School Sector Research Articles

Digital learning technologies usage during Covid‐19 lockdowns

AbstractThe global impact of the Covid‐19 pandemic on school education has been unprecedented, with widespread school closures and the need for education to be delivered remotely. By providing an overview of the continuity of learning and teaching during the 2019–2021 academic years, this study aims to contribute to a better understanding of the impact of the pandemic on the use of digital learning technologies in Wales. This study links usage data from the Government's National Learning Platform (Hwb) to national administrative school records for all pupils in maintained schools. It employs a quantitative methodology to model the inequalities in digital learning technology usage. Multiple linear regression is used to quantify the factors associated with pupils’ use of the national learning platform before and during the pandemic, with a particular emphasis on school closures. The study's findings show notable differences in the level of learning platform usage across school sectors, with primary school pupils using the platform the most. Furthermore, school‐level teacher usage of the platform and household socioeconomic status are key factors influencing pupil usage. The analysis also reveals that levels of learning platform usage prior to the first school closure were associated with learning platform usage in the first school closure period, and usage in the second school closure period was also associated with usage in the first school closure period.

Guiding Teenagers to Use Video Games Properly

With the increasing popularity of video games, some problems have arisen. For some people, video games can be said to be “destructive”, causing irreparable harm; For others, however, teenagers’ use of video games has produced some positive results. The purpose of this paper is to study the effects of video games on young people and how the community should guide young people to use video games to achieve positive effects and avoid negative effects. Through the analysis of literature and cases, this paper analyzes the positive and negative effects of electronic games on teenagers from the perspectives of society, psychology, and science, and studies the feasible ways for parents, schools, governments, and other groups to correctly guide teenagers to use electronic games. It is found that electronic games can have different effects on teenagers, both positive and negative, depending on the situation. Overall, the study reported more negative effects than positive ones. Among them, the negative aspects include addiction, affecting academic performance, causing psychological disorders, leading to suicide, affecting family relations, leading to social problems, leading to negative emotions, etc. The positive effects include cultivating prosocial behavior and satisfying psychological needs that are difficult to achieve in real life. To properly guide teenagers to use electronic games, all sectors of society, including parents, schools, and governments, can take some actions to achieve the goal.

The Budget Management Supported by the Government Sector to Systemic Private Schools, Nakhon Ratchasima Province

Background and Aims: Budgetary management of educational institutions focuses on management independence. This makes it flexible, transparent, and auditable. By adhering to management principles that focus on achievement and operating results. Budget management in this way also places importance on profiting from the educational institution's assets. Including generating income from various services to support efficient management and maximum educational benefits. This results in better quality for learners. The objective of this research is to study and compare the level of opinions of personnel towards budget management supported by the government sector of private schools in the system, Nakhon Ratchasima Province. Classified according to position and duty education level and experience in budget operations In addition, the objective is to study guidelines for managing budgets supported by the government sector of private schools in Nakhon Ratchasima Province. Methodology: The sample group used in the research was personnel from private schools in the system. In Nakhon Ratchasima Province, a total of 354 people, were obtained by stratified random sampling. The research instrument consisted of a questionnaire using a 5-level rating scale, with an IOC value between 0.80 - 1.00 and a confidence value equal to 0.72. In addition, a structured interview was used. To collect additional information data analysis uses a variety of statistics including: Finding frequency, percentage, mean, standard deviation, t-test, F-test, and testing differences between groups using Scheffe's method. (Scheffé's Method) to compare data in cases where there are many groups. Results: The results of the research found that (1) budget management supported by the government sector of private schools in the system of Nakhon Ratchasima Province Overall is at a high level. When considering each area, it was found that budget management in all areas was at a high level. (2) Results of comparative analysis of budget management supported by the government sector of private schools in the system, Nakhon Ratchasima Province. Classified by position and experience in budget work. Found that there was no difference but when classified according to educational level, it was found that there was a statistically significant difference at the .05 level. (3) Guidelines for managing budgets supported by the government sector of private schools in the system, Nakhon Ratchasima Province found that educational institutions have effective ways to organize and manage budgets. Emphasis is placed on budget allocation that takes into account output and cost of output. There is a procurement system that is orderly, concise, transparent, and can be audited. Moreover, complete accounting documents are used. And there is a continuous internal audit. To manage the budget according to the principles of good management. Conclusion: The research results found that Budget management in private schools in Nakhon Ratchasima Province has been significantly improved thanks to government support which helps to enhance excellence in every aspect. It also emphasizes the importance of consistent policy and strict adherence to procedures in budget allocation. Focusing on work efficiency and responsibility in using resources in a worthwhile and effective manner.

