School Work Research Articles

SCHOOL CULTURE AND WORK VALUES OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between school culture and work values of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of school culture that significantly influence the work values of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive school culture and extensive work values of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of school culture were found to have significantly influence on work values of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads create a conducive school culture thereby helping teachers to develop positive work values. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: School culture, work values, Panabo City Division

Predicting the Spread of a Pandemic Using Machine Learning: A Case Study of COVID-19 in the UAE

Pandemics can result in large morbidity and mortality rates that can cause significant adverse effects on the social and economic situations of communities. Monitoring and predicting the spread of pandemics helps the concerned authorities manage the required resources, formulate preventive measures, and control the spread effectively. In the specific case of COVID-19, the UAE (United Arab Emirates) has undertaken many initiatives, such as surveillance and contact tracing by introducing mobile apps such as Al Hosn, containment of spread by limiting the gathering of people, online schooling and remote work, sanitation drives, and closure of public places. The aim of this paper is to predict the trends occurring in pandemic outbreak, with COVID-19 in the UAE being a specific case study to investigate. In this paper, a predictive modeling approach is proposed to predict the future number of cases based on the recorded history, taking into consideration the enforced policies and provided vaccinations. Machine learning models such as LASSO Regression and Exponential Smoothing, and deep learning models such as LSTM, LSTM-AE, and bi-directional LSTM-AE, are utilized. The dataset used is publicly available from the UAE government, Federal Competitiveness and Statistics Centre (FCSC) and consists of several attributes, such as the numbers of confirmed cases, recovered cases, deaths, tests, and vaccinations. An additional categorical attribute is manually added to the dataset describing whether an event has taken place, such as a national holiday or a sanitization drive, to study the effect of such events on the pandemic trends. Experimental results showed that the Univariate LSTM model with an input of a five-day history of Confirmed Cases achieved the best performance with an RMSE of 275.85, surpassing the current state of the art related to the UAE by over 30%. It was also found that the bi-directional LSTMs performed relatively well. The approach proposed in the paper can be applied to monitor similar infectious disease outbreaks and thus contribute to strengthening the authorities’ preparedness for future pandemics.

Meeting Gaps in the Public Health Workforce During Emergencies: How a Nongovernmental Organization Supported Critical Staffing Needs in the COVID-19 Response.

The public health workforce continues to experience staff shortages, which hampered the ability of US state, tribal, local, and territorial health departments to respond to the COVID-19 pandemic. In April 2020, the US Centers for Disease Control and Prevention (CDC) awarded $45 million to the CDC Foundation to provide field assignees to support these health departments. To expand these efforts, the CDC provided an additional $20 million in May 2021 for vaccination efforts and $200 million in June 2021 to support COVID-19 response and general infrastructure support. The CDC Foundation worked with jurisdictions across the United States to develop job descriptions based on need and recruit nationally for positions. This expanded project, called the Workforce/Vaccine Initiative, hired 3,014 staff in 91 jurisdictions, with 2,310 (77%) hired by January 2022. Most assignments were fully remote (55%) or hybrid (28%). The largest number of staff (n=720) supported COVID-19 response work in schools. Other common functions included contact tracing/case investigation (n=456), program coordination (n=330), epidemiology (n=297), data and surveillance (n=283), and administrative support (n=220). To advance health equity and improve response efforts, 79 health equity staff were assigned to 30 jurisdictions. To support the needs of tribes, 76 field staff supported 22 tribal entities. This project demonstrated the important role of a flexible, centralized approach to rapid placement of staff in public health departments during an emergency response. While the goal of the Workforce/Vaccine Initiative was to meet short-term staffing needs, lessons learned could provide insights for building a sustainable and scalable public health workforce.

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.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

Measuring South African novice teacher resilience in coping with teaching challenges: a Rasch model framework

PurposeThe aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.Design/methodology/approachThis study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.FindingsThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.Research limitations/implicationsThe study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.Practical implicationsDue to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.Social implicationsBy identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.Originality/valueThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.

