Schools In Beijing Research Articles

A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter.

Teachers' attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers' ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals' leadership, and in-service training) on teachers' ATIE and the mediating effect of self-efficacy in the relationships. A total of 972 teachers who taught students with developmental disabilities in 49 inclusive elementary schools in Beijing, China, participated in this study. Multilevel analysis was performed to analyze the data. After controlling for demographics, at the school level, administrative support (one dimension of perceived school support) positively predicted teachers' ATIE. At the individual level, teachers' ATIE were positively predicted by emotional support (one dimension of perceived school support) and in-service training, but negatively predicted by transactional leadership (one dimension of perceived principals' leadership). Self-efficacy mediated the positive effects of transformational leadership (one dimension of perceived principals' leadership), emotional support, and in-service training on ATIE. Administrative support, emotional support, transformational leadership, and in-service training are conducive to fostering positive ATIE among teachers of students with developmental disabilities, and the underlying mechanism is explained by the mediating role of self-efficacy.

Incremental Effectiveness of Emergency Vaccination Against a Varicella Outbreak at an Elementary School in Beijing, China, 2019: An Observational Cohort Study

(1) Background: The effect of varicella emergency vaccination (EV) has not been fully evaluated. (2) Methods: This was a cohort study. Participants were categorized into five groups based on their immune status: unvaccinated group, first dose as EV group, one dose no EV group, second dose as EV group, and two doses no EV group. A Cox proportional hazards model was employed to examine the association between the EV measures and the varicella incidence rate in this outbreak. (3) Results: Demographic characteristics, vaccination details, and disease onset information were 100% (918/918) collected. The crude attack rate was 44% (11/25), 8% (3/36), 11% (24/215), 3% (6/176), and 2% (8/466) among the unvaccinated group, first dose as EV group, one dose no EV group, second dose as EV group and two doses no EV group, respectively. Compared to the unvaccinated group and the one dose no EV group, the first dose varicella vaccine as EV and the second dose as EV demonstrated an incremental effectiveness of 90% (95% CI 65–97%) and 79% (95% CI 47–92%), respectively. (4) Conclusions: Both the first dose and the second dose as EV contributed to reducing the incidence rates of varicella and offered incremental vaccine effectiveness in an outbreak setting. Our study underscores the importance and benefits of initiating emergency varicella vaccination early to reduce the disease incidence rate in an elementary school setting where there was no complete coverage of the two doses of varicella vaccine and an outbreak occurred.

Parental conflict and adolescents' socially adverse emotions: the mediating role of family functioning.

To examine the process of how parental conflict and family functioning influence adolescents' socially adverse emotions (shyness and loneliness). Stratified cluster sampling was used to conduct a questionnaire survey among 1,100 junior high school students from three junior high schools in Beijing, Chongqing, and Shijiazhuang, China. (1) The overall experience of adolescents' socially adverse emotions was at the moderate level; boys' experience of shyness and loneliness was significantly higher than that of girls; the experience of shyness and loneliness in the second grade was significantly higher than that in the first grade; (2) Parental conflict was significantly negatively correlated with family functioning and significantly positively correlated with adolescents' socially adverse emotions, while family functioning was significantly negatively correlated with adolescents' socially adverse emotions; (3) Family functioning partially mediates the relationship between parental conflict and adolescents' shyness and completely mediates the relationship between parental conflict and adolescents' loneliness. Compared to adolescents' shyness, family functioning plays a more important mediating role in the relationship between parental conflict and adolescents' loneliness.

