect of the School Participation Rate (SPR) and the Labor Force Participation Rate (LFPR)) on the Human Development Index (HDI in Indonesia. This study uses secondary data sourced from the Indonesian Central Bureau of Statistics (BPS) for the 2012-2021 period. Data were analyzed using the Multiple Linear Regression analysis method. The results of the research partially show that the variable School Participation Rate (SPR) has a positive and significant effect on the Human Development Index (HDI) and the Labor Force Participation Rate variable (LFPR) has no effect and is not significant on the Human Development Index (HDI) in Indonesia. The results of the study simultaneously with the School Participation Rate (SPR) and Labor Force Participation Rate (LFPR) variables have a positive and significant effect on the Human Development Index (HDI) variable.

School Attendance Among Pediatric Oncology Patients During the COVID-19 Pandemic in Ontario, Canada.

Supporting schooling for current and past pediatric oncology patients is vital to their quality of life and psychosocial recovery. However, no study has examined the perspectives toward in-person schooling among pediatric oncology families during the COVID-19 pandemic. In this online survey study, we determined the rate of and attitudes toward in-person school attendance among current and past pediatric oncology patients living in Ontario, Canada during the 2020-2021 school year. Of our 31-family cohort, 23 children (74%) did attend and 8 (26%) did not attend any in-person school during this time. Fewer children within 2 years of treatment completion attended in-person school (5/8; 62%) than those more than 2 years from treatment completion (13/15; 87%). Notably, 22 of 29 parents (76%) felt that speaking to their care team had the greatest impact compared to other potential information sources when deciding about school participation, yet 13 (45%) were unaware of their physician's specific recommendation regarding whether their child should attend. This study highlights the range in parental comfort regarding permitting in-person schooling during the COVID-19 pandemic. Pediatric oncologists should continue to address parental concerns around in-person school during times of high transmission of COVID-19 and potentially other communicable diseases in the future.

Type 1 Diabetes in Ontario Schools: Policy and Practice

ObjectivesType 1 diabetes (T1D) is a challenging chronic condition. Young children with T1D require daily support to manage their condition while at school. In 2018, Ontario established a provincial policy to ensure safe and equitable school participation for children with diabetes. Despite this, children and parents describe very different school experiences. In this qualitative study we describe the interpretation and implementation of school board policy related to the care of children with T1D from the perspective of school educators (principals/teachers). MethodsPolicy documents were reviewed employing a qualitative descriptive research design using directed qualitative content analysis. Semistructured interviews were conducted with 13 teachers and principals from 10 publicly funded elementary schools across the Hamilton and Toronto District School Boards in 2021. ResultsThere are major differences in how policies regarding T1D are being implemented in schools. This includes how school staff are educated about T1D, and how they interpret and act on blood glucose information. Although educators often play an active role in supporting children, many face barriers, including competing priorities, fear, lack of information, and lack of support. Facilitators include effective communication/collaboration, actionable information, time, and a diabetes “champion.” In some instances, access to nursing support could help to resolve barriers or create care gaps. ConclusionsSchool board policy provides high-level guidance on how to support children with T1D in school, but gaps remain. We provide specific recommendations regarding policy, staff education/training, roles and responsibilities, and future research.

Characterizing the schooling cycle

This paper examines the cyclical dynamics of school participation decision, using data for 16-24-year-olds attending full-time post-compulsory education in the UK in the period from 1995Q1 to 2019Q4. We find evidence of a highly persistent education cycle, largely explained by the business cycle. Importantly, the response of school participation to the business cycle is time-dependent – counter-cyclical in the period around the Great Financial Crisis and pro-cyclical in other years. We propose two channels as predictors of the cyclicality of schooling – the ability-to-pay for further education and the opportunity-cost of spending time in education rather than at work. We also show that the results are heterogeneous by gender, with female choices being more responsive to changes in aggregate macroeconomic conditions than male choices. Timely policy interventions using regular education as a counter-cyclical tool can help prevent persistent or permanent unemployment in the aftermath of a crisis.

Leveraging place-based resources for quality education: insights from a forest community outreach project in Japan

