School Settings Research Articles

Reducing Disruptive and Distracting Behaviors in the Classroom: Assessing the Evidence Base.

Disruptive and distracting behaviors in the classroom, from off-task to aggressive behaviors, negatively affect academic engagement and achievement and can lead to more serious problems, including mental health conditions and substance use disorders. The goals of this systematic review were to assess the level of evidence, using established rating criteria, for interventions aimed at preventing or reducing disruptive and distracting classroom behaviors; identify program components common to multiple interventions; synthesize the evidence in regard to students from different racial-ethnic groups; and conduct an economic analysis of these interventions. A search of major databases, gray literature, and evidence base registries was conducted to identify studies published between 2008 and 2022. The authors rated interventions as having high, moderate, or low levels of evidence of effectiveness on the basis of the number and rigor of studies with positive outcomes. Of the 27 interventions identified across 65 studies (N=73 articles), six interventions received a high or moderate evidence rating. The Good Behavior Game was the most frequently studied intervention. Many interventions shared similar program components, including behavioral management, classroom management, emotional-cognitive processes, and skills acquisition. Most articles (86%) were focused on elementary school students. The four interventions rated as having high evidence of effectiveness also showed generally positive outcomes in studies conducted in school settings with racial-ethnic diversity. No studies met the criteria for inclusion in an economic analysis. With greater use and more research, interventions focusing on reducing disruptive and distracting behaviors have the potential to promote student well-being and prevent mental health conditions.

The Impact of School Environment on Student Health Behaviors: Insights from Qualitative Interviews

The relationship between the school environment and student health behaviors is increasingly pertinent amidst rising health concerns among youths. This qualitative study, conducted across diverse socioeconomic backgrounds in Vietnam, explores the multifaceted influences of school settings on the health behaviors of students. Data were collected through semi-structured interviews and focus group discussions involving students, teachers, parents, and administrators from three schools, each representing urban, suburban, and rural settings. The study identified key factors within schools' physical and social environments that significantly impact health behaviors. These include the availability and condition of physical facilities, the nutritional quality of food offered, peer influences, teacher engagement in health education, and the availability of mental health resources. Socioeconomic factors and cultural attitudes towards health and education also emerged as significant determinants. The findings suggest that improvements in physical resources, enhanced teacher training in health education, standardized healthy food offerings, and greater availability of mental health services are critical for fostering healthier behaviors among students. This study underscores the need for holistic policy interventions tailored to diverse educational settings to promote overall student health.

Practical considerations for using low-cost sensors to assess wildfire smoke exposure in school and childcare settings.

More frequent and intense wildfires will increase concentrations of smoke in schools and childcare settings. Low-cost sensors can assess fine particulate matter (PM2.5) concentrations with high spatial and temporal resolution. We sought to optimize the use of sensors for decision-making in schools and childcare settings during wildfire smoke to reduce children's exposure to PM2.5. We measured PM2.5 concentrations indoors and outdoors at four schools in Washington State during wildfire smoke in 2020-2021 using low-cost sensors and gravimetric samplers. We randomly sampled 5-min segments of low-cost sensor data to create simulations of brief portable handheld measurements. During wildfire smoke episodes (lasting 4-19 days), median hourly PM2.5 concentrations at different locations inside a single facility varied by up to 49.6 µg/m3 (maximum difference) during school hours. Median hourly indoor/outdoor ratios across schools ranged from 0.22 to 0.91. Within-school differences in concentrations indicated that it is important to collect measurements throughout a facility. Simulation results suggested that making handheld measurements more often and over multiple days better approximates indoor/outdoor ratios for wildfire smoke. During a period of unstable air quality, PM2.5 over the next hour indoors was more highly correlated with the last 10-min of data (mean R2 = 0.94) compared with the last 3-h (mean R2 = 0.60), indicating that higher temporal resolution data is most informative for decisions about near-term activities indoors. As wildfires continue to increase in frequency and severity, staff at schools and childcare facilities are increasingly faced with decisions around youth activities, building use, and air filtration needs during wildfire smoke episodes. Staff are increasingly using low-cost sensors for localized outdoor and indoor PM2.5 measurements, but guidance in using and interpreting low-cost sensor data is lacking. This paper provides relevant information applicable for guidance in using low-cost sensors for wildfire smoke response.