초등교사의 수업실행 저해요인에 관한 연구

Objectives This study focused on the factors which inhibit the teaching practices as they were perceived by elementary school teachers. Methods Thirty-five elementary school teachers were interviewed, and research materials were analyzed using a concept map approach. From the interview, 44 key sentences were extracted as a final statement, and the concept mapping was completed using the Multidimensional Scaling and Hierarchical Cluster Analysis method. 970 elementary school teachers were asked to answered the 5-point Likert scale questionnaires to check which statement could affect the teaching practices. Results First, the elementary school teachers recognized the factors inhabiting the teaching practices in the “job performance-relationship formation” and “inside-outside the school” dimensions. Second, elementary school teachers recognized the inhabiting factors in 8 clusters; “formalism of educational administration,” “inefficiency of school work,” “lack of trust between teachers and parents,” “lack of efficiency in business processing,” “lack of administrators’ leadership,” “lack of teaching support,” “negative teaching culture,” and “lack of professionalism and teacher’s philosophy” appeared in that order. Conclusions This study will help to identify ways to improve the teaching expertise by identifying the inhibiting factors as perceived by elementary school teachers.

A technical infrastructure for primary education data that contributes to data standardization

AbstractThere is a significant amount of data available about students and their learning activities in many educational systems today. However, these datasets are frequently spread across several different digital services, making it challenging to use them strategically. In addition, there are no established standards for collecting, processing, analyzing, and presenting such data. As a result, school leaders, teachers, and students do not capitalize on the possibility of making decisions based on data. This is a serious barrier to the improvement of work in schools, teacher and student progress, and the development of effective Educational Technology (EdTech) products and services. Data standards can be used as a protocol on how different IT systems communicate with each other. When working with data from different public and private institutions simultaneously (e.g., different municipalities and EdTech companies), having a trustworthy data pipeline for retrieving the data and storing it in a secure warehouse is critical. In this study, we propose a technical solution containing a data pipeline by employing a secure warehouse—the Swedish University Computer Network (SUNET), which is an interface for information exchange between operational processes in schools. We conducted a user study in collaboration with four municipalities and four EdTech companies based in Sweden. Our proposal involves introducing a data standard to facilitate the integration of educational data from diverse resources in our SUNET drive. To accomplish this, we created customized scripts for each stakeholder, tailored to their specific data formats, with the aim of merging the students’ data. The results of the first four steps show that our solution works. Once the results of the next three steps are in, we will contemplate scaling up our technical solution nationwide. With the implementation of the suggested data standard and the utilization of the proposed technical solution, diverse stakeholders can benefit from improved management, transportation, analysis, and visualization of educational data.

Educational Web Portal Software for Teachers, Tutors and Students

This article substantiates the feasibility of using the Data-Driven approach in education and creating a "one-stop shop" platform. The paper describes the advantages and disadvantages of modern domestic and foreign ED Tech products, on the basis of which a conclusion is made about the necessary functionality of the designed platform. The article describes the software requirements for the UML design methodology, describes the choice of creation tools, and considers the program for implementing the tool system, including the database structure. It is shown that such a scheme is scalable and can be easily supplemented with other functionality. Based on the requirements, a project prototype was created, located at kuzovkin.info; the project consists of several parts, including a database with tasks, an online simulator, an online board, a voice messenger and articles with task theory. In addition, in the future, it is planned to use an adaptive learning algorithm using artificial intelligence. It is shown that this prototype is successfully used for teaching students. In the future, a web portal with similar tools is planned to be introduced into the work of online schools.

