School Resources Research Articles

Defense attorney perspectives about juvenile interrogations: SROs, parents, and the adolescent defendant

ABSTRACT Adolescent suspects’ developmental immaturity renders them more susceptible than adults to unreliable and involuntary confessions. Defense attorneys can mitigate youths’ interrogation-related vulnerabilities; however, no quantitative studies examine attorneys’ views on juvenile interrogations and confession evidence. We surveyed 137 juvenile defense attorneys regarding the role of counsel, parents, school administrators, and school resource officers (SROs) in juvenile interrogations and confessions and whether juvenile client age and indigent status related to perceptions. Defense attorneys reported that most juveniles waive their rights and incriminate themselves to police before attorneys even receive the case. Attorneys agreed that parents should be allowed to participate if they wish, even though they believed parents are often uninformed or unhelpful in the defense process. According to this attorney sample, SROs often question students without Mirandizing them, and students believe they must answer questions from both SROs and school administrators. Attorneys reported numerous challenges associated with defending interrogated juveniles, including dispositional vulnerabilities, parent-related problems, systemic challenges, and litigation difficulties. Overall, findings indicate the need for policy and practice reforms like required assistance of counsel during interrogations, electronic recording of interrogations, developmentally-informed training for school administrators, SROs, prosecutors, and judges, and improved discovery and funding to support youth.

Teachers’ perception on physical activity promotion in kindergarten children in China: a qualitative study connecting social-ecological model

BackgroundGlobally, the majority of kindergarten-aged children face obesity issues and insufficient physical activity (PA) engagement. Regular PA participation can provide various health benefits, including obesity reduction, for kindergarten-aged children. However, limited studies have investigated the factors influencing kindergarten-aged children’s PA engagement from the perspective of their teachers. This qualitative study aimed to identify factors that could help promote PA among kindergarten-aged children from teachers’ perspectives, including facilitators, barriers, and teachers’ recommendations.MethodsFifteen kindergarten teachers (age range: 28–50 years; mean age: 38.53 years) with teaching experience ranging from 2 to 31 years (mean: 16.27 years) were recruited from Shanghai municipality, Henan, and Jiangsu provinces in China. One-on-one semi-structured interviews were conducted via face-to-face (n = 7) or telephone (n = 8) to gather insights into factors influencing PA promotion among kindergarten-aged children. The interviews were audio-recorded, transcribed, and analyzed using a constant comparison approach based on grounded theory, which involved open, axial, and selective coding processes.ResultsThe study revealed mutual theoretical support between themes and the social-ecological model (SEM), as factors identified in the study are distributed at various levels of the SEM. Twelve factors were identified at four levels of the SEM: (1) intrapersonal level (children’s personality and skills), (2) interpersonal level (family, peers, and teachers influence), (3) organizational level (school environment and resources, opportunities for kindergarten teachers’ training and children’s PA, design and organization of PA, and PA that children need), (4) community level (family-school partnerships).ConclusionVarious factors at different levels can influence kindergarten-aged children’s PA. The study’s findings revealed that these factors are distributed across the first four levels of SEM, with the majority being at the organizational level. These multilevel findings are expected to assist in developing and implementing more effective PA interventions for kindergarten-aged children. Future research is warranted to identify strategies for promoting PA among kindergarten-aged children at the policy level of the SEM.

Analyzing the impact of concealed carry weapons and school resource officers on school shootings: An agent-based modeling approach.

This paper presents a simulation modeling study that examines the potential benefit of arming public school staff members with concealed carry weapons (CCWs) in combination with school resource officers (SROs) during active shooter events. By simulating real or hypothetical situations and altering various parameters, simulation modeling allows researchers to explore the potential factors that may influence the outcome of such situations. This study will analyze literature on active shootings to identify key characteristics that may impact the outcome of an event and will use an actual school active shooter event as a basis for developing a simulation model. The researchers will then introduce a CCW carrier and an SRO into the scenario to assess the potential impact and outcomes of such a change. The results of this study may inform the development of effective policies and procedures for addressing active shooter events in public settings.

Factors Contributing to Educational Failure Among Secondary School Students in Erbil City.