The impact of cultural experiences on mental health, career readiness and decision making in late adolescence: an international school qualitative interview study

ABSTRACT In a globalised world, study and work options have become vast. The complexity of this for young people with an international upbringing can be considerable. This qualitative interview study aims to explore how different cultural experiences in childhood may influence career decision making behaviours, career preparedness and mental health in late adolescence, specifically within an international school setting. By considering the validity of these experiences, a better understanding of the psychological, social and cultural dynamics can be weighed up in order to identify suitable career guidance strategies to effectively support these young people. Using an IPA approach, in-depth semi-structured interviews were conducted with four diverse international school students aged 17–18. These young people demonstrated that career decision making was influenced by their cultural experiences, with cultural identity and sense of belonging having a significant impact on their career decision making and their perceived career adaptability in readiness for entering the globalised workforce.

Global Inquiry Reveals PBL's Impact on Junior High Ecoliteracy

This study investigates the impact of Problem-Based Learning (PBL) on the ecoliteracy abilities of grade VII junior high school students compared to conventional lecture-based instruction. Conducted at SMP Muhammadiyah 6 Krian, the quasi-experimental research involved 40 students divided into experimental and control groups. Pre-test and post-test assessments using ecoliteracy indicators were conducted. Results from T-tests showed no significant difference in ecoliteracy abilities between the two groups (experimental group: p = 0.090, control group: p = 0.270), suggesting that PBL did not significantly improve ecoliteracy skills among grade VII students. These findings underscore the need for further exploration of instructional methods to enhance ecoliteracy in junior high school settings. Highlight: PBL's Effect on Ecoliteracy: Assessing PBL's impact on junior high ecoliteracy. Quasi-Experimental Design: Non-equivalent control group method in research design. Call for Further Research: Identifying effective environmental education strategies. Keyword: Problem-Based Learning, Ecoliteracy, Junior High School, Quasi-Experimental Research, Environmental Education

Beyond the Bell curve

One of the most important, and neglected, aspects of the school assessment process is the feedback phase. The purpose of this exploratory study was to examine the extent to which feedback is being conducted, training in feedback, and the types of feedback practices used in school settings. One hundred thirty-two school assessment professionals were surveyed, and results suggest that most believe in the importance of test feedback and are utilizing it. Results of this study also indicate that test feedback practices are lacking with most practitioners simply plotting scores on a bell curve. Recommendations for more culturally responsive, meaningful, and ethical feedback practices are discussed, including how to incorporate therapeutic assessment values and techniques in school settings.

Rapid online assessment of reading and phonological awareness (ROAR-PA)

Phonological awareness (PA) is at the foundation of reading development: PA is introduced before formal reading instruction, predicts reading development, is a target for early intervention, and is a core mechanism in dyslexia. Conventional approaches to assessing PA are time-consuming and resource intensive: assessments are individually administered and scoring verbal responses is challenging and subjective. Therefore, we introduce a rapid, automated, online measure of PA—The Rapid Online Assessment of Reading—Phonological Awareness—that can be implemented at scale without a test administrator. We explored whether this gamified, online task is an accurate and reliable measure of PA and predicts reading development. We found high correlations with standardized measures of PA (CTOPP-2, r = .80) for children from Pre-K through fourth grade and exceptional reliability (α = .96). Validation in 50 first and second grade classrooms showed reliable implementation in a public school setting with predictive value of future reading development.

