School Priorities Research Articles

Insights into Grade 2 teachers’ enactment of formative assessment in mathematics in selected priority schools in Gauteng

This article reports on Grade 2 teachers’ perceptions of formative assessment in explaining the phenomenon of the underutilisation of formative assessment practices in mathematics teaching. A qualitative and interpretative case study investigated two Grade 2 teachers’ enactment of formative assessment in priority schools in Gauteng. Data were collected through semi-structured interviews and observations of lessons. The basic principles of qualitative content analysis were applied during data analysis and guided by the formative assessment theoretical framework proposed by Black and Wiliam (2009). The study revealed that teachers’ enactment of formative assessment was limited by their vague understanding of formative assessment and the tensions between formative assessment and curriculum compliance. The study’s central claim is that teachers may know about formative assessment, but if they do not understand how children learn and engage in mathematics learning, then they are unlikely to enact it correctly. While teachers who attended the in-service training programme were able to use some of the strategies as singular tools, they were still unable to implement the combined strategies that constitute the formative assessment pedagogy. Hence, the formative assessment practices of teachers bore limited possible returns on investment to improve learning outcomes in mathematics. The unique contribution of this study is its potential to inform teacher development, policy and practice as it yielded important insights while reinforcing and amplifying existing knowledge.

Maintenance and other Operating Expenses (MOOE) and School Based Management (SBM) Performance of Secondary Schools in Samar Island

The study investigated the extent of Maintenance and Other Operating Expenses (MOOE) utilization relating to School Based Management (SBM) performance of public secondary schools in Samar Island for school years 2016-2019. A mixed method, explanatory research design was employed utilizing 159 school heads. Focus Group Discussion (FGD) was conducted for selected School heads, disbursing officers or bookkeepers and teacher representatives from six divisions in Samar Island. Quantitatively, this study made use of percentages, weighted mean, and Pearson r for the correlative data; while thematic analysis enriched the qualitative investigation. Findings of this study highlights a high extent of MOOE utilization to ensure students’ access to complete basic education; priority for school ceremonies like the Moving Up of the Junior High School, Closing Ceremonies, and Recognition Programs; to support the needs of the learners for their learning activities; to fund the rentals and minor repairs of tools and equipment that are important to classroom activities; and to fund the expenses related to graduation rites. The results showed that the least priority in the expenses were for the Internet connection of the school, telephone bills, salaries for the janitors, and the security guards. In addition, it was also found out that the SBM performance of the schools have improved in the past three years, from Good to Better. Finally, no substantial connection prevailed between the extent of utilization of MOOE and SBM performance of secondary schools in Samar Island.

Engaging youth voices to address racial disproportionality in schools: Exploring the practice and potential of youth participatory research in an urban district

Drawing upon a large district-wide initiative to systematically use youth participatory research in all middle and high schools as a way to address the racial disproportionality in school experience and disciplinary actions, this paper conceptualizes youth participatory research as a tool to bring youth voices to inform school climate and school policies. The program, which began in 2015, has involved teams from 31 middle and high schools from across the district to use youth participatory evaluation to examine school climate, racial disproportionality, discipline issues, and student and teacher relationships, among other issues. This paper is a result of a multi-year, ongoing research-practitioner partnership focused on continuous program improvement and reflection. In the paper, we draw upon learning from the first five years to conceptualize a multi-level, iterative change model that highlights navigating tensions and challenges such as power, racial injustice, and authentic youth voice within a school district. We reflect on the learning to date and explore the implications for engaging youth participatory research practices within school districts. These critical reflections include the: 1) importance of engaging the most impacted youth, 2) need to prepare stakeholders for research, 3) critical nature of centering race and racial injustice within youth participatory research, 4) requirement of adapting to the realities of students’ lives, school priorities and time; 5) attention focused on the role of adults as advisors within youth participatory research efforts; and the 6) need for adult stakeholders to listen to youth’s findings. We close with practical lessons and future directions for youth participatory research to impact systemic change within large school districts.

The Structure Of Information Competence Of High School Students

The article is devoted to determining the structure of information competence of high school students. The development and application of modern information and communication technologies in all spheres of science, technology, education and industry at the present stage of integration development has influenced changes in the education system. The process of informatization of education is largely determined by the level of competence of students in the field of information and communication technologies. In this regard, teaching students who are able to use their knowledge in production with the use of new information technologies is a top priority for secondary schools. Comparing different approaches to this phenomenon, the authors try to find common elements in different classifications in order to propose a structure of information competence of high school students.

