American School Research Articles

Comparison between dermatology coursework and veterinary student experience in Indonesian and US veterinary programs

AbstractBackgroundDermatological cases are commonly encountered worldwide. Dermatology specialists and a specific dermatology curriculum may not be available in some parts of the world.ObjectivesThis study's first objective was to describe the dermatology curricula at a sample of American and Indonesian veterinary schools. The second objective was to investigate veterinary students' opinions regarding their readiness and confidence in managing dermatological cases.Methods and MaterialsTwo online questionnaires were designed and distributed to veterinary schools in both Indonesia and the United States. One questionnaire was designed to evaluate the details of the dermatology coursework and distributed to a conveniently selected representative faculty of each school via email. The other questionnaire, which was distributed to veterinary students through a listserv, surveyed students' opinions about their education. Data were analysed using descriptive statistics and thematic data analysis.ResultsIn the United States, 63.7% of responding veterinary schools had a specific faculty member teaching dermatology. Dermatology coursework was mandatory in 55% and 0% of schools in the United States and Indonesia, respectively. Ten of 11 responding US schools offered dermatology rotations, yet this was only required for graduation in three schools. None of the Indonesian schools offered a dermatology rotation. Students in both countries reported that they were confident in their clinical skills regardless of the presence of a board‐certified dermatology referral clinician.Conclusions and Clinical RelevanceOur study presents an updated insight into dermatology education in the veterinary curriculum from the perspectives of both faculty and students in the United States and Indonesia.

Understanding the Determinants of School District Secessions

School district secession occurs when a community splits from an existing school district and creates a new district. While rare, secessions are increasing in number and relevance, and previous work has shown that secessions have contributed to the resegregation of American schools. We build on prior research by exploring how state policy and political, economic, and racial factors influence the likelihood of secession attempts. School districts with declining enrollments and a more racially segregated student body were more likely to experience a secession attempt; we also show that state policy can restrict secession attempts. Advocates for secession often use race-neutral arguments about attaining local control or correcting diseconomies of scale. Results, however, suggest that political and economic rationales are less predictive of secessions than racial segregation. We conclude that secessions exemplify institutional racism when the formation of new boundaries follows the lines of de facto segregation and thereby excludes people of color.

Improvement system for the performan of the development manager tutor at the Latin American School of Medicine

One of the objectives of Higher Education institutions is to promote universities of excellence, faced with these new challenges, the Latin American School of Medicine aims to obtain an International Accreditation with emphasis on performance process of the development manager tutor. From this view, identified as a scientific research problem: How to contribute to improvement of the performance of the School's development manager tutor Latin American Medicine in correspondence with the demands contemporary? In this order of analysis, the process of parameterization, the inventory of potentialities and problems from the foundations of Advanced Education and the performance of the tutor manager of development, starting from the determination of the dimensions: professional technique, intellectual production and improvement. Difficulties were observed in performance of the development manager tutors. The methodology used was the integration of theoretical, empirical and statistical methods. The objective of the research, with the proposal of an improvement system, which analyzes the object of study as a phenomenon in constant transformation and development and reveals the links between its components. Among the essential characteristics of the system are: humanistic, personalized, participatory, transformative and innovative. The results its contextualized, flexible, operational, systematic, of research allow us to verify significant changes and transformations qualitative aspects in the performance of the Elam development manager tutor.

Validierung eines Tests zur Erfassung des Grundlagenwissens zu Künstlicher Intelligenz von angehenden Lehrkräften im berufsbildenden Bereich

Artificial intelligence (AI) is becoming increasingly important for numerous areas of life and work and is considered to be a "driver of digitalisation" in the second wave of digital transformation. Vocational education and training is directly affected by this dynamic development, given the AI-related changes to job profiles and the resulting skills requirements for (future) skilled workers. Responsibility for organising the qualification processes lies with the teaching staff, whose professional training so far lacks AI content. It can be assumed that this group has little prior knowledge of AI. In order to generate reliable findings on the extent of the AI knowledge of (prospective) teachers and to establish appropriate training and further education programmes based on this, test instruments are required that can be used to validly measure knowledge. For newly developed instruments, comprehensive analyses based on the "Standards for Educational and Psychological Testing" of American Educational Research Association (AERA) et al. (2014) are required to ensure validity. The article discusses the analyses regarding the assessment of the aspects "test content" and "relation to other characteristics". Based on the findings, the theoretically postulated assumptions regarding the AI knowledge of (prospective) teachers can be substantiated with empirical evidence.