PurposeThis study aims to examine the participants’ [junior high school students and Master of business administration (MBA) consultants] perceptions and utilizations of the multidimensional place-based resources within the context of Education for Sustainable Development (ESD), specifically focusing on its alignment with the sustainable development goals (SDGs) for quality education. While place-based resources have demonstrated the potential for fostering innovative thinking and collaborative efforts, a gap exists in understanding how these resources can be effectively integrated to bolster learning and sustainable outcomes.Design/methodology/approachThe authors adopted a single-case research methodology and conducted an in-depth exploration of the integration of place-based resources within the context of ESD using the 2021 Forest Community Outreach (FCO) Project in Ena City, Japan. Questionnaires, daily journals and consultation reports were used for data collection. This study used the coding and qualitative content analysis process to understand the significance of the five dimensions of place-based resources in fostering effective ESD practices.FindingsThe findings show the gap between interest in ESD and utilization of place-based resources as reflected in the perceptions and interests of junior high school participants. MBA consultants acknowledged the relevance of leveraging the five dimensions of place-based resources in the context of ESD. This research enriches the understanding of recognizing and harnessing different resources within the settings, emphasizing the significance of a multidimensional place-based resources approach to effectively incorporate these resources into ESD, thereby fostering learning and practical sustainability outcomes.Originality/valueThis study conducts a novel analysis of diverse dimensions within the realm of place-based resources and their profound influence on the learning experiences and creativity of participants engaged in ESD. The study lays the groundwork for the validation of place-based resource dimensions through collaborative efforts involving stakeholders within the region.

EFL Learners’ Participation in Primary Schools of Coastal Areas in Bangladesh

Despite numerous initiatives by both governmental and non-governmental organizations, primary level students’ skills in English language are still below the expected level in Bangladesh (Hamid &amp; Honan, 2012; Sultana, 2010). Our study examined reasons behind the limited participation of EFL (English as a Foreign Language) learners in primary level classrooms in the coastal areas of Bangladesh. To conduct the research, we followed an explanatory sequential mixed methods design (Creswell, 2014; Creswell &amp; Creswell, 2018; Ivankova &amp; Stick, 2007). We collected data from 37 male and 23 female students in grades four and five through questionnaire surveys and three focus group discussions (FGDs). We also collected data from five teachers through interviews and three class observations. We found that teachers had less motivation to create an interactive learning environment for the students due to heavy teaching loads and administrative assignments. Many of the students had low academic expectations and motivation, lived in poor socio-economic conditions that required them to work, and were impacted by frequent natural disasters that interrupted their regular classes. The results of our research provide insights for educationists and policymakers related to primary education in disaster-prone coastal areas as well as other rural parts of the country.

Vocational High School Community Service As Innovative Community Empowerment Program : A Case Study of Garut Vocational High School

This research aims to describe vocational service programs, especially at SMKN 1 Garut, as innovative community empowerment. This study used a case study method with a qualitative approach. This case study was conducted through interviews with five informants, non-participant observation, and document study. The collected data were analyzed using inductive analysis. The results showed that the vocational high school community service programs serve as innovative community empowerment programs. This case study found that the participation of vocational schools (SMK) in community service activities catalyzes the fostering of more robust connections between educational institutions and their local communities. Forms of SMK participation in community service activities cover ten expertise skills which serve as the foundation for the school's community empowerment initiatives, where community members are engaged and empowered through various programs and activities. The alignment of expertise competencies with community needs is crucial to ensure the relevance and effectiveness of the programs. Some programs, such as Logistics Management and Renewable Energy Engineering, have encountered resistance due to perceived irrelevance to community skill development. The research recommends a comprehensive evaluation of the specific needs within the local area for an effective and well-developed implementation of the community program.

SHORT AND LONG-TERM IMPACT OF EDUCATIONAL ENROLLMENT RATES ON ECONOMIC GROWTH: FOR INDONESIA'S SUSTAINABLE DEVELOPMENT OF HUMAN CAPITAL

This research explores the relationship between Indonesia's economic growth and school participation rates. Using the ARDL model and Bounds test cointegration method, the study examines this relationship and finds that investing more in education, particularly at higher levels, can contribute to long-term economic growth. The study emphasizes the role of education in shaping human resources and promoting sustainable economic development. It suggests that increased investment in education can create a stronger pool of skilled workers, leading to economic growth. The research also reveals a temporary increase in employment as a result of education-driven growth, contributing to the sustainable development of human resources. The study highlights the importance of education funding in nurturing human capital and advocates for policy interventions that prioritize education as a driver of Indonesia's long-term development goals. Overall, this study emphasizes the transformative potential of investing in human capital for Indonesia's economy. In conclusion, this study sheds light on the relationship between economic growth and education, emphasizing the transformative potential of investing in human capital for the sustainable development of Indonesia's economy.