Основные пути повышения качества работы института аспирантуры в России

The subject of research in this article are the features and patterns of postgraduate work in the Russian Federation. The purpose of the study is to consider the features and patterns of postgraduate work in the Russian Federation.
 Among the research methods that were used in this study include: functional analysis, factor analysis, system analysis. At the same time, system analysis was used to analyze the management system for the training of scientific, pedagogical and scientific personnel in the Russian Federation; functional analysis was used to analyze the functioning of management systems for the training of scientific - pedagogical and scientific personnel in graduate school. Factor analysis was used to analyze the factors that affect the functioning of the management system for the training of scientific, pedagogical and scientific personnel in graduate school, both positive and negative.
 In the course of the study, it was found that the effectiveness of postgraduate studies in the Russian Federation is largely determined by the quality of management of the process of training scientific, pedagogical and scientific personnel, starting from setting a goal: why does a university or research institute need postgraduate studies, and ending with an analysis of the results obtained, which consists in analyzing the quality of prepared and defended dissertations by graduate students of a particular university or research institute. This article also provides an analysis of the factors that affect the efficiency of postgraduate studies in the Russian Federation, and offers specific recommendations for improving the work of postgraduate schools in the Russian Federation, including through the conclusion of permanent or temporary contracts with postgraduate graduates who have successfully defended their dissertation for the degree of Candidate of Sciences.

The Role of Parent Schools in Strengthening Traditional Family Values in China

For modern Russia, the most important task is to strengthen the institution of the family and traditional values. The growing up of children in the last decade has taken place in the information field of propaganda in Western countries, which requires prompt measures to create a system of education, involving parents in this process is not a trivial task. The experience of China in recent decades in creating a network of parent schools is a valuable object of study. The purpose of the article is to analyze the phenomenon of parent schools in the PRC as a developing pedagogical system, to identify the principles for the formation of content and methods for organizing education and training of parents. Methodology and research methods. Based on a systematic, historical, cultural and comparative approach, an analysis of legislative acts, monographic, scientific and methodological sources reflecting the work of parental schools in the PRC was carried out. The results of the study show that parental schools in modern China are a developing pedagogical system that has gone through three stages in its development: from setting a strategic state order to science and educational authorities, through scientific, organizational and methodological support for the work of schools to the present state of a large-scale all-China network with the active involvement of parents in its development. It was revealed that parental schools as a system in the PRC are developing in several directions: scaling (increasing accessibility), standardization (improving quality) and involvement (increasing the active citizenship of parents). While coinciding with the global trend of educating parents in the form of consulting-seminar and training sessions, the Chinese specificity of the principles for selecting the content of education was found, based on the moral postulates of Confucianism, taking into account the socio-cultural specifics of the local parental community. In conclusion, the important role of parental schools is emphasized in terms of the strategic goals of the state to strengthen the institution of the family and prevent deformations of the youth worldview by consolidating the family and the school in the upbringing and education of minors, where the involvement of parents is a necessary condition. The authors identify the strengths of parental schools as an institutional form of the process of educating traditional family values in the PRC, among them reliance on a clear moral core in determining the content of parental education based on the philosophy of Confucianism, scientific and methodological support from scientists, regulatory and organizational support from the state in the form of standardization of functioning.

Field effects and work‐based learning: The case of school–work alternance in Italy

AbstractThis essay analyses the implementation of a work‐based learning policy in upper secondary schools in Italy. The policy aims to improve student orientation and enhance their soft skills. Based on two ethnographic research studies in Italy, this essay utilises Pierre Bourdieu's theoretical framework, particularly the ‘field’ concept, to examine how this policy has been implemented in different tracks of the Italian school system in a peripheral region. The policy has challenged the autonomy of the scholastic field, primarily advocated by teachers and students in the dominant pole, represented by the classical and scientific lyceums. The policy has been translated into a series of projects in museums, libraries and third‐sector associations in this field segment. These initiatives reinforce students' citizenship values while highlighting their detachment from manual work. In the dominated pole of the field, represented by vocational schools primarily located in the suburbs of large cities and rural areas, the policy has been well received as it aligns with the expectations of teachers and students. However, due to the prevalence of small family companies, planning truly formative work‐based learning experiences becomes challenging. Consequently, this leads to an early, albeit tense, socialisation of students within the hierarchical order of small companies.