Assessing the impact of interactive multimedia learning platforms on dance education outcomes

This study examined the use of interactive multimedia learning platforms in dance education, guided by the Technology Acceptance Model (TAM) and Self-Efficacy Theory. The research used Structural Equation Modelling (SEM) with a random sample of 362 students from four schools in Beijing. It aimed to explore the relationship between perceived usefulness (PU), perceived ease of use (PEOU), attitudes towards these platforms, and the impact of self-efficacy on performance and learning. The results showed that PU and PEOU significantly improved students' attitudes, which in turn enhanced their self-efficacy and performance. The study suggests that multimedia platforms are more effective than traditional teaching methods in improving learning outcomes, engagement, and satisfaction in dance education. These findings contribute to the growing body of research on educational technology in the arts, highlighting the importance of integrating technological advancements with psychological factors when developing digital learning environments. This study stands out by combining TAM with Self-Efficacy Theory in the context of dance education, providing a comprehensive understanding of the cognitive and emotional factors that affect technology acceptance and learning outcomes. It addresses the challenges and benefits of using multimedia in a physically demanding field like dance, which has not been extensively researched. However, the study is limited by its focus on a specific region and demographic group. Future research should include a broader range of participants to ensure the findings are applicable to various contexts. Despite some limitations, this study offers valuable insights for designing more effective multimedia-based learning systems for dance and other fine arts.

Educational Dilemmas and Challenges for Students with Autism under the Learning in Regular Classroom Policy: A Qualitative Study Based on the Perspectives of Two Parents in Beijing

Learning in Regular Classroom（LRC）is a crucial approach for addressing the educational placement of children with special needs and implementing the philosophy of inclusive education. However, children with autism face significant challenges in inclusive settings due to difficulties in social interaction, communication, and behaviors. This study employs a qualitative research method, interviewing parents of children with autism whose children have completed compulsory education in regular schools in Beijing, to explore the practical challenges of implementing LRC policy the findings reveal conflicts between the ideal and the reality of policy implementation. Families of children with autism encounter challenges related to school placement, adaptation, and support due to incomplete policy regulations, inadequate policy execution, and insufficient educational support. To ensure the effective implementation of inclusive education, a deeper reflection and adjustment of the LRC policy are necessary. This study provides valuable insights from a parental perspective into the challenges faced by children with autism in China under the LRC policy, aiming to inform future policy development and implementation.

Clinical characteristics of COVID-19 clusters in three schools in Beijing, China: A retrospective study

BackgroundThis retrospective analysis aims to investigate the clinical characteristics of students infected with the SARS-CoV-2 Omicron variant in three Beijing schools. Additionally, we explore the dynamic trends of nucleic acid cycle threshold values (Ct values) and serum antibody titers throughout the disease course. MethodsDemographic, clinical, nucleic acid Ct values, and antibody titer data were collected from cases in a COVID-19 cluster in Beijing Ditan Hospital, Capital Medical University, spanning from September 6 to October 1, 2022. ResultsA total of 107 students infected with Omicron (BA.5.2 and BA.2.76) were identified across three schools. Primary clinical manifestations included fever and upper respiratory symptoms (85/107, 79.4 %), with the majority being classified as mild cases (96/107, 89.7 %). Notably, middle school students in the second school exhibited a higher peak body temperature compared to college students in the first and third schools (39.5 °C vs. 38.4 °C, adjusted P = 0.005; 39.5 °C vs. 38.6 °C, adjusted P = 0.002). Analysis of dynamic changes in Ct values revealed the lowest median Ct value in nasopharyngeal swabs on the third day of illness, reaching 35 after 9–11 days. Oropharyngeal swab nucleic acid median Ct value reached 35 approximately 3–5 days post-onset. Serum antibody detection showed continuous negativity of IgM antibody titers from days 1–10, while IgG antibody titers were positive on the first day and increased rapidly after one week. ConclusionsThe three COVID-19 cluster school outbreaks primarily resulted from Omicron infections, with no severe or fatal cases observed. Clinically, the selection of different types of SARS-CoV-2 nucleic acid swabs for virus detection can be tailored based on the infection's course.