Exigent Challenge: The Negative Speaking Experiences of Senior High School Students in UM Peñaplata College

&lt;p&gt;This qualitative-phenomenological study envisioned understanding learners' negative experiences in speaking English inside the classroom at UM Peñaplata College, Island Garden City of Samal. It was emphasized in this study that learners experience emotional tensions, physiological symptoms, and mental difficulties when they speak English. Eight Grade 11 and 12 Senior High School participants in this study were involved in an In-depth Interview (IDI). Participants' negative experiences revealed six themes; inferiority complex, apprehension, indulging voluntary and involuntary movements, classroom distractions, difficulty in expressing thoughts, and teacher reproaches. From their coping mechanisms, seven themes emerged; diverting one’s attention, breathing techniques, composing oneself, crying behind closed doors, eating, cursing, and talking to trusted friends. Their insights exhibited four themes; lowers confidence level, induces motivation to strive more, furnishes avenues to gain lessons, and engenders disappointments and discouragements. Results suggested that for learners to overcome their negative speaking experiences, teachers' primary role is to create an environment that is student-friendly and convenient for them to speak their thoughts.&lt;/p&gt;

Influence of Parental Involvement in Students’ Learning Activities on Students’ Participation in Public Day Secondary Schools in Makueni County, Kenya

This study sought to determine the parental involvement in students’ learning activities on students’ participation in public day secondary schools in Makueni County, Kenya. Concurrent research design of mixed methods methodology was used for the study. 250 principals, 380 Form 4 class teachers, 250 PA chair persons and 108 area chiefs formed target population. The sample size included 50 principals, 76 class teachers, 50 PA chairpersons and 20 chiefs, making a total of 196 research participants. Questionnaires, interview schedules and document analysis were the research tools. Quantitative data was analyzed using descriptive and inferential statistics. The quantitative data was presented using frequency tables and graphs while qualitative data was analyzed thematically and presented using narratives and appropriate verbatim quotes. Pearsons’s correlation coefficient was used to determine association /correlation between parental involvement in students’ learning activities and students’ participation in public day secondary schools in Makueni County. Bivariate regression analysis was used to show the influence of parental involvement in students’ learning activities on the students’ participation in public day secondary schools in Makueni County. The study established that parental involvement in students’ learning activities positively and significantly influenced students’ participation in public day secondary schools in Makueni County. The study recommended that the school administrators should organize more frequent academic clinics and PTA meetings where parents and guardians can enquire and track the learning progress of their children. Also school administrators to cultivate a strong culture where parents/ guardians visit or contact schools to follow upon their children’s progress.

Influence of Parents’ Ability to Pay User Charges on Students’ Participation in Public Day Secondary Schools in Makueni County, Kenya

The study sought to determine the influence of parents’ ability to pay user charges in public day secondary schools in Makueni County, Kenya. The study was guided by human capital theory which was developed by Schultz in 1961. The study employed concurrent research design of mixed methods methodology. Target population was 250 principals, 380 Form 4 class teachers, 250 PA chair persons and 108 area chiefs. The sample size included 50 principals, 76 class teachers, 50 PA chairpersons and 20 chiefs, making a total of 196 research participants. Data was collected using questionnaires, interview schedules and document analysis. Quantitative data was analyzed using descriptive and inferential analysis using the Statistical Package for Social Sciences (SPSS) version 24 and presented using frequency tables and graphs while qualitative data was analyzed thematically and presented using narratives and appropriate verbatim quotes. Descriptive statistics used were mainly mean and standard deviation while inferential statistics used were both correlation and regression analyses. Pearsons’s correlation coefficient was used to determine association /correlation between parents’ ability to pay user charges and students’ participation in public day secondary schools in Makueni County. Bivariate regression analysis was used to show the influence of parents’ ability to pay user charges on students’ participation in public day secondary schools in Makueni County. The study established that parents’ ability to pay user charges positively and significantly influenced students’ participation in public day secondary schools in Makueni County. The study recommended that; government should increase the amount of FDSE allocations channeled to schools to cover user charges imposed, boost scholarships and bursary schemes and also implement feeding programme for the day scholars.

Assessment of children suicide attempts frequency in the peripandemic period.

Our study aimed to evaluate patients after suicide attempts treated at the Department of Trauma Surgery for Children in the peripandemic period, assessment of potential risk factors, and the school's participation as the unit responsible for the prevention of suicidal behavior. Retrospective review of the medical database at equal time intervals of 24 months to identify patients treated before and after the COVID-19 was done. Thorough analysis including injury mechanism, medical procedures, history of previous mental disorders or suicidal behavior was performed. Furthermore, results were compared with the Polish police suicide statistics. Based on our retrospective review we found 4 patients treated in our department before the pandemic and 10 patients treated after COVID-19 outbreak. The group before SARS-Cov-2 era consisted of three girls and one boy with a mean age of 14.97 (12.7-17.6). The group treated in the pandemic crisis consisted of 8 boys and 2 girls, the mean age was 15.49 (10.8-17.2). In the pre-COVID-19 group, 2 out of 4 patients had received psychiatric treatment before, but none had attempted suicide before. In the COVID-19 group, 6 out of 10 patients had previously received psychiatric treatment, moreover 3 of them attempted suicide before. Based on our analysis, the number of individuals who displayed suicidal attempts has raised. Between 2018 and 2021 the largest number of suicides concerned the 13-18 y.o. group, both for the Silesian Voivodeship (H = 9.374; p = 0.0092) and for the whole country (H = 10.203; p = 0.0061). (1) Results of our study indicate that the pandemic may have caused a wide range of negative mental health consequences for young individuals; (2) Suicide attempts in children are often related with high energy trauma; (3) Teachers and school psychologists, as well as medical health providers, should be aware of rising suicide rates among adolescents.

