State School Research Articles

POPULAR TEACHING AND KNOWLEDGE: A HISTORICAL APPROACH OF THE COMMUNITY OF MAZAGÃO VELHO, AMAPÁ, BRAZIL

The approach of this research focused on the dissertative study on the implications for Teaching generated by precepts and cultural knowledge in an Afro-descendant community in Mazagão Velho, located in Amapá. Velho/AP. Thus, the investigation aimed to analyze current legislation on the topic of ethnic and racial plurality and the role of public schools in the updated conception of teaching developed in its Afro-descendant community in the municipality of Mazagão/AP, guaranteeing this legislation. Methodologically, the research presented a qualitative investigation by understanding which proposed objectives reverberate in the Teaching of the final years of Elementary School at Teacher Antonia Silva Santos state school, which were answered considering interviews with pedagogical coordinators and questionnaires with six teachers, two pedagogical coordinators and one manager. The results emphasize the relationship of those involved with the identity context of teaching in the community of Mazagão Velho, as well as the construction and advancement of educational knowledge on cultural themes and knowledge relating to popular traditions and the Afro-descendant community. The investigation presented a fragment of the educational context of Mazagão Velho/AP, continuously outlining and moving in time and space through its timely manifestations and cultural practices within society.

Urogenital schistosomiasis in schoolchildren in the lake zones of Kankossa and Oued Rawdha, southern Mauritania: The first parasitological and malacological survey.

Urogenital schistosomiasis due to Schistosoma haematobium is a major public health problem in Mauritania, but little is known about its epidemiology in many areas of the country, particularly in the lake zones. The objectives of the present parasitological and malacological study were to assess the prevalence and intensity of urogenital schistosomiasis among school children in Kankossa and Oued Rawdha lakes, southern Mauritania, and determine the species of intermediate host snails and the prevalence of snails with schistosome. A school-based epidemiological survey was conducted in two villages in the lake areas of Kankossa and Oued Rawdha. Urine samples were collected from 450 state primary school children and Koranic school children and examined for the presence of S. haematobium eggs using filtration technique. Water bodies adjacent to human settlement were surveyed for Bulinus and Biomphalaria snails that may potentially be intermediate hosts of S. haematobium. Morphological, molecular, and proteomic (i.e. matrix-assisted laser desorption ionization time-of-flight mass spectrometry [MALDI-TOF MS]) identification of collected snails were conducted, and their infection status was assessed by real-time polymerase chain reaction (RT-PCR) using the highly repetitive DraI gene. The prevalence of urogenital schistosomiasis was 35.6% and 15.8% in Kankossa and Oued Rawdha villages, respectively, corresponding to 'moderate' prevalence (i.e., 10-49% infected schoolchildren). Urogenital schistosomiasis prevalence was higher in boys (30.0%) than in girls (21.2%; P < 0.05), and in Koranic schools pupils (37.1%) than in state schools (20.5%; P < 0.05) pupils. Multiple regression analysis showed that sex (odds ratio [OR]: 1.64; 95% confidence interval [95% CI]: 1.06-2.57; P = 0.03) and Koranic school level (OR: 1.79; 95% CI: 1.06-3.04; P = 0.03) were independently and significantly associated with urogenital schistosomiasis. Based on molecular and proteomic identification, both B. senegalensis and B. umbilicatus colonized the water bodies of Oued Rawdha, whereas both B. forskalii and B. truncatus colonized those of Kankossa. The DraI RT-PCR detected S. haematobium complex DNA in 8 of 66 (12.1%) analysed snails: one B. truncatus and one B. forskalii in Kankossa and five B. senegalensis and one B. umbilicatus in Oued Rawdha. Urogenital schistosomiasis is moderately prevalent in the lake zones of Kankossa and, to a lesser extent, Oued Rawdha, located in southern Mauritania. Mass drug administration campaigns with praziquantel should be conducted to reduce the prevalence of urogenital schistosomiasis among school-aged children in the lake zone of Kankossa and Oued Rawdha village. Further parasitological and malacological studies should be conducted in other villages located in the Mauritanian lakes in the southern Sahelian zones and the northern oasis areas to strengthen our knowledge of the current epidemiological situation and implement appropriate urogenital schistosomiasis control strategies.

