School Sector Research Articles

EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022

As the role of English as a global language grows, many governments in the Asian region have been promoting the use of English as medium of instruction (EMI) in universities and schools. In recent years, the use of EMI has been promoted in the form of Content Language Integrated Learning (CLIL) in many pre-primary, primary and secondary school systems in Asia. Because this focus on the school sector is relatively new, there seems to be relatively limited empirical research on the implementation of EMI and CLIL in primary and secondary schools in Asia. Using scoping review methodology, this paper aims to ‘map the terrain’ by providing an overview of the contexts and focus areas of empirical research conducted in the last seven years (2015–2022). The findings highlight gaps in the existing body of literature, including a lack of research in primary school and early childhood contexts, limited research in some countries in the Asian region, and a relatively narrow range of research focus areas, stakeholder perspectives and methodological approaches. These findings highlight areas that future researchers may consider as they investigate EMI and CLIL in school contexts in Asia.

Incidence of Intestinal Parasites in Government and Private School Going Children

Background: Intestinal parasites not only pose a public health risk worldwidely, but also particularly prevalent in developing countries. They are among the least recognized infectious diseases in the world. The occurrence of intestinal parasites among children attending school is a matter of particular concern because they are at a critical stage of development, and their health can have a negative impact on their growth and academic performance. Study design: This cross-sectional study was conducted at Akhtar Saeed Medical College, Rawalpindi for duration of six months from September 2022 to February 2023. Material and Methods: Data from 25 private school children and 25 government school children was examined and it was found that there were 10 positive cases of intestinal parasites found among government school children and there were 4 cases positive among private school children. Results: The highest percentage of parasite that was found was E.histolytica (22%) followed by G.lamblia (19%). There were 8% cases where hookworm was found to be the cause of intestinal issues. Parasite distribution based on type of school showed that there were 71% cases positive cases found in the government sector schools whereas 28% positive cases were from the public sector schools Conclusion: This study analyzed the incidence of intestinal parasites in private and government school-going children and found that government school children are more exposed to unhygienic conditions leading to intestinal parasite infections. The study highlights the importance of addressing the underlying factors contributing to the high incidence of intestinal parasites in the region and underscores the need for a coordinated and sustained effort to tackle this public health issue. Keywords: intestinal parasite, sanitation, infection and school children.

Prevalence and socio-demographic distributions of meeting RMI Guidelines for Healthy Living among elementary school children in Majuro, Republic of Marshall Islands: a cross-sectional population-based survey

Childhood obesity is high in Republic of Marshall Islands (RMI). We report the prevalence and socio-demographic distribution of selected obesity-related risk factors among children in Majuro, RMI. Sixteen elementary schools were approached and students and parents in Grades 1, 3, and 5 invited to participate in this cross-sectional population-based survey. Accelerometry and a questionnaire were used to collect data on children's physical activity (PA), sleep, screen time and dietary behaviours. Descriptive statistics and mixed-effects logistic regression were used to examine differences in the proportions of children meeting selected RMI Healthy Living Guidelines by sex, school grade and school sector. Thirteen schools and 958 children were recruited, of which 892 (52.2% girls; mean age 9.3±1.8 years) provided useable data. Around 90% met the PA, 29% screen time, 13% sleep, 69% sugar-sweetened beverage and 56% highly processed food guidelines. The proportion meeting individual guidelines was higher among children in Grade 1 compared with Grade 5. Being a girl (0.27; 95% CI 0.16, 0.46) was associated with lower odds of meeting the PA recommendation. Compared with children from Grade 1, those in Grade 5 had lower odds of meeting the PA (0.28; 95% CI 0.15, 0.55), screen time (0.60; 95% CI 0.40, 0.89), sleep duration (0.33; 95% CI 0.18, 0.59), sugar-sweetened beverage (0.35; 95% CI 0.23, 0.53), and consumption of highly processed foods recommendations (0.49; 95% CI 0.33, 0.72). While most children in RMI are adequately active, resources are needed to promote healthier levels of screen time, sleep, sugar-sweetened beverage and highly processed food consumption, especially among older children. This study was funded by World Diabetes Foundation; Canvasback Missions, RMI; NHMRC Australia (APP1176858); Pacific Community.

