Schools In Countries Research Articles

Undergraduate geriatric education in foreign countries

In Japan, which has become a super-aged society, medical care for the elderly is more important than ever before. Geriatric education for medical students and young doctors is essential to ensure the best medical care possible for the elderly. In this paper, the Working Group for Education of the Japan Geriatrics Society collected and analyzed data and information on undergraduate education in the fields of geriatrics and gerontology at medical schools in various countries through the Internet, comparing the findings with those in Japan. Of the countries surveyed, 62% had undergraduate education in geriatrics and gerontology as mandatory subjects in medical school. Countries with advanced welfare programs, such as the United Kingdom, Germany, Austria, Denmark, Finland, Sweden, the Netherlands, Spain, Canada and New Zealand, performed substantial undergraduate education in geriatrics and gerontology. A lack of available staff and time for education was cited as a hurdle in many countries. The importance of education in geriatrics and gerontology is being emphasized in many countries, but few programs are satisfactory at present. The "struggle" to improve undergraduate education in geriatrics and gerontology therefore continues. We should endeavor to improve education in the fields of geriatrics and gerontology by working hand in hand with geriatricians and gerontologists around the world.

Problems of Early Learning to Program. How to Bridge the Gap Between Pictographic and Textual Programming Styles

Around the world, the “coding is the new literacy” thesis is beginning to be shared by an increasing number of decision-makers inside and outside national education systems. This leads to the inclusion of courses on information technology, including programming, in the curricula of school and early childhood education in various countries. In Russia, with its centralized education system, the amount of programming skills that a 9th grade graduate must master was established by the federal standard in mid-2021 and includes a certain set of initial programming skills that a student must be able to demonstrate by choosing one of the 6 full-text programming languages prescribed by the standard. Our experience shows that today the programming skills provided for by the specified standard can be successfully mastered by all primary school graduates (age 11-12), and we predict that the problem of early compulsory teaching in programming will be posed by Russian legislators and solved by the Russian education system in the near future. The main thesis of this article is that the best way to systematically teach the basics of programming to beginners of all ages, including elementary school students, is to consistently use the three approaches - icon-based, block-based, and text-based - provided that there is a methodological and technological continuity of software environments that support these three approaches. This continuity can be achieved by creating a consistent family of multiple learning environments. The article describes the experience of developing and using such a family of three software environments for the system of preschool and primary education in Russia, as well as for the system of teacher training in universities.

Riding to Learn, Learning to Ride: Early School-busing in Connecticut, 1900–1945

Riding to Learn, Learning to Ride: Early School-busing in Connecticut, 1900–1945

QUAN ĐIỂM CỦA GIÁO VIÊN GIÁO DỤC ĐẶC BIỆT VỀ MÔI TRƯỜNG XANH BỀN VỮNG TRONG CAN THIỆP VÀ GIÁO DỤC TRẺ KHUYẾT TẬT

The implementation of green environment and sustainable development activities in schools has led many schools in many countries to follow green school models, also known as sustainable schools. From understanding the characteristics and concepts of a green school environment, schools with sustainable development, the article explores the views of teachers of special education through a survey of 68 teachers teaching children with disabilities in different provinces: Hanoi, Binh Duong, Ho Chi Minh, Quang Ngai on green environment contents and activities in educational interventions for children with disabilities, consult teachers about activities and contents about green environment for sustainable development, the results of the article also show that teachers appreciate the necessity and benefits of bringing a green environment and sustainable development into intervention and education for children with disabilities to be well being children, relieve stress and joyful learning environment.

Investigation of the Relationship between Transformational Leadership Style and Teachers' Successful Online Teaching during Covid-19

The Corona pandemic has engendered drastic change throughout the world and schools in most countries have, relatively quickly, been required to transfer from frontal traditional learning to online learning. The research investigated the relationship between transformational leadership style and teaching mediated by school communications and moderated by sector (Jewish and Arab) in education systems in Israel during the Corona pandemic. 331 Jewish and Arab teachers participated in the research, expressing attitudes on the principals' leadership, the quality of school communications and the success of their online teaching during the Corona crisis. A positive correlation was found between principals' transformational leadership style and the success of online teaching, and the quality of communications in the school mediated this correlation. It was also found that the Jewish teachers reported more successes in online teaching and that the indirect correlation between transformational leadership and successful online teaching, through the quality of school communications, was moderated by population sector, so that it was stronger among Jewish teachers in comparison to Arab teachers. These findings have significant implications to improve organisational effectiveness, especially in the transition to online learning, and especially regarding the cultural uniqueness of different sectors. © 2021 Eskisehir Osmangazi University. All rights reserved.