Background and aim Educational failure among secondary school students in Erbil City is influenced by a complex interplay of factors. This study is crucial as it aims to conduct an in-depth investigation into the various factors contributing to educational failure among secondary school students in Erbil City. Specifically, the study seeks to explore how students' attitudes toward school and learning influence their academic performance, including their levels of engagement, motivation, and perceptions of school. Additionally, it aims to examine the impact of teacher-related factors, such as teaching quality, classroom management, and teacher-student relationships, on students' academic success. Furthermore, the study will assess the role of school resources, including the availability of educational materials and facilities, and the influence of extracurricular activities on students' overall academic outcomes. Methods This cross-sectional study was conducted from March 15, 2023, to June 5, 2024, in nine secondary high schools in Erbil City. A total of 280 students participated in the study, using purposive sampling. The questionnaire comprised demographic information and a self-structured questionnaire with 30 items assessing attitude factors, school teacher factors, and school potential and extracurricular activity factors. Statistical analysis was performed using IBMSPSSStatistics for Windows, Version 28 (Released 2021; IBM Corp., Armonk, New York, United States), with frequency and percentage used for qualitative variables and mean and standard deviation for quantitative variables. Results A total of 280 students participated in the study. The overall mean scores were 1.57 ± 0.37 for school potential and extracurricular activity factors, 1.42 ± 0.43 for attitude factors, and 1.18 ± 0.35 for school teacher factors, indicating that school potential and extracurricular activity factors had the most significant impact on academic performance. Among these, support for students with special needs (262 (93.6%)), strict internal school rules (250 (89.3%)), and availability of career counseling services (239 (85.4%)) were reported as major factors. Attitude factors such as attending school being a pleasure (224 (80.0%)) and seeking assistance from teachers (217 (77.5%)) were significant, while school teacher factors had a lesser impact, with maintaining order in classrooms (252 (90.0%)) and marking absent students' names (262 (93.6%)) being reported as minor factors. Conclusions The study showed that school potential and extracurricular activities were the main causes of educational failure, followed by attitude factors. School teacher factors had the least impact. Policymakers and healthcare providers should prioritize targeted interventions to improve school infrastructure, support students with special needs, and enhance career counseling services. Furthermore, efforts should be made to promote positive attitudes towardschool and learning and to bolster teacher support and training to better address educational challenges.

Inequality of educational opportunity among primary school children in Cameroon

Despite several education policies related to the Sustainable Development Goals, educational inequalities persist at the primary school level in Cameroon. However, little is known on students’ circumstances and efforts in an attempt to reduce these inequalities. The aim of this paper therefore is to analyse inequality of opportunity in Cameroon’s primary education sector. Using the 2014 and 2019 PASEC databases, we decompose students’ reading and mathematics test scores based on Shapley and non-parametric approaches to assess the role of household, school and environmental circumstances. Results show that inequality of opportunity contributes between 38.1 % and 46.3 % of total inequality for between 2014 and 2019 in test scores. Interestingly, school factors like school type, location, resources, and class size, have a bigger impact than students’ family background. Policies to improve school conditions should focus on rural and under-resourced areas in terms of educational materials, while improving school inspections and reducing class sizes may be more effective in reducing educational inequalities.

Why Black Teachers Matter

Black teachers are critical resources for children and schools. In experimental data, I document large effects of Black upper-elementary teachers on the self-efficacy (0.9 SD) and classroom engagement (0.7 SD) of their Black but not non-Black students, potentially driven by role modeling. Black teachers also benefit the test scores (0.2 SD) and absences (over 20% decrease) of all students—no matter their race/ethnicity—that often persist years later in high school. Furthermore, Black teachers bring unique mindsets and practices to their work (differentiated instruction, growth mindset beliefs, well-organized classrooms) that mediate a moderate to large share of effects on student outcomes. These findings help bridge the quantitative race/ethnicity-matching literature with theoretical discussion and qualitative exploration on why Black teachers matter.

Energy consumption of UAE public schools. Mapping of a diversified sector assessing typology, conditions, and educational systems

