School Policies Research Articles

Gender comparison in physical literacy: a systematic review and meta-analysis of children and adolescents

This study conducts a systematic literature review and meta-analysis on physical literacy, with a focus on gender comparisons among school-aged children and adolescents. Physical literacy (PL) is a multidimensional concept involving social and environmental interaction, knowledge and understanding, motivation and confidence, as well as physical competence. The aim of this study is to evaluate the impact of interventions on these domains and to examine the existing gender gap. The methods employed include a Systematic Literature Review (SLR) and meta-analysis, with data sourced from the Scopus and PubMed databases. The analysis was performed using fixed and random effects models, with publication bias evaluated through Funnel plot, Rank Correlation Test, and Egger's Test. The results indicate that PL interventions have significant effects on several domains with gender-based differences. The social and environmental interaction domain showed no overall significant effect, whereas the knowledge and understanding, and motivation and confidence domains exhibited small but significant effects, with females tending to demonstrate better outcomes. The physical competence domain showed a moderate and significant influence, with males showing greater improvement. The overall physical literacy domain exhibited a significant positive effect, emphasizing the importance of a holistic approach in PL interventions. These findings provide evidence-based recommendations for more inclusive physical education practices and school policies, and help address the gender gap in the development of physical literacy. Keywords: Physical literacy, gender, children and adolescents, domains, potential development

Trauma-informed practice as a component to improve student wellbeing

Trauma-informed schools are deeply responsive to the trauma experiences of students and address their primary need for safety and connection as a foundation for emotional, social, and cognitive wellbeing. Trauma-informed schools have systems in place that provide trauma awareness, knowledge, and skills as part of their school culture, practices, and policies. This article draws on a literature base to explore what it means to be trauma-informed and shows ways that schools can play a key role in addressing the effects of traumatic stress on students.

Enhancing teacher status in Kazakhstan: The role of school leaders and policy support

This article investigates the role of school leaders in enhancing the status of teachers in Kazakhstan using a mixed-methods approach with data from questionnaires and semi-structured interviews. Findings show a positive attitude towards legislative measures but highlight a gap between policy and practice as school leaders often neglect their legal duties. The study emphasizes the critical role of school leaders in providing support and professional growth opportunities, significantly affecting teachers' perceptions of their status and job satisfaction. It also reveals that the school's built environment and academic rankings influence teachers' social status. The results stress the importance of effective policy implementation, increased administrative support, and a focus on teacher welfare to elevate professional status, offering valuable insights for policymakers, school administrators, and educators.

College Students' Attitudes & Information Literacy Knowledge Related to Privacy on TikTok

ABSTRACTThis study is a project designed to be part of the PhD dissertation research as a pilot aimed at assessing the study's feasibility and its potential for refinement. The paper presents a study that explored the attitudes and knowledge of college students toward privacy in TikTok. This paper aims to comparatively assess student privacy literacy and privacy‐related concerns along with their response patterns towards the Florida State University policy banning TikTok on campus networks. The study utilizes semi‐structured, qualitative interviews to collect data from five undergraduate students (age 18–24) at Florida State University. It has analyzed and discussed the data collected from these interviews to achieve greater insight into the privacy literacy of students, their privacy concerns, and how Generation Z (Gen Z) students view institutional policies affect their use of social media. Preliminary findings suggests students are skeptical of the ban due to perceived ineffectiveness of the school policy. Analysis showed the new school rules had little effect on students' usage pattern or the amount of time they spent using TikTok.

The Alternative for Germany and its school policy positions

This article analyses the school policy positions of the party Alternative for Germany (AfD). Using the federal state of Thuringia as an example, three election manifestos (2014, 2019, 2024) and one position paper are analysed through qualitative content analysis. The AfD Thuringia advocates in favour of maintaining and expanding a differentiated and structured school system, including the retention of special schools for pupils with special educational needs. Gender-appropriate language, Islamic education, and sexual education in nurseries and primary schools are rejected. The AfD Thuringia also promotes a strong focus on performance and elites within the school system. Considering various documents from the last 10 years, the AfD Thuringia has experienced a radicalisation of its school policy positions.