HỌC TẬP VÀ LÀM THEO TƯ TƯỞNG HỒ CHÍ MINH VỀ GIÁO DỤC ĐỂ XÂY DỰNG, PHÁT TRIỂN TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI VÀ NGÀNH SƯ PHẠM ĐÁP ỨNG YÊU CẦU CỦA SỰ NGHIỆP ĐỔI MỚI

The article analyzes Ho Chi Minh's thought on pedagogy, on the task of teacher training, thereby showing the application of his thought in building Hanoi National University of Education (HNUE) in the new era. According to Ho Chi Minh, in order for teachers to do their works well, pedagogical universities, a remuneration policy worthy of the talents and dedication of the school's teachers should be concerned. For the pedagogical universities in general and HNUE in particular, it is necessary to develop to become “the pedagogical school of the whole country”. Implementing his thought in the current context requires an urgent need to renew thinking about the viewpoint and development goals of pedagogy and HNUE with innovative breakthroughs, renovating educational programs, contents and methods, the organizational system, apparatus, management, development investment aiming for “standardization, modernization, democratization, social internationalization and integration”.

Design and Validation of a Questionnaire for the Measurement of Students’ Perceptions of Intercultural Practices within Bilingual Secondary Schools in the European Context

Bilingual education (BE) is widely recognised as a complex phenomenon, which constitutes a priority for key educational institutions and organisations. However, further research is needed to uproot common beliefs such as that bilingual students can easily interact with two or more cultures. The literature affirms that BE students need specific school training to improve intercultural competence. The main aim of this study is to describe the design and validation of a questionnaire to measure students’ perceptions of intercultural practices at bilingual schools. The validity of content and comprehension was carried out through the Delphi method, for which three methodological phases were established. The reliability of the scale (internal consistency) was measured through the Cronbach’s alpha coefficient. Factorial analysis was used to check the validity of the construct. The psychometric parameters of the scale were obtained from a pilot sample of 40 students, and later from a sample of 213 students from bilingual secondary schools in several European countries (i.e., The Netherlands, Hungary, Germany, France, England, among others). As a major conclusion, we can state that this questionnaire can be used as a tool for two research goals: the identification of good intercultural school practices in BE, and the development of relevant guidelines for the incorporation of intercultural education into BE.

The Museum of Western Studies on Chinese Medicine:Chinese medicine in the western societies

The historical artifacts displayed in the Museum of Western study on Chinese Medicine at Yunnan University of Chinese Medicine came from a variety of Chinese medical schools in America and European countries. They are in the memorial galleries for some well-known figures, such as George Soulié de Morant (Su Lie), Jacques-André Lavier (La Wei Ai), Felix Mann (Man Fu Li) and Manfred Porkert (Man Xi Bo), representing the development and status of respective Chinese medical schools in America and European countries. The displayed artifacts are nearly 3,000 photos, manuscripts, documents and more than 500 hours of audiovisual materials, including instruments for acupuncture and moxibustion, books, passports, letters and even supplies for their life. The displayed artifacts demonstrate the process and the access of people in the western societies to know, learn and take use of Chinese medicine.