Teaching credentials and academic performance: a panel data study in a Latin American School of Economics

Teaching credentials and academic performance: a panel data study in a Latin American School of Economics

The Role of Virtual Reality (VR) as a Learning Tool in the Classroom

This study systematically reviews the role and impact of Virtual Reality (VR) as a learning tool in the classroom. By synthesizing findings from existing research, the review aims to provide a comprehensive understanding of VR's effectiveness in enhancing student engagement, improving learning outcomes, and addressing accessibility and inclusivity challenges. A structured search strategy was employed to identify relevant studies from major academic databases, focusing on peer-reviewed articles, conference papers, and dissertations published from 2000 onwards .The results indicate that VR significantly enhances student engagement and immersion, with many students reporting increased motivation and interest in the subject matter. This positive impact on student engagement is a promising sign for educators. Studies also show that VR improves learning outcomes, particularly in subjects requiring spatial and conceptual understanding, with test scores increasing by an average of 15-30% after VR integration. However, the review highlights substantial challenges related to the accessibility and inclusivity of VR technology. The high cost of VR hardware and software and the need for robust infrastructure limit its widespread adoption, particularly in underfunded schools. Additionally, the digital divide poses a barrier to equitable access, and further efforts are needed to make VR accessible to students with disabilities. Comprehensive teacher training is emphasized as a critical factor in the successful integration of VR into the curriculum. Teachers who received extensive training reported higher confidence and competence in using VR, leading to better student outcomes. The study concludes that while VR has significant potential to transform educational experiences, addressing accessibility, inclusivity, and teacher training challenges is essential for maximizing its benefits. The findings offer valuable insights for educators, policymakers, and researchers, guiding future efforts to leverage VR technology for enhanced educational outcomes.

CHILD VIOLENCE: FROM PSYCHOANALYSIS TO THE REALITY OF PROTECTING CHILDREN'S RIGHTS IN BRAZIL

The purpose of the presented material is to summarize the basic psychoanalytic positions on the analysis of human aggressiveness and violent impulses, as well as to analyze the work of South American educators on the problem of violence within the recognition of human rights to a safe life. Methods. The defined theoretical and methodological direction of the analysis of child violence consists of research procedures, bibliographic review, psychoanalytic and socio-pedagogical research. Results. Psychoanalytic positions of interpretation of the phenomenon of violence are represented by Freud's classic generalizations about aggression, sadism and repression of libido. The conceptual understanding of the intrapsychic aspects of the child's violence is supplemented by the provisions of the theories of object relations through various forms of self-destruction of the individual. The socio-historical context of violence is revealed and it is emphasized that violence always contains the fact of violation by one person of the rights and freedoms of another person. The analysis of the works of Brazilian psychoanalysts reveals the specifics of experiencing the "feeling of colonization" in unconscious forms of repressed tension, confrontation and guilt. It is emphasized that various conflict traumas and states of social disintegration should begin with the awareness of just solidarity and human rights. It is also important to be aware of the rights of the child, which is in line with the doctrine of integral protection. The scientific achievements of the scientific school of Professor A.M. Eyng on the study of the problems of violence and children's rights are revealed. The basic positions of cooperation between Ukrainian and Brazilian scientists on the study of psychological norms of quality of life, mental health and well-being of children in humanitarian situations (poverty, wars, environmental disasters, forced displacement, etc.) are outlined. Conclusions. The scientific synthesis of psychoanalysis of child violence and socio-pedagogical generalizations about the child's rights to a safe existence is a new form of practical solution to the problem of protecting the quality of life of the child.

