Schools In Cyprus Research Articles

Mitigating effects of desert dust storms in asthmatic children: health visitors’ perceptions, Cyprus

Abstract Background Countries of the Mediterranean basin such as Cyprus are experiencing frequent desert dust storm (DDS) events that adversely impact children with asthma. As school health visitors (SHVs) have important role in asthma management, we examined SHVs practices and perceptions on asthma management and their level of engagement in school-based interventions to mitigate DDS- health effects. Methods A descriptive cross-sectional survey was conducted among SHVs across state schools in Cyprus via an anonymous questionnaire, which rated the importance of asthma management measures (10-point scale), current implementation of these practices (1=never - 5=always), and regulatory authorities’ preparedness to respond to DDS events (1-5 Likert scale). Results Responses from 78 of the 93 SHVs (84%), with an average work experience of 13.5 years (SD 7.3), revealed discordance between high perception of the importance of asthma management measures and their actual implementation, with poor scoring especially in assessment of asthma control (M = 2.4, SD = 1.5), tracking school absenteeism (M = 2.1, SD = 1.0) and monitoring of asthma triggers (M = 1.9, SD = 1.4). Any DDS-related measures (e.g. air quality real-time monitoring, warnings, recommendations, awareness campaigns, etc) were implemented very infrequently. Ratings of authorities’ preparedness were moderate (<3.5), and only slightly higher in the health versus the educational or other government services. SHVs who recognized the severity of DDS and potential impact on asthmatic children were more likely to support school-based interventions for DDS events (OR = 7.3, 95% CI: 2.1-25.3). Conclusions Asthma management practices in school settings in Cyprus are suboptimal and responses during DDS are fragmented. While SHV’s awareness and support for interventions is high, this is not reflected in current practices. A concerted effort is needed for adoption of policies and implementation of action plans for DDS within school settings. Key messages • Suboptimal asthma management policies and practices were found to be implemented in schools in Cyprus, a country highly exposed to dust events. • School health visitors recognize the health impact of desert dust on asthmatic children and support the plan for dust-mitigation programmes in schools, despite authorities’ low preparedness.

Incorporation of informal music learning practices in a primary classroom in Cyprus

Recently, a growing interest from music educators and researchers has focused on the ways informal music learning practices could be integrated in schools’ classrooms, in a response to bridge the gap between the music studied at school and the hidden or private musical world of our students. This qualitative case study investigated the use of Green’s informal learning approach in three stages as derived from Musical Futures, but with some differences. Participants were 18 fifth-grade students (aged 10–11 years) in a rural school in Cyprus, along with eight parents. The findings here focus on exploring the learning process that the children underwent, derived from a larger study which also examined the benefits (musical and extra-musical) perceived by children and their parents. Despite differences in the cultural contexts, musical styles, and ages of the children, findings reveal similarities with related work on informal music learning in other cultural contexts, and with Green’s original work. However, different from Green’s work which was set in secondary schools, but similar to other research on Musical Futures in primary schools, students extensively used singing and incorporated movement throughout the learning process. Findings support the notion that young students can construct their music learning when given the opportunity to be active agents and collaborators in the learning process.

Assessment of indoor and outdoor air quality in primary schools of Cyprus during the COVID–19 pandemic measures in May–July 2021

Combined pollutant effects from indoor and outdoor sources on children's health, while being at school have not been holistically tackled. The aim of the School Temperature and Environmental Pollutants Study (STEPS) was to perform a school population representative assessment of indoor air quality (IAQ) in primary schools of densely and intermediate populated areas of Cyprus (n = 42). The study took place during May–July 2021 when a school-specific COVID-19 protocol was in place. Questionnaire-based characteristics of schools/classrooms were collected along with 24/48-h long IAQ monitoring of air temperature, relative humidity (RH), particulate matter (PM), carbon dioxide (CO2) and volatile organic compounds (VOCs), using low-cost sensors. Mixed effect models assessed the IAQ determinants during school hours. Indoor PM, temperature, RH and VOCs increased with progressing school periods in the day, while indoor CO2 decreased. Indoor RH and CO2 were negatively associated with % open windows, while indoor PM2.5 was positively associated. Most of school time (85%), indoor air temperature exceeded the recommended upper limit (27 °C), while a third of indoor PM2.5 (24-h) measurements exceeded 15 μg/m3. The interplay of clean indoor air with adequate ventilation and adaptation to heat stress in schools is important and its comprehensive characterization requires holistic methodological approaches and tools.