Mental Health of PE’s Teachers in Indonesia: Analysis between Well-Being Psychological Capital and Social Support with Demographic Factors

Mental health is crucial in education, including physical education. No research has yet profiled the mental health of physical education teachers in Indonesia. This study aims to identify and analyze the mental health conditions of these teachers through well-being, psychological capital, and social support profiles. The sample consisted of 248 physical education teachers in Indonesia. Most participants were male (87.9%), aged 21-40 years (54%), with a sports education background (80.2%), state school status (74.2%), a bachelor's degree (85.9%), and over 10 years of teaching experience (56.9%). The instruments used were the MHC-SF (Mental Health Continuum Short Form), with validity ranging from 0.477 to 0.723 and a reliability coefficient of r = 0.899. The PCQ (Psychological Capital Questionnaire) with validity from 0.233 to 0.49 and r = 0.904, and the MSPSS (Multidimensional Scale of Perceived Social Support) with validity from 0.339 to 0.746 and r = 0.885. The results showed that most teachers' mental health was in the moderate category. In conclusion, no difference in well-being was found among teachers (p&amp;gt; 0.005). However, differences in psychological capital were observed between male and female teachers (p &amp;lt;0.05), and social support varied with age, teaching status, teaching experience, and marital status (p &amp;lt;0.05). Further research is needed to explore the causes of these differences to enhance teachers' well-being.

Popular media’s role in fostering sex education in middle schools: A comparative analysis of Netflix series Sex Education and Bollywood film Oh My God 2

India as a country has always been seen as a repository of culture and heritage. The historical ruins, temples, scriptures of this ancient land foster liberty regarding sexuality and its significance in the advancement of civilization. However, sex education is still a taboo and an alien topic in the Indian education system. On the other hand, in the USA, one of the most advanced countries, sex education is a mandate, but sadly, there are middle schools in many states in the USA, which do not ponder over the subject at all.The reason behind this is the fact that there is no unified National Policy regarding Sex-Education in the USA, it is vested with the states individually. The USA government had been promoting ‘Abstinence-only-until-marriage’ (AOUM) education till Obama came. Even after implementing an evidence-based sex education system, the overall status of comprehensive sex education is unsatisfactory in the USA. This research aims at dealing with the issues associated with implementing and practising sex-education in the middle school and how the popular media deals with it and influences it. The paper takes into account the famous Netflix series Sex Education which is hugely applauded for its candid and inclusive approach towards sex and sexuality of teenagers and the recent bollywood film OMG2 which serves as a critique of the Indian education system which fails to provide proper knowledge on the subject and jeopardises the adolescent life.

Do children study longer depending on their parents’ level of engagement? An analysis of factors related to Brazilian students’ engagement

PurposeThe purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it analyzes whether the school’s relationship with the family and the guardians’ support are associated with longer study times for children and youth.Design/methodology/approachThis was performed using an ordered logit model on data from two waves of the survey Remote Education in the Perspective of Students and Their Families (PENP) with a nationally and regionally representative sample of Brazilian public school students.FindingsResults show the importance of contact between the school and the family and, to a greater extent, the direct support of parents or guardians. The odds of learners spending more hours studying increase 36% when schools provide guidance for parents and guardians; in turn, when they provide support for students during activities, these odds increase 144%.Originality/valueMoreover, students spend more time doing school activities in the later years of elementary school, high school and when they attend a state school.