Rising authoritarianism and changing education policies of 21st century Turkey

This paper conceptualises rising authoritarianism in Turkey under the conservative ruling party, AKP, and its Sunni-Islamist educational policies. It scrutinises the Islamisation of early childhood and primary-secondary school education during the recent authoritarian turn. The discourse of ‘raising a religious generation’ entails reframing the Turkish secular education system into a Sunni Islam model. The article first situates early childhood, primary, and secondary school policies and discusses five major policy alterations during the contemporary authoritarianism of the AKP: restructured Preacher’s Schools (Imam-Hatip Schools), the 4+4+4 system, cooperation with Islamic sects, implementation of values education, and public Islamic kindergartens.

Education Policy Implementation at School Level: A Study of School Strategies for Facing Social Change at Klaten Senior High School, Indonesia

Social changes in the digital era have had various impacts on education policy. It is important to investigate how educational institutions implement these policy practices to find out how they can realize the vision, mission and goals of education and overcome various problems of social change. This research investigated the implementation of educational policies in the face of social change in the current era of digitalization. A case study research design using a descriptive qualitative approach guided this researcher. The first findings revealed that social changes that influence educational policies in schools include changes to learning models, use of technological tools, information accessibility, interaction, and collaboration in the teaching and learning process. The second finding discussed the existence of positive impacts and potential negative risks on the implementation of school policies due to social changes that occur. The third finding explained four school policy strategies in facing social change, including curriculum adjustments, guidance counseling, collaboration, and digital literacy. The conclusion was that the education policy at Klaten Senior High School (SMA) is generally effective in dealing with the worst impacts that may occur due to social changes in the digital era. It was hoped that these findings would become concrete steps for developing education policies at the upper secondary level. The aim was to improve the ability of teachers and students to face social changes in the digital era and for a better future. The government, through educational institutions, should provide maximum support for the implementation of educational policies.

Improving Mathematics Education through Teacher Professional Development: A Tanzanian Perspective

This study aimed to explore mathematics teachers’ perceptions of professional development. The study involved two public secondary schools in Ilala Municipality, Dar es Salaam. This was a qualitative study based on case study design. The study involved fourteen (14) participants that were selected purposefully. Two (2) heads of the schools, two (2) Academic Teachers, two (2) heads of mathematics departments, and eight (8) mathematics teachers were equally involved from both schools. Interviews, focus group discussions, surveys, and document analysis methods were used in data collection. Both interviews and focus group discussion were audio-recorded by using a protected smartphone with password to ensure data security. The documents reviewed includes; school policies, school calendars, and mathematics departmental meetings’ minutes. The data collected were analysed thematically to identify and interpret key themes. The data analysis was based on the following steps: transcription, data reduction, presentation, and discussion of findings. Fictitious names were used for names of people and schools to ensure confidentiality and anonymity. The study revealed that teachers perceived professional development as formal programs to improve teachers’ quality that were time-consuming and costly, while informal professional development programs were overlooked by teachers and other educational stakeholders. The study recommends that, in order to improve teachers’ quality as intended in professional development, there is a need to raise awareness for both formal and informal professional development programs among teachers and a learning community as a whole.

Implementation of PPDB Policy for State Middle Schools in Cirebon City

This research examines the implementation of the zoning-based New Student Admissions (PPDB) policy in State Middle Schools in Cirebon City, which is regulated by Minister of Education and Culture Regulation Number 44 of 2019. The aim of this research is to evaluate the effectiveness of zoning policies in equalizing access to education, identify the challenges faced, and provide recommendations for improvement. This research used a qualitative descriptive approach, involving school principals, teachers, students and parents as respondents. The research results show that zoning policies have succeeded in increasing equitable access to education, but face challenges in communication, information consistency and socialization. Recommendations include increased coordination, ongoing training, and intensified outreach to support more effective policy implementation in the future.

Effect of Inclusive Education Policies on Students’ Achievement in Inclusive Model Schools: A Case of Nyagatare District