Insights into multilingualism in school settings: Unveiling teachers’ language attitudes and beliefs

Abstract (Prospective) German teachers for primary schools often find themselves overwhelmed in multilingual contexts within the school framework. This can lead to challenges in managing linguistic diversity, including instances of language-related discrimination and other manifestations of language ideologies influenced by teachers’ attitudes and beliefs. This article delves into specific instances of discriminatory actions within the educational setting. By employing frame analysis and involving passive qualitative classroom observation with field notes, the study aims to provide a detailed description and interpretation of linguistic actions in the communication process. Additionally, the analysis facilitates the modeling of classroom communication, offering practical insights for teacher training programs to address linguistic diversity effectively and prevent instances of linguistic discrimination. As an observational tool, frame analysis should prompt (prospective) teachers to engage in critical reflection on the origins of their own attitudes and beliefs, encouraging them to reconsider and revise their perspectives.

Organizational Commitment, Work-Life Balance and Teachers’ Effectiveness In School Teachers

Modern day life has many problems within different dimensions and keep up a crucial Work-Life Balance (WLB) along with a strong Organizational Commitment (OC), of which one is a part of WLB is the degree to which individuals prioritise the professional and personal responsibilities in their lives, as well as the presence of work-related activities in their homes. Work life equilibrium can impact numerous factors, including satisfaction on job, commitment towards the organisation and, of course, performance on job. WLB allows for healthy compartmentalization of work and hence can possibly be hypothesized to affect Teacher Effectiveness (TE) in the workplace. Similarly, organizational commitment may be understood as the psychological attachment or bond an individual may have to an organization. The bond is important as it can allow increased feeling of belongingness to the organization and increased motivation to work harder. The study aims to investigate how OC and WLB relate to teachers' effectiveness in a school set up. The results suggest statistically significant positive association between organisational commitment and TE. Further, a significant positive link was also found between OC and WLB. Although, no significant association was found between teachers’ effectiveness and WLB.

Measures implemented in the school setting to contain the COVID-19 pandemic.

Measures implemented in the school setting to contain the COVID-19 pandemic.

The experience of school-based dramatherapists: understanding the barriers and facilitators of UK school-based dramatherapy to inform better implementation

Approximately 50% of UK dramatherapists deliver their work in schools. Despite this, little is currently known about the way in which school settings affect the dramatherapy that is delivered within them. This qualitative investigation utilised semi-structured interviews (N=12) and reflexive thematic analysis to identify the facilitators and barriers of providing dramatherapy in school settings. In addition, the unique experiences of working as a dramatherapist in a school setting were also investigated. Amongst others, the facilitators identified included school as an accessible and safe place for therapy to occur. In addition, the structure provided by the school’s daily and annual timetable, and the support of other school-based professionals and organisations were also identified. The barriers identified related to funding challenges, inappropriate referrals, schools seeking quick results and a lack of access to suitable spaces for therapy to occur. Regarding their experiences of employment, many dramatherapists spoke of working in multiple schools and, whilst some enjoyed the flexibility this offered, many found it challenging to become part of the school community and experienced a sense of isolation whilst working. Feeling like they are lower paid than clinical counterparts, such as colleagues in Child and Adolescent Mental Health Services (CAMHS), was also raised by those interviewed. These findings suggest that resource investment and investment into teachers’ and other school-based professionals’ knowledge of dramatherapy is warranted. In addition, dramatherapists who work in schools may benefit from community building. Future research, which explores the experience of dramatherapists in other settings is also encouraged.

Determining cut-off values and predictors for the Snaith-Hamilton Pleasure Scale: comparison between clinical and school settings.