Nurturing Sociolinguistic Competence in Pakistani ELT Context through Teachers: Practices, Perspectives, and Practicalities

Sociolinguistic competence or the appropriate use of language in different social scenarios is a construct that depends on such social variables as age, gender, class, and ethnicity as well as on different socioeconomic categories too. Teachers have a vital role to play in developing both receptive as well as productive sociolinguistic competence in any society, especially where English is a second language. The present research aimed at investigating public sector school teachers’ perceptions and practices regarding sociolinguistic competence in Pakistan. In terms of sociolinguistic competence, the study has a special focus on context-appropriate grammar and vocabulary usage. The study consisted of two phases, in the first phase perceptions and practices of school teachers were analyzed using the works of Jianda (2006), Abedi (2016), and Blum-Kulka & Olshtain (1981). In the second phase, building upon the findings, various training sessions were conducted in the Twin Cities of Pakistan to identify the hurdles and suggest practical solutions for the development of sociolinguistic competence among English language learners. The findings indicated that the unawareness of English culture is the major reason for cultural instruction failure in English language learning lessons. Also, by using feasible and cost-effective measures we can develop the sociolinguistic competence of English language learners at public sector schools.

Internationally-national schools: A critical review of this developing sector and the frameworks that define international schools

Across the world, the international school sector is changing at a rapid pace, having an impact on all facets of international schools, from curriculum to clientele. This article describes an emerging concept from this sector that I have termed the internationally-national school, borne from the nationally affiliated schools that currently exist within the sector that have adapted and evolved. It seeks to contribute to the discourse on international schools and the typologies used to categorise them. In order to embed this concept as a subsection of international schools, this article critically analyses three established frameworks currently in use to classify international schools and positions the internationally-national school within each framework. From this analysis, I conclude that internationally-national schools should be a recognised part of the international school landscape and that there is a need for an update to some of these frameworks as they lack the flexibility required to keep pace with the everchanging sector.

Innovative structural and financial models in U.S. Christian education

Financial sustainability is one of the greatest challenges facing private Christian schools. However, scant research has been conducted to identify innovative structural practices and financial models that may help sustain the mission of Christian schools. This study helps close that gap with a mixed methods inquiry into approaches like mergers and acquisitions, micro- and hybrid school models, third source income and entrepreneurship, and inclusive education, with a focus on 11 exemplars in the Christian school sector across the United States.

Use of Maturity Model to Create an Effective Marketing Mix with a Focus on Educational Facilities

The presented article focuses on the acute topics of process management in educational institutions. A maturity model is here proposed in order to develop an effective marketing mix for educational facilities. It is used to assess the current state of each element of the marketing mix and identify areas for improvement. The main contribution is the detailed description of why it is necessary to create a maturity model when creating a marketing mix in the school sector. To achieve this, individual process information programs are analyzed and specifics for the educational sector are given. The article focuses on educational facilities, such as schools, universities, and training centers. By utilizing a maturity model, educational facilities can identify gaps in their marketing strategies and develop a more effective marketing mix to attract and retain students. Furthermore, up-to-date maturity models were analyzed and, as a result of the research, a new, separate model was created with detailed description. Part of the new model is also an analysis of practical use by employees in selected school establishments. The results of this study can provide insights for educational institutions to enhance their marketing strategies and better meet the needs of their target audience.