Young people – citizens in times of climate change? A childist approach to human responsibility

The matters of climate change are presently of concern existentially and ethically to the children and the youth. Worldwide school strikes in 2018–2019 and the Fridays for Future movement demonstrate how the young citizens assume socio-political responsibility. However, what possibilities do children and young people actually have to influence global discourse? Are adequate thought structures in place for them to be taken seriously in matters of concern to them? Given that children and youth engage with the issues of climate change, with a concern for their own future and that of our planet, the aim of this article was to take a child-centred ethical perspective and to theoretically explore conditions for intentional inclusion of children and their ethical concerns. In such a critical exploration, aspects of identity politics and intersectionality are reviewed. Empirical results from an interview study with children aged between 10 to 12 years are presented demonstrating that climate changes are of existential and ethical importance to them. Thereafter, a ‘childist’ perspective is introduced and discussed. The interviews were carried out during 2019 in eight schools in South Africa and Sweden. The children were individually interviewed with a method allowing for open responses. The schools in both countries were located in areas where a lack of water had been experienced. In this article, a theoretical framework is developed based on the ethical recognition of a commonly shared human responsibility and using the concept of ‘empowered inclusion’. It recognises children in their own right and identifies vulnerability and interdependence as being foundational to human existence.Contribution: In present times, as the concern for their own future, that of future generations and that of the planet is becoming an integral part of the identities of children and youth, both existentially and ethically, this article brings to this special issue a discussion of conditions for a child-centred view on human responsibility.

Mapping out-of-school adolescents and youths in low- and middle-income countries

Education is a human right and a driver of development, but, is still not accessible for a vast number of adolescents and school-age-youths. Out-of-school adolescents and youth rates (SDG 4.3.1) in lower and middle-income countries have been at a virtual halt for almost a decade. Thus, there is an increasing need to understand geographic variation on accessibility and school attendance to aid in reducing inequalities in education. Here, the aim was to estimate physical accessibility and secondary school non-attendance amongst adolescents and school-age youths in Tanzania, Cambodia, and the Dominican Republic. Community cluster survey data were triangulated with the spatial location of secondary schools, non-proprietary geospatial data and fine-scale population maps to estimate accessibility to all levels of secondary school education and the number of out-of-school. School attendance rates for the three countries were derived from nationally representative household survey data, and a Bayesian model-based geostatistical framework was used to estimate school attendance at high resolution. Results show a sub-national variation in accessibility and secondary school attendance rates for the three countries considered. Attendance was associated with distance to the nearest school (R2 > 70%). These findings suggest increasing the number of secondary schools could reduce the long-distance commuted to school in low-income and middle-income countries. Future work could extend these findings to fine-scale optimisation models for school location, intervention planning, and understanding barriers associated with secondary school non-attendance at the household level.

The Impact of COVID-19-Induced Changes at Schools on Elementary Students' School Engagement.

In spring 2020, the COVID-19 pandemic led to the shutdown of schools in many countries. Emerging research documents the negative effects of the pandemic and particularly of the shutdown of schools on children's well-being. The present research extends this research by investigating how structural changes made in schools upon reopening to align with COVID-19 restrictions were related to children's emotional school engagement and subjective well-being. An online questionnaire with elementary school children and their parents conducted in Norway in June 2020 (N = 93 parent–child dyads; 46 boys, 47 girls; mean age children = 9.70 years, SD = 1.81) assessed structural changes in schools and children's coping with these changes, emotional school engagement, subjective well-being, self-reported performance in school, and demographics. Results showed that neither receiving a new teacher nor being assigned to a new (smaller) group were associated with negative outcomes. However, children who did not like their new group showed reduced emotional school engagement and subjective well-being, indicating that specific students particularly suffered from the pandemic-induced restrictions. The relationship between liking one's group and SWB was mediated by emotional school engagement. Applied and theoretical implications are discussed.

A Systematic Review of Research Exploring Stakeholder Views on the Kindergarten-school Transition

