Different Levels Of Schooling Research Articles

Analysis of the current situation and factors influencing bullying in junior high schools in backward areas of Western, China & A case study of Qingyang City in Gasu

BackgroundQingyang is located in the northwest of China. By analyzing the current situation and risk factors of bullying in junior high schools in Qingyang City, and identify relevant data for formulating prevention and control measures of bullying in western backward areas.MethodsQingyang City is divided into four regions based on economic level and population quality. One junior high school is randomly selected from each region, a total of 1200 students from 4 junior high schools of different levels in Qingyang City were randomly selected, and the “Questionnaire on Middle School Students’ School bullying” was administered between December 2021 and February 2022.ResultsThe reporting rate of bullying in junior high schools in Qingyang was 47.35%. The incidence of campus bullying among urban-rural integration junior high schools, senior students, and male students is higher than that of municipal -level junior high schools, junior students, and female students (P< 0.05). The results of binary logistic regression showed that the second grade of junior high school (OR = 1.39,95% CI: 1.022–1.894), poor student performance (OR = 1.744,95% CI: 1.09–2.743), external dissatisfaction (OR = 2.09,95% CI: 1.177–3.427), mother working in an enterprise (OR = 1.623,95% CI: 1.074–2.453), and urban-rural integration middle school (OR = 3.631,95% CI: 2.547–5.177) were factors affecting bullying in junior high school campus.ConclusionThe reporting rate of bullying in junior high schools in Qingyang City was relatively high, mostly occurring in places lacking supervision and after-school hours.Trial registrationNot applicable.

Physical Education and Sports Teachers Perception of Values and Opinions on the Values of Physical Education and Sports Course

The purpose of this research is to examine perception of values and the views of physical education and sports teachers working at different levels of schools affiliated to the Ministry of National Education in Konya province. At this resarch interview methods, one of the qualitative resarch designs, was used. The research group consists of 33 (18 Male, 15 Female) physical education and sports teachers working at different levels in the province of Konya in the 2021-2022 Academic Year, which is determined by the maximum diversity sampling, one of the purposive sampling methods, which is one of the nonprobability sampling strategies. In the research, “Personal Information Form” developed by the researcher and semi-structured “Interview Form” were used as data collection tools. The data were evaluated by content analysis method. As a result of the research, physical education and sports teachers’ perception of value and their views on the values gained by physical education and sports course; it has been observed that values such as patriotism, sincerity, responsibility, helpfulness, self-confidence, discipline, sharing, being organized, sportsmanship, success, respect, leadership, solidarity, health, leisure time, goal setting, empathy, effort, hospitality, cooperation, stress management, sportsmanship and honesty have changed and developed in a positive way.

Role of public schools in the education system in rural India

We attempt to determine the role of the presence of an elite public college within the village in the choice of college participation and persistence of adolescents aged 5–16 years in the context of rural India. The assessment is conducted using the nationally representative Annual Education Survey Report (ASER) dataset. The results of the pooled cross-section logistic model highlight that the presence of an elite public college substantially increases an infant's chances of attending school. The results remain consistent and large across different levels of schooling.

Evaluating the Effectiveness of Education Aid in Promoting Inclusive and Equitable Quality Education with a Specific Emphasis on the Gender Perspective

The primary objective of this study is to examine the relationship between education aid and different levels of schooling, specifically primary, secondary, and tertiary education, from a gender perspective, with a particular focus on Sustainable Development Goal (SDG) four. The study is structured into three main parts: the analysis of female outcomes, the analysis of male outcomes, and conducting a comparative analysis of results between females and males. Firstly, the study analyzes the impact of education aid on completion rates for females and males at the primary level, net enrolment rates for females and males at the secondary level, and gross enrolment rates for females and males at the tertiary level. Subsequently, a comparative analysis of the female and male outcomes is conducted. The study drew data from a 19-year panel (2002-2020) of fifty low and lower-middle-income countries. The system GMM (One-step GMM and Two-step GMM) was utilized for the analysis. Both methods demonstrated a favorable correlation between education aid and primary and secondary education. However, the results suggest that males benefit more from education aid than females at primary and secondary levels. Additionally, the findings for the tertiary level demonstrate that the relationship between tertiary education aid and tertiary education is not optimal. The primary contribution of this study lies in its focused examination of the impact of a specific level of educational aid on particular educational outcomes, with a special emphasis on gender considerations within a comprehensive framework aligned with SDG four.