The UAE school sector impacts several Sustainable Development Goals of the UAE Vision 2021. The sector is designed according to a standardized system of Model buildings, repeated several times throughout the country, comprising facilities that are often obsolete at both functional and technological level; hence, frequently presenting poor energy performances. The paper presents the first comprehensive review of the energy consumption state-of-the-art of the public-school sector in the Emirate of Sharjah, United Arab Emirates, including the first necessary dataset for future upgrade actions. The study was completed by means of a deep mapping, functional, typological, and pedagogical analysis. The collected data of real energy consumption of 69 schools highlighted an average energy consumption of 174 kWh/m2 year, with very consistent results for each educational cycle, even if a larger variance was expected due to difference in size, typology, and working hour. More significant differences can be observed when comparing the result of school with different typologies, stressing the relevance of further investigating the standardized Model system. To quantify their correlation to the buildings’ energy consumption, linear regression analyses were conducted on a number of notable factors, such as building age, net floor area, roof area, shape coefficient, number of students, number of classrooms and labs, presence of gyms and multipurpose halls, and implementation of digital technologies. Schools’ capacity/occupancy ratio, net floor area and roof area, and the use of energy-demanding devices for novel smart learning techniques were found having the highest impact. The tested multiple regression model, which displays a marginal error of 5–30 % when applied to single buildings and 9 % when used to assess larger clusters, could facilitate the estimation of the energy consumption of schools and support stakeholders’ decision making. The outcomes of the study can assist governmental agencies in elaborating suitable refurbishment policies for the energy and functional upgrade of the educational sector, both at the building and urban scale, and school administrator in tackling appropriate actions toward the schools use and resources optimization.

Strategi Pengembangan Sumber Daya Manusia di Lembaga Pendidikan

This study aims to find out the strategies applied by educational institutions in human resource development. This study uses a qualitative approach with a literature study method. Method. The main source of data for this study is the results of previous research published through various scientific journals and indexed on the database on Google Scholar. The data analysis technique used is qualitative data analysis consisting of data reduction, data presentation, and conclusion drawing. The findings of this study are that human resources are the most important asset in every organization, playing a vital role in achieving goals and long-term success. The fundamental element that determines the quality of education and student development, including teachers, administrative staff, and other supporters who work together to create a conducive and inspiring learning environment is the human resources in schools. Human resource development involves various activities, such as training, education, career development, and continuous learning programs. By focusing on human resource development, organizations can increase employee productivity, innovation, and referrals, all of which contribute to the achievement of strategic goals and competitive advantage

The effect of academic outcomes, equity, and student demographics on parental preferences for schools: evidence from a survey experiment

Abstract How does competition for school resources, along with racial and socioeconomic biases, shape parental preferences for schools? In this article, I investigate how school attributes affect preferences and choice, which sheds light on the processes that maintain school segregation. To do so, I conduct a survey experiment that explores parental preferences and the tradeoffs inherent in the process of school selection using school profiles that resemble those available on widely used education data platforms. I find that parents hold the strongest positive preferences for learning opportunities and overall school achievement compared to other attributes, including school racial and socioeconomic composition. Additionally, though parents prefer schools that have higher equity rankings, highly equitable schools are less desirable to parents than schools with more status and learning opportunities. However, parents also hold independent racial and socioeconomic preferences and —on average—avoid schools with more students of color and low-income students. Furthermore, results suggest they are largely unwilling to make tradeoffs that would result in schools with higher fractions of students of color or low-income students. Taken together, this study links prior studies on the segregating effects of educational data with literatures on school segregation by illustrating the specific dimensions that drive school choice.

Newly qualified teachers as a resource in school in a micropolitical perspective

ABSTRACT It is well known that newly qualified teachers (NQTs) need support during their induction period. However, emphasising support can be perceived as a deficit approach. Going beyond deficit thinking, this study investigates how NQTs are perceived as a resource in schools in a micropolitical perspective. Based on interview data collected from NQTs, mentors and school leaders in Norwegian upper secondary schools, findings show that NQTs’ contributions include a high level of commitment, flexibility, an outside perspective and new knowledge. Furthermore, the study reveals some differences between the groups in terms of how they perceive NQTs as a resource. The study concludes that the notion of NQTs as a resource is influenced by micropolitics in the school. Finally, we address the implications of the study.

The predictive effect of cultural orientation and perceived school climate on the formation of teachers’ growth mindsets

This study aimed to examine the predictive effect of cultural orientation and perceived school climate on the formation of teachers’ growth mindsets. A total of 811 middle school teachers (26.88% females; mean age = 29.77) from Shanghai City, mainland China, participated in the study. The growth mindset inventory, Hofstede’s cultural dimensions, and the school-level environment questionnaire were used to assess teachers’ growth mindset beliefs, cultural orientations, and perceptions of school climates, respectively. Hierarchical multiple regression analyses were applied to test the hypothesized roles of teachers’ cultural orientations and perceived school climates in predicting the formation of their growth mindsets. Two interesting findings were obtained. First, regarding the effect of cultural orientation, teachers’ growth mindset belief was positively predicted by the Confucian dimension of cultural value in relation to long-term orientation but negatively predicted by the dimensions of power distance and uncertainty avoidance. Second, regarding the predictive effect of school climate, growth mindset was positively predicted by three school climate factors: school resources, decision-making, and instructional innovation. These findings provide empirical evidence for the perspectives of social cognitive theory and cultural and ecological psychology by highlighting the contextual sensitivity of growth mindset formation. These findings also have practical implications because they highlight the need to consider cultural and school climate factors in the promotion of teachers’ growth mindsets.