Demystifying the challenges of water, sanitation and hygiene in rural high schools

Basic sanitation is an essential human need to preserve dignity as well as health. However, many South African schools confront challenges in providing a sufficient level of sanitation. This has been exacerbated by the global Covid-19 pandemic. This study employed the Supply Chain Operations Reference (SCOR) model to examine the challenges affecting efficient and effective sanitation supply chain operations in disadvantaged rural high schools. It also assessed the extent to which high schools engage in planning, sourcing and operations processes for integrated supply chain sanitation, hygiene and service delivery. An exploratory design was adopted and thematic analysis was employed to analyse the data collected from 21 participants in high schools in Ngaka Modiri Molema District, and two from the Department of Basic Education in North West Province. The results showed that the majority of schools, especially those in rural areas, confront supply chain basic health sanitation challenges such as a shortage of water and sanitary pads as well as vandalism, with the lack of financial resources identified as a significant challenge. Based on the findings, the study recommends supply chain integration, improved communication with suppliers and the adoption of the SCOR model to enhance the provision of basic sanitation and water

School Environment and Participation of Pupils in Co-Curricular Activities in Private Primary Schools in Fort Portal City, Kabarole District, Uganda

School Environment and Participation of Pupils in Co-Curricular Activities in Private Primary Schools in Fort Portal City, Kabarole District, Uganda

Crianças como atores políticos na escola: um caso de participação e conflito no contexto da redação da nova Constituição do Chile

ABSTRACT Chilean children and youth have been essential to the country’s social changes, including the social mobilizations that led to an agreement for a new constitution. This article seeks to delve into the complex relationship between the political subjectivities of children and young people and the school’s role in this. We focus on an episode of school participation where there is a conflict concerning the violence suffered by women. Through critical discourse analysis, we analyze the value of conflict in politics and the possibilities for the school to integrate it as a form of citizenship education.

Service-learning outreach to attract high school students to degrees and careers in agricultural sciences.

Given projected deficits and a lack of diversity, there is a critical need to recruit and develop the next generation of the agricultural workforce. The objectives of our study were to evaluate if AgCamp, a one day workshop focused on agriculture delivered through a college student-led service-learning platform: (1) increased high school students' knowledge of agriculture, (2) changed their interests in pursuing degrees and careers in agriculture, and (3) increased their comfort and confidence in communicating with others in agriculture. We hosted high school students at AgCamp and provided them with instruction in animal science, horticulture, and agricultural mechanics. Pre- and post-test survey instruments were developed and distributed at the beginning and end of AgCamp. Data were analyzed with SPSS 26.0 using paired sample t-tests. As a result of attending this outreach initiative, high school students (n = 26) reported having more knowledge of horticulture (P < 0.01) and agricultural mechanics (P < 0.01), but not animal science (P = 0.12), likely due to greater incoming knowledge of this sub-discipline, as reflected on the pre-test value. High school participants were also more interested in pursuing a college degree (P = 0.04) and career (P < 0.01) in agriculture and became more confident approaching other high school students (P < 0.01), college students (P < 0.01), and college faculty (P = 0.01) involved in agriculture. Ultimately, participating in AgCamp stimulated high school students' knowledge and interest in pursuing agricultural degrees and careers, indicating there is value in offering youth outreach as short-term programming to attract students to agriculture.

Unraveling educational networks: Data-driven exploration through multivariate regression, geographical clustering, and multidimensional scaling

Enhancing rates of school participation holds significant importance for a nation’s educational achievements. This research employs a comprehensive approach that combines various methodologies, including multivariate regression analysis, geographic categorization, and multidimentional visualization, to examine the factors influencing school enrollment in Indonesia. Through the integration of diverse data sources, we investigate the connections among variables such as economic status, school accessibility, educational quality, and societal considerations concerning enrollment rates. This discrete impact of each factor on enrollment variations is analyzed through multivariate regression. Geospatial clustering analysis reveals enrollment trends in different regions, while multidimensional visualization untangles the intricate interplay of influencing factors. This holistic approach facilitates a nuanced comprehension of these dynamics within Indonesia’s varied geographical and society offering guidance in the formulation of more efficient strategies to improve school attendance, tackle enrollment disparities, and advocate for inclusive education based on fundamental determinants.