Computer Experiment in Teaching Mathematics

A mathematical experiment has always been a key source for a mathematical discovery. Over the past 50 years, thanks to digital technologies, its role in mathematical research has grown significantly. Digital technologies have opened up fundamentally new opportunities for experimentation in mathematics education, bringing mathematical education closer to mathematical research for the majority of students. This tendency is especially desirable in the modern world, where it becomes possible thanks to digital technologies. The article discusses the results of the authors’ work over the past decades on the application of a computer mathematical experiment at different levels of school and university education. Particular attention is paid to dynamic geometry environments. The possibilities of using computer algebra systems are also discussed. A project concerning schoolchildren’s work on generalizations of Napoleon’s theorem is considered in detail.

English

This paper provides a modest contribution to understanding how Fayol&#39;s principles can be contextualised and applied in the administration of school systems in Tanzania and beyond. A qualitative approach is adopted to review journal articles that analyse Fayol&#39;s 14 principles and compares their suitability to the current management of school systems in Tanzania. A descriptive analysis was conducted to examine the typical structure and operations of school systems in Tanzania in line with Fayol&#39;s principles. Fayol&#39;s principles are reviewed and analysed to conceptualise them in school management and administration. While the literature and anecdote on Fayol&#39;s principles on the administration of business and industrial systems are clear, its contextualisation in the administration of school systems is rare, particularly in Tanzania. Therefore, the match of Fayol&#39;s principles was evaluated concerning the management of the education system as articulated in educational policies, educational sector reports and government circulars. Document analysis reveals that Fayol&#39;s 14 principles work better in a decentralised schooling system than in centralised authorities and procedures. There is a high linkage in the usability of Fayol&#39;s 14 principles in Tanzania&#39;s schooling systems concerning the decentralisation of primary and secondary education management to the local level context. This paper recommends further studies to explore the existing structures and administration of the education sector at different levels of schooling. Further review and analysis of Henry Fayol&#39;s administrative principles are recommended using different research approaches and designs. &nbsp; Key words: Fayol&#39;s principles, school administration, education structure, Education policies, Tanzania.

COMPUTER EXPERIMENT IN TEACHING MATHEMATICS

Mathematical experiment has always been a key source for mathematical discovery. Over the past 50 years, thanks to digital technologies, its role in mathematical research has grown significantly. Digital technologies have opened up fundamentally new opportunities for experimentation in mathematics education, bringing the majority of students of mathematical education closer to mathematical research. Such an approximation is especially desirable in the modern world, where it becomes possible thanks to digital technologies. The article discusses the results of the work of the authors over the past decades on the application of a computer mathematical experiment at different levels of school and university education. Particular attention is paid to dynamic geometry environments. The possibilities of using computer algebra systems are also considered. The project of schoolchildren’s work on generalizations of Napoleon’s theorem is considered in detail.

Effects of identity disclosure on school victimization and long-term educational outcomes among lesbian, gay, bisexual, transgender, and intersex students in China

This study examined identity disclosure among lesbian, gay, bisexual, transgender, and intersex (LGBTI) students in China and investigated the effects of coming out on school victimization as well as current academic performance and long-term educational outcomes. The study drew on a national sample of 9260 Chinese LGBTI students (age range = 12–42 years) and 9668 LGBTI individuals who were not in education (age range = 14–85 years). The results showed that LGBTI students were more likely to come out to their fellow students (61.4%) than to their teachers (42.4%). Approximately 40.2% of LGBTI students reported having encountered victimization in school, and they also were more likely to report school dropout and lower levels of educational attainment than those who did not experience school victimization. Transgender and gender nonconforming students and intersex students were particularly vulnerable to the experiences and adverse effects of school victimization. In addition, the findings indicated that although students who came out in school were more likely to experience school victimization, identity disclosure was related to better long-term educational outcomes. This study is one of the first to document the identity disclosure, victimization experiences, and school outcomes of LGBTI students in China. The results show that identity concealment may bring short-term benefits by protecting LGBTI students from school victimization but may be harmful to them in the longer run. To foster a supportive climate and a safe school environment, it is important to enact sexual and gender diversity education, inclusive school policies, and teacher training programs at different levels of schooling.