Will Private School Choice Save Catholic Schools in the U.S.? Interrogating the Catholic School Sector’s Relationship to the School Privatization Movement

A central part of the private school choice coalition in the U.S. has been the participation of Catholic school stakeholders. The purpose of this article is to examine how Catholic school advocacy became linked to private school choice advocacy by highlighting the institutional and organizational crises facing Catholic elementary and secondary schools in the U.S. that led to sector-wide policy responses favoring choice. However, through an analysis of emerging trends in private school choice policy implementation, this paper raises questions about the efficacy of continued advocacy for private school choice policy within the Catholic sector.

Hybridity as a governmental technique for designing and delivering NAPLAN in Australian schools

AbstractThis paper explores the utility of hybrid governance as an analytical lens for understanding policy design and delivery in Australian schooling reform. Using the National Assessment Program in Literacy and Numeracy (NAPLAN) as a case study, we argue that its design and delivery processes exemplify hybridity in myriad dimensions. In a federal system in which national schooling reform relies upon negotiation and consensus building amongst a multiplicity of government and non‐government stakeholders, we argue that NAPLAN's hybridity serves as a governmental technique for managing and sustaining collaborative governance arrangements. Hybridity also supports the standardised implementation of the assessment across diverse schooling systems and sectors. While NAPLAN's hybridity generates strategic benefits for Australian governments, it also produces risks. A challenge for policymakers is to harness its benefits while ensuring transparent decision‐making and clear responsibilities and accountabilities. To address risks and leverage opportunities, we argue there are benefits to having a convening agency with authority to manage and sustain hybrid networks at the national scale.Points for practitioners Hybrid governance offers productive insights into how Australian governments work collaboratively to design and deliver national schooling reforms. The National Assessment Program in Literacy and Numeracy (NAPLAN) is an exemplary case study for examining hybrid governance in the Australian federation. Hybrid governance serves as a technique for managing and sustaining collaborative governance arrangements at the national scale and for ensuring NAPLAN's implementation is standardised across Australia's diverse subnational schooling systems and sectors. Hybridity creates risks and opportunities. A challenge for policymakers is to harness its benefits while ensuring transparent decision‐making and clear responsibilities and accountabilities. There are benefits to having a convening agency with authority to manage and sustain hybrid networks at the national scale.

A Personalized Teaching System for College English Based on Big Data and Artificial Intelligence

In the ultra-modern digital age, the schooling sector is experiencing a transformative shift driven by the convergence of massive records and artificial Intelligence (AI). This paper offers a singular initiative—a ”personalised teaching machine for university English” that harnesses the electricity of these technologies to revolutionise how English language practice is delivered at the college level. The system is designed to address the various ways of gaining knowledge of the desires of students and adapting dynamically to their talent degrees, styles, and possibilities. The centre of this device lies in its capability to collect, technique, and analyse extensive amounts of records associated with students’ language acquisition journey. By leveraging massive statistics techniques, the machine captures and interprets college students’ interactions with direct materials, assignments, exams, and peer interactions. Concurrently, the latest AI algorithms, which include herbal Language Processing (NLP) and gadget learning (ML), are employed to create a responsive and smart learning environment. The system tailors mastering pathways for personal college students, ensuring they get hold of content material and sporting events aligned with their cutting-edge scalability stages. Ordinary formative checks are performed to gauge college students’ progress, taking into consideration timely interventions and changes in teaching techniques. This progressive customised coaching device for university English now not only enhances language proficiency but additionally promotes self-directed getting-to-know and empowers educators with information-pushed insights. The amalgamation of large facts and AI promises to reshape English language education’s panorama, paving the way for an extra personalised, green, and effective pedagogical method in university settings. In conclusion, this study illuminates the transformative ability of harnessing massive records and AI in schooling, with precise relevance to language instruction. The machine is a pioneering model for personalised, adaptive, and information-centric teaching methodologies in higher training.