The Impact of Private Schools, School Chains and PPPs in Developing Countries

Abstract The private school sector has expanded with almost no public intervention to educate half of primary school children in many urban centers in Africa and Asia. Simple comparisons of test scores would suggest that these private schools may provide better quality than public schools, but how much of this difference is due to selection effects is unclear. Much donor and policymaker attention has proceeded on the basis that private schools do perform better, and focused on models of public subsidy to expand access, and investment in networks or chains to encourage expansion. We review the evidence of the effects of private schools on learning, and how that effect translates to public-private partnerships (PPPs). We also study the effects of private school chains. We conduct a systematic review for eligible studies, with transparent search criteria. The search resulted in over 100 studies on low-cost private schools and PPPs, with a large majority being on low-cost private schools. Our meta-analysis shows moderately strong effects from private schooling, although the limited number of experimental studies find much smaller effects than quasi-experimental studies. This advantage, though, is not nearly enough to help most children reach important learning goals. Turning to policy goals, we find that the private school advantage has not translated to public private partnerships, which have shown limited value in improving quality. They can however represent a lower-cost means of increasing access to school. We also find that private school chains perform little better than individual private schools and have little scope for achieving meaningful scale.

The development of the education system in Qatar: assessing the intended and unintended impacts of privatization policy shifts

ABSTRACT Qatar is caught in the struggle between reformation of its educational system to create a dynamic, local workforce and prepare their citizens for the competitive global market for higher education and jobs, whilst preserving the country’s values, tradition and language. This paper examines the recent policy shifts, hitherto underexplored, analysing the intended and unexpected impacts that influenced subsequent policy reform. It begins with a background on neoliberal educational policies followed by a historical account of the education system, with a focus on post-2011 where the government introduced a voucher system to further privatization. Using quantitative longitudinal analyses based on tabulating detailed government educational reports from 2010 onwards, it aims to investigate the impact of these post-2011 policies on the number of schools, students, gender and demographic composition in the government and private schooling sector. The data illustrates how a simple, linear trend of privatization has not occurred and that significant demographic changes have begun to surface between government and private schools. If these trends continue at the same rate across the next decade, this will likely result in transformative social changes and divisions in relation to identity, language, gender, cultural values, socio-economic status, higher education choices and job opportunities.

The gendering of tech selves: Aspirations for computing jobs among Jewish and Arab/Palestinian adolescents in Israel

This study uses original survey data to compare aspirations for computing jobs (“tech aspirations”) between students in Arabic- and Hebrew-language school sectors in Israel. Analogous to “paradoxical” patterns previously documented in cross-national studies, results show a smaller gender gap in tech aspirations in schools serving the more socioeconomically precarious Arab/Palestinian population. The strongest predictor of tech aspirations is students’ personal identification with computing workers, but this “tech identity” cannot account for sectoral differences in the aspirations gender gap because it is stronger for boys than girls in both school sectors. Although mathematics affinity and academic instrumentalism are both greater in the Arabic-language school sector, these social-psychological variables also have limited power to explain sectoral differences in tech aspirations. The belief that computer science is for boys, by contrast, positively affects tech aspirations of Jewish but not Palestinian boys, suggesting that variability in the tech gender gap may partly reflect group-specific effects of gender stereotyping. Results underscore the importance of an intersectional approach for understanding the social-psychological drivers of STEM aspirations and how they vary across social groups.

Multi-Level Analysis of Factors on Teacher Job Satisfaction Across Japan and South Korea: Evidence From TALIS 2018

Teacher job satisfaction has been investigated as a critical influence on teacher turnout and the development of high-quality schools. Employing hierarchical linear modeling (HLM), the present study examined the effects of both teacher- and school-level factors on teacher job satisfaction in Japan and South Korea. Education in both countries is rooted in an East Asian cultural setting, and a comparison across the two countries will contribute to the discovery of underlying factors that affect teacher job satisfaction. The current study, based on the 2018 Teaching and Learning International Survey, showed that gender, teaching experience, social utility motivation to teach, self-efficacy, teacher-student relations, professional development, and team innovativeness exerted a crucial influence on teacher job satisfaction at teacher-level for Japan and South Korea. Furthermore, school sector, school delinquency and violence, and lack of special needs personnel were distinctive factors at school-level related to teacher job satisfaction for the two countries. The findings were discussed within the East Asian cultural context as well as comparatively, regarding East Asian versus Western cultures.