Racialized teacher tracking: the systematic exclusion of black teachers from advanced-level coursework

ABSTRACT This study systematically investigates the relationship between race/ethnicity and assignment patterns to Advanced Placement (AP) courses by exploring notions of racialized teacher tracking. Administrative data are used to examine AP course assignment in Texas high schools between 2012–2019. Findings show consistent disparities in the likelihood of Black teachers being assigned an AP course, even when controlling for teachers’ graduate degrees, certification pathways, and career levels. Alongside interrelated micro and macro-level institutional factors influencing teacher assignment, findings demonstrate that race/ethnicity structures Black teachers’ access to school resources and shapes perceptions of their legitimacy and status.

Students' perspectives and utilization of school resource officers after experiences with school discipline or law enforcement

AbstractSchool resource officer (SRO) programs were expanded to improve school safety, but limited research has assessed factors impacting students' perspectives on and intended utilization of SROs. We analyzed the relationships of students' experiences with law enforcement and school discipline with views and intended use of SROs. We used multilevel logistic regression models based on the 2019 Minnesota Student Survey to estimate odds ratios of negative attitudes toward SROs. Among all students, 94.4% agreed having an SRO at school was a good idea, 62.1% said they would feel comfortable going to their SRO with a problem, and 68.1% that they would tell their SRO if they saw something unsafe. Among students with recent suspensions, a parent/guardian who was ever in prison, or attending alternative learning centers, there was still widespread support for SROs, albeit lower support for SROs. Furthermore, only about half of students with recent suspensions or impacted by parental incarceration stated they would utilize SROs. These findings highlight discrepancies in students' attitudes toward versus utilization of SROs, especially for those disproportionately impacted by law enforcement or school discipline. This is relevant, as having trusted adults to turn to with problems has been identified as a cornerstone of school safety.

Evaluating the impact of school resources, cultivation index and nationality on school’ academic success: evidence from the Israeli high schools

ABSTRACT A better understanding of the determinants of school performance and how it can be improved is needed for the development of human capital. Offering a novel integrative indicator for measuring school academic success, this article analyzes empirically the impact of cultivation index, school resources, and students’ nationality on school academic performance. The main findings suggest that the higher the school’s cultivation index (i.e. school is ‘weaker’ from socioeconomic, peripheral and immigration perspectives) the lower its success indicator. These findings highlight the strategic role of policymakers in reallocation of resources in the public education system.

Influence of Aeta Education in St. Francis Learning Center at Nibangon Subic, Zambales

The Aeta community is one of the indigenous peoples in the Philippines, and they face challenges in accessing quality education. These challenges include limited school infrastructure and resources, a lack of qualified teachers understanding their cultural context, and socio-economic barriers preventing Aeta children from attending school. Hence, this study explored the perception of Aeta students in their education at St. Francis Learning Center. Specifically, it determined the socio-demographic profile of the participants in terms of year level, gender, age, family members, and socio-economic status; their perception on course descriptions, laboratory experiences, and the quality of academic staff; the factors that influence their decision-making process; and their suggested intervention programs to motivate students to choose the specific Senior High School Strand and college. This study employed a mixed-method research design particularly the explanatory-sequential approach. The participants comprised 10 Aeta Students currently studying at St. Francis Learning Center for the academic year 2024-2025. Results showed that while some students find the course descriptions and teaching methods effective and engaging, others face significant challenges. Scenarios such as teachers being unprepared, insufficient class time, lack of learning materials, and ineffective repetition of lessons point to areas where the educational experience can be improved. Practical utility, economic potential, parental influence, peer relationships, personal interests, career aspirations, and familial roles all play critical roles influence the students’ decision-making processes when choosing their Senior High School tracks.

