School Resources Research Articles

Under the background of national special plan, the academic adaptability of rural college students

The implementation of the national special plan is based on lowering the admission standards, so it also brings new problems. After entering these rural college students, due to the differences in high school and previous education resources, there are various factors in the academic adaptation.[1]The analysis of the interview results of six rural college students from poor counties shows that the difference between parents’ educational expectation and economic strength has a great influence on the academic performance before and after the school; on the personal aspect, the connotation of cultural mismatch theory; in the social aspect, the economic pressure brought by student loans and scholarships squeezed the learning time, while the huge social capital difference makes the rural college students unable to adapt to the university life like other students.

The Interplay of School Governance, Resource Management and Participatory Decision-Making for School Performance Optimization

The Interplay of School Governance, Resource Management and Participatory Decision-Making for School Performance Optimization

Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria

This study investigated “Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria.” Three research questions and two null hypotheses guided the study. The study adopted descriptive research design. The population comprised all the 258 principals in the 258 junior secondary schools in Rivers State, Nigeria. Out of these schools, 220 are located in the rural areas while 38 are located in the urban areas. A sample of 161 principals (89 males and 72 females), which represents 62% of the population was drawn using the simple random sampling technique. A checklist and a self-structured questionnaire were instruments used to collect data for the study. The checklist was designed to ascertain the adequacy of educational resources in junior secondary schools in Rivers State. The questionnaire, which was entitled: “Implementation of Inclusive Education Policy Questionnaire (IIEPQ),”was used to elicit information on the variables, and was structured after the four-point modified Likert rating scale. The instruments were duly validated by three experts. The reliability of the instrument was tested using the Cronbach’s Alpha method to establish the internal consistency of the questionnaire items, and coefficients of 0.79 and 0.83 were obtained for the two clusters respectively. Frequency counts, percentages, mean scores and standard deviation were used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that the dearth and inadequacy of educational resources that can facilitate inclusive practices show that Rivers State is not yet on track to attaining the SDG 4, which centres on education for all (EFA). Based on the findings, it was recommended, among others, that Rivers State Government should double efforts in ensuring that true inclusion is practised in the junior secondary education system by ensuring that there is adequate human, material and financial resources that will enable the principals to effectively implement inclusive education.

Examining How School Resources Contribute to Income Achievement Disparities Across Race and Ethnicity

Extending work documenting historical resource inequities across U.S. schools, we examined how school financial and social resources mediate the relationship between family income and student achievement, and tested how these associations varied by race and ethnicity. Merging administrative school data sources to a nationally representative sample of U.S. elementary students, and employing structural equation modeling, we found that family income selected all children into more highly socially resourced schools, with significantly stronger effects for White children relative to students of color. Contrary to expectations, school financial and social resources were not significantly associated overall with achievement.

Water, Sanitation, and Hygiene Infrastructure and Resources in Schools in Belize during the COVID-19 Pandemic, 2021-2023.

Access to water, sanitation, and hygiene (WASH) resources in schools is critical for disease prevention and control, especially during public health emergencies. In Belize, systematic, national data on WASH in schools are needed to inform public health decisions and interventions. From December 2021 to January 2022, a national survey was sent electronically to government and government-aided primary and secondary schools in Belize (N = 308) to gather information on WASH services. From the survey, 12 pilot schools were selected based on the highest self-reported need for WASH resources to participate in additional evaluation and intervention, which included environmental nudges, supplemental supply provision, and hand hygiene education. To understand how the progression of the COVID-19 pandemic may have influenced hand hygiene, facility assessments to evaluate access to hand hygiene resources were conducted in person when most schools reopened for face-to-face learning during the pandemic (March 2022) and 15 months later (June 2023). Among the schools participating in the national survey (N = 221), 55% reported times when water was not available at the schools. Almost 9 in 10 schools (89%) had a functional handwashing station, and 47% reported always having soap for handwashing. Between baseline and follow-up at the 12 pilot schools, we observed decreases in the proportion of functional handwashing access points (-11%), functional handwashing access points accessible for individuals with disabilities (-17%) and small children (-29%), and functional alcohol-based hand rub dispensers (-13%). Despite the ongoing COVID-19 pandemic, we observed gaps in WASH resources in schools in Belize during the onsite assessments at the pilot schools. Schools should be encouraged and provided with WASH resources to maintain vigilance for disease control measures.