1. Formal and Non-Formal Education Through Theatre54

Abstract The Frankfurt Declaration is a UNESCO document that reminds and re-emphasizes the importance of promoting and applying arts education to the curriculum of all member states. In 2019, the World Alliance for Arts Education (WAAE) organized an international conference called Arts Education for everybody? Every student? Everywhere? It opened a discussion on various topics about arts education (e.g., in society, in school reforms, opportunities for the education of pedagogues, interconnection with other fields, its application at different levels of schools, its future, possibilities to spread and communicate it in different countries of the world). The education through theatre also belongs to the field of arts education. The study reflects and maps the topic of formal and non-formal education through theater. It ponders the question What is the status of formal and non-formal education through theater nowadays? It points to interesting and inspiring projects, to institutions dedicated to the education through theatre, to the educational activities of professional cultural institutions, the position of drama education in the school system and beyond it, the education through theater at universities, as part of festivals, etc. It also brings an excursion into the education through theater in abroad, in the Czech Republic and Slovakia.

For what purpose? Swedish superintendents' perspectives of professional development for principals

PurposeThe purpose of this article is to expand knowledge on Swedish principals' professional development (PD) from the perspectives of superintendents. In particular, the article analyzes how superintendents understand and organize PD for principals.Design/methodology/approachEmpirical data are derived from a strategic sample of ten (n = 10) superintendents. Transcribed interviews were analyzed in two steps. The first step was carried out inductively to identify prominent aspects of PD for principals. In the second step, the detected themes and categories were analyzed more deductively through the theoretical lens of learning in organizations.FindingsThe analysis revealed that the purpose of PD for principals and the principal leadership that must be nurtured from the perspective of superintendents spans a scale, from knowing what is already required to critically examining and exploring the unknown. In addition, the understanding of learning stretches from an individual enterprise to a collective activity. However, noteworthy differences between the superintendents were detected and organized into three ideal types.Research limitations/implicationsDespite a profound research design and a careful selection of superintendents, the sample sets some limits because of the plurality within the decentralized Swedish school system.Practical implicationsThe results can support strategies from superintendents, principals and educational authorities to build infrastructures that foster PD at different levels of school systems.Originality/valueThis article offers a novel perspective by analyzing principals' PD from the perspectives of superintendents.

Perception of stress and work fatigue in workers of a maquiladora company in the state of Nuevo León, Mexico.

&#x0D; Nowadays in the organizations there are different changes, such as the demands, the fulfillment of objectives or the new tendencies of processes, in this sense the workers are affected by these changes, which are manifested in symptomatology that in the same way affects the organization, in this study two psychosocial phenomena were taken into account, which are Stress and Work Fatigue. It was carried out under a non-experimental, expository and transversal design, in a maquiladora organization, with a representative sample of 190 male and female employees, of different levels of schooling and positions. The instruments used were: The Symptomatic Stress Scale (ESS) of Seppo-Aro (1980), and the Subjective Patterns of Fatigue Questionnaire (PSF), elaborated by H. Yosithake (1978). The results of the sample were broken down into three sections: gender, type of contract and hierarchical level. The general objective was to identify the prevalence of work stress and fatigue perceived by the human capital of this organization, and the specific objectives were to identify whether there is a difference in the prevalence of work stress and fatigue in terms of hierarchical levels, both operational and administrative, and a second specific objective was to identify the prevalence of work stress and fatigue in terms of gender, female and male within this organization.&#x0D;

Online Education in Covid-19 Pandemic: A Thematic Case Study of Secondary Grade Tribal Students from India

Education helps in acquiring knowledge, skills, and competencies required for the development of an individual. The outbreak of Covid-19 shut all the educational institutes worldwide. Under these circumstances, all the educational institutes switched to an online mode of education, considering it a viable option. This transition was an arduous task for both students and teachers. The situation was even more challenging for students from underprivileged communities whose dropout rates are always high, especially when they enter secondary schooling. The tribal group are called as Scheduled Tribes (ST) in India represents one such disadvantaged group. Even before the pandemic, the tribal students accounted for the highest number of dropouts at different levels of schooling. Undoubtedly, switching to an online mode of education was not an easy task for them. Now that the schools have started functioning regularly, it becomes an important task to understand the impact online education has on the learning level of students, especially from a tribal community. This exploratory study presents the thematic analysis of responses collected from fifty tribal students studying in a Secondary school dealing with their experience of education through online mode.