Career Exploration and Career Adaptation in Middle School Students: The Moderating Effect of Perceived Parental Expectations

Good career adaptability is the bridge for students to enter the society successfully. In recent years, the employment situation is more and more severe, and the employment pressure continues to move to the middle school group, and the career adaptability of middle school students and its influencing factors have gradually become an important issue in career development. Therefore, this study focuses on the group of middle school students and discusses the influence of personal factors and family factors on their career adaptability.In order to explore the relationship between middle school students' career exploration and career adaptation, and the role of parents' expectation perception in it.In this study, Career Resilience Scale, Career Exploration Scale and Parents' Expectations perceived by Middle school students were adopted.A questionnaire survey was conducted among 340 non-graduating students from three middle schools in Beijing. SPSS 21.0, AMOS plug-in and Process plug-in were used to analyze the data. The results show that there are significant differences in perceived parental expectations by gender and school level. There is a significant positive correlation between perceived parental expectation and career exploration and career adaptation, and a significant negative correlation between career exploration and career adaptation. There is a significant correlation between the dimensions of middle school students' career exploration, perceived parents' expectations, career adaptability and their total scores, and perceived parents' expectations play a moderating role between middle school students' career exploration and career adaptability.

Складові фахової кваліфікації вчителів фізичного виховання Китаю

The process of forming a specialist of a qualitatively new level is significantly restrained by the existing gap between the achievements of science and education, therefore the coefficient of useful use of scientific discoveries and new technologies is sharply reduced, fundamental knowledge is displaced from the content of educational processes by applied knowledge. An important type of professional activity is pedagogical, the specialty of which is a special psychological and pedagogical influence on students, taking into account their age and individual characteristics, on interests, inclinations, expectations, enthusiasm; the specificity of such activity consists in the pedagogical management of the process of personality formation and development. The purpose of the study is to determine the components of the professional qualification of physical education teachers in China. Research methods: theoretical analysis and generalization of data from literary sources, sociological research methods (school health profiles lead physical education teacher questionnaire), mathematical statistics methods. Results. 50 Chinese physical education teachers (27 women and 23 men) took part in the study. The experiment was conducted at the Beijing School of Foreign Languages on the basis of the University of Foreign Languages (Beijing), Haidian Experimental School (Beijing), Tsinghua University High School (Beijing), Qingdao Yucai High School (Shandong-Qingdao Province). It was established that for professional growth and professional development, 50% of teachers note the need to expand the knowledge base on interventions involving children in activities with moderate and high-intensity organized motor activity; technologies aimed at the development of individual motor activity programs are of interest to 36% of the surveyed teachers; 26% of physical education teachers want to deepen their knowledge with the latest technologies for the formation of applied motor skills and skills in various sports activities. Conclusions. Therefore, the professional competence of the teacher is manifested in the set of professional knowledge, abilities and skills that reflect theoretical, practical and methodical preparation, the ability to their creative implementation in various social situations of practical professional activity in the field of physical education.

Relations between school climates and bullying behaviors in Chinese adolescents: The mediating role of prosocial tendency

This research investigated the relationships between school climates and bullying behaviors in Chinese adolescents, and tested the mediating effect of prosocial tendency according to the seesaw effect. School climates were operationalized using three constructs: subjective diversity of student development goals, teacher support, and peer trust. Bullying behaviors included traditional (i.e., physical, nonphysical, and relational) and cyber bullying behaviors. We recruited 538 adolescents from three schools in Beijing, China (286 girls, 252 boys; average age = 12.47) and asked them to fill out the surveys measuring school climates and prosocial tendency at the outset and to report school bullying behaviors three months later. The results showed that subjective diversity of student development goals and peer trust were directly associated with less cyber bullying behavior. Moreover, teacher support and peer trust were indirectly associated with less traditional bullying behaviors via prosocial tendency. Our findings extend the existing literature on the relationships between school climates and bullying behaviors by incorporating different types of bullying behaviors, concentrating on Chinese adolescents from a cultural viewpoint, and tapping into the underlying mechanism via revealing prosocial tendency as a mediator. Theoretical and empirical contributions of this study, as well as practical implications are discussed.