School Well-Being Boosts Student Motivation in Indonesia

This study examines the relationship between school well-being and learning motivation among Islamic Vocational High School students in Tulangan, Sidoarjo. Using a quantitative correlational method, 222 students were selected from a population of 497 through stratified random sampling. Validated scales measured school well-being and learning motivation, with data analyzed using Pearson product-moment correlation via JASP software. Results showed a significant positive correlation (r=0.432, p<0.001), indicating that higher school well-being is associated with increased learning motivation. These findings suggest that improving school infrastructure and resources can enhance student motivation, highlighting the need for collaborative efforts to boost educational quality. Highlight: Positive correlation between school well-being and learning motivation identified. Enhanced infrastructure boosts student motivation. Collaboration with parents and institutions crucial for educational quality. Keyword: School well-being, learning motivation, Islamic vocational students, quantitative study, Pearson correlation

The Determinants of Early Investments in Urban School Systems in the United States

Abstract Growth in per pupil education spending in the United States was mostly flat until 1918, after which it increased by almost 100 percent in a brief six-year period. This is the fastest documented increase in per pupil education spending in U.S. history. Using newly digitized biennial data on 386 of the largest urban school systems in the United States from 1900 to 1930, I investigate the origins of this spending increase. I first document that there was significant expansion in all spending and revenue categories with particularly large increases in capital expenditures, which were likely financed through borrowing. My results suggest that state education policies were largely ineffective in increasing school resources, as laws increasing state aid to local districts crowded out local receipts while compulsory schooling and English-only laws were not accompanied by increases in receipts or expenditures per pupil. Rather, I find that substantial increases in educational spending per pupil were linked to women's suffrage. Providing women with the right to vote can explain about 20 percent of the increase in per pupil spending.

Racial Composition of Past and Current Social Environments and Health Literacy.

Research is needed to understand the impact of social determinants of health on health literacy throughout the life course. This study examined how racial composition of multiple past and current social environments was related to adults' health literacy. In this study, 546 adult patients at a primary care clinic in St. Louis, Missouri, completed a self-administered written questionnaire that assessed demographic characteristics and a verbally administered component that assessed health literacy with the Rapid Estimate of Adult Literacy in Medicine - Revised (REALM-R) and Newest Vital Sign (NVS), and self-reported racial composition of six past and four current social environments. Multilevel logistic regression models were built to examine the relationships between racial composition of past and current social environments and health literacy. Most participants identified as Black or multiracial (61%), had a high school diploma or less (54%), and household income <$20,000 (72%). About 56% had adequate health literacy based on REALM-R and 38% based on NVS. In regression models, participants with multiple past white environments (e.g., locations/conditions in which most of the people who live, go to school, work, and have leisure time are White) and (vs. 0 or 1) were more likely to have adequate health literacy based on REALM-R (adjusted odds ratio [aOR] = 1.79; 95% confidence interval [CI]: 1.04-3.07). Similarly, participants who had multiple past white social environments were more likely (aOR = 1.94, 95% CI: 1.15-3.27) to have adequate health literacy based on NVS than those who had not. The racial composition of current social environments was not significantly associated with health literacy in either model. Racial composition of past, but not current, educational and residential social environments was significantly associated with adult health literacy. The results highlight the importance of examining the impact of social determinants over the life course on health literacy. The findings suggest that policies ensuring equitable access to educational resources in school and community contexts is critical to improving equitable health literacy. [HLRP: Health Literacy Research and Practice. 2024;8(3):e130-e139.].

Strengthening School Capacity and Resource Support to Improve Education Human Resources Management

Strengthening School Capacity and Resource Support to Improve Education Human Resources Management

SOCIO-ECONOMIC FACTORS AND STUDENTS LEARNING OUTCOMES IN TWELVE YEARS BASIC EDUCATION IN RWANDA

This studys objective was to examine the socio-economic factors affecting student learning outcomes in Twelve Years Basic education in Rwanda. The research question was: What are the socio-economic factors that affect students learning outcomes in Twelve Years Basic Education, in Rwanda? The researcher used descriptive survey research design. 182 respondents constituted the studys population. The researcher used census and purposive sampling techniques to find the sample of respondents. Questionnaires and documentation research techniques were used as tools for data gathering. Based on the responses from the respondents, the analysis of the findings using SPSS Version 21 showed a significant correlation with a p-value of 0.000, which is less than the usual significance level of 0.05 and indicates a very strong positive association between the students learning outcomes and the socio-economic factors of family income, parental level of education, school resources, and food security. The Karl Pearson correlation coefficient (r), of 0.870, provided additional evidence of this strong positive relationship.