The researcher investigated the effect of inclusive education policies on students’ achievement in inclusive model schools in Nyagatare district, Rwanda. Specifically, this study intended to examine the effectiveness of school training, resources and accessible environment in executing inclusive education policies in inclusive model schools in Nyagatare district, Rwanda, To assess the level of students ‘social integration and students’ achievement in inclusive model schools in Nyagatare district, Rwanda and To determine the influence of inclusive education policies on academic performance among students in inclusive model schools in Nyagatare district, Rwanda. The total population was 979 individuals, with a total sample of 284 respondents from Nyagatare Districts schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods while the findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 61.4% strongly agreed and 25.6% agreed that adaptive teaching and learning resources indicate inclusive education policies, 81.8% strongly agreed and 18.2% agreed that appropriate teaching and learning environments indicate inclusive education policies, 68.2% strongly agreed, and 20.5% agreed that an inclusive education action plan indicates inclusive education policies. Finally, 63.6% strongly agreed and 22.7% agreed that inclusive education monitoring and evaluation indicate inclusive education policies. To the second objective, the study indicates that 56.8% strongly agreed and 25.0% agreed that Enhancing social skills by my students indicates their level of students’ achievement in inclusive model schools , 79.5% strongly agreed and 18.2 % agreed that Improved academic performance of my students indicates their level of students’ achievement in inclusive model schools, 70.5 % strongly agreed and 18.2 % agreed that Reduced stigma and discrimination among my students indicate their level of’ achievement in inclusive model schools, and finally, 61.4 % strongly agreed and 25.0 % agreed that High tests, classwork, and exams the results for my students indicate their level of students’ achievement in inclusive model schools. For the third objective, the correlation matrix between independent variables (adapted teaching and learning resources, appropriate teaching and learning environment, inclusive education action plan, and inclusive education monitoring and evaluation) and dependent variables (Enhanced social skills, improved academic performance, high tests, classwork and exam results, and improved class participation) can show academic performance among students in inclusive model schools. Finally, they indicate positive significance since the p-value is smaller than 0.05. The study recommends that Schools should promote inclusive education by developing individualized support systems, investing in teacher training, and creating inclusive curriculums. Fair assessment methods, parental and community involvement, equitable resource allocation, policy implementation, student empowerment, and research promotion are essential for creating effective learning environments.

TEACHERS’ PERCEPTIONS AND CHALLENGES IN SUPPORTING LGBTQI LEARNERS IN RURAL SECONDARY SCHOOLS

This study explores the perceptions and challenges faced by secondary school teachers in supporting LGBTQI learners within the Nongoma Circuit in South Africa. Adopting a phenomenological approach, the research aims to uncover nuanced understandings and lived experiences of teachers regarding LGBTQI learners. The study employs a qualitative methodology, utilizing purposive sampling to select five Life Orientation teachers for in-depth, semistructured interviews. Thematic analysis reveals varied attitudes among teachers, ranging from supportive to biased, highlighting significant disparities in acceptance and understanding. Key findings indicate that while some teachers recognize the importance of fostering an inclusive environment, others perpetuate misconceptions and biases, contributing to an unwelcoming school atmosphere for LGBTQI learners. The study underscores the urgent need for comprehensive training programmes and policy reforms to equip teachers with the necessary skills and knowledge to support LGBTQI learners effectively. Enhanced teacher training on LGBTQI issues, along with a review of school policies, is recommended to promote inclusivity and safeguard the well-being of all learners. These findings are crucial for teachers, policymakers, and stakeholders in developing strategies to create a more supportive and inclusive educational environment in rural areas. The research contributes to the broader discourse on educational equity and the role of teachers in fostering a safe and inclusive learning environment for marginalized groups.

State Schooling Policies and Cognitive Performance Trajectories: A Natural Experiment in a National US Cohort of Black and White Adults.

Education is strongly associated with cognitive outcomes at older ages, yet the extent to which these associations reflect causal effects remains uncertain due to potential confounding. Leveraging changes in historical measures of state-level education policies as natural experiments, we estimated the effects of educational attainment on cognitive performance over 10 years in 20,248 non-Hispanic Black and non-Hispanic White participants, aged 45+ in the REasons for Geographic and Racial Disparities in Stroke (REGARDS) cohort (2003-2020) by (1) using state- and year- specific compulsory schooling laws, school-term length, attendance rate, and student-teacher ratio policies to predict educational attainment for US Census microsample data from 1980 and 1990, and (2) applying policy-predicted years of education (PPYEd) to predict memory, verbal fluency, and a cognitive composite. We estimated overall and race- and sex-specific effects of PPYEd on level and change in each cognitive outcome using random intercept and slope models, adjusting for age, year of first cognitive assessment, and indicators for state of residence at age 6. Each year of PPYEd was associated with higher baseline cognition (0.11 standard deviation [SD] increase in composite measure for each year of PPYEd, 95% confidence interval [CI]: 0.07, 0.15). Subanalyses focusing on individual cognitive domains estimate the largest effects of PPYEd on memory. PPYEd was not associated with rate of change in cognitive scores. Estimates were similar across Black and White participants and across sex. Historical policies shaping educational attainment are associated with better later life memory, a major determinant of dementia risk.