Pedagogical translation for reading comprehension in mixed HL‐L2 secondary classrooms

AbstractThis exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)‐second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL‐L2 secondary Spanish classrooms at a suburban high school in the southwestern United States. The research question, How does pedagogical translation influence reading comprehension in a mixed HL‐L2 secondary Spanish classroom is addressed in this work. Findings indicated that through a pedagogical translation activity, heritage language learners (HLLs) and second language learners (L2Ls) demonstrated metalinguistic awareness and vocabulary learning, which are indicators of reading comprehension. Differing HLL and L2L learning approaches during the activities are discussed, followed by pedagogical and research implications.

Big administration reforms against Catholic reformist traditions: fusion of state and church mid-level school administrations in early nineteenth-century Prussian Silesia

ABSTRACT In what are often described as modern Western school systems, the supervision of elementary schools generally shifted from the hands of clerical administrators to genuine state officials during the nineteenth century. The Prussian state, like other predominantly Protestant states, relied on clerical personnel and church supervision structures to establish its school supervision administration. Yet, this was also true for the more Catholic parts of the Prussian monarchy, where integration of church structures into state administration caused friction between state and church authorities. Hence, this contribution focuses on appointments of school inspectors in early nineteenth-century Prussian Silesia, when friction arose between the state and the prince-bishop concerning appointment rights. These frictions are reflected in the process of newly introduced mid-level state school administrations taking over episcopal appointment rights, which has been described as a nationalisation or secularisation of Silesian school administration. The article proposes a more nuanced approach to the restructuring of Silesian school administration, driven by consecutive administration reforms resulting in a fusion of church and state administration, rather than a traditional secularisation narrative. It traces the subtle ties between the Prussian state, episcopal administration, and clerical inspection personnel that led to the gradual assertion of state over ecclesiastical structures.

O USO DOS RITMOS E DANÇAS NA EDUCAÇÃO ESCOLAR

This text is an excerpt from the Master’s Dissertation that addresses THE TRIPLE BORDER OF BRAZIL, PERU AND COLOMBIA: CULTURAL DIVERSITY AS A TEACHING TOOL IN A 3RD YEAR CLASS OF PIO VEIGA STATE SCHOOL IN THE MUNICIPALITY OF ATALAIA DO NORTE. Brazil is a country made up of great cultural diversity made up of different peoples, Africans, Europeans and indigenous people, each with their own customs, values ​​and beliefs, a mixture of different cultures. Schools located on borders, for example, are schools considered to have a higher rate of cultural diversity, as they are influenced by neighboring cities/countries. It is worth highlighting that Brazil has intense borders with several South American countries. Among these intense borders, in this study we will highlight the Triple Border: Brazil, Peru and Colombia. Although the school is a favorable environment for working with cultural diversity, what has been seen in the school environment is the great difficulty teachers have in integrating these diversities into their pedagogical practices. In this way, the school must assume the role of intermediary, for the study and knowledge of existing cultures within the school environment, through meaningful pedagogical practices. Thus, this study aimed to analyze how the cultural diversity of the triple border can contribute to the student training process.

Tracing neoliberal discourse in school documentation. The analysis of educational projects in Barcelona state schools

An extensive literature has been produced to interpret the transformations that have taken place in education as an expression of the expansion of neoliberal rationality in public policies. This study adopts a mixed method, combining quantitative (text mining) and qualitative approaches (computer-assisted discourse analysis), with the aim of determining/verifying/analysing the permeability of the educational projects of state secondary schools in the city of Barcelona with regard to the neoliberal educational paradigm. Taking into account the occurrence of specific node words (such as work, competition, quality, and company), the results highlight the construction of an educational discourse focused on teaching oriented towards the needs of the new labour market, thus allowing schools to become one of the institutions that contribute to shaping a new type of subject: the flexible, emotionally stable, self-enterprising person who always needs to acquire new skills to increase her ‘human capital’.