Inter-professionalism between teachers and creative practitioners: Risk, exploration and professional identity – learning in situ and the impact on practice

ABSTRACT This paper seeks to learn from and capture the impact of a national creative learning initiative on five teachers who made significant changes to their practice following their participation. These changes occurred in parallel with a renewed sense of professional identity therefore, this case study aims to explore these changes, isolate the key drivers and examine how the teachers’ identities have been transformed. The Lead Creative Schools scheme has a bespoke approach to each participating school, as it requires teachers to work closely with creative practitioners through a process of enquiry to address a school priority. It is a complex professional learning experience for the teacher as they navigate a new relationship with a practitioner from outside the education sector and take risks with pedagogical practice. Drawing on pre- and post-project data, lesson observations and researcher journals to select the five participants; analysis from further data collected through semi-structured questionnaires considers the identity of the hybrid teacher and their developing philosophies brought about by experiential and creative professional learning. The findings reveal the programme allowed teachers the opportunity to construct new realities and make sense of novel ways of working, which resulted in renewed confidence and agency, as the teachers discovered a paradigm which supports their values and purpose within education. This puts the teachers in a favourable position as they engage with the new curriculum in Wales and this study provides timely insights into transformative professional learning, in readiness for curriculum reform.

What Do You Get When You Mix Libraries and Entrepreneurship? The Case of an Innovation Hub at a Large Research Library.

This article presents a case study of the University of Minnesota (UMN) Libraries collaboration with the UMN Carlson School of Management’s (CSOM) Holmes Center for Entrepreneurship (HCE) to create an innovation hub in our most heavily trafficked undergraduate library. During the same time that academic libraries have added makerspaces and have routinely invited partners into their buildings, entrepreneurship support has become a strategic priority for universities, business schools, and business libraries. The story of our innovation hub represents a confluence of these trends, and illustrates some of the challenges and benefits brought on by inviting a new kind of partner into the library space.

Contemporary Perception of Mental Health’s Stigma in the Bay Area

Mental health is a common topic of discussion in our society today, especially in the Bay Area. What was once viewed as a taboo by many is now at the forefront of discussion and a high priority for both schools and workplaces. As a result of this change, there has been a drastic shift in public perception towards mental health and the stigma pertaining to it. There have been many studies that address the public’s views on mental health, but have failed to address the change towards the stigma of mental health today. In this study, I will be studying the contemporary perception of mental health combined with views of its stigma and public ideas on reducing this issue. The study consists of a thematic analysis of survey responses from a group of 45 respondents that were collected online through the site, Reddit, and other social media platforms. Responses were systematically sorted into separate themes to better group respondents' views and combine similar ideas in responses. The results of this study align with initial views and show an overall view from respondents that shows the Bay Area has undergone a reduction in the stigma and is implementing better methods of addressing these problems. This study increases the current body of knowledge regarding contemporary the Bay Area’s citizens’ views towards mental health and provides additional ways to reduce this stigma, allowing for more effective methods of counseling and mental health services in the near future.

A Note on 'Resolving Conflicting Preferences in School Choice: The 'Boston Mechanism' Reconsidered'

This note corrects a result of Abdulkadiroglu et al. (2011). Assuming incomplete information, common ordinal preferences, and no school priorities in the school choice model, Abdulkadiroglu et al. (2011) prove that naive students benefit from the presence of sophisticated students. They state in their paper and formally prove in their online appendix that, if they turn to assuming complete information and strict priorities as in the standard school choice model, naive students will never benefit from the presence of sophisticated students. We show that this result is actually wrong.

An Investigation of Principals' Social and Emotional Learning Beliefs and Attitudes

With recent educational demands placed on academic accountability, it is difficult for many people to determine or acknowledge where or how focusing on social and emotional learning (SEL) can be beneficial. In this paper we focus on principals’ beliefs and attitudes about social and emotional learning. Principals influence implementation through their school priorities, vision, expectations, and emphases. We used grounded theory techniques and semi-structured interviews with K-8th grade principals of public schools located in a state in the southeastern United States. When describing principals’ beliefs and attitudes, late majority adopters held neutral attitudes and weak beliefs regarding SEL. In addition, a lack of understanding of the SEL concept became evident as principals did not express a clear understanding of SEL. Comprehensive training at the administrative and policy level is needed. Principals should implement targeted staff training providing key strategies for intentionally integrating SEL skills into their current curriculum.