Influência da escolaridade de famílias de crianças e adolescentes com deficiência auditiva em suas necessidades de informação: estudo descritivo

ABSTRACT Purpose To evaluate the influence of education of guardians of hard of hearing children with formal education levels from elementary to high school, in relation to their information needs in the context of an auditory rehabilitation service. Methods Cross-sectional, observational study, with a convenience sample of 58 guardians of children with hearing loss. The Family Needs Inventory (INF) was applied, translated, and adapted into Brazilian Portuguese, and parents’ education was collected, in addition to the variables age of the child and age at diagnosis. Results In the quantitative analysis of the “yes” responses from the INF, all the families presented need for information , and for families with less education, the need for information about hearing and hearing devices was greater. In the regression analysis, there was no influence of schooling on the amount of information needed, even considering the chronological age and diagnosis of the child in the model. As limitations of this study, we highlight the absence of sufficient number of families with higher education for the analysis of the final model, as well as the impossibility of including other variables in the analysis. Conclusion The analyzed families with different levels of schooling showed need for information , and schooling did not influence the amount of information required by them. It was possible to observe a qualitative difference in the topics of needed information, which alerts to the importance of investigation about the needs of families in child auditory rehabilitation programs, to implement more family-centered approaches.

The relationships between childlessness and educational attainment among women born between 1920 and 1979 in Hungary

Using comprehensive, individual-level census and micro census data from 1970 to 2016, our analysis seeks to answer the question of how the level of childlessness has changed in Hungary among women born between 1920 and 1979. Are there any differences by educational attainment and how the extent of childlessness would have changed if there had been no expansion in education? Our results indicate that the proportion of childless women has changed over time, both overall and within each educational group. The level of childlessness among women with different educational attainment has become increasingly similar to that of women with secondary education. Convergence was strongest between those with primary and vocational education. The level of childlessness among women with secondary and tertiary education has also become similar, although it remained consistently higher for college and university graduates. We also set up two hypothetical childlessness scenarios. In the fixed education scenario, the educational composition of women born in 1945–1949 was held constant and was projected to all birth cohorts. In the fixed childlessness by education scenario, we held the childlessness rate constant within all educational categories of women born in 1955–1959 and projected it onto the other birth cohorts. For both scenarios we calculated the overall childlessness for each cohort. Our calculations indicate that the change in the composition of women by educational attainment had a smaller effect on overall childlessness rates than the change in the level of childlessness among women with different levels of schooling.

Online Learning as an Alternative Learning Modality in Ecuador’s Education Institutions Amidst Crises and Outbreaks: A SWOT Analysis

The primary objective of this paper is to analyse the weaknesses, threats, strengths, and opportunities (SWOT matrix analysis) of online teaching and learning in educational institutions (primary, secondary, and higher education) in Ecuador during the COVID-19 pandemic. A qualitative study of the descriptive documentary type was conducted, where the information obtained from virtual education in times of crisis and outbreaks was collected and analysed. It was found that educational centers at different levels of schooling still continued to use traditional teaching methods and processes subject to old procedures as a basis for their incursion into virtuality, although other establishments began to handle combined modalities such as blended and hybrid online (e-learning) modes of learning. In conclusion, the deadly coronavirus disease (SARS-COV-2) abruptly halted much human activity worldwide. This forced hesitant educational systems that still used traditional face-to-face teaching methods in classrooms to move and change to online learning in many regions, regardless of the socioeconomic level and demographics of the students. Aside from determining how to deal with the problems and challenges of virtual education during epidemics and natural disasters, it is clear that the number of technology-driven educational start-ups has increased significantly.

Some Reflections on the Role of the Eco-Schools Program in the Promotion of Sustainable HEIs: A Case Study in Portugal

Currently, the Eco-Schools program plays a key role in the application of the concepts of environmental education and management in the daily life of schools. This program is considered the largest environmental education program for schools of different levels in the world and continues to grow with the constant and ambitious mission to improve literacy and change environmental behaviors, particularly among the youngest who are now students, but will be the future decision-makers, politicians, managers, teachers, and parents. Thus, it is essential to involve this younger generation in the construction not only of a school, but also of a more sustainable community. This research study presents a set of reflections on the main guidelines of the Eco-Schools program, focusing on its methodology and areas of activity. It also analyzes the reality in Portugal, a country where the Eco-Schools program has been developed since 1996 by the European Blue Flag Association (ABAE), an association that works in the three components of sustainability (environmental, economic, and social), reinforcing the importance of educating and involving all the individuals of the community in joint actions for a more sustainable society. The case study consists of a Portuguese Higher Education Institution (HEI) awarded the Green Flag since the year it enrolled in the program, 2018/19. A description, analysis, and reflections are made on some of the main measures implemented in the last academic year within the scope of the Eco-Schools program, noting that, despite some implementation difficulties, the program was successfully developed, involving the participation of students, teachers, staff, and outside school community members, thus contributing to a more sustainable society.