Brief Meditation on Test Anxiety of Eighth Grade Chinese Students: Chain-Mediating Roles of Mindfulness and Self-Efficacy

Numerous studies have revealed an alarming prevalence of test anxiety among Chinese junior high school students. Prevention of test anxiety in this population has become crucial. Brief meditation intervention (BMI) has shown promising results for promoting students’ well-being and reducing test anxiety, but its mechanism for reducing test anxiety remains unknown. This study examined the effects of BMI and the roles mindfulness and self-efficacy play in mediating between the intervention and test anxiety. The BMI was optimized in content and form and culturally tailored for Chinese eighth graders. It includes guided meditation with relaxation music, mindful breathing and body scanning, and positive suggestions that promote self-efficacy. Six eighth grade classes at an urban junior high school in Beijing (N = 202, Mage = 14.14, 102 males) were assigned to either a BMI group (3 classes, N = 103) or a control group (3 classes, N = 99). Test anxiety, mindfulness, and self-efficacy measures were administered before, in the middle of, immediately after, and one month after the intervention. Repeated measures ANOVA and mediation analysis indicated that BMI had a significant effect on reducing test anxiety and enhancing mindfulness and self-efficacy over time. The study also found that mindfulness and self-efficacy played a chain of mediating roles in the relationship between BMI and test anxiety. The mediation effect value accounted for 68.35% of the intervention effects.

Institutional Practices and Attitude of Parents on Family– School Engagement through the Lens of a Chinese Preschool

The study explores the relationship between institutional practices and parents' attitudes towards family-school engagement in a Chinese pre-school institution. The research, conducted at a Kindergarten school in Beijing, China, focuses on the unique challenges and opportunities of urban settings, including commuting, working parents, and a diverse population. A sample of 160 parents and guardians was used. The results showed a non-significant positive correlation between school administrators' practices and parents' attitudes towards family-school engagement, suggesting that while specific aspects of school practices may impact certain dimensions of parental attitudes, the overall synergy between school practices and parental attitudes is not strongly evident.

Reliability and Validity of a Theory-Based Determinants of Eating and Physical Activity Behaviors Questionnaire for Chinese Elementary School Children

ObjectiveThe primary objective of this study was to develop and validate a Social Cognitive Theory-based instrument to identify psychosocial factors that influence diet and physical activity among Chinese children aged 10–12 years. DesignThis is a cross-sectional study, with data collected from questionnaires. SettingTwo elementary schools in Beijing, China. ParticipantsFourth to sixth-grade students (N = 1,486) aged 10–12 years were recruited. Variables MeasuredGender, height, weight, nation, and grade were collected. Energy-balanced eating behaviors and their related sociopsychological factors were surveyed. AnalysisConfirmatory factor analysis, Pearson correlations, Cronbach α index, and mediation analysis were used. Results(1) Confirmatory factor analysis revealed a 6-factor solution (51 items) and all factor loadings > 0.32, indicating that the model fitness was acceptable. (2) All correlation coefficients are statistically significant. All of the Cronbach α indexes were > 0.65, indicating acceptable reliability. (3) The mediating effect of goal intention and outcome expectations between self-efficacy and habit strength was statistically significant (P < 0.01), verifying the theory structure. Conclusions and ImplicationsThis questionnaire exhibits good internal consistency, reliability, and structural validity. It can be effectively employed to investigate energy-balanced eating behaviors related to the Social Cognitive Theory in Chinese children.

Effectiveness of Multifaceted Strategies to Increase Influenza Vaccination Uptake