Universal school-based intervention for increasing resilience, and its effect on substance use

Abstract Introduction Universal interventions for preventing substance use are important priorities for schools. The present study aimed to evaluate the effect of a school-based educational intervention on the prevention or reduction of substance use among high school students. Methods This quasi-experimental study was conducted on 608 grade 10 high school students in Kerman, Iran. The intervention group consisted of 310 students (134 females and 176 males) and their parents, and the control group consisted of 298 students (120 females and 178 males). Students were recruited from September 2018 to February 2019 using a multistage sampling method. The Connor-Davidson Resilience Scale (CD-RIS) and a drug use tendency tool were the instruments used to measure the effect of the intervention. The universal educational intervention, which was based on life skills training, was performed by an experienced clinical psychologist over eleven sessions for students and five sessions for their parents. The postintervention evaluation was performed 3 months later. Results The intervention decreased students’ drug use tendency (p 0.05). Conclusion The universal resilience-enhancing secondary school-based educational intervention had no protective effect against substance use among Iranian adolescents. This finding may warrant future investigation of primary school students.

Public School Priorities in a Political Year: Findings from the 52nd annual PDK poll

The 2020 PDK Poll of the Public’s Attitude Toward the Public Schools finds that more than half of adults consider public education highly important in their choice for president. And regardless of political party, most Americans agree that the administration in Washington should focus on attracting and retaining good teachers to the profession and making college more affordable. Respondents were more divided in their views of the Trump administration’s performance. The poll also explores Americans’ views on diversity, charter schools, vouchers, testing, substance abuse, and approaches to reading instruction.

INTERNET RESOURCES IN THE SCOPE OF DIDACTIC METHODS OF A HISTORY TEACHER

The rapid development of information and communication technologies in education introduces changes in the professional activity of teachers, which in turn require the ability to use and interact with digital technologies for learning, professional occupation and social participation. The main priority of modern school is the formation of an integral system of universal knowledge, skills and abilities, as well as experience of independent activity and personal responsibility of students, which determine the quality of educational content. However, improving the quality of education should not be at the expense of an additional burden on students, but through the improvement of forms and methods of education, selection of educational content, through the introduction of new educational technologies. That is why, in order to achieve these goals, it is crucial to master the information tools for the formation of educational skills of students. The contradiction between the theoretical and practical level of network and electronic resources use for solving educational and cognitive problems in history lessons reveals the need for critical analysis of the validity, reliability and impact of information and data available through digital means, as well as moral, safe and responsible approach to the use of these tools. Such contradiction makes this research relevant to analyze the possibilities of using the various resources on the purpose and level of complexity of the Internet resources necessary for the successful realization of the information competence of the subjects of education in history lessons. The article analyzes the authors’ research on training in cooperation with the Internet technologies use and the essence of innovative educational technologies. A general overview of the online environment (official resources of scientific institutions; specialized historical resources; Internet encyclopedias, resources of libraries, online media for education and upbringing of children, personal websites, sites of museums, etc.), which allows to deepen the content of history teaching, providing it with new characteristics, forming practical skills of working in the field of history. The leading part of the article is the method of analysis, which makes it possible to identify the main characteristics of online resources, features of information content, selection of thematic sections, the content of which can be implemented in the process of teaching history. The result of the study showed that the Internet has didactic properties that provide additional educational services for subjects of training, in particular, access to catalogs of the worlds best libraries, in the world’s databases and knowledge bases; make new organizational forms and methods of learning – distance learning, network, didactic, educational games, the method of telecommunications projects, etc.

Teacher and Student Views on the Feasibility of Peer to Peer Education as a Model to Educate 16-18 Year Olds on Prudent Antibiotic Use-A Qualitative Study.

Peer education (PE) has been used successfully to improve young peoples’ health-related behaviour. This paper describes a qualitative evaluation of the feasibility of university healthcare students delivering PE, covering self-care and antibiotic use for infections, to biology students in three UK schools (16–18 years), who then educated their peers. Twenty peer educators (PEds) participated in focus groups and two teachers took part in interviews to discuss PE feasibility. Data were analysed inductively. All participants reported that teaching students about antibiotic resistance was important. PE was used by PEds to gain communication skills and experience for their CV. PEds confidence increased with practice and group delivery. Interactive activities and real-life illness scenarios facilitated enjoyment. Barriers to PE were competing school priorities, no antibiotic content in the non-biology curriculum, controlling disruptive behaviour, and evaluation consent and questionnaire completion. Participation increased PEds’ awareness of appropriate antibiotic use. This qualitative study supports the feasibility of delivering PE in schools. Maximising interactive and illness scenario content, greater training and support for PEds, and inclusion of infection self-care and antibiotics in the national curriculum for all 16–18-year olds could help facilitate greater antibiotic education in schools. Simplifying consent and data collection procedures would facilitate future evaluations.