Teaching methods emphasizing phonological forms enhance L2 vocabulary learning

The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching method focused on L2 phonological forms, or a communicative teaching method focused on meaning, in which L2 phonological forms were taught implicitly. The teaching methods in the two groups aimed to foster the skills and the learning of phonological forms involved in the development of receptive vocabulary. The two teaching methods trained the same skills and relied on the same vocabulary. They both targeted the phonological forms of two difficult phonemic contrasts in French as a foreign language. The two teaching sequences took place during mandatory lessons in French as a foreign language for six weeks (12 lessons), in a Swiss state school. Generalized mixed models were fitted to the data to test for differences across teaching methods in their impact on L2 word learning. Overall, the results indicate that participants made significant progress in word learning, with no significant differences between the two teaching methods. Pronunciation, discrimination, retention in verbal working memory, and the mastery of phoneme–grapheme correspondences are significant factors of vocabulary learning in French as foreign language. The teaching of L2 phonological representations and the training of their processing facilitated the learning of words in L2 French. However, the teaching of vocabulary in French as a foreign language rarely involves a focus on phonological representations.

Mortality in adolescents receiving special education and social care provision: A population-level cohort study in England

BackgroundOver a third of children in England receive either special educational need (SEN) provision/children’s social care (CSC) support at least once during school. We aimed to describe all-cause and adversity-related mortality for adolescents who received SEN or CSC provision in England. ApproachWe used linked data from hospital admissions, death registrations, social care and education in the ECHILD database to follow all adolescents in state schools from age 13-years between 2009/10-2014/15 until death or 2020. Adolescents were grouped according to provision ever recorded before age 14: None, SEN only, CSC only or CSC and SEN. We estimated all-cause and adversity-related mortality in children with SEN/CSC/both compared to peers. ResultsThe cohort comprised 3,381,502 children (51% boys), of whom 30.1% (n=1,017,670, 62% boys) received SEN only, 4.2% (n=143,430, 36% boys) received CSC only and 8.7% (n=293,310, 57% boys) received SEN and CSC. In ten-year follow up, 6,590 deaths occurred (66% in boys). Mortality rates were 5.4 times higher for adolescents receiving both SEN and CSC, 2.4 times higher for CSC only, and 1.7 times higher for SEN only compared to peers. Rates of adversity-related deaths were highest for boys receiving SEN and CSC compared to peers. Conclusions &amp; Implications8-in-1000 adolescents who received both SEN and CSC before age 13 died by age 23 years, far more often than their peers. Policies need to consider support for young people with additional educational and social care needs as they leave school and transition to adulthood.

10 year risk of death in adolescents with learning disability or autism in England: a national cohort study using linked health and education data from ECHILD

BackgroundTransition from adolescent to adult health and education services is a vulnerable period for young people with learning disability (LD) or autism spectrum disorders (ASD), yet there is a lack of information on their risk of death in that period. MethodsWe developed an English national cohort of 11-year-olds enrolled in state schools between 2009/10-20014/15, followed-up until their 22nd birthday, death or 31st August 2020 using linked health, mortality and education data from the ECHILD database. LD and ASD were indicated using diagnoses from hospital admissions or if LD or ASD were a reason for special educational needs provision in education records before age 11. We estimated crude mortality rates and compared with unaffected peers using rate ratios (RR). ResultsThe cohort comprised 3,080,516 young people (52% boys), of whom 4,589 (0.15%) died (crude mortality rate: 0.17/1000 person-years, 95% CI: 0.16-0.17/1000). 45,174 (1.5%) young people were autistic (85% boys; 15% with co-existing LD), of whom 113 died (mortality rate: 0.29/1000 person-years, 95%CI: 0.24-0.35/1000). Mortality was 1.7 times higher for autistic young people compared to their peers (RR: 1.7, 95% CI: 1.4-2.1). Among 40,264 (1.3% of all) young people with LD (63% boys; 17% with co-existing ASD) there were 812 deaths (mortality rate: 2.31/1000, 95%CI: 2.15-2.47/1000PY). They had 17 times higher risk of death (RR: 16.4, 95%CI: 15.2-17.7). ConclusionsYoung people with LD/ASD are more likely to die than their peers. Findings on disparities within these groups according to co-existing comorbidities, sex and socioeconomic factors will be reported.