Examining police perceptions of challenges in policing adolescents: a comparative analysis across rank, role, and tenure

ABSTRACT This study addressed the need for improved police training in the context of police-community relations, with a specific focus on interactions with youth. Data were collected from active police across the US to understand their perceptions of adolescents and identify training needs. We examined the impact of police roles (e.g. patrol, command) on their descriptions of adolescents, challenges policing adolescents, and training requirements. Findings reveal that police working as school resource officers (SROs) had a more positive view of adolescents and expressed interest in acquiring specific skills for effective interactions. Commanders viewed policing skills as challenging, whereas others viewed adolescent attributes as most challenging in police-adolescent encounters. Experience did not significantly influence police perceptions; beliefs remained consistent across veteran and less experienced police. Findings underscore the necessity for new training protocols for all law enforcement personnel, regardless of tenure, to mitigate negative and potentially harmful police-adolescent interactions.

Implementing Instructional Supervisory Responsibilities in Tanzanian Public Secondary Schools: To What Extent Do Head of Schools Perform their Duty

The provision of quality education, among other things, depends on the role played by school heads in handling administrative duties such as the supervision of teachers, who are the key players in curriculum implementation. The purpose of this study was to determine the extent to which heads of schools discharge their instructional supervisory roles to enhance teachers’ performance in the daily teaching and learning processes. The study was carried out in the Lindi region, Tanzania Mainland in 2021. This study applied mixed methods where both qualitative and quantitative approaches were applied. The study sample comprised of teachers (N=103), heads of schools (N=57) and class masters (N=11) from 57 randomly selected public secondary schools. Data was collected through questionnaires, focus group discussions and interviews. Data were analysed using both quantitative and qualitative approaches where quantitatively researcher employed descriptive and inferential statistics and presented results with frequencies and percentages. Qualitatively a researcher employed a thematic analysis method for identifying and reporting patterns/themes in the data. The study findings revealed that heads of schools failed to discharge their instructional supervisory responsibilities, as teachers were not punctual in attending to schools. There was no regular checking of teachers’ professional records except once in the year or by school inspectors. Heads of schools did not supervise teachers on how effectively they could handle students’ assessments. Noted was also a lack of instructional resources in schools. For improvement of the provision of quality education it is recommended that heads of schools effectively discharge their duties and where their setbacks, like lack of accommodation around the school, few teachers and lack of instructional resources, they should contact relevant bodies from both government and non-government sectors work together in making friendly teaching environment. Moreover, heads of schools encourage teachers’ creativity in using improvised local resources whenever and wherever possible.

Exploring factors associated with student wellbeing in the United Arab Emirates: PISA 2018

Interest in how to promote student wellbeing in schools is growing. Research shows that some drivers of wellbeing are universal, but others are country-specific. No prior study has investigated this question in the United Arab Emirates (UAE), where geographic, socio-demographic and school type differences in student wellbeing are substantial. We address this gap by using multilevel regression to analyse data from the PISA 2018 study. Our focus is on life satisfaction, positive affect, negative affect, meaning and purpose in life, and mental health symptoms of internalizing difficulties. We find large school effects on student wellbeing, the second largest school effects out of 56 countries. School resources are of little importance, whereas factors related to time use, social connections, health and body image, positive school climate, and feelings around school and education are important correlates. These factors help explain a substantial part of the wellbeing inequalities observed across types of schools in the UAE.

Study on the Influencing Factors of Chinese Students Attending Private High Schools

After the official implementation of China's ‘General Employment Diversion’ policy on high school entrance examination, only about 50 percent of students will win the competition for senior high school education while the rest will enter vocational schools. This policy has led to the trend of parents choosing private high schools in China. Based on a detailed explanation of the general employment diversion policy, this paper analyzes the factors that affect Chinese parents' choice of private high schools and vocational schools by integrating three representative cases through interview analysis, and analyzes the family and social conflicts caused by the general employment diversion policy from a multi-dimensional perspective, as well as possible solutions. Through the reference of the existing research results of the general employment diversion policy and the interview of three cases, Chinese parents with different economic conditions are more inclined to choose high school education, which leads to the competition of educational resources in private high schools, as well as family conflicts and economic burdens. To standardize and improve the teaching and management of private high schools and vocational schools, and to change the cognitive limitations of public opinion on vocational education are crucial to realizing the equity of high school education.