Pharmacy practice faculty and preceptor development

AbstractFaculty development is a priority for colleges and schools of pharmacy for both corporate and individual success. Recommendations in the 2008 American College of Clinical Pharmacy (ACCP) position statement and white paper on faculty development remain relevant today. However, changes in educational standards, delivery of pharmacy education, and faculty and learners have prompted an update of the 2008 documents. This 2020 white paper focuses on three components: preceptor development, updates in pharmacy practice faculty development, and program formation and implementation. The paper provides evidence and recommendations for preceptor development and summarizes the literature updates related to pharmacy practice faculty development in several areas, including teaching, practice, and research. This update explores additional topics not emphasized in the previous paper, including faculty well‐being, holistic career‐long development, and challenges with implementing and assessing development programs.

What will it take? Using an implementation research framework to identify facilitators and barriers in implementing a school-based referral system for sexual health services

BackgroundAcross the United States, sexually transmitted infections and unintended pregnancy rates are alarmingly high among youth. Schools, due to their proximity and access to youth, can increase student access to sexual health services (SHS) by creating referral systems (RS) to link students to school- and community-based SHS. From 2013 to 2018, the Centers for Disease Control and Prevention’s Division of Adolescent and School Health funded 17 Local Education Agencies (LEA) to partner with priority schools and stakeholders to develop and implement RS to increase student access to SHS. Cicatelli Associates Inc. (CAI) was funded to provide capacity-building to LEA. In 2016–2017, CAI conducted case studies at two LEA, both large and urban sites, but representing different geographical and political contexts, to elucidate factors that influence RS implementation.MethodsNineteen LEA and community-based healthcare (CBH) staff were interviewed in the Southeastern (n = 9) and Western U.S. (n = 10). Key constructs (e.g., leadership engagement, resources, state and district policies) across the five domains of the Consolidated Framework for Implementation Research (CFIR) framework guided the methodology and analysis. Qualitative data was analyzed using the Framework Method and contextual factors and themes that led to RS implementation were identified.ResultsInterviewees strongly believed that school-based RS can decrease STI, HIV and unintended pregnancy and increase students’ educational attainment. We identified the following contextual key factors that facilitate successful implementation and integration of an RS: enforcing state and district policies, strong LEA and CBH collaboration, positive school culture towards adolescent health, knowledgeable and supportive staff, leveraging of existing resources and staffing structures, and influential district and school building-level leadership and champions. Notably, this case study challenged our initial assumptions that RS are easily implemented in states with comprehensive SHS policies. Rather, our conversations revealed how districts and local-level policies can have significant impact and influence to impede or promote those policies.ConclusionsThrough the use of the CFIR framework, the interviews identified important contextual factors and themes associated with LEAs’ implementation barriers and facilitators. The study’s results present key recommendations that other LEA can consider to optimize integration of RS-related evidence-based practices, systems, and policies in their districts.

Transforming the Future of Music and Dance Education: Data-Driven Action Priorities for Ghanaian Senior High Schools

ABSTRACT This article explores the future of music and dance education in Ghanaian senior high schools as envisioned by administrators, teachers, and students. Participants illuminate issues requiring action, including (1) curriculum content, (2) access, (3) resources, and (4) infrastructure. The study employed a qualitative multiple case study approach incorporating post-colonial theory, interdisciplinary African arts theory, and educational leadership and organizational behavior theory. The study contributes to the literature on dance education in Ghanaian, post-colonial, and global contexts.