Retrospective investigation into Nigerian response to COVID-19 education crisis as compared to other developed countries

The educational system has been severely impacted by the abrupt closure of schools in numerous nations during the COVID-19 pandemic in an effort to contain the virus. Nonetheless, there is insufficient information available about Nigeria’s response to the education issue and the factors influencing it in comparison to other countries. In light of this, this study examines Nigeria’s response to the COVID-19 educational crisis in comparison to other countries. The research method used was a systematic literature review. Only 40 of the 753 publications that were first found using internet databases like Web of Science, ERIC, Scopus, and Google Scholar satisfied the requirements for inclusion in the research. It was found that concerns with the availability, awareness, accessibility, and utilization of e-learning facilities posed serious obstacles for Nigeria and other developing nations trying to continue remote learning during the COVID-19 pandemic. The differences in the utilization of e-learning during the pandemic were made worse by the digital divide that exists between low- and high-income, rural and urban populations. In order for remote education to be effective, parents, students, and teachers must get system adaptation training. In light of global disruptions, this research offers fresh empirical insights into the critical elements impacting the use of ICTs for teaching and learning. It was recommended that the school sector receive increased funding in order to provide a technical support team, train parents and teachers, and purchase the required equipment.

Virtual Learning for Māori Students

This article provides a comprehensive literature review examining virtual learning in the New Zealand schools sector, with a specific focus on understanding and addressing the needs of Māori learners in these online environments. It begins by tracing the historical development of virtual learning in New Zealand from early correspondence courses to the emergence of e-learning clusters and increasing digital technology use. The authors highlight the distinct differences between teaching and learning virtually compared to traditional face-to-face classrooms, exploring unique pedagogical approaches, challenges, and support structures required for effective online instruction and student engagement. Emphasis is placed on the crucial role of fostering strong teacher-student relationships in virtual settings. The article then reviews culturally responsive pedagogies and strategies identified as effective for engaging and supporting Māori learners, and discusses potential frameworks for translating these approaches to online learning environments. The potential of virtual learning to provide more equitable educational opportunities for Māori students, particularly in rural areas, is examined. However, pre-existing socioeconomic inequalities and the digital divide exacerbated by COVID-19 are noted as barriers. Overall, the authors underscore the scarcity of research specifically examining Māori students' experiences and needs in virtual learning contexts. They call for further investigation to better understand and address these gaps, striving to ensure culturally responsive and equitable virtual education opportunities for Māori learners. The paper provides a valuable synthesis of literature and insights into this important issue in New Zealand education.

When we learn together: Teachers and students as co-practitioners of learning and living through exploratory practice

In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote meaningful experiences in the teaching-learning process. These proposals may not be easily negotiated due to power relations in the interactions between teachers and students.

Synthesizing lifeworld and system to sustain and grow cross school connections: a consideration of practice architectures

ABSTRACT Policies for cross school collaboration can be devised with intentions to strengthen practices across communities; however, their enactments may vary greatly across contexts. Drawing on the Habermasian theory of communicative action and Kemmis and colleagues’ theory of practice architectures, this article addresses the dynamics of the lived experience of school leaders within a policy context that fosters cross school collaborations and networking. This article examines the interplay between lifeworld dynamics and system logic within an Aotearoa New Zealand policy initiative that emphasizes professional learning, transitions across schooling sectors, and inter-school collaborations. Drawing on interviews with 10 school principals, the research investigates the dynamics produced through professional learning and collaboration across schools. The principals’ experiences reveal both the potential for synergies between lifeworld and system logic in fostering educational collaboration and tensions that arise from the doubleness of the different system demands that layer with lifeworld experiences. The theory of practice architectures is used to highlight the complexities of policy enactment in educational settings. The findings underscore the delicate balance required to navigate the benefits of collaboration and the challenges posed by different systems, ultimately calling for a nuanced understanding of the interdependencies between educational policies, enactments across communities, and professional practices.

School principals’ resistance to change: a multilevel analysis of individual factors and contextual conditions

PurposeThe purpose of this paper is to study the relationship between the attitudes of principals, municipality-specific aspects of reform implementation, and principals’ resistance to change.Design/methodology/approachThe collected data are based on a multi-level structure. The levels of analysis are at the school level (school principal) and at the municipality level. Therefore, the research question posed in this study is examined using a quantitative multi-level analysis.FindingsThe results show that both the personal attitudes of school principals and adjustments made by the school presidency of the municipality affect the school principals’ willingness to change.Research limitations/implicationsThe study’s focus on schools limits the ability to generalize the results to apply to other organizations. Nevertheless, schools are an important object of study for change management research because they share crucial organizational characteristics with other organizations in the public sector.Originality/valueStudies that have looked at the change reactions of leaders in the public school sector have rarely examined individual and collective factors together. We focus on both, since the municipalities in many countries have a certain amount of leeway in implementing reforms, meaning that their involvement is of central importance for a successful change process.