A smooth kindergarten-school transition is till problematic, even thoughit has been receiving attention from researchers as well as education professionals (e.g. Heckman, 2011). It is clear to everyone that children, kindergarten teachers, primary school teachers, and parents are all greatly affected by the kindergarten-school transition (e.g. Correia & Marques-Pinto, 2016). Therefore, the goal of my study is the systematic review of research exploring the kindergarten-school transition related views and opinions of the stakeholders. A search was conducted for English language studies that were published in peer reviewed journals between 1 January 2016 and 1 September 2020, in the ERIC, Scopus and the Web of Science databases. The expressions „kindergarten school transition”; „transition into primary school”; „transition to school”; „starting school”; „beliefs concerning school transition” were used as search terms. A total of 646 publications were identified, of which 21 complied with the inclusion criteria. Those papers were included that present such empirical work that explore the views and opinions of stakeholdersregardingthe kindergarten-school transition of normally developing children. The present review considers six aspects: (1) the country where data were collected; (2) the phase of transition when data were collected; (3) the issue of transition studied; (4) participants; (5) data collection methods; (6) main results. The review showed that numerous questions regardingthe kindergarten-school transition are researched worldwide. My study can serve a basis for understanding the problems of starting school in different countries, as well as to formulate further research questions, and to design further research.

Well-Being of Adolescents in De-Escalation Situation: Physical, Emotional, Social, and Academic Impact.

The Covid-19 pandemic has changed the world we knew in recent months. In the interest of maintaining social distance, lockdown periods have been established and schools in many countries have closed their doors. In this context, the objective of this research was to analyze the well-being of adolescents in Spain after lock-down and during the de-escalation process in a holistic way; taking into account their indicators on physical, emotional, social, and academic levels. The “Well-being of Children in Lockdown” (WCL) scale was used to measure the well-being of adolescents using these same parameters. The results point out that the general well-being of adolescents in the pandemic situation was situated at an intermediate level. Taking into account the different aspects measured within the general well-being, the domains that obtained the lowest scores were the domains of addictions and playful and creative activities. Intermediate scores were also obtained in the physical activity, emotional and academic domains, with the routine and academic domains having the highest scores. Boys and younger adolescents are those who show higher scores in the general well-being. Moreover, correlations appear between academic task stress and emotions, playful and creative activities, addictions, physical activity, routine, academic and overall well-being.

A human rights approach: The right to education in the time of COVID‐19

A human rights approach: The right to education in the time of COVID‐19

School architecture, global perspectives, and local realities: the cases of Chile and Portugal in the twentieth century

ABSTRACTThis paper discusses the duality between global perspectives and local realities that have influenced the design of the school architecture by examining and comparing state school projects in two geographically distant countries: Chile and Portugal. The proposals and experiences of the “Society for the Construction of Educational Facilities” (1937–1987) in Chile and the “Board of Constructions for Technical and Secondary Education” (1934–1969) in Portugal are analysed. Established in the 1930s, these centralised bodies managed, organised, and controlled state school building projects in such a way as to achieve uniformity in design, creating architectural identities that embodied both the educational values and the representative character of the State. These bodies were influenced by similar global circumstances, and their activities were guided by the recommendations issued by intergovernmental organisations of the time. Such a situation brought their projects closer together in terms of their functional, aesthetic, technical-constructive characteristics. After examining and identifying the international influences which brought them closer in terms of the educational meanings and values associated with school architecture, the paper identifies the local circumstances that guided the design and construction processes of schools in both countries, bringing fresh geographical insights to school architecture discussion. At the same time, possible global readings of strategies, influences and results are explored, enabling us to understand school architecture as part of a nation’s cultural values and as a material expression of the social model of modernity, which will continue to meet the challenges that schools face in twenty-first-century society.

Fostering Medical Schools in Need.

To the Editor: The COVID-19 pandemic has immensely impacted the academic career of medical students worldwide. 1 Taking into consideration the uncertainty of how long social distancing will need to continue along with the limited availability of technological services, the current pandemic has collaterally affected medical students and their family members both financially and psychologically. The current crisis has presumably influenced medical schools in low socioeconomic countries more than those in developed countries due to the former’s scarce resources. Due to canceled teaching sessions and rescheduled examinations, medical educators globally are exploring alternative channels for continuing to deliver the medical school curriculum. However, faculties working in resource-limited countries are experiencing difficulties due to workforce shortages and lack of exposure and reliable access to technology. Therefore, I would like to suggest that medical schools in developed countries foster medical schools in low socioeconomic and resource-limited countries by supporting student teaching and assessments and providing faculty with guidance to battle the repercussions of this crisis. Because education holds no geographical boundaries, I believe that there are numerous benefits to such an initiative. Some of these are: (1) granting medical students in poorer countries access to broader teaching resources, including videos, lecture notes, and question banks; (2) professional globalization from shared learning with students from other countries and interacting with faculty of different backgrounds, which can promote future academic, professional, and research collaborations; (3) raising the quality of education and assessments, which could uplift students in their education; and (4) providing strategic career development insight for students as they progress to the next stage of medical education and then on to practice. At this crucial time, I suggest that the Association of American Medical Colleges pioneer such a dynamic pedagogical venture, which could be beneficial to medical students in need, could motivate educational institutions across the developing world, and may transform the globalization of medical education for the better.