Education Resources Situation and Teachers’ Job Performance in Public Senior Secondary Schools

The job performance of teachers has come under serious scrutiny by education stakeholders. Teachers have been accused of poor performance of their job. However, teachers continue to complain about the situation of resources available for them to carry out their work. Therefore, could education resource situation determine the job performance of teachers? Thus, this study investigated education resource situation and teachers’ job performance in public senior secondary schools in Edo State. The study was guided by three hypotheses. The study was adopted the correlation research design. The sample comprised of 31 public secondary schools and 327 public secondary schools’ teachers in Edo State. A checklist titled: Education Resources Situation Checklist (ERSICHE) and a questionnaire titled Teachers’ Job Performance Questionnaire (TJPQUE) were the instrument for data collection. The reliability of the questionnaire was determined using Cronbach alpha statistic and a value of 0.80 was obtained, which showed the internal consistency of the questionnaire. The data collected were collated and analyzed with Pearson Product Moment Correlation Coefficient, and Fisher’s z statistic at 0.05 level of significance. The findings of the study were that a significant relationship existed between education resource situation and teachers’ job performance. Furthermore, no significant difference existed in the relationship between education resource situation and teachers’ job performance based on size, and location. Consequently, the study recommended that government should improve the situation of resources in public schools to reflect the minimum standard, and there should be even provision of resources in all school irrespective of location, and size Keywords: Education resources, situation, teachers’ job performance

Improving the Quality of Madrasah Ibtidaiyah Through Transformational Leadership

Purpose: This research aims to explore more deeply the application of transformational leadership in Islamic education and its role in improving educational standards and school performance, as well as realizing the importance of leadership in utilizing the potential of school resources. Methods: This research uses descriptive research methods with a qualitative approach. This is because researchers carry out direct observations in the field to observe and provide an accurate picture of the reality that occurs in the field. Results: The research results show that madrasa heads bear the responsibility of supervising all aspects of educational activities, starting from managing teachers and students, developing curriculum and programs to building relationships with parents and the community. By using a three-stage strategy that includes input, process, and output, this research shows that there is a strict selection process for students and teachers who enter the input stage, while remaining focused on optimizing the learning process to produce quality educational results. These strategies are intricately designed to complement and strengthen each other, fostering an inclusive and conducive educational environment. Conclusion: These findings underscore the positive impact of transformational leadership on the overall educational landscape at MI Wali Songo Asy-Syirbaany, South Tangerang City, where madrasa heads, through inclusive and astute leadership, prioritize improving the quality of education. Therefore, this research explains the important role of transformational leadership in raising educational standards and improving school performance, and offers valuable insights for improving the quality of education in similar settings.

Why Do Students Drop Out of High School?: The Case Study of Kasi District in Lao PDR

Purpose: This study explored why high school students decided to drop out in rural area of Lao PDR and further aimed to propose possible prevention to improve the drop out situation of the countries.
 Originality: Previous research that primarily focused on specific factors and dropout rate cannot explained why students decided to leave high school in early grade. Therefore, using comprehensive framework including individual and institutional factors, this study examined the dropout factors from individual perspective in qualitative way.
 Methodology: The study uses an explanatory sequential mixed method approach that employs both a questionnaire and interviews. Total 30 participants engaged in interviews including students and their parents, teachers and governmental officials. A thematic analysis was utilized for data analysis.
 Result: The results highlight that at the individual level, such as lack of motivation, peer pressure, early marriage, and cultural norms, pose barriers to high school attendance. Low household income and negative family dynamics also contribute significantly to dropout rates, with agricultural demands and family particular situations. Insufficient school resources, including materials and extracurricular activities, along with a shortage of qualified teachers, affect student engagement. Additionally, the community's low human and social capital increase dropout rates by limiting employment opportunities.
 Conclusions and Implication: The results indicated that both individual and institutional factors played a role in the dropout decision-making process. Furthermore, they suggested essential considerations such as examining job prospects for high school graduates in the local community, and evaluating the availability of resources within the school and community to assist students at risk of dropping out.

Developing culturally responsive school leaders in Ireland and Spain. The evolving role of professional development

ABSTRACT Recent migration patterns have had a profound impact on education systems becoming more diverse in their student body but also influencing school climate and resource provision. A multisite case study approach and semi-structured interviews with 13 principals and 17 teachers were used to identify the challenges and opportunities for culturally responsive leadership in schools in Ireland and Spain. The findings provide an overview of the complex situations faced by school leaders in both countries in terms of professional development for school leaders and teachers. At the heart of the findings is the argument that any efforts to enhance the culturally responsive capacities of school leaders will depend on the enhancement of current professional development opportunities and the creation of new ones. The data indicates that imperative applies not only to school leaders but to the school community as a whole. As with all comparative papers, there are points of similarity and points of divergence, and it is through exploring these that we can see a possible way forward for the development of school leaders in Spain, Ireland and other international contexts.