Analyzing Reading-Related Activities In English Textbook For Grade VIII And How The Texts Are Exploited In The Classroom

Some students still have challenges in reading, such as pronunciation, identifying the text’s content, and accent. Then students did not participate actively since there is still limited activities of reading conducted during the learning process. This study aimed at analyzing reading-related activities that are available in English textbook used for grade 8 students in SMP Cipta Dharma Denpasar and observing how the texts are exploited by teacher in English class. The subject of this study was an English textbook used in the school and English teacher.This current research used qualitative descriptive analysis as the research methodology. The data collection was done through observation of the English textbook and the teacher’s strategy in conducting the learning in the classroom. In analyzing the data, this study is involving four processess including data collection, data reduction, data display, and conclusion (drawing/veryfying). From the analysis of the English textbook, the results showed there are several reading-related activities available in the textbook namely skimming/scanning, reference activity, lexical item activity, activating, inferring, and questioning. The most frequent exploitation of text done by the teacher are short-answer activities, searching-selecting, completing, and matching activities. Therefore, this study suggests more research regarding the texts exploitation done by English teacher in different levels of schools and classrooms.

ÖĞRETMENLERİN ÖĞRETİM PROGRAMINA BAĞLILIKLARININ İNCELENMESİ

The aim of this study is to determine curriculum fidelity levels of teachers and examine their curriculum fidelity according to some variables such as gender, age, teaching experience, level of school, field, the faculty they graduated from, in-service training and getting postgraduate degree. The survey research model was utilized in the research. The sample of the study consists of 500 teachers chosen according to stratified sampling and working at different levels of school in Salihli district of Manisa in the fall semester of the 2021-2022 academic year. Data were collected through the Curriculum Fidelity Scale. Descriptive statistics (mean, standart deviation) and MANOVA were used in the analysis of the data. According to the research results, the curriculum fidelity levels of teachers are at a medium level in sub-dimensions of adherence, duration and program differentiation while they have a high level of curriculum fidelity in the sub-dimensions of quality of program delivery, participant responsiveness, teacher training and school climate. According to MANOVA results it was found that there were no significant differences in teachers’ curriculum fidelity levels according to gender, the faculty they graduated from and having postgraduate degree. However, it was found that age, teaching experience, level of school in which they worked, field and getting in-service training variables had significant differences in teachers’ curriculum fidelity levels in some sub-dimensions of the scale. Based upon the results of the study, it can be suggested that more quality and frequent in-service training activities should be provided for teachers.

Does schooling promote democracy? A meta-analysis

ABSTRACT Worldwide democratic backsliding and surge of authoritarianism have revived interest in the potential of schooling to support democracy. Yet, while many intellectuals, donors, governments, and civil society organizations continue acting on this belief, the empirical literature they rely on is remarkably divided. We challenge this gridlock by offering a theoretical and methodological framework to account for conflicting findings and to facilitate resolving this debate. Our approach combines ideas on how different levels of schooling, ways of accounting for different contexts, and epistemic community influences can affect the relationship between education and political regime. To examine these ideas, we leverage statistical meta-analysis of synthesized empirical evidence base. Contrary to mainstream views, we find that, while the overall education-political regime relationship is positive, it is small and contingent. Pro-democratic effects of education come mostly from primary schooling and are uncertain beyond this level. Country-specific factors may explain part, though not all cross-national variation. Finally, we detect strong evidence of dissemination and publication biases that shape our knowledge on education-democracy linkage.

Art Talents in the Context of a Specific Research Focus

The scientific study presents a survey of the outcomes and research results obtained through a research tool by a questionnaire from the teachers of the basic art schools in Slovakia. Interpretation of research data in the form of categories - characters and determinants of artistic talent and talent of children and pupils has a representative function. Results of the mentioned group of respondents will be further compared with groups of teachers to different levels of schools.