Parental engagement in international schools in Cyprus: a Bourdieusian analysis

ABSTRACT Work-related temporary migration became more common recently among privileged groups of global professionals. This globally mobile middle-class cohort typically place their children in international schools. Such international schools usually teach in English, follow a different curriculum from local schools, and have a wide cultural mix. Our study provides new data on the barely documented parental involvement of this emerging cohort of the globally mobile middle classes. We examine, using Bourdieu’s framework, how these parents seek to maintain their status and advance the cultural capital of their children despite their loss of nationally based class reproduction strategies. Our analysis applied a qualitative approach, using data from 28 interviews with parents from five international schools in Limassol, Cyprus. We show how variations on traditional middle class school involvement at international schools help families accumulate cultural, social, and cosmopolitan capital.

Learners' Perceptions of Peer Assessment

In the past two decades, several researchers have expressed their concern regarding students’ attitudes towards writing (Hyland, 2018). To address the effects of peer assessment (PA) on 100 young intermediate EFL learners’ writing performance, this study examined whether the use of anonymous reciprocal PA in 4 public secondary schools in Cyprus would result in considerable improvement in students’ motivation towards PA of writing and their willingness to write. The analysis of the data from the pre-PA questionnaires indicated that students’ attitudes were positive before experimenting with PA but improved even more after the implementation. This was also confirmed by the focus group discussions in which shortcomings of PA were also highlighted. Students expressed their wish to use multiple forms of assessment, receive more training and increase their exposure to PA. All in all, students’ positive attitude towards PA seemed to have affected their writing performance and vice versa.

Digital Tools and the Flipped Classroom Approach in Primary Education

This article is an expansion of an existing research on the Flipped Classroom (FC) approach, adopted in five different primary schools in Cyprus and considering the experiences and perceptions of five teachers and 77 students (Loizou and Lee, 2020). It particularly expands in exploring the digital tools effectively used to teach primary school students through a FC. The FC approach is an innovative initiative which promotes blended learning methodology. It involves the use of digital technologies for developing and sharing flips/tutorials on the content traditionally taught through lecturing in class. Diverse technology tools have been used in FC research together with online learning platforms. The video tutorials, a basic form of a flip, are usually made by the educators with narration, text and enriched with various annotations and images. Many FC studies have added to the list of essential digital tools for FC implementation, especially the ones which showcase how flips can be developed. However, most of them have not indicated how can these be used for younger students, focusing mainly only in secondary or higher education. For example, how can the structure of a virtual learning environment can be simplified or how can administration of online documents in Drives be more suitable for young ages are scarcely explained. Hence, the significance of this study lies on the fact that research on the FC approach in primary education and the digital tools supporting it, has been so far kept to the minimum. Therefore, by collecting the experiences and perceptions of those involved in the process and assessing how the digital tools may or may not promote a positive learning experience could give an indication in how FC can be effectively implemented in primary education. A qualitative research methodology has been adopted by interviewing the five teachers and forming 11 different focus groups of students. Following the transcription, NVivo11 had been used for the thematic analysis. Research results have shown that the most effective digital tools can be categorized into software supporting: 1) Flips; 2) Activities in class; 3) Communication; 4) Entrance tickets; 5) Collaboration; and, 6) Assessment. These tools, recognized as simple and useful by students and teachers, have guided the creation of the ‟FC Technology tool” which incorporates examples for each category. Overall, a clear illustration of the kind of technology that could be used both at home and in-class for effective FC implementation in primary education is given in the study. Future studies should further evaluate how students can use these tools in forming their own flips and/or tutorials and be part of the pre and in-class session of FC learning classes.