Few previous studies have established Snaith-Hamilton Pleasure Scale (SHAPS) cut-off values using receiver operating characteristic curve analysis and applied these values to compare predictors of anhedonia between clinical and nonclinical groups. To determine the optimal cut-off values for the SHAPS and use them to identify predictors of anhedonia in clinical and nonclinical groups in Taiwan. This cross-sectional and correlational study used convenience sampling to recruit 160 patients from three hospitals and 412 students from two universities in northern Taiwan. Data analysis included receiver operating characteristic curve, univariate and multivariate analyses. The optimal SHAPS cut-off values were 29.5 and 23.5 for the clinical and nonclinical groups, respectively. Moreover, two-stage analysis revealed that participants in the clinical group who perceived themselves as nondepressed, and participants in the nonclinical group who did not skip classes and whose fathers exhibited higher levels of care and protection were less likely to attain the cut-off values. Conversely, participants in the nonclinical group who reported lower academic satisfaction and were unwilling to seek help from family or friends were more likely to attain the cut-off values. Our findings highlight the importance of optimal cut-off values in screening for depression risk within clinical and nonclinical groups. Accordingly, the development of comprehensive, individualised programmes to monitor variation trends in SHAPS scores and relevant predictors of anhedonia across different target populations is crucial.

A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children

Group contingencies are well established as methods for reducing disruptive classroom behaviors and increasing academic behaviors. However, their role in increasing prosocial behaviors has not yet been explored to the same extent. We conducted a systematic review of the single-case literature to synthesize the types of prosocial and antisocial behaviors targeted in school settings, the short-term and long-term behavioral contingencies used to target these behaviors, and the quality of the literature. We searched five databases for studies exploring the use of group contingencies to increase prosocial behaviors or decrease antisocial behaviors in children. Our narrative synthesis of the twenty-two included studies noted contingencies employed in these interventions consisted of either positive reinforcement or a combination of positive reinforcement and positive punishment. Of the 22 studies included for review, none met the What Works Clearinghouse Design Standards without reservations. Interobserver agreement and demonstration of effects over time were the most commonly unmet design standards. Future research should seek to encourage greater focus on both prosocial behavior and positive behavior change mechanisms. PROSPERO ID: CRD42022337025.

Assessment Methods and their Effectiveness in Evaluating Physical Fitness in School Settings

Forming a vital contribution to the development of health conditions for individuals during school years, physical fitness tests and interventions in school environments are among such aspects. This general research article focuses on physical fitness assessment and brings together a humongous literature base. As sample of the study varied cohort from different contributors: from different schools, students , teachers and administrators. By means of stratified random sampling. The study begins with a baseline evaluation of fitness in the participants using both standardized tests recommended by Williams & Lacy, as well as self-report surveys derived from Vanhees et al This preliminary phase acts exactly like how much physically active that samples are currently at this point during their lifetime. This study provides an overall view of the physical fitness tests and interventions that have been conducted in various school systems. To establish the pre and post-intervention performances of cardiovascular endurance, muscular strength flexibility as well body composition were measured using standardized fitness tests. Application of appropriate interventions led to significant improvements in various components of fitness. In addition, self-reported physical activity questionnaires and wearable activity tracker data offer insight into behavioral changes among participants observed via frequency duration and intensity levels. Collectively, the findings discussed above provide insight into assessment measures which promote physical fitness in students and puts light on implications for teachers, school administrators as well as research community.

Evaluating a Future-Oriented Positive Youth Development Intervention to Reduce Sexual Risk Among Highly Mobile Youth: Results and Challenges