An analogy study on public high school education in China and America

High school education plays an important role in the entire learning stage of young people. In the research on talent training models, it is not difficult to find that there are great differences between Chinese and American high school education models, and from the perspective of the training effect of innovative talents, American education mode presents a great advantage. This paper starts from the two major directions of curriculum setting and educational philosophy, and conducts a comparative study on the education status of public high schools in China and the United States. Through detailed and in-depth comparisons, readers have a deeper understanding of American education, which can serve as a reference for my country's public high school education reform.

An organizational sustainability framework for Latin American Catholic schools in the La Salle network. A cross-national study using structural equations modeling

PurposeThis study aims to address the challenge of sustainability in Catholic schools quantitatively, even more so knowing that there are few systematized and quantitatively elaborated approaches that help to determine their sustainability dimensions. Therefore, this study aims to estimate the structural relationships of organizational sustainability in primary and secondary religious schools in Latin America based on the substantive functions of the school, such as care, upbringing and education from an organizational approach.Design/methodology/approachDeductive reasoning was used. In the preliminary phase, data were extracted from 420 educational leaders of primary and secondary schools in Latin America from the Lasallian Network, leading a school population of 200,500 students and impacting 166 schools; these previous results were again contrasted with the forthcoming literature with research from the Ramon Llull University, Barcelona, Spain, to achieve the sustainability framework, which has an endogenous variable called the school organizational sustainability framework.FindingsThe results reveal four dimensions of the first-order structural model: management, association, communication, well-being and curriculum, And eight second-order dimensions: governance, communication, resources, secular association, secular partnership, health, social commitment, and campus operation. The investigation results show that secular association and well-being are two dimensions that are constituted as the main elements of a sustainability framework for this type of organization.Research limitations/implicationsThe Catholic school has specific dimensions that need to be cared for with special attention, such as association, which comes from the laity and comes from the experience of the religious. In addition to this vital dimension, well-being, constituted as care for the people of the community, as care for all, is connatural to the religious school. Still, it is constituted by an edge that completes it, and that is the concern for the well-being of those outside regarding social justice. A limitation in the pretension of totality is that the study is conducted in a small portion of Catholic schools in Latin America.Practical implicationsA practical impact in the schools investigated is to present this sustainability framework as a reference to incorporate these dimensions as a strategy to bet on sustainability. Although the realities and contexts of the Latin American school are very different, some factors can impact low-income schools and schools with more significant financial resources if they are strengthened and worked on with dedication. In addition, this framework can lead to roads and the construction of indicators within the school, which can measure the sustainable commitment of the whole school. Finally, a clear finding of the framework is the need for good governance processes related to leadership and leaders' commitment to school-wide sustainability.Social implicationsThe present study impacts the depth that the proposal of the global educational pact can reach in the reality of Catholic schools in Latin America. The seriousness with which its leaders take the issue of sustainability from this perspective can contribute to the sustainability of life itself.Originality/valueThe originality of this research is that it constitutes the first Sustainability framework in Latin America in Catholic schools from an organizational approach.

Cultural Inclusiveness for International Students in American Schools: A Case Study for Saudi Student in American Schools

Cultural Inclusiveness for International Students in American Schools: A Case Study for Saudi Student in American Schools

Standardization, White Supremacy, and Racial Self-Definition: African American Secondary Schools in Rural North Carolina, 1920-1954

In this historical examination, Amato Nocera, Kyle P. Steele, and John Hensley argue that the development of Black rural high schools in the decades leading up to the Brown v. Board of Education decision represented the dynamic between standardization, white supremacy, and Black self-definition that has shaped US education reform. Focusing on the interplay of state-level education administrators, local white officials, and Black community members, the authors’ analysis of Black rural high schools draws on archival data from DuBois High School in rural Wake Forest, North Carolina, to broaden the literature on the history of the American high school and contribute to an understanding of the Black Freedom Movement by recognizing secondary schools as vital to institution building in the Jim Crow South.

Building Missionary-Philanthropic Educational Networks: A Medical School for Women in Constantinople

Abstract The American College for Girls in Constantinople has been credited with playing a significant role in Turkish women’s emancipation and the feminist movement. From its humble origins in a small overseas mission, the institution evolved by 1914 into a U.S.-style college with a campus sponsored by leading American philanthropists. The designs were intended to impress visitors and to control the women students’ bodies, and, as such, were contested by the women at the helm of the institution. By examining the correspondence among various actors involved in the project, as well as the architects’ drawings, this article traces the building process of the campus with a focus on its lesser-known and unrealized medical school. It argues that the building process helped the American women educators of the ACG to establish an educational network that offered them opportunities unavailable to them in the United States.