Assessing the Psychometric Qualities of the Data-Informed School Leadership Survey

Purpose: There is little consensus in the literature regarding a) what it means for a school leader to lead with data, and b) how to measure data-informed leadership in a reliable and valid way. This study examines the psychometric properties of an operational measure intended to assess the extent to which a school leader is a ‘data-informed school leader. The measurement invariance, reliabilities and construct and predictive validities of the Data-Informed School Leadership Survey (DISL Survey) are assessed using various psychometric statistical techniques. Methods: Using data collected from 155 teachers from 7 public schools in a southern state, the following psychometric statistics used to address our purpose: the Many-Facet Rasch (MFR) Model, Bayesian second-order Confirmatory Factor Analysis (CFA), Bayesian Structural Equation Modeling- Multiple Indicators, Multiple Causes analysis (Bayesian SEM-MIMIC), and reliability analysis. Findings: Results show an adequate fit from all MFR, Bayesian CFA, and MIMIC models and a high reliability (Cronbach α = .98). The DISL Survey instrument exhibits sound psychometric properties. Results likewise confirm the value of using MFR modeling and Bayesian methods to examine the psychometric properties of DISL Survey as a means of improving educational leadership measures. Implications for Research and Practice: Data from this study confirm the validity and reliability of the Data-Informed School Leadership Survey (DISL Survey) as an instrument to assess the strengths and weaknesses of Data-Informed School Leadership (DISL) and as a means for providing feedback for improving such leadership. Heretofore a measure for assessing this leadership was non-existent.

Examining the instructional process of citizenship education in Ethiopia: The case of secondary schools in the Amhara state

This study aimed to examine the instructional process of citizenship education in secondary schools in the Amhara state of Ethiopia. To that end, a mixed-method research approach with a concurrent triangulation design was employed. A total of 107 citizenship education teachers and 480 students were selected from 24 secondary schools. Questionnaires, semi-structured interviews, and classroom observations were used as data gathering methods. The results of the study revealed that the status of classroom instructional methods in citizenship education was low. Instead of using a variety of specific instructional methods advocated by prominent scholars of the field, teachers were using traditional teacher-centered methods that were less appropriate to engage students in the teaching-learning process. Whole-school events were also found at their lowest stage. Many of the school-wide opportunities were not widely practiced in relation to citizenship education. The same was true for service-learning. The status of this instructional approach was not only extremely low, but its pedagogical significance was also not well understood by citizenship education teachers. Hence, areas of intervention that could improve the instructional process of secondary school citizenship education are indicated.

Teachers’ Remuneration and Students’ Involvement in Public Secondary Schools in Southwest, Nigeria

Student involvement is a central aspect of effective teaching. This is because students are central to the main reason why teachers are employed and, more so, the reason for school establishment. As a result, this study investigated regular teachers’ remuneration, the level of students’ involvement, and the influence of teachers’ remuneration on student involvement in public secondary schools in southwest states of Nigeria. The study population comprised all teachers in the public secondary schools in southwest states of Nigeria. A sample size of 1,080 was calculated and derived using Research Advisor’s Table at 95% degree of confidence with a 5% error margin. The questionnaire was used to elicit information from respondents. The study found that teachers’ remuneration is not promptly and regularly paid. In addition, the level of student involvement is low and teachers’ remuneration significantly influences student involvement in public secondary schools in southwest states in Nigeria. It was recommended that teachers’ remuneration be paid promptly and regularly and that the government improve teachers’ service conditions by increasing their remuneration to reflect the economic reality in Nigeria.

Relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools

This study determines the relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools in the free state. To measure the effect of demographic variables in efficacy Influence, decision making, efficacy to influence school resources instructional self-efficacy, disciplinary self-efficacy, efficacy to enlist parental Involvement, and efficacy to enlist Community Involvement. This study used the quantitative method and the Bandura Teacher Self-efficacy questionnaire to establish the correlation between variables. Participants were randomly selected from the Thabo-Mofutsanyana district of Free State rural high schools. A descriptive research design was used to interpret the findings, and it was concluded that there was no significant relationship between teacher self-efficacy and gender, marital status, age, and educational level. This means that teachers’ self-efficacy could not depend on demographic variables.

The use of ESL textbooks and students’ performance in speaking: a case study of some secondary schools in Ringim LGA Jigawa state

The role of English as a Second Language (ESL) textbooks in enhancing students' speaking abilities is a critical area of study, especially in regions where English is not the primary language. This research examines the influence of ESL textbooks on the speaking performance of secondary school students in Jigawa State, Nigeria. Adopting a qualitative research design, the study involved detailed interviews with teachers and focus group discussions with students from six secondary schools In Ringim local government of Jigawa state. The findings reveal that while ESL textbooks contribute to students' speaking development, the effectiveness varies significantly based on the alignment of textbook content with the local context and students' needs. The study concludes by recommending the integration of culturally relevant materials and interactive speaking exercises in ESL textbooks to better support students' oral communication skills.

What If We All Appear? Audiovisual Workshop in Schools Located in the Metropolitan Region of Buenos Aires

Abstract The outcomes of research conducted through audiovisual workshops in two public state schools located in urban poverty contexts of the Metropolitan Region of Buenos Aires reveal the manner in which students “appear” as protagonists and narrators of lives that are typically portrayed by others. The authors’ hypothesis is that this methodological approach facilitates the inclusion of students living in impoverished contexts, providing alternative perspectives on contemporary ways of life. In this context, the authors understand inclusion as the possibility of their bodies to “appear” and the creation of an alternative narrative regarding precarious circumstances. Their bodies and narratives are often silenced, and they are usually portrayed as symbols of resilience, danger or sensationalism. Their narratives are useful to discomfort the audience about social inequalities. Within this framework, the authors demonstrate how the audiovisuals by the students offer different avenues for making a presence in the political landscape, distinct from the conventional ways in which individuals experiencing poverty and precarity are conventionally depicted.

Do Sanitary Pads Improve Girls' Educational Outcomes?

Abstract Using a staggered installation of sanitary pad vending machines across schools in the Indian state of Kerala, we study the impacts of free monthly access to sanitary pads on girls' educational outcomes. We find that the number of dropouts among female students in the 7th-grade decrease by 24 percentage points and the attendance rate increases by 23 percentage points after the treatment. Our results are mainly driven by girls in backward-caste, rural schools, and public schools, supporting the idea that free distribution of sanitary pads alleviates cost of obtaining sanitary pads.

Evaluation of the Excellent Class Program in Improving the Quality of Education in Junior High Schools. Muhammadiyah - Bandung

This study applies the Context, Input, Process, Product (CIPP) program evaluation model with a descriptive qualitative approach. Data collection refers to the CIPP evaluation instrument table which is compiled based on predetermined criteria, through observation, interview, and documentation techniques. Data analysis involves data collection, data reduction, data presentation, drawing conclusions, and data verification. The results show 1. Evaluation of the program context in the number of students who have talents and creativity that are facilitated more optimally. The excellent class program to create superior students and shows that Muhammadiyah schools have quality students. 2. The Input Evaluation applied includes student screening, testing, willingness to join the excellent class. 3. Evaluation of the program performance process is not optimal. The relationship between the implementer and students is going well, with full trust from the parents of students regarding student development. 4. Evaluation of the program's product results showed good achievements, although not yet fully maximized. 80% of Muhammadiyah graduates successfully continued their education to favorite state schools. The superior class program to be continued with the condition of reformulating the initial objectives of the program.