OPOP and Economic Resilience During Covid-19 Pandemic: Formulating the Prototype of Independent Pesantrenpreneurs

The Covid-19 pandemic that has hit the world has had a very significant impact on the economic and educational sectors of Islamic boarding schools. The institutions are commonly considered to have less economic resilience. This study aims to formulate a prototype to encourage the establishment of an independent pesantrenpreneur in Indonesia. The study applied descriptive qualitative approach to examine the implementation of the OPOP program in mentor pesantren and fostered pesantren. The paradigm used in this study is interpretive-constructivist. The results showed that the success of the Al-Ittifaq Islamic Boarding School in West Java and the Mukmin Mandiri Islamic Boarding School in East Java in running the pesantren business could not be separated from several factors: 1.) Islamic boarding schools have superior quality products according to market segmentation. 2.) Pesantren has an official business entity that is managed professionally to ensure the accountability of the business entity. 3.) Pesantren has a strong network with strategic partners to support business continuity. 4.) Islamic boarding schools have creative and innovative steps in terms of business management, products, and marketing. 5.) Islamic boarding schools consistently implement sharia principles to ensure product halalness and the application of Islamic values ​​in business processes.

The subjective wellbeing of expatriate international school teachers in Hong Kong: An exploratory study into the influence of school-level factors

The international school sector in Hong Kong makes a substantial contribution to educational provision in the city, employing many expatriate teachers. Wellbeing has taken on increasing prominence in international school discourses, but little research has investigated how the wellbeing of international school teachers is influenced by school-level factors. For the purposes of this study, thirteen expatriate teachers from ten different international schools in Hong Kong were interviewed and the data were analysed thematically. The teachers’ wellbeing was found to be influenced by relationships with students, colleagues and senior leaders, and a pervasive climate of accountability. Teachers felt a sense of social isolation associated with cultural differences, and often did not feel supported by their schools. Teachers’ wellbeing, it is proposed, may be improved by the articulation of a shared vision which focuses on classroom-level interactions, an affiliative climate, and an institutional environment which addresses social isolation and protects teachers against an excessive climate of performativity and accountability.

The Impact of a Nonlinear Pedagogical Approach to Primary School Physical Education Upon Children’s Movement Skill Competence

Purpose: To investigate the effects of a nonlinear pedagogical approach to primary school physical education (PE) upon children’s movement skill competence. Methods: Forty-six (male = 25 and female = 21) children aged 6–9 years participated in either a nonlinear pedagogy (NP) or linear pedagogy approach to PE for 9 weeks. Children’s movement skill competence was assessed utilizing measures representative of children’s play at pretest, posttest, and 13-week retention test time points. Results: Repeated-measures analysis of variance showed significant improvements for general motor coordination (p < .05, d = 0.234) and time-to-contact judgment performance (p < .05) for the NP group only. Significant between-group differences existed for general motor coordination at the retention test time point (p < .05, d = 0.119) in favor of the NP group. Conclusion: Our results reveal that NP approaches to primary school PE can be efficacious in enhancing children’s movement skill competence. Thus, it seems appropriate that NP approaches to PE are utilized more readily within the primary school sector.

Comparative Analysis of ESL Learning in Public and Private Sectors at Primary Level in District Khairpur

The present study comparatively analysis of ESL learning in public and private sectors at the primary level in district Khairpur. The researcher used both qualitative and quantitative methods for data collection. This study was conducted in the district of Khairpur Sindh and the population of the study was educated persons from different areas of district Khairpur. The researchers face to face met 180 educated persons and asked the questions which they have included in the printed questionnaire. The data was gathered and analyzed by using mathematical analysis and presented in the tables. The findings of the study revealed that private-sector primary schools’ performance is better than public-sector primary schools’ performance regarding ESL learning. The findings also disclosed that the English language as a medium of instruction in private schools enhances ESL learning. While the public sector schools are not using English as a medium of instruction so far behind private sector schools.