Health-related quality of life in paediatric patients on peritoneal dialysis: Data from a tertiary centre.

Kidney failure has a negative impact on both children and families' quality of life (QOL). We evaluated the burden of home peritoneal dialysis (PD) using two local questionnaires and the French version of PedsQL3.0 end-stage kidney disease module and family impact module. Data are expressed as median (min-max). We reviewed the charts of 12 patients, at a median age of 8.8 (1.2-16.7) years, undergoing maintenance PD for 8 (1-42) months. Parathyroid hormone and haemoglobin levels were 215 (17-606) ng/L and 117 (104-141) g/L, respectively. Patients were taking 7 (3-10) different medications, corresponding to 9 (4-17) doses per day. The PD fluid volume per cycle was 1035 (723-1348) mL/m2 with a dwell duration of 75 (60-90) min and 6 (5-9) cycles per night. On a 2-week period, there were 2 (1-11) alarms per night resulting in 2 (0-8) times waking up and getting out of the bed for the parent(s); families were late 1 (0-11) times for school or parent's work. The time spent to connect and disconnect the cycler to the patient was 30 (12-46) min per day. QOL score on child self-report was correlated positively with weight percentile for age (R = 0.857; p = 0.014) and negatively with the number of siblings (R = -0.917; p = 0.004). The children QOL was evaluated higher by self-report scores: 77 (59-87) than by parent-proxy report scores: 53 (29-74), respectively (p = 0.028). PD children/teenagers and their caregivers can feel overwhelmed by the daily home therapy. Self-report and parent-proxy report QOL were significantly different, and it is questionable whether the parent-proxy report QOL relies rather on parents' own QOL.

Профориентация как неотъемлемая часть образовательного процесса в школе

This article considers the issue of vocational guidance work in schools as a factor in increasing the level of self-determination of students. Professional self-determination of young people is one of the most important state goals of the educational system. The author presents the stages and tools of vocational guidance work within the framework of public projects. As the main directions of career guidance work in school can be defined: professional education, professional diagnostics, professional counseling. The author considers the directions that make career guidance work more productive.

The Influence of Supervision by the Principal and Motivation on the Performance of Elementary School Teachers During Pandemic

Online learning is promoted as a learning solution in elementary schools during the Covid 19 pandemic. Teachers are required to be able to adapt and improve performance progressively for the optimization of learning with the support of supervision and work motivation. This study aims to analyze the effect of supervision by school principals and work motivation on the performance of elementary school teachers during the Covid 19 pandemic. This research is a quantitative research with a correlational survey involving 125 samples of elementary school teachers in the Cluster I Singawinata Teacher Working Group of Purwakarta district, West Java, Indonesia. The results showed that supervision by the principal (X1) had a significant effect on teacher performance (Y). Then work motivation (X2) has a significant effect on teacher performance (Y). And finally, supervision by the principal (X1) and work motivation (X2) have a significant effect on the performance of elementary school teachers (Y) by 46.5%.  School principals need to increase supervision to teachers continuously and systematically so that teachers have the motivation to improve their competence so that they can show good performance in improving the quality of learning during the Covid 19 pandemic.

Harnessing transnational funds of knowledge through translanguaging pedagogy: Insights from an Asian migrant teacher

ABSTRACT Drawing on the concepts of translanguaging and transnational funds of knowledge, this qualitative study explored the multilingual and mobile life and pedagogical approaches of Ms. Tao, an Asian migrant teacher working in a New York City public school. The findings reveal that Ms. Tao’s vast linguistic, cultural, and migratory experiences have shaped her firm translanguaging stance and strong commitment to translanguaging pedagogy. She employs various bilingual and transnational resources to strategically and deliberately circumvent the school’s strict monolingual policies and foster everyday translanguaging for bilingual students in her classroom. The findings of this study provide valuable implications for teacher preparation, bilingual education, and future research explorations of translanguaging pedagogies among migrant teachers.