Parental Perspectives on Teachers' Supportive Strategies During the Transition to First Grade

This qualitative study explores the transition to first grade, focusing on parental expectations and the perceived supportiveness of educational staff. The objectives are to identify the primary expectations and needs of parents from teachers, and to evaluate the extent and methods through which parents view educational staff as a source of support and information. Twenty parents participated in semi-structured interviews, revealing their concerns and expectations as their children entered first grade. Thematic analysis identified key themes: the necessity for accessible communication, genuine teacher attentiveness, and comprehensive information transparency. Findings suggest that strengthening communication, teacher responsiveness, and proactive information sharing are crucial to supporting both parents and children. These insights highlight how enhanced teacher training and school policies can better address parental needs, promoting a smoother transition into first grade and improving early educational experiences.

Enriching the professional capital of primary school teachers to assess play and learning through play

ABSTRACT This paper explores the significance of a tailored professional learning program (PLP) for transforming primary school teachers’ practices through fostering the development of professional capital; specifically human capital. The focus of the PLP was on assessing play and learning through play for Foundation teachers (the first year of formal schooling) in Victoria, Australia. Drawing from professional capital theory, the study engages with a significant issue through a mixed methods approach. Findings showed that the tailored PLP enhances teachers’ abilities to not only implement play-based learning but also to assess children’s play abilities and learning through play. The study underscores the importance of professional learning in facilitating teachers’ capacity to integrate play-based approaches into the curriculum effectively, while also identifying the tensions between teachers’ learning about assessment through play and navigating this approach in the classroom with competing external and mandated school policies. The paper adds to existing literature highlighting the pivotal role of professional learning when situated as a social practice in shaping teachers’ practices and confidence. It provides ways to promote reflective dis[positions which impact professional learning opportunities and processes, while also pointing to the transformative conditions of social arrangements and personal aspects that enable agency, collegiality and deliberation.

The Future of ICT Integration in Antiguan Secondary Schools: A Post-Covid Perspective

In this article, specific findings from a larger mixed-methods study that examined the leadership strategies Antiguan school principals employed to integrate technology into the curriculum are examined. In particular, the goal was to provide a greater understanding on some of the potential future applications of ICT integration in curriculum delivery, as identified by educators and school administrators. This study was anchored by the International Standards for Technology in Education (ISTE) model, an established technology leadership theoretical framework, as well as a technology integration framework, TPACK. Qualitative data were gathered from school principals and teachers through the use of semi-structured interviews (N=27). Furthermore, the qualitative data were manually coded and subjected to thematic content analysis. Regarding the future of ICT Integration in Antiguan Secondary Schools, several themes emerged such as, the need for increased online instruction, integrating AI technologies, as well as the acquisition of more advanced ICTs. The development of a contemporary technology use policy for secondary schools is one of the recommendations, along with pre- and in-service training for principals and educators.

Impact of Progression on Secondary Schools Learners’ Performance in Limpopo Province, South Africa

Progression is good for promoting learners from one stage to another and for career development. Secondary schools in Limpopo Province, South Africa, use progression. The study investigated the impact of progression on Grade 12 learners’ performance in Capricorn District, South Africa. A phenomenological design was employed to identify the impact of the progression of learners. Study participants were purposively selected from three schools because they had valuable information regarding the impact of learners’ progression on learning outcomes in Capricorn District. Data were collected through semi-structured interviews, document analysis and focus group interviews. Data were analysed thematically. The results show that stakeholders' perceptions suggest that the progression of learners resulted in poor performance in Grade 12 final examinations in the study area. Teachers' lack of skills in dealing with academic challenges led to low pass rates. The findings have implications for the implementation of progression policies in secondary schools

From Policy to Practice: Unpacking the Politics and Realities of Environmental Education Policy in Chinese Primary Schools

Abstract In recent years, China’s strong commitment to the political agenda of ecological civilisation has increased the presence of environmental education (EE) in the policy arena. Using the waste classification policy as an example, this research explores the implementation of EE policy in two Chinese primary schools. Through the use of a policy enactment framework, the findings reveal that contextual factors such as school enrolment, infrastructure and external influences from the District Bureau greatly influence the schools’ policy capacity. By exploring the internal policy flow and school artefacts, it was found that although the waste classification policy was enacted similarly in the selected primary schools, the outcomes differed significantly. These variations highlight the complexities and challenges of implementing an EE policy under ecological civilisation and contribute to the understanding of the tension between localised adaptations and the nationally politicised EE policy mandates.