The socioeconomic impact of the COVID-19 lockdown on families affected by childhood respiratory illnesses in Cape Town, South Africa.

The COVID-19 pandemic impacted families globally, directly and indirectly. Children presenting with respiratory illnesses are affected by emerging health systems and socioeconomic changes in the COVID-19 era. We explored the socioeconomic impacts of the COVID-19 lockdown on families with a respiratory illness diagnosed in their child in Cape Town, South Africa. This study was nested in a prospective observational cohort of children presenting with respiratory symptoms presumptive of COVID-19. We conducted 21 semi-structured interviews to explore the socioeconomic impact of the COVID-19 pandemic on families with a child affected by respiratory illnesses. We used case descriptive analysis and thematically organised common and divergent experiences. We found that socioeconomic challenges in low-income communities were exacerbated: 1) loss of pre-COVID sources of income (loss of income, employment and working hours), 2) shrinking employment opportunities due to business closures and strict preventative measures, 3) family network dependence to cope with financial pressures, 4) impact on education, implicating additional pressures due to lack of resources for adequate home schooling and 5) caregivers' mental health and wellbeing being impacted, causing stress and anxiety due to loss of income. This study shows that the COVID-19 lockdown impacted the socioeconomic aspects of families caring for a child with a respiratory illness. Care became more complicated and adversely impacted the family's emotional well-being and health-seeking behaviour. These impacts should be more carefully considered in order to strengthen health services and global health messaging in future pandemics.

Challenges And Strength: A Scoping Review On Online Assessment Practices In Healthcare Professions

Objective: The objective of this scoping review is to carry out a systemic search of published articles to identify and explore the strengths and challenges encountered by students, teachers, and administrative staff in the realm of online assessment, particularly in the context of the ongoing challenges posed by the Coronavirus pandemic, taking into consideration the needs and requirements in online education. Method: This review adhered to the Arksey and O’Malley framework, incorporating data from four databases. It focused on studies related to online assessment during and after the COVID-19 pandemic within the past three years. A total of 11 articles met the inclusion criteria, and the QualSyst appraisal tool was applied for methodological assessment. The synthesis of data resulted in the presentation of findings, reflecting the contemporary evolution of online assessment methodologies. Result: Diverse challenges and strengths associated with online assessment were identified and categorized based on the roles of students, teachers, and administrative staff. Students faced challenges like internet connectivity and distractions, while faculty dealt with increased screen time and invigilation difficulties. Similarly, administrative staff had a heavier workload, however, students appreciated transparency, faculty valued reduced marking loads, and IT staff saw fewer cheating chances and the benefit of recording availability for review. Conclusion: This scoping review serves as a valuable resource for medical schools, offering insights into the challenges and strengths of online assessment during and post the COVID-19 pandemic. The adaptation of diverse modalities is poised to enhance the popularity and effectiveness of online assessment in the future years. Keywords: E-learning, Digital evaluation, Online assessment, Synchronous, Asynchronous.

Effect of Educational Equity on the Quality of Education in Selected Schools in Kwimba District, Tanzania

This study examined the effect of educational equity on the quality of education specifically, how the equitable distribution of resources affects quality education in public secondary schools in Kwimba district. It employed a mixed research approach with an embedded design and comprised 271 participants, including students, teachers, heads of schools, ward education officers (WEOs), and district education officers (DEOs). The study was carried out in kwimba district, Mwanza Tanzania from July,2023 to September, 2023. Both probability and nonprobability sampling techniques were used to select the participants. The data were collected through questionnaires, interviews and document reviews. The findings revealed that despite the number of challenges, the equitable distribution of resources significantly affected the attendance, retention, and performance rate of students. The results show that equity in resources improves education through the provision of nutrition and food, fee-free programs, the equitable distribution of teaching and learning materials, the construction and rehabilitation of infrastructure, and the allocation of qualified and adequate teachers. Basing on the findings, it was concluded that to improve the quality of education in secondary schools in Kwimba district, there should be a concerted effort to ensure the equitable allocation of educational resources. There should be a collaborative effort among parents, the community and the government to ensure that the challenges that limit students from accessing school resources are minimized or eliminated.