PLACEMENT PREDICTION SYSTEM USING MACHINE LEARNING

Engineering students are not sure what they want to study after graduation. Students are confused by the many options offered by universities such as postgraduate admissions, and factors such as salaries and different jobs worsen the situation. There is no reliable platform that allows students to predict outcomes from the beginning of engineering and take action to bridge the gap and create a better future. Students studying in engineering faculties need to know where they stand compared to others and what kind of placement they will get. Training and workshops are available when students enter their final year, but these are not useful for students to plan their future studies. Student placement is one of the most important goals of the school. Schools work hard to accommodate students. The aim is to predict the current year's student placement by analyzing the data students have collected from previous years. Prediction of student performance is an important part of the study because today all student development is directly related to the student's success in tests and activities. Therefore, there are many situations where it is necessary to predict student performance, for example, identifying students who are not performing well and taking steps to improve them. There is no platform for girls to review their current work and highlight their strengths. . Currently, there are platforms that are not trained on real and complete data and cannot learn from error prediction, which reduces accuracy in the long run. Our goal is to create one. To ensure the results are acceptable, the model will be trained on real data and a large number of positive and negative results will be obtained. The model proposes an algorithm to estimate the model. Information is collected by the school where the prediction will be made, using the necessary information before the process or by examining the historical data of the previous year's students, and the placement of the current students is predicted and helps to improve the placement percentage of the students. institute. Keywords: task planning, task prediction, data decision making, machine learning algorithms, prediction prediction, student prediction, good study, student learning results, pre-process data, learning results.

Discussion on Primary School Work Skill Education from The Perspective of Moral Education

This study discusses the integration of moral education and vocational skills education in primary schools. The main focus is to deeply understand the importance of cultivating not only academic ability, but also children's moral quality and vocational skills at this critical stage of development. The research adopts literature review, questionnaire and interview to introduce the concept and goal of primary school students' vocational skills education. Based on previous studies, this paper discusses the challenges, best practices and limitations of combining moral education with vocational skills education. The ultimate goal is to provide suggestions for optimizing vocational skills education in primary schools from the perspective of moral education.

The Application of Behavioral and Constructivist Theories in Educational Technology

The educational technology designer should know about the learning theories to analyze the needs and design the contents in terms of the target that aimed to reach from learning operations. Educational technology is known as a process that includes many factors, which will provide a good simulation for the students. This research study used a basic qualitative study because it interprets an educational field experience. This is the type of research most commonly used in the fields of education, health, and social work because it is interpretative research. The participants in this study were two college instructors and 10 college students who volunteered to participate in this study. All participants have teaching experience and work in the same school. This study concludes that mixing instructional technology with behavioral theory provides an opportunity to stimulate students through psychological conditions by direct experiences and activities inside the classroom. Mixing instructional technology with constructivist theory allows educators to focus on how students can explore and discover class content and new experiences by explaining their mistakes, ideas, and experiences and the basics of the content.

“It trickles into the community”: A case study of the transfer of health promoting practices from school to community in Canada

The school is an ideal setting to promote children's health and is an equitable way to reach children in early developmental years. Healthy children are stronger learners and wholistic health approaches taken in schools can help children thrive. Interventions in the school are strengthened when school, home, and community work together, yet many interventions have not reported the school and community connection and influence. The purpose of this study was to determine if and how the intervention, APPLE Schools, has impacted the community environment. One community in Alberta, Canada was chosen as a case study. An instrumental case study approach was taken, and data generation was guided by focused ethnography. Data were generated through community partner interviews (n = 17) and document analysis. Reflexive thematic analysis was used to analyze data. Results were represented by three main themes and demonstrated APPLE Schools created impact beyond the school setting through a stepped approach: 1) Foundation: establishes a healthy school culture; 2) Action: tying the work of schools and communities together; and 3) Impact: changes in school practices ripple out to promote health in the community. This research provides compelling evidence that comprehensive school health approaches can impact community environments outside the school and result in stronger health promoting practices both within and outside the school.