The Uncertain Value of Cosmopolitan Capital: Teachers at International Schools in Switzerland

Drawing on field theory, this article analyses the trajectories of schoolteachers employed in Swiss international schools, with a focus on the accumulation and mobilization of various forms of capital – and the limits thereof. The heterogeneity of teacher trajectories and resources when entering the international school sector is documented and, through the concept of cosmopolitan capital, light is shed on specific logics of distinction contributing to the segmentation of the teaching sector and the creation of an educational enclave of international schools.

Parental attitudes towards sexual orientation and gender diversity: challenging LGBT discrimination in Australian schools.

As Australia considers legislative reform regarding the rights of religious schools to discriminate against LGBT students and staff, claims are often made that religious parents or those enrolling children in religious schools do not affirm diversity of sexuality or gender. Using a national dataset of parents (n = 2418), attitudes towards sexual orientation, gender diversity, homophobia and transphobia were examined. Across all religiosities, school sectors and attitudinal statements, significant majorities of parents reported positive attitudes (62.7%-93.5%). Only small minorities expressly reported negative attitudes (1.6%-20.2%). Pairwise religiosity comparisons between parents with children only at a secular school, versus any religious school, revealed few differences. Amongst Catholic parents, those with children at Catholic schools and those with children only at secular schools, held similar attitudes towards LGBT issues and a majority held favourable attitudes, suggesting most Catholic parents who enrol their children in Catholic schools do so despite or in ignorance of Catholic doctrine. Findings suggest a significant majority of parents sending children to religious schools hold supportive attitudes towards diverse sexual orientations, gender diversity, and actions to address homophobia and transphobia. This empirical evidence contradicts religious schools' calls for the rights to discriminate against LGBT persons based on parental values and attitudes.

Identifying Acoustic Variability Patterns in Spoken English of Fricative Consonants Among Pakistani Native Punjabi Speakers

This study examines the phonological variance in English pronunciation among elementary students who regularly speak Punjabi. It focuses on the distinctions between the pronunciation of consonant fricatives and Received Pronunciation (RP). Using a quantitative approach, 50 elementary students proficient in Punjabi were selected from public sector schools using judgmental and purposive sampling techniques. Data were collected through audio recordings of fricatives /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, and /h/ in various word positions. Analysis using PRAAT software assessed intensity and pitch. Results revealed significant variations in fricative intensity and pitch compared to RP. /f/ had greater intensity, /v/ was subdued, and dental fricatives /θ/ and /ð/ showed reduced intensity. /s/ and /z/ varied extensively, /ʃ/ and /ʒ/ were pronounced with lower intensity and pitch, and /h/ had diminished intensity. Recommendations for educators include focusing on intensity and pitch exercises, using PRAAT for feedback, and emphasizing accurate speech organ placement. This study underscores the need for tailored pronunciation guidance for Punjabi-speaking students. Future research should explore additional phonetic features and employ spectrographic analysis.

The Influence of Practical Drawing Courses on Student Work Competence in SKKNI Building Drawing: Case Study at Surabaya State University

This research examines the influence of emphasizing practical drawing learning methods and work competencies in the SKKNI for building drawings. The majority of respondents work in the vocational school sector with a percentage of 53%. Furthermore, as many as 41% of respondents work in the PT sector. Meanwhile, only 6% of respondents work in the high school sector. The results of the analysis show that the majority of respondents consider these two methods to have a significant impact. The emphasis on "Fieldwork" was considered very large by 40 respondents and had a large influence by another 35 respondents, while "Participation in Research Projects" was considered very large by 25 respondents and had a large influence by 40 respondents. These findings emphasize the importance of practical learning methods and research projects in preparing graduates for various career paths, and demonstrate the variety of career choices made by graduates after completing their studies.