PurposeYouth experiencing or at risk of experiencing homelessness need tailored prevention programming to prevent unplanned pregnancy and sexually transmitted infections. This study evaluated the efficacy of a small-group, future-oriented positive youth development (PYD) intervention to reduce sexual risk behaviors. MethodYouth aged 14–19 (n = 483) experiencing or at risk of experiencing homelessness were recruited at youth-serving agencies and in alternative schools. Each cohort enrolled was randomized either to a 10-session, 5-week group future-oriented intervention to support them in adopting health-promoting behaviors such as using contraception, including condom use (n = 244) or to a no-treatment condition where they received usual services/schooling (n = 239). We assessed at baseline and 3-month and 9-month follow-up (1) vaginal intercourse without consistent contraception use, (2) vaginal and anal intercourse without consistent condom use, and (3) sexual risk behaviors, including current (last 3 months) effective contraception use by females who did not report current use at baseline. ResultsThere was no significant difference between treatment and control conditions for most outcomes. However, among females not currently using contraception at baseline, 34% in the treatment condition compared to 12.9% in the control condition reported using contraception in the 3 months before the 9-month survey, a statistically significant difference. DiscussionThis sexual risk reduction intervention, grounded in PYD theory and tailored to address the needs of marginalized groups of youth, demonstrated efficacy at increasing contraceptive uptake among females. The need for PYD interventions that can be delivered in a variety of nontraditional school and service settings are discussed.

Investigating preservice teachers’ attitudes toward lesbian, gay, and bisexual students in Luxembourg

AbstractLesbian, gay, and bisexual (LGB) students face victimization in multiple contexts, including the educational context. Here, teachers can serve as an important resource for LGB students. However, teachers who are prejudiced against students from sexual minorities might not be able to fulfill this role. Accordingly, it is important to find out more about teachers' attitudes and their correlates, as such information can provide starting points for sensitization interventions in teacher education programs, which have the potential to improve the situation of LGB students in the school setting. In the present preregistered questionnaire study, we investigated the attitudes of 138 preservice teachers from the University of Luxembourg toward LGB students and tried to identify predictors of teachers’ attitudes. Results suggested that Luxembourgish preservice teachers hold mostly positive attitudes toward LGB students. Using correlation and multiple regression analyses, we identified the frequency of participants’ contact with LGB people in family or friend networks, hypergendering tendencies, sexual orientation, and religiosity as reliable predictors of attitudes toward LGB students. Age, gender, and right-wing conservatism did not reliably predict preservice teachers’ attitudes in the regression models. Our findings thus offer support for intergroup contact theory and have implications for teacher education in Luxembourg.

Evaluation of Quiet Quitting: Is the Bell Ringing?

This study empirically explores the concept of Quite Quitting (QQ), which is defined as the factors that prevent teachers from feeling a sense of belonging to their profession despite their efforts in school settings. It also identifies the reasons why teachers do not feel engaged in their profession and the types of disengagement behaviors they exhibit. In this research, mixed research methods were employed, among which the exploratory sequential design was utilized. The design comprised two phases, the first being phenomenology with 32, and the second being the quantitative phase with 484 teachers in the Eskişehir region of Turkiye. The results provided evidence that although the QQ phenomenon was a post-pandemic trauma that occurred especially in Generation Z, the findings showed that QQ had very different dimensions in Turkiye and that its origins were deeper. The interpretation followed the four factors of QQ: management factors, social factors, economic factors, and factors that affected teachers' well-being. As aftereffects, teachers showed emotional distance, simurg effect, apathy, and revenge from the student. The conclusions and recommendations were discussed.

AI를 활용한 중학교 발명교육 프로그램의 개발 및 효과 분석: Chat GPT를 중심으로

The purpose of this study is to develop and apply a middle school invention education program using Chat GPT, an interactive AI. To this end, we developed and applied an invention education program using Chat GPT, an interactive AI targeting middle school students, and compared and analyzed it with existing invention education programs. The conclusions of this study are as follows. First, we developed and applied an invention education program using AI with high validity targeting middle school students. Second, compared to existing invention education, the group that applied AI-based invention education used more diverse thinking techniques and came up with more diverse invention ideas. Third, the change in attitude toward invention improved in all groups, and the interest attitude and practical attitude factors improved more highly in the AI-based invention education group. Fourth, in the experimental group that applied the AI-based invention education program, students' artificial intelligence literacy improved. Fifth, in an environment of educational paradigm change that emphasizes digital literacy and AI, we were able to present a practical AI-utilized invention education program suitable for middle school settings.