Influenza vaccination rates remain low among primary school students and vary by school in Beijing, China. Theory-informed, multifaceted strategies are needed to improve influenza vaccination uptake. To evaluate the effectiveness of multifaceted strategies in improving influenza vaccination uptake among primary school students. This cluster randomized trial was conducted from September 2022 to May 2023 across primary schools in Beijing, China. Schools were allocated randomly in a 1:1 ratio to multifaceted strategies or usual practice. Schools were deemed eligible if the vaccination rates in the 2019 to 2020 season fell at or below the district-wide average for primary schools. Eligible participants included students in grades 2 and 3 with no medical contraindications for influenza vaccination. The multifaceted strategies intervention involved system-level planning and coordination (eg, developing an implementation blueprint, building social norms, and enhancing supervision), school-level training and educating school implementers (eg, conducting a 1-hour training and developing educational materials), and individual-level educating and reminding students and parents (eg, conducting educational activities and sending 4 reminders about vaccination). The primary outcomes were influenza vaccination uptake at school reported by school clinicians as well as overall vaccine uptake either at school or outside of school as reported by parents at 3 months. Generalized linear mixed models were used for analysis. A total of 20 schools were randomized. One intervention school and 2 control schools did not administer vaccination on school grounds due to COVID-19, resulting in a total of 17 schools (9 intervention and 8 control). There was a total of 1691 students aged 7 to 8 years (890 male [52.6%]; 801 female [47.4%]) including 915 in the intervention group and 776 in the control group. Of all participants, 848 (50.1%) were in grade 2, and 1209 (71.5%) were vaccinated in the 2021 to 2022 season. Participants in the intervention and control groups shared similar characteristics. At follow-up, of the 915 students in the intervention group, 679 (74.5%) received a vaccination at school, and of the 776 students in the control group, 556 (71.7%) received a vaccination at school. The overall vaccination rates were 76.0% (695 of 915 students) for the intervention group and 71.3% (553 of 776 students) for the control group. Compared with the control group, there was significant improvement of vaccination uptake at school (odds ratio, 1.40; 95% CI, 1.06-1.85; P = .02) and overall uptake (odds ratio, 1.49; 95% CI, 1.12-1.99; P = .01) for the intervention group. In this study, multifaceted strategies showed modest effectiveness in improving influenza vaccination uptake among primary school students, which provides a basis for the implementation of school-located vaccination programs of other vaccines in China, and in other countries with comparable programs. Chinese Clinical Trial Registry: ChiCTR2200062449.

A Corpus-based Study on Concessive Clauses Used in English Writing by Chinese Senior High School Students

This paper is designed to reveal the characteristics and figure out the errors in Chinese senior high students’ construction of concessive clause. The study uses data from Chinese Learner English Corpus (CLEC) and a collection of concessive clauses from 499 English compositions written by senior two students in a key public high school in Beijing. The result shows that the construction of concessive clauses exhibits certain characteristics: (1) employing a wide range of linking words, “although” being the most frequently used concessive conjunction, which differs from the use of linking words in St2 from CLEC; (2) having a tendency to place the subordinate clause before the matrix and to construct the concessive clause as “Subject + Linking Verb + Predicate”. Fifty-seven errors are identified in 132 concessive clauses, including: (1) errors of linking words; (2) the wrong matrix-subordinate clause relationship; (3) errors such as choosing the wrong linking words, inconsistent tense between the matrix and subordinate clauses, errors within the clauses, and incorrect use of punctuation. These errors are mainly influenced by the negative transfer from Chinese.

Pilot randomized controlled trial of a game-based intervention for teaching basketball in Chinese primary school physical education

ABSTRACT This study aimed to examine the preliminary efficacy and feasibility of implementing a tailored version of the MASTER coach education programme in Chinese primary schools to support physical education (PE) teachers’ basketball lesson design and delivery. A total of 20 primary schools in Beijing, China were recruited, with one PE teacher and their class (N = 715 students aged 10–13 yrs) from each school included in the study and randomly allocated to the MASTER intervention (n = 10) or control group (n = 10). Compared to the control group, a significant difference was observed in the MASTER group for the proportion of playing-form activities delivered during PE (27.65, 95% CI [20.27, 35.03]) and for teachers’ perceptions of confidence (23.92, 95% CI [15.87, 31.92]) and competence (24.12, 95% CI [10.28, 24.71]) to teach. Significant differences between groups were observed for students’ perceived athletic competence (3.56%; 95% CI [3.15, 3.96]), enjoyment (11.83%; 95% CI [10.98, 12.69]), well-being (8.51%; 95% CI [7.02, 10.00]), intrinsic motivation (+0.74%; 95% CI [0.30, 1.17]), introjected motivation (−2.24%; 95% CI [−2.77, −1.70]), and external motivation (−0.49%; 95% CI [−0.90, −0.08]). The MASTER programme was effective in improving teaching practices in Chinese primary schools, and in facilitating improvements in teacher and student outcomes.