Applicability of the Theoretical Model of a School Becoming a Learning Organization in the Pakistani City of Karachi

This study aims to develop and validate a scale to measure the concept of a school as a learning organization within the context of Karachi, Pakistan. Given the growing emphasis on fostering continuous learning and adaptability in educational institutions, the research seeks to understand how schools in this emerging era can embody the principles of a learning organization. The study employs a quantitative methodology, beginning with a survey questionnaire developed on a scale consist of seven constructs adopted from the work of Kools and Stoll (2016) by measuring the responses of school heads/principals, vice principals, coordinators and teachers The data is analyzed using exploratory and factor analysis to ensure the reliability and validity of the scale. The findings obtained provide insights into the specific characteristics and challenges of implementing learning organization principles in schools within the unique cultural, social, and educational landscape of Karachi. The scale is further analyzed for its predictive validity to find out its effect on job satisfaction The validated scale that is obtained by collecting the responses from different sector schools in Karachi Pakistan will serve as a valuable tool for educational policymakers and administrators aiming to promote a culture of continuous improvement and learning in schools through transformation of their school into a learning organization across Karachi, Pakistan.

Host National Teachers’ Perceptions of Foreign Educators: Insights into the Changing International School Sector in China

ABSTRACT The paper explores the perceptions of host national teachers in China’s international school sector, focusing on their views of expatriate teachers. It addresses two main research questions: how do host national teachers perceive the professional status and ability of foreign teachers working in internationalised schools, and what do these perceptions tell us about China’s international school sector in an era of education regulation? The study utilised semi-structured interviews with experienced host national teachers to gain insights into the changing dynamics of the internationalised school sector and the role of the expatriate teacher. The findings suggest that expatriate teachers are now perceived to play a marginal or auxiliary role, and highlight growing isomorphism between private internationalised and public schools in China. The paper also discusses the implications of the growing dominance of host national teachers and the evolving demographics of expatriate teachers in China, highlighting the need for further research to understand the implications of these changes and the future role of expatriate teachers in China’s international education sector.

Beyond Averages: Unpacking Disparities in School-Based Vaccination Coverage in Eastern Sydney: An Ecological Analysis.

School vaccination programs are crucial for achieving high immunisation coverage among adolescents, but substantial disparities exist across schools and regions. This ecological study aimed to determine associations between school characteristics and vaccination coverage for diphtheria-tetanus-acellular pertussis (dTpa) and human papillomavirus (HPV) vaccines among year 7 students in southeastern Sydney. An analysis of data from 70 mainstream schools participating in the 2019 South Eastern Sydney Local Health District School Vaccination Program utilised quasi-Poisson regression models to assess associations between vaccination coverage and school attendance, socio-educational status, Aboriginal enrolments, language background other than English (LBOTE), school sector (government, Catholic, or independent), and coeducation status. Median school coverage was 88% for dTpa, 88% for HPV-girls, and 86% for HPV-boys, with interquartile ranges of 82-93%, 84-92%, and 78-91%, respectively. Higher school attendance was associated with increased dTpa vaccination coverage (PR 1.14, 95% CI 1.02-1.27). Single-sex schools showed higher HPV vaccination coverage compared to coeducational schools for both girls (PR 2.24, 95% CI 2.04-2.46) and boys (PR 1.89, 95% CI 1.72-2.08). No significant associations were found for ICSEA, Aboriginal enrolments, LBOTE, or school sector. School attendance and coeducational status significantly influenced vaccination coverage, with differential impacts on dTpa and HPV vaccines. These findings highlight the need for targeted strategies to address disparities in school-based vaccination programs. Research using qualitative methods could be useful to understand the beliefs and attitudes contributing to these disparities in vaccine uptake so that programs can be tailored to maximise participation.

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.

Implementing distributed leadership in Irish voluntary secondary schools from the principals’ perspective

ABSTRACT In 2018, the Irish Department of Education and Skills (DES) officially recommended a distributed leadership model as a new approach to leadership and management in post-primary schools. Policy implementation guidance was circulated to school management via DES circular CL003/2018. This study investigates the perspective of voluntary secondary school principals implementing CL003/2018 within the voluntary secondary school sector, where the role of the school principal is pivotal in its implementation. A pragmatic approach to the research methodology led to the adoption of a case study methodology within a mixed-method sequential quantitative > qualitative research design. The quantitative research instrument was an online survey distributed to a census population of voluntary secondary school principals in Ireland. Using Zoom, semi-structured interviews with ten voluntary secondary school principals informed the qualitative research. The findings are examined and interpreted within the literature on distributed leadership, with the concepts of power, accountability, and sustainability emerging from the research. The research identifies recommendations on professional learning for principals to develop sustainable leadership capacity within the voluntary secondary school sector, and the essential time to hold strategic leadership team meetings.