Design and Integration of Intelligent Classroom for Preschool Education Majors Based on Computer Visual Recognition Technology Computer

Childhood development students may greatly benefit from the creation and implementation of a cognitive smart lesson that utilizes computer vision technologies. By analyzing and interpreting visual information gathered during lessons in real time, this equipment may be utilized to improve instruction while giving pupils more opportunities for individualized education. Participants' existence, gestures, and movements may be detected in interactive classrooms by installing many sensors and analyzing the resulting pictures via artificial intelligence techniques. This information is then utilized to give pupils more specific input, modify the learning method, and pinpoint problematic areas for improvement. Implementation of such devices in school settings has the potential to raise educational standards by promoting greater pupil involvement and engaged study. In addition to tracking learner growth, instructors may utilize such equipment to pinpoint areas of struggle so they can better customize the material for every learner. One objective of such a study is to create an engaging picture-based study and teaching platform tailored to preschoolers by using intelligent sensing' picture-of-image technologies. Utilizing the algorithm for BP neural networks and the ImageNet, Microsoft Common Objects in Context (MS COCO) , Modified National Institute of Standard and Technology (MNIST), and Chars74K datasets, this article creates a photograph recognition framework that can carry out the majority of its identification acts and integrates it into the educational program using an imagine for pictures. The picture machine learning algorithm has a high precision rate, with a total precision rate of 85.16%. The system offers an improved identification rate, greater instructional effectiveness, and more interactive features than the conventional approach to early childhood education. It has an excellent dynamic impact on learning because it can identify nearly every one of the items kids touch. Early childhood children may benefit greatly from an extra dynamic and individualized educational setting made possible by the introduction of technological vision technologies into a smart teaching. The adoption of computerized visual identification technologies within intelligence classrooms may not only improve the educational and learning experience but also provide vital data for research. Researchers and instructors may learn more about students' learning styles and most beneficial methods of instruction via real-time monitoring of pupil conduct and educational patterns. This information may be utilized to better improve the field of pediatrics by informing the creation of new methods of instruction, resources for learning, and technological tools.

Parental perspectives on Children's lifestyles: A Path for school health promotion

The National School Health Program in Portugal advocates for healthy lifestyles. However, school health teams mostly focus their activities on educating children, whereas it is the families who are primarily responsible for managing children's lifestyles. Although the programme proposes interactive health education activities, such as meetings with the children's families, few parents participate in these activities. The project Gostar de Mim was created to bridge this gap by promoting healthy family lifestyles in school settings. The project used an evaluating instrument called the ‘Parents’ Booklet’ packed with information. This study assessed the usefulness of the booklet in providing health information and planning family engagement. Based on the PRECEDE-PROCEED framework (PRECEDE: Predisposing, Reinforcing, and Enabling Constructs in Educational/Environmental Diagnosis and Evaluation; PROCEED: Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development), this article focuses on the social and epidemiological assessment phases. We examined the health surveillance status of children aged 6–10 years (epidemiological phase) and description of health behaviours in different lifestyle dimensions (behavioural and environmental phase). The Parents' Booklet was used to identify parents' perspectives on their children's lifestyles. Data analysis of 568 Parents' Booklet (23 schools) use cases showed that the lifestyle priorities, in order, were ‘sleep and rest’ (95.6 %), ‘energy balance’ (100 %), ‘oral/body healthcare’ (95.6 %), ‘alcohol, tobacco/other drugs’ (73.9 %), ‘consumerism’ (91.3 %), ‘leisure-time occupation’ (91.3 %), and ‘literacy and satisfaction at school’ (86.9 %). Clearly, the Parents' Booklet was useful, as it made it possible to obtain information that allowed for participatory school health diagnosis and can guide community nursing actions that need to be developed in schools. Crucially, this tool can be useful for parents, enabling them to be more aware of their children's lifestyle via self-monitoring as well as increasing their participation in health education.