Beyond Heyneman & Loxley: the relative importance of families and schools for learning outcomes in francophone Africa

ABSTRACT Data from sub-Saharan Africa show that many students leave school without the skills they need. To address this issue, it is important to understand what factors influence learning. According to the Heyneman and Loxley effect established in 1983, in low income countries school quality influences how much students learn more than those students’ backgrounds. Recent research suggests that this influential conclusion no longer holds, without discounting the possibility that this trend could still be observed in very-low income countries. The present work investigates this possibility by using the PASEC dataset, which includes ten countries in West- and Central Africa. Improving on Heyneman and Loxley’s methodology by using general dominance analysis, this article finds no support for the ‘Heyneman-Loxley Effect’. Both school resource and student background account for around half of the explained variance in learning. This suggests that both family- and school-related factors are important sources of inequality of opportunity in low-income contexts.

How do shocks affect enrollment in faith-based schools? Evidence from West Africa

The COVID-19 pandemic has renewed concerns about how shocks may affect religious and other private schools in low-income countries, especially when they do not benefit from state support. By reducing parental incomes, shocks – not only epidemics but also natural disasters and conflicts, reduce overall enrollment in school. But they may also lead to a shift from private to public schools with potentially differentiated effects by type of private school depending on context. In addition, household responses to shocks such as migration may lead to a change in the socio-cultural context in which households live, and these changes may also affect school choice. This paper explores the effects of shocks and migration on school choice in West Africa. Results suggest that shocks and migration lead to a shift from private to public schools, but with differentiated effects by type of private schools.

VIRTUAL & AUGMENTED REALITY TECHNOLOGY HELP LEARNING OF BIOLOGY IN SECONDARY SCHOOLS

Some Science, Technology, Engineering, and Mathematics (STEM) subjects in secondary schools or high schools, such as biology, physics, or mathematics are considered tough to students. It is due to the lack of tools to visualise details or effects in the learning process, with traditional learning materials of textbooks, blackboards, and static models. The classroom education is evolving with the technology advancements. Development works in three-dimensional (3D) graphics rendering, virtual and augmented reality (VAR) have been reported to provide interactive visualisations for classroom education. Teaching of the subject of biology is one of such examples in the classroom education which could benefit to the emerging technologies with different types of supportive tools. This project is developed to apply virtual and augmented reality technology-enhanced learning (VARTEL) in biology education of secondary schools. Pilot study has been performed with the collaborating secondary schools. The VARTEL technologies developed in the research project can be rolled out to more mainstream schools in Singapore and other countries.

Adaptive Thermal Comfort and Energy Saving Potential in Naturally Ventilated School Building in Nepal

The energy use in schools relates to various factors such as local climate, architectural design, thermal comfort, and so on. The present study explores the thermal comfort of students in higher secondary schools in the temperate climatic region of Nepal during the summer of 2019. Altogether 246 students aged 12-18 years have participated in the survey. The indoor and outdoor temperature were measured together with the thermal comfort survey during the regular lesson. The students voted three times during the regular lesson: morning, midday, and afternoon. A literature review was conducted on energy use in schools in various countries. The comfort temperature in the afternoon was significantly higher than in the morning or in the midday. The comfort temperature is related to the air movement and operative temperature. The strategies such as insulation, shading, and ventilation are helpful to maintain indoor temperature which contributes to the energy saving in building. The Nepalese school students are adapting in the thermal environment of classrooms without energy use.