International schools, international mindedness, and the development of global citizenship: Reflections from a case study of international schools in Cyprus

International schools, international mindedness, and the development of global citizenship: Reflections from a case study of international schools in Cyprus

THE LAKATOSIAN METHODOLOGY IN TEACHING THE SURFACE AREA OF A CONE AND A STUDENT’S CONCEPTUAL TRANSITION

Although many scholars support the Lakatosian method of mathematics education for enhancing students learning, the use of the method to foster students’ transition from alternative to scientific conceptions in mathematics does not seem to have been a focus of any research. This study explored if the Lakatosian heuristic method of teaching could foster a students’ transition from alternative to scientific conceptions of the surface area of a cone. The study used a qualitative, exploratory single case study design to undertake an in-depth study of a student in the 11th grade at a secondary school in Cyprus. Data was collected through lesson observation and analyzed using deductive content analysis. The study found that beginning from informal conjectures and proofs to more formal proofs the student was able to transit from alternative conception to the scientific conception of the surface area of a cone. The finding suggests that the Lakatosian method of mathematics can foster students’ conceptual understanding of some mathematical concepts.

Examination of educational situations related to augmented reality in art education

Augmented reality applications, which have gained popularity in recent years, help to benefit students in the field of education to actualise their potential. As technology changes on a daily basis, it becomes a necessity to ensure that art education keeps up-to-date against these challenges. This research aimed at using the 'Aurasma' program based on expressionism and impressionism is to be applied on art course curricula in K4-K5 grades of Northern Cyprus schools. Mixed methodology was used in the study. An interview form and mini-questionnaire set was applied. According to the results obtained from the research, it can be said that the use of 'mobile augmented reality' and 'Aurasma' application in the art class benefits the students. Aurasma application also shows students motivation increased in the classroom. They had fun while learning in the class, and the application provided a flexible learning environment and benefited for student studies.

Examining the legislative and institutional framework for special units in Cyprus

Abstract This paper aims at examining the institutional framework within which Special Units (SUs) in Cypriot secondary education operate. The establishment of SU targets to facilitate the education of pupils defined as having special educational needs (SEN) in mainstream schools, and their operation is governed by the 1999 law and subsequent amending acts and circulars. Neither the operation of the SUs and the institutional framework that guides their operation have yet been investigated. The main aim of our research was to investigate teachers’ and parents’ views of the way in which SUs function, as well as their opinions of the legislative sections relating to the special units. This process led to the creation of a critical approach called the Institutional Framework for Special Units in Cyprus. Lastly, the participants were asked to propose ways in which the SUs could operate an inclusive environment. This paper presents qualitative research conducted in three secondary schools in Cyprus. Our sample consisted of 52 participants (heads, special education associate administrators, assistant heads, teachers, parents) over a five month timespan (September 2017-February 2018). The results lead to the conclusion that immediate action for further improvement and change is imperative, primarily for the benefit of pupils defined as having SEN.

Alliance with the School Personnel Is Crucial for the Management of Food Allergy and Anaphylaxis in School Children.

Background: School nurses play an important role in coping with food allergy (FA) in schoolchildren, but in schools with no school nurse, the school personnel should be prepared to manage health emergencies. This study aimed to evaluate allergy management competences in primary schools in Cyprus. Methods: The study was conducted September 2016 to May 2017 in 11/13 primary schools, selected by stratified random sampling. Information was collected from a principal/designated teacher using a questionnaire from the EuroPrevall Project, adapted for Cypriot teachers. Results: An average of six children with FA per school was reported in the preceding three years. Protocols for the management of chronic diseases, including allergies, were in place in 8/11 schools. Regarding recognition of FA, 8/11 respondents knew some of the signs and symptoms. In an allergic emergency, 9/11 would call the child’s parent/caregiver first and 2/11 emergency medical support. Epinephrine auto-injector (EIA) was reported by 2/11 respondents to be available in the school, but only one reported training in its use. Conclusions: The preparedness of primary schools in Cyprus did not meet safety standards regarding the preparedness of school personnel to cope with an allergic reaction in children with FA, including the use of EIA.

Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination

Over the last decade, various organisations, scholars and educators across the globe have been arguing for the need to foster dialogue between and with children regarding the world they want to have, in terms of both justice and sustainability. Research has shown that stories and storytelling have a world‐making and world‐changing character that may trigger children’s social imagination on social justice issues and help them play a participatory role in society. In this context, the study presented here aimed to empower children to speak up for their beliefs and to become active agents of change in relation to social justice issues. To meet our research goals, we developed workshops around traditional folktales, which we implemented in four schools in Cyprus. During these workshops, we promoted critical dialogue for social justice issues through pertinent collaborative storytelling activities. Collaborative storytelling is a method that can involve participants in critical dialogue, enabling them to produce innovative and creative counter‐stories. This can potentially deepen their perceptions about social justice, while also allowing them to communicate the knowledge they have built in engaging and accessible ways. Data collection included observations during workshops, as well as post‐implementation interviews with a purposive sample of child participants. Our findings suggest that the children deployed either a ‘we are all different’ or a ‘we are all the same’ discourse to define social justice. Nonetheless, as the project progressed, they seemed to gradually turn to a ‘we need to see injustice to be able to act against it’ discourse. This project aims to contribute to academic discussions on promoting dialogue with children on social justice issues, and cultivating children’s metacognitive skills about societal injustices.

The mediating effects of adolescents’ internalizing and externalizing problems on the relationship between emotion regulation, mindfulness and bullying/victimization at school

The aim of this study was two-fold: to investigate the relationship between emotion regulation, dispositional mindfulness and bullying/victimization experiences at school, and to examine the mediating effects of internalizing and externalizing problems on this relationship. Self-reports measuring the above variables were completed by 444 adolescents (mean age 15.3) who attended high school in Cyprus. Data were collected at three points in time. Specifically, data were collected during the second week of October, 2018 (T1), the third week of January, 2019 (T2) and the first week of June, 2019 (T3). It was found that mindfulness at T1 had a significant negative effect on both internalizing and externalizing symptoms and through these variables, it had an indirect negative effect on both bullying and victimization at T3. Similarly, adaptive emotion regulation at T1 had an indirect effect on victimization, fully mediated by internalizing problems. In contrast, maladaptive emotion regulation had a positive, direct effect on both bullying and victimization.

Obligatory professional training for in-service teachers: worthy time or a waste of time?

ABSTRACT The aim of this research was to understand what motivates teachers and keeps them engaged with obligatory professional development courses (PDC), as part of formal in-service training (IST). Thirteen teachers from a secondary education school in Cyprus participated in a qualitative research. Data were collected with semi-structured interviews and analysed with thematic analysis. The participants expressed their feelings about the obligatory attendance of IST, and they discussed the extent to which their expectations from obligatory in-service PDC were met and the impact of the latter on teaching practice. The results revealed an ambivalent picture, with some participants being satisfied with IST and feeling that it is worthy, while others felt that they were ‘sent’ to participate in PDC, which was a waste of time. Thus, this study may inform the design of an alluring obligatory PDC that will be based on the actual teachers’ needs and the teachers’ voice.

Moral disengagement and bullying at school: Is there a gender issue?

ABSTRACT The aim of the present study was to examine the relationship between moral disengagement, emotion regulation and bullying behavior at school. Participants were 512 adolescents (281 males and 231 females) attending secondary schools in Cyprus. They completed a questionnaire package two times, with a five months period between them. Structural equation modeling (SEM) was applied to investigate the relationships among the variables under study. Moderation analyses were used to examine the moderating role of emotion regulation strategies on the effect of moral disengagement on bullying activity and multi-group analyses were further employed to examine the role of gender as a potential moderator. In line with earlier research, a positive association between moral disengagement and bullying behavior was found. Further, it was found that emotion regulation serves as a moderator of the effect of moral disengagement on bullying behavior. However, such moderation was found only for girls who use maladaptive emotion regulation strategies.

‘Feeling at Home Away from Home?’ Social Participation of Refugee Students in Cyprus: A Mixed Methods Case Study Design

Abstract In the context of increasing numbers of refugee students being integrated into the national school system of host countries globally, the necessity of inclusive school environments for these students is growing. Yet schools may not be well prepared and supported to meet the unique needs of refugee students, who may struggle to adjust to their new reality. In this paper, we present the results of a mixed methods case study that explored aspects of the social participation experiences of three Syrian refugee siblings in a public elementary school in Cyprus, as a telling case for the struggles of refugee children to socially participate with their peers in asylum-country public schools. Social network and interview data were collected to examine how effectively the three refugee siblings participate in school life and the factors that may hinder their social participation. The findings are fairly worrisome, as the three refugee siblings were found to maintain a lower social participation status than their non-refugee peers.