POTTERS AT WORK IN ANCIENT CORINTH: INDUSTRY, RELIGION, AND THE PENTESKOUPHIA PINAKES. By EleniHasaki. Hesperia Supplement 51. Princeton: American School of Classical Studies at Athens, 2021. Pp. 448; figures. Paperback, $75.00.

POTTERS AT WORK IN ANCIENT CORINTH: INDUSTRY, RELIGION, AND THE PENTESKOUPHIA PINAKES. By EleniHasaki. Hesperia Supplement 51. Princeton: American School of Classical Studies at Athens, 2021. Pp. 448; figures. Paperback, $75.00.

Scales of Educational Resistance Practices Against Critical Race Theory “Bans”

Numerous states have attempted to enact sweeping curricular bans targeting Critical Race Theory (CRT) to prevent educators from teaching content that challenges the white-Eurocentric curriculum of American schooling. In this paper, we build on arguments that curricular bans are not new to education, nor is the resistance enacted by educators to curricular bans. Through centering how educators in three different states are navigating the various tightness of spaces in their resistance, we look to provide a pathway forward for those looking to enact resistance to current (and future) curricular bans. This analysis contributes to how teacher educators and educational foundations scholars can think about teacher activism and resistances as pedagogical praxis.

Centennium of collegiate real estate education: a prospection on “the search for a discipline” in the American school of business

PurposeThis study reviews the teaching of real estate in the USA for the first 100 years after the foundational curriculum was laid down in 1923 by three key institutions: the National Association of Real Estate Boards (NAREB), the Institute for Research in Land Economics and Public Utilities (The Institute) and the American Assembly of Collegiate Schools of Business (AACSB). Its line of investigative pursuit is the persistent lamentation by American real estate scholars that real estate is not getting the respect it deserves as an academic discipline compared to its peers in the school of business such as accounting, finance and marketing. The study addresses a fundamental question: What is the cause of this endless “search for a discipline”? This is motivated by the belief that identification of the root cause of this “search for a discipline” will lead to the requisite solution: the intellectual foundation of the real estate discipline.Design/methodology/approachThe study used qualitative document analysis to review two primary documents published in 1959 as reports on business education in the USA: (1) Higher Education for Business, financed and sponsored by the Ford Foundation, and (2) The Education of American Businessmen – financed and sponsored by the Carnegie Corporation of New York. The impacts of the publications on the teaching of real estate to date have been reviewed in the context of scholarly actions and literature that has been generated in relation to the two documents.FindingsThe two primary documents impacted negatively on the teaching of real estate. The committee members who produced the two reports had indicated that real estate did not fit into the business curriculum hence should not be taught in business school. This conclusion led to unintended negative outcomes for real estate education. The negative impact of the reports arose principally because the teachers of real estate misinterpreted the outcome to mean that they should tweak the real estate curriculum to fit in the pedagogical framework of the business school. This reaction is responsible for perpetuating the identity crisis that has plagued real estate as an academic discipline since its inception as a subject of study in 1923. Secondly, at the inception of the real estate education in 1923, while the AACSB accepted real estate as a discipline in the school of business, Richard T. Ely wrote the curriculum under land economics which has led to the persistent collegiate dilemma regarding the teaching of the discipline.Social implicationsThe study sheds light on the situation of business education in the USA and AACSB-accredited colleges internationally. It draws attention to the incoherent body of knowledge of business education and will help schools of business to redesign their curricula to include course contents that rightly reflects the business oriented academic disciplines.Originality/valueThe study is timely as it has been done 100 years since the development of the first standard collegiate real estate curriculum following the 1923 conference at Madison. The study has reviewed the first 100 years in terms of the persistent quest: “in search of a discipline”. In so doing, it has uncovered the root cause of this search during the first centennium; and to end the search, it proposes that real estate should not be taught as a business discipline.