ASHA Sets 2020 Advocacy Priorities Targeting Workload, Reimbursement, and More

You have accessThe ASHA LeaderASHA News1 Mar 2020ASHA Sets 2020 Advocacy Priorities Targeting Workload, Reimbursement, and More Jeffrey P. ReganMA Jeffrey P. Regan Google Scholar More articles by this author , MA https://doi.org/10.1044/leader.AN10.25032020.65 SectionsAboutPDF ToolsAdd to favorites ShareFacebookTwitterLinked In In this era of unprecedented polarization and uncertainty, it is more important than ever that lawmakers and policymakers across the country understand the value of audiologists and speech-language pathologists. Despite the political cacophony, ASHA has hit the ground running this year, building on last year’s successes and aggressively advocating on behalf of the professions in several key priority areas. ASHA’s 2020 Public Policy Agenda guides our advocacy efforts. This member-driven and member-written resource—approved by the Board of Directors—sets ASHA’s top public policy priorities in schools, health care, early intervention, and professional practice. In schools, ASHA is advancing new legislative language to promote manageable workload, reduce excessive caseload, and streamline documentation burdens for our school-based members. We are also fighting for fair and equitable wages, as well as increased access to and funding for the services we provide. In health care, ASHA continues to advance several initiatives that would protect and expand comprehensive coverage of and payment for services provided in a variety of health care settings. We are also working to ensure fair productivity and documentation standards, and that emerging health care delivery systems and new payment models include our services. It is essential to preserve licensure and certification requirements for the professions, protect the professions’ defined scopes of practice, mitigate workforce shortages, and support a robust, diverse graduate and undergraduate student population. ASHA is working to expand state adoption of the new Audiology and Speech-Language Pathology Interstate Compact, and to advance congressional initiatives that would diversify the student population in graduate audiology and speech-language pathology programs. ASHA also recognizes a commitment to the 40 million Americans who have a communication disorder. We are working on several initiatives designed to benefit the patients, clients, and students our members serve. This diverse objective includes supporting the preservation of Medicaid eligibility and benefits, ensuring that families have objective information with which to make informed decisions about treatment and care, and promoting devices and technologies that are safe for consumers. The 2020 Public Policy Agenda recognizes the pivotal role that ASHA members play as advocates for the professions, and highlights resources for members who want to stay informed and get involved, including the 60-Second Advocacy Update, ASHA Take Action, and ASHA-PAC. Author Notes Jeffrey P. Regan, MA, is ASHA director of government affairs and public policy. [email protected] Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 25Issue 2March 2020 Get Permissions Add to your Mendeley library History Published in print: Feb 28, 2020 Metrics Downloaded 314 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2020 American Speech-Language-Hearing AssociationLoading ...

School leadership and whole-school support of struggling literacy learners in secondary schools

The needs of struggling literacy learners beyond the early years of schooling warrant greater attention. For struggling literacy learners to attain their academic, vocational, and social goals, schools should position literacy as a whole school priority and enhance opportunities for student literacy learning across all learning areas. However, it is not known if literacy is typically supported as a whole school commitment in contemporary secondary schools. This paper draws on survey data from the Australian nation-wide 2019 Supporting Struggling Secondary Literacy Learners (SSSLL) project. Findings suggest that many mainstream secondary school teachers do not perceive that there is a whole-school approach to support struggling literacy learners in their schools, or that there are adequate strategies and supports to meet the needs of struggling literacy learners in their schools. Findings also suggest that regardless of place, school leadership commitment to ensuring that struggling literacy learners have their literacy skills developed across all learning areas may be crucial to the realization of a supportive whole-school culture for struggling literacy learners.

EXPERIENCE OF ICT IMPLEMENTATION IN PRIMARY CURRICULUM IN UKRAINE AND THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation.
 The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage.
 Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.

“When I feel well all over, I study and learn better” - experiences of good conditions for health and learning in schools in the Arctic region of Sweden

ABSTRACT A challenge facing the Arctic region is the disengagement of both education and work among its youth. Only by supporting young people who are struggling with mental and physical health challenges can we begin to address this societal challenge. Education, mental health and social inclusion are prominent factors for future employment, income and independent living for young people. The aim of this study was to describe and understand the experiences of good conditions for health and learning in schools in the Arctic region. The 5-D appreciative inquiry method was used to explore 47 students’ and professionals’ experiences and future visions of their school. A phenomenological analysis resulted in three themes: “Standing as one”, “Having an apple a day”, and “Finding the end of the rainbow”. The findings revealed the necessity of promoting health and learning simultaneously in school and viewing health holistically. Health-promoting relationships permeate the findings of good conditions for health and learning. We argue for considering mandatory health education to increase students’ health literacy and making student participation and staff collaboration a priority in schools in the Arctic region. These findings, their practical implications, and future research directions are discussed.