Investigating Remote School Attendance, Retention and Engagement

Predating the introduction of the Closing the Gap strategy in 2007, First Nation students’ attendance, retention and engagement in remote schools has been a concern for educators and successive governments. The following paper describes a case study—one part of a large Australian federally funded ‘Emerging Priorities Program’ project that sought to examine these issues. Specifically, it explores those factors that contribute to either exacerbating the decline in attendance, engagement or retention or lead to improved outcomes. The case study was undertaken at a Vocational Education and Training boarding school catering for Aboriginal students, mostly from remote areas of Western Australia. Students travel considerable distance to attend the school, often because of their family connections to the school. In this study students from one of the English classes became co-researchers in the project, providing input and collaborating at every stage of the research process.The findings indicate the need to adopt a strength-based approach when teaching remote students. This can be achieved through positive relationships between educators and students, which, in turn, is developed through cultural awareness and the use of community members and Aboriginal educators as role models and human resources for schools.

Children who experience misrecognition in primary education: A social justice perspective

AbstractOur research constructed school life histories with 23 ‘lower‐attaining’ primary school children in England. Previous research has often failed to focus on the social justice aspects of this group, and no attempt has been made to contextualise children's misrecognition experiences within their full school life history, nor to hear primarily from children. Our results reveal for the first time the feelings, thinking and actions of lower attainers across 5 years of schooling, in response to the institutionalised practice of grouping by prior attainment. Nancy Fraser's conceptualisation of social justice as parity of participation provides our analysis framework, incorporating concepts of redistribution, recognition and representation. We focus primarily on how some low‐attaining children experience misrecognition. Our results indicate how lower‐attaining children sometimes identify themselves as less worthy, less connected, less similar and less visible than others. This construction allows for less respect to be shown to them and could block the fair distribution of schooling resources, and limit their opportunities for achieving social esteem.

Institutional dynamics in board pass rates: Examining accreditation compliance and its mediators

This multiple mediation analysis explores the relationship between accreditation compliance and board pass rates, mediated by management of school resources, quality of academic programs, and student engagement, among the selected Local Universities and Colleges (LUC) in the Philippines. Anchored in the Institutional Theory, the study delves into the impact of the Association of Local Colleges and Universities Commission on Accreditation (ALCUCOA) compliance across diverse institutions, examining its nine accreditation areas as stringent evaluators of predetermined standards. The results highlight the significant influence of accreditation compliance on board pass rates, particularly at higher standards and underscores the positive impact of effective management of school resources and quality academic programs. Furthermore, it emphasizes the importance of student engagement in achieving favorable outcomes. The full model underscores their interconnectedness, explaining 44.0% of the variability in board pass rates. These values highlight the profound influence of accreditation compliance and its mediating factors on academic outcomes, emphasizing the need for institutions to strategically uphold and enhance accreditation standards. Implications for institutions include the importance of strategic accreditation planning, resource management enhancement, quality academic program development, fostering student engagement, and comprehensive accreditation training.

Status of Learning Resources in Day Secondary Schools Located in Chepalungu Sub County in the Wake of Corona Virus Pandemic

Education is a fundamental human right that ideally should be available to all. Currently, Kenya supports international advocacy for universal education for all school-going children. In this Republic, 8592 public secondary schools are ascribing to subsidized free day secondary education (FDSE) programs. This program was put in place to improve access to secondary school education. The Government supports the post-primary education program by providing funds for infrastructure, tuition materials, and employment of support staff. During the implementation of the education program, the Corona pandemic struck, thereby disrupting the education process. After a short break, normal school operations resumed. Therefore, this study intended to evaluate the coping strategies used by schools in Chepalungu to deal with the mandatory spacing rules put in place by the Ministry of Health to help control the spread of the virus. The study targeted 54-day schools from which a sample of 48 was selected. A cross-sectional survey design was employed whereby questionnaires were administered to principals in the study area. Key Informant interview was also conducted with two Education officers. The study established that the FDSE funds availed to the schools were inadequate to help erect additional learning spaces, which would help enforce the social distancing rule. Classes were congested and were operating above the required capacity. This study recommends that the FDSE funds should be increased so that learning can go on in an environment that responds to the guidelines put forth by the Ministry of Health as far as containing the spread of coronavirus is concerned. Out of the study, it was found that learning resources in day schools were inadequate, and students were learning in congested environments