Teachers’ Perceptions and Attitudes on the E Double-Track Educational System: A Case Study from Upper Denkyira East Municipality, Ghana

Introduction: Undoubtedly, the implementation of the free Senior High School (SHS) policy has resulted in a rise in student enrollment. In fact, the free SHS policy provides educational opportunities to children whose guardians and parents cannot afford school fees, otherwise they would not have been able to continue their education. The purpose of the study was to assess teachers’ perceptions and attitudes on Double-Track Educational System (DTES) in the Upper Denkyira East Municipality. Methods: The target population for the study was 178 teachers in the two Senior High Schools in the Upper Denkyira East Municipality. A descriptive study design using quantitative data collection methods involving 124 teachers. The researchers used questionnaire as the data collection instrument. The lottery method of the simple random sampling technique was used to select the 124 teachers for this study because it allowed participants equal probability of selection and thus avoided bias.Data were analysed using SPSS version 20 software (SPSS). Results: The data were presented using frequencies, tables and texts. Statistical significance for all testing was set as 0.05. A significant proportion of the teachers (72%) had information on the double-track system from the media. Majority had no idea or understood the double-track system which was statistically significant. Significant proportion of the teachers had good attitude towards the implementation of the double-track system. Conclusions/Recommendations: The study concludes that government should continue with the implementation of the DTES. Perception on DTES was poor among the respondents however, most teachers had good attitude towards the implementation of DTES. Government, Ministry of Education and Ghana Education Service must continue with their education on DTES and further extend it to the churches and the mosque in the Municipality.

The Relationship between Teacher Competences, Quality of Infrastructure, Student Participation, and School Policy with Students' Learning Motivation in PJOK Subject at MA Ma'arif Dassholihin

This study aims to determine the relationship between teacher competence, quality of facilities and infrastructure, student participation and school policies in increasing student learning motivation in PJOK subjects at MA Ma’arif Darussholihin. The subjects of this study were students in grades X - XII, totaling 350 students. The sample in this study amounted to 160 students. This study uses a correlation method with a quantitative approach that aims to determine the presence and absence of a relationship between or two variables by collecting numerical data that can be measured related to teacher competence, quality of facilities and infrastructure, student participation, school policy and learning motivation. The data collection technique uses a questionnaire. Data validation uses the product moment formula with r count < r table (0.154). Reliability using Crombach Alpha, namely reliability (0.945) The analysis technique uses linear regression analysis, which will involve various descriptive statistical tests, classical assumption tests, and hypothesis testing. The results of the study showed a significant relationship between teacher competence and learning motivation. There is a significant relationship between infrastructure and learning motivation. There is a significant relationship between student participation and learning motivation. There is a significant relationship between school policies and learning motivation. There is a significant relationship between teacher competence, quality of facilities and infrastructure, student participation, school policies together with students' learning motivation.

The Legal Implications of Child Protection and Safeguarding Policies: A Nigerian Perspective

Children have the right to life, survival and development but also a right to be protected from any form of abuse, particularly in schools. Therefore, the standards for child protection in schools should be guided by the principles that prioritize the safety, well-being and rights of children. These principles form the basis of child protection safeguarding policies in schools and are paramount in ensuring a safe and secure learning environment for children. Yet the spate of child protection issues in Nigeria raises questions regarding the existence, implementation and enforcement of the pieces of legislation and policies within schools. This work not only examined the legal framework for child protection in Nigeria but also the legal implications of child safeguarding policies in schools. It argues that in order for schools to create a secure and safe environment for learning, firstly, the establishment of child safeguarding policies and procedure are critical to achieving this. Secondly, schools need to abandon the old concept of punishment-based discipline that relies on fear and embrace a more modern correction-based approach to discipline and establish structures to leverage discipline to achieve a safe and secure environment for all. It concludes that safeguarding policies should be viewed as a school’s translation of child protection legislation for action and as such, its implementation manual. In drawing lessons from the UK, the study recommended that government needs to drive child protection issues through the education of stakeholders and the establishment of an enforcement mechanism or regulatory body. This body should coordinate child safeguarding issues by providing a platform for stakeholder collaboration in order to achieve more cohesion within the sector.