Rethinking interculturalism: student voices on promoting intercultural school development

ABSTRACT The main purpose of this paper is to offer important insights into both immigrant and native students’ experiences on interculturalism as well as identifying their inputs regarding the ways in which intercultural school development could occur. Interviews were carried out with 48 children; 24 Cypriots and 24 immigrants from 4 primary schools in Cyprus. Based on their perspectives regarding the improvement of culturally diverse schools, three thematic categories emerged from the data analysis; the structural and school organisational level; the socio-personal level; and the didactic and curricular level. Arguably, on the basis of the data analysis, sub-factors underpinning these levels were found to have implications for educational policy and practice aiming at the promotion of cultural awareness, intercultural competence, inclusion and respect in schools.

Importance of Ultrasound Education in Undergraduate Medical Curriculum: A Survey Study Based on First-Year Medical Students' Perception of the 6-Year Doctor of Medicine Program of the University of Nicosia Medical School in Cyprus.

Ultrasound imaging modality is a tool used in clinical practice and is being introduced gradually in the undergraduate curriculum of several medical schools worldwide. This study aims to assess medical students' perception regarding the integration of ultrasound training as part of undergraduate education. A questionnaire was given to first-year medical students after a 2-hour-long session, which was developed to introduce them in the fundamental physics theory and function of ultrasound equipment in the clinical practice. Analysis of the results indicated that students acknowledged that ultrasound training would improve their knowledge of internal medicine (P = 0.027) and of different diagnostic modalities (P = 0.019), and enhance their medical decision making (P = 0.0004). Moreover, students found beneficial the ultrasound education regarding correlating clinical knowledge with basic sciences (P = 0.0004). The study pointed out that the majority of first-year students have the opinion that the integration of ultrasound training in the medical program is valuable in medical education and patient care. However, work is needed to determine how to provide an optimal learning environment and to assess the competency of the training sessions.

‘Turn up the volume and listen to my voice’: Students’ perceptions of Music in school

Music teachers are often faced with students’ negative attitudes towards Music as a school subject, and dilemmas of what would be most important to teach and at the same time interesting, useful and relevant to students. Looking at music teaching and learning through the eyes of students can play a key role in re-shaping the condition of learning and promoting a positive and motivating musical learning environment. The aim of this study was to ‘turn up the volume’ of secondary students’ views of their music lessons in secondary school, including what they value and how they would have liked lessons to be if they had the opportunity to change things. A self-report questionnaire was devised for the purposes of the study and was administered to 749 secondary school students in schools in Cyprus. Our findings reveal that participants enjoyed Μusic, ranking it as their second favourite out of 15 secondary school subjects. However, there was a reported discrepancy between the activities students are engaged with and what they would like to be engaged with. Students called for more focus on singing, to play a greater variety of instruments besides the recorder (i.e., drums, guitar and piano) and to play the music they like. Building on students’ perspectives, recommendations are made for music teachers and policy makers.

A flipped classroom model for inquiry-based learning in primary education context

A multi-case study will be presented in this publication which aimed to address an important gap in the current literature concerning the effective implementation of a flipped classroom (FC) model in a particular educational setting. There has been limited research focusing on utilising a FC model within the primary education context despite its potential benefits for young students, such as facilitating student-centred inquiry-based learning (IBL) and developing their higher order cognitive skills. This multi-case study has been drawn from authors’ collaborative action research project with other teacher participants, during which the authors explored the effective ways in which a FC model can be utilised to promote students’ IBL in primary school settings. The authors first develop an inquiry-based flipped classroom (IB-FC) model and applied the model into five primary schools in Cyprus for a school year (2017–2018). A total number of five teachers, 77 students and 48 of their parents were invited to participate in the project. A large volume of qualitative data was collected mainly through classroom observations and interviews. Data analysis of teachers’, students’ and parents’ experiences and perceptions led to the development of seven universal design principles. These principles can be used to support primary school teachers’ attempts to design effective instructions using the IB-FC model.