Survey on the Current Status of Upper Crossed Syndrome among Students at a Special School in Beijing

Survey on the Current Status of Upper Crossed Syndrome among Students at a Special School in Beijing

Parapapillary βBM and γ Zones Played Different Roles in Axial Elongation Among Young Adolescents Using Optical Coherence Tomography.

To evaluate the influencing factors of parapapillary βBM and γ zones incidence in young adolescents and to explore their associations with axial length progression. In this prospective cohort study, 976 seventh-grade students from nine secondary schools in Beijing, China, were enrolled and followed up 1 year later. Parapapillary βBM zone was defined as retinal pigment epithelium loss while Bruch's membrane was present. Parapapillary γ zone was defined as the absence of retinal pigment epithelium and Bruch's membrane. Logistic regression model was used to analyze the influencing factors of βBM and γ zone incidence. A linear mixed model was used to analyze the associations between parapapillary zones and axial elongation. Of the 976 participants, 139 (14.2%) had only βBM zone, 398 (40.8%) had only γ zone, and 171 (17.5%) had both. At follow-up, the incidence of βBM zone was 11.5% (76/659), and the incidence of γ zone was 9.7% (39/404). Optic disc tilt, thinner subfoveal choroid, and longer axial length at baseline showed a higher risk of γ zone incidence. The absence of γ zone at baseline showed a faster axial length progression. When the baseline axial length was 25 mm or longer, the βBM zone was also related to the axial elongation. The γ zone was associated with axial length progression, and the βBM zone was also associated with the axial length progression when the axial length exceeded 25 mm, which was consistent with the notion that excessive axial length growth not only is the extension of the eyeball but also has its own pathologic changes.

Research on the Status Quo and Countermeasures of Geography Online Learning for Middle School Students under the Environment of "Internet + Education"

Under the environment of "Internet + Education", the author describes and analyzes the online geography learning activities of junior high school students according to the actual teaching and learning, and conducts a practical study on the current situation of online geography learning of junior high school students by using the questionnaire survey method and junior high school students of Q Middle School in Beijing as the research object. Finally, corresponding countermeasures are proposed from the perspectives of both teachers and junior high school students, to improve the effect of online geography learning for junior high school students and guarantee the quality of online teaching.

Differentiated Instruction - Motivation and Academic Achievement Across Distinct Disciplines

Differentiated instruction (DI) is gaining popularity as a pedagogical method/method of teaching, with the move towards inclusion. Research indicates that DI’s effects on student performance and engagement are significant and positive, though there are some inconsistencies when it comes to specific findings. This study sought to investigate the extent of the effects of DI on student academic performance and motivation across two courses from distinct disciplines - English and Chemistry - in a chosen international school in Beijing, China. The study adopted a quasi-experimental research design using a sample of 32 high school students. Anonymized data on motivation were collected using a validated researcher-developed Academic Motivation Scale (AMS), while academic achievement was measured by standardized testing scores. Analysis of Variance (ANOVA) was used in analyzing and presenting data collected for the study. Results indicated that the differentiation was effective at increasing motivation to a statistically significant extent, in line with the literature. However, student academic performance as measured by test scores was not shown to have been significantly influenced by DI. It was also found that the effects of DI did not significantly differ between the two chosen courses. The results imply that in this study, DI’s superiority in one particular subject/discipline has not yet been established, but future studies can be conducted in a more substantial time frame which may potentially lead to more significant results.

Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence.

Despite the clear worldwide school inclusion initiative, translating the widely embraced notions of inclusive education into differentiated teaching practice has been recognized as a common difficulty. Based on replies from 780 educators in inclusive schools in Beijing, China, this study explored how distributed leadership contributes to teachers' use of differentiated teaching, the mediation role of teacher leadership for inclusion, and teachers' professional competencies of inclusive education. The results suggest that principals' distributed leadership directly influences teachers' employment of differentiated instruction. Teacher leadership for inclusion and professional competencies of inclusive education play a serial mediating role in the relationship between distributed principalship and teachers' use of differentiated instruction. Implications for implementing inclusive practices were further discussed.