The Use of Research in Schools: Principals’ Capacity and Contributions

Policy expectations for the role of research evidence in educational decision-making have grown exponentially in the U.S. and globally, yet there has been limited attention to school capacity to engage in evidence-informed improvement. In this paper, I address this gap by first conceptualizing principal leadership for evidence use and, second, use this conceptual lens to examine large-scale survey data about school evidence use practices and capacity. Drawing on data from a national survey of more than 4000 educators in 134 schools in the US, I explore school practices and capacity to use research and surface opportunities and needs for principal leadership in evidence-informed improvement. Findings suggest that there is an opportunity to improve the role of research in school improvement decision-making, and that principals may contribute to school capacity in specific ways that relate to developing human capital, influencing culture, leveraging resources, and shaping decision-making. Data reveal moderate evidence of research use in agenda setting and of organizational routines that support research use, but lack of uptake of those routines for research use as well as limited investment in resources (e.g., time). Further, decision-making was distributed across a wide range of improvement initiatives, with evidence of a lack of clarity about goals. Although principals report confidence and experience with using research, overall school staff also reported limited experience with prior research, including coursework or participation in research, and low confidence in critically consuming research. Implications point to the need to strengthen principals’ own evidence use capacity as well as focus on dimensions school capacity as part of evidence use initiatives. Recommendations suggest strategies for developing principals’ knowledge and skills around leadership for evidence-informed improvement.

Difference of Teachers Teaching Objectives Between Chinese High School and American High School

In this paper, the researcher explored the factors associated with different teaching objectives of American and Chinese high school teachers. The semi-structured interviews were conducted with a group of teachers who have rich experience teaching in American or Chinese high schools to understand (1) their teaching objectives, (2) the educational goals of the school, (3) their teaching styles and (4) why they want to be a teacher. Results concluded three key factors: (1) the effect of the schools educational goals; (2) the importance of students reactions and classroom environment; (3) how personal values and interests influence teachers goals.

12 Tips for Including Disability Awareness within Undergraduate Medical Education Curricula

Persons with disabilities (PWD) make up the largest minority group in the U.S. and experience significant health care disparities. Effective training for physicians who will inevitably encounter these patients is warranted; however, as low as 23% of American medical schools have a disability curriculum, which has resulted in a sense of unpreparedness and discomfort among physicians when caring for PWD. The goal of disability training is to provide the proper knowledge and skills to address the unique needs of PWD, mitigate health disparities, and help shape more compassionate and informed physicians. This article presents 12 tips to incorporate disability training into undergraduate medical education. These tips emphasize the inclusion of PWD in all stages of the curriculum, interprofessional education, experiential learning, and exposure to a range of disability types. By leveraging these tips, educators will be able to create effective learning opportunities and improve the future healthcare of PWD.

Exploring the Infiltration Pathways and Methods of American Educational Philosophy in English Teaching for Disabled College Students

This paper provides an in-depth analysis of the current status of English teaching for disabled college students through methods such as survey questionnaires and theoretical induction. It reveals the challenges and teaching needs in English learning for disabled college students, emphasizing the necessity of integrating American educational philosophy into English teaching. Drawing upon universal aesthetic theories, this study summarizes methods for applying aesthetic education in English teaching tailored to disabled college students. These methods aim to enhance students' perception of English language beauty, improve teaching efficiency, and cultivate their ability to appreciate, express, and create beauty.

School counselors in the classroom: A systematic review

AbstractThe American School Counseling Association has continuously defined school counselors as having a role in the classroom across four different iterations of the ASCA Model. And yet, the amount of scholarly production is limited along with the amount of time school counselors report actually spending time in the classroom with students. Further, the social‐emotional learning (SEL) movement, among others, has encouraged the utilization of teachers in classrooms to provide lessons and interventions related to the social‐emotional development of students rather than school counselors who have been trained to do so. The current study examines the literature on school counselor‐facilitated classroom interventions over the past 30 years utilizing systematic review procedures to do so. The results indicate that only 40 classroom intervention studies have been published in peer‐reviewed journals over the past 30 years. Implications for counselor education scholars and school counselors are discussed.