Biostatistics: Simple practical way to use Microsoft excel to find mean, median, mode, standard deviation and correlation

India is among the top five countries in the pharmaceutical sector. Software is used more frequently because it completes the work in very short time in terms of analyzing data, calculations etc. Computers and cutting-edge software are increasingly used in research. Application of mathematics to biological systems is known as biostatistics (living things). Because biostatistics is employed in both experimental and observational investigations, it is a subject worth studying in the pharmaceutical sector, medical and paramedical (nursing, pharmacy, etc.) schools. Use of Pen and paper for measurements and calculations take far too long to complete. Software is the option to reduce the time. There is a wide variety of statistical software available today that produces findings quickly. Some examples of statistical software are Minitab, SPSS, R online, and Microsoft Excel. Microsoft excel is free and widely accessible software to calculate central tendency, dispersion and correlation. In this article we will discuss the use of Microsoft excel to find mean, median, mode, standard deviation and correlation of the given data.

Religious Education in the Early Years: An Irish Perspective

Ireland’s education system at primary level is renowned for its lack of diversity, with most schools falling under the patronage of the Catholic Church. This homogeneity of school type is problematic from a number of perspectives, not least the changed demographics in terms of religious affiliation in Ireland. There is a desire for change by all; however, the pace of change is slow. Whilst the National Council for Curriculum and Assessment (NCCA) determines the curriculum for all subject areas in primary schools, this body has no remit over the subject of religious education (RE). The responsibility for the provision of RE has rested with the patrons of schools since the inception of the national school system. This review focuses on the provision of early years’ Catholic RE in schools and pre-schools in the Republic of Ireland. In recent years, the importance afforded to the subject of RE and its status in schools has been eroded. The impact on early childhood religious education of this diminution is outlined. The review also addresses the training and support of teachers to work in the Catholic school sector and concurs with other writers in the field that current programmes of preparation require reform.

School climate, student engagement and academic achievement across school sectors in Australia

Driven by the focus on standardised assessment and performance-driven accountability, a considerable body of literature has documented differences in students’ academic achievement across school sectors, both internationally and in Australia. However, few studies have to date explored the potential mechanisms underlying such differences, particularly through the lens of school climate and student engagement. And despite extensive literature on school climate and student engagement, including their relationships with achievement, the differences in these patterns across school sectors remain under-studied. In this paper, we leverage nationally representative data from a large-scale longitudinal survey in Australia with linked administrative data on student achievement to reveal different patterns of school climate and student engagement across government, Catholic and independent sectors. Employing multivariable regression analyses, we identify unique school climate and student engagement facets that are associated with improved achievement in each of these sectors, offering important pointers for educational policies.

Effect of Corrective Feedback on the Development of Vocabulary in the Acquisition of Second Language at Secondary Level

Effect of corrective feedback on the development of vocabulary in the acquisition of second language at secondary level was the main purpose of this study. The study utilized an experimental design, specifically a (pre-test post-test equivalent group design). Sample consisted of 30 students in each group, selected on their pre-test scores. Experimental group received corrective feedback during an eight-week period, while the control group followed the same lessons but with the conventional teaching. Results also indicated that application of corrective feedback strategy was beneficial for the vocabulary development of experimental group contrarily to control group. These findings implied that integrating ‘‘corrective feedback’’ a type of feedback in language teaching practices can effectively enhance students' language proficiency in public sector schools in Khyber Pakhtunkhwa. Therefore, the study recommends that language teachers in public sector schools in Khyber Pakhtunkhwa should adopt corrective feedback strategies into their teaching practices to improve their students' overall language proficiency, including vocabulary development.

Developing adaptability and agility in leadership amidst the COVID-19 crisis: experiences of early-career school principals

PurposeDuring the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis.Design/methodology/approachThe study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools.FindingsThe findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship.Originality/valueThis study uses a unique emotional intelligence approach to understand school leadership during and after a crisis.