Education Services Research Articles

Building Power on "Mass&Cass": A Community-Centered Approach to Addressing Health Resource Gaps for Persons Experiencing Homelessness in Boston, MA, 2021.

In November 2021, two grassroots organizations in Boston, Massachusetts-a housing and health justice organization and a student-led nonprofit-established an initiative to provide persons experiencing homelessness (PEH) near the Massachusetts Avenue and Melnea Cass Boulevard ("Mass&Cass") intersection in Boston with access to free COVID-19 education and other wrap-around services. They partnered with hospitals, public health organizations, and advocacy groups to make this happen. This community-driven initiative serves as a model for how to enact a sustainable pipeline for PEH to receive health resources and information, with the voices of those directly impacted at the center. (Am J Public Health. 2024;114(9):870-873. https://doi.org/10.2105/AJPH.2024.307713).

Impact of health literacy-conscious medication educational videos on primary medication nonadherence rates.

Primary medication nonadherence (PMN) occurs when a new medication is prescribed, but the patient does not obtain the medication, or an appropriate alternative. Medication knowledge may be a factor contributing to high PMN rates. A variety of approaches and technologies have been developed to enhance patient medication knowledge, though the impact of these interventions on PMN rates has not been studied. The objectives of this study were to: 1) compare community pharmacy PMN rates between pharmacies that offer patient medication educational video services and those that do not, and 2) assess the relationships between video service delivery and PMN status. This cohort study utilized data from six pharmacies (three case, three control). Adult individuals with a new electronic prescription for medications were assessed for PMN using the Pharmacy Quality Alliance (PQA) measure specifications. A 6-month measurement period was used to assess if medications or an appropriate alternative were dispensed within 30 days. Descriptive statistics were used to evaluate differences in PMN rates between case and control pharmacies. The relationships between medication education video service use and PMN status were assessed using multivariable logistic regression models. A total of 4038 patients were included in the analyses, contributing 6311 prescriptions for PMN assessment. Case pharmacies had significantly lower (25.9% versus 29.1%) PMN rates than control pharmacies (p=0.0090). Prescriptions filled at pharmacies that utilized medication educational videos had lower odds of PMN status [OR = 0.58 (0.43, 0.78)] than controls. Video use was associated with lower odds of PMN status [OR = 0.83 (0.70, 0.98)] when compared to prescriptions where patients did not receive the service. The use of health literacy-conscious, patient educational videos were associated with improved (lower) PMN rates. Medication education technologies represent a scalable solution to improve PMN and medication access.

A Justice-Oriented Conceptual and Analytical Framework for Decolonising and Desecularising the Field of Educational Technology

Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given that technological ways of being have been propagated globally, these logics are no longer predominantly promoted by those in the Global North, but by techno-solutionists globally, although the core-to-periphery flows of ideology and funding are still prominent. This article develops a conceptual and analytical framework for decolonising and desecularising the field of EdTech. Concepts are drawn from various discourses: the desecularisation of knowledge to set the ontological framing; embodied cognition to set the epistemological framing; and social justice and decolonial discourses to set the axiological framing. From this, the article develops the Dimensions of Human Injustice Analytical Framework—covering material, ontological and epistemic, and (geo)political injustices—to assist policymakers, educators, EdTech developers, and international development practitioners in identifying and confronting coloniality in their EdTech. Acknowledging the complexity and contentions within decolonial thought, this article does not claim a unified stance on achieving justice but aims to offer a tool for deconstructing and questioning injustices.

Политэкономическая оценка продвижения системы образования в России в условиях становления цифровой экономики

The article reviews a political-economic analysis of the growing dynamics of the education system in Russia, using the example of higher education in the creative solutions of the digital economy. The author examines the economics of education from the political economy view. The evolution of targets in higher education is presented. When comparing definitions of higher education targets, they provide two mutually related, but competing functions of higher school: the role of higher education in the teaching workforce for all economic sectors and the general intellectual growing of a creative, socialized personality. The nature of economic interests in the higher education system is determined. Market economy and democratic society principles imply models of competitive harmony in economic interests of higher education. The educational product is analyzed from the principle of diglossia as a public and private benefit. In the near future, a combination of fee and free higher education in Russia is inevitable. However, the share of fee-paying educational services of universities will dramatically increase. The analysis confirms academic steps to create a scientific product in the digital economy. Competition of universities in the market of scientific products for receiving profitable contracts with firms and corporations stimulates universities to increase their rankings. The conclusion shows the inconsistency of the dynamics of the development of the education system of Russia in the digital economy. An important contradiction is in the prevalence of political decisions free from long-term socio-economic consequences.

The Face of Autism in Israel.

This article seeks to offer a comprehensive perspective on autism in Israel, aligning with global reports. It aims to serve as a foundational resource for policymakers in developing relevant support and point to unmet needs. The data was drawn from publications by Israeli government authorities and academic publications. In 2022, the prevalence of child and adolescent autism in Israel was approximately 1.13%, with a male-to-female ratio of 4:1, and an annual increase of 23%, particularly among young children. In Israel, the diagnosis of autism follows the DSM-5 guidelines and is conducted by a physician and a psychologist specializing in autism. Typically, diagnosis is at age 2. The autism intervention approaches prevalent in Israel are consistent with those that are globally accepted. Children with autism are entitled to special education services adapted to their needs and developmental levels. The legally established package of services for children with autism includes sessions with occupational therapists, speech-language pathologists (SLPs), physical therapists, psychologists, and social workers. Children and adults with autism are eligible for disability allowance along with support regarding residence, educational programs, and employment opportunities. Nonetheless, underdiagnosis and low accessibility to services are common in minority populations and rural areas. Furthermore, in recent years, services for autistic individuals have declined. This decline, particularly considering the ongoing rise in the prevalence of autism, pose significant challenges for Israeli government authorities in ensuring that autistic persons receive appropriate support.

The role of the unified communications platform in the implementation of the third mission by a modern university

Introduction. The third mission of the university involves intensive communication, which is an indispensable means of solving social, economic and environmental problems of the region of its location. Innovative elaborations for sustainable development require a transition from disparate services to unified communications (UCaaS). The purpose of the study is to identify the potential of the unified communications platform for the exchange of information between the university and its stakeholders, which allows us to see new ways to implement the social mission of "University and Society". Materials and methods. Twelve department heads of Novosibirsk State Technical University were interviewed on the most demanded characteristics of a communication platform for achieving managerial, organizational and educational goals within the framework of university activities. Three experts from UCaaS platform development companies were also interviewed about the obstacles that arise in the way of introducing this technology into the university environment. The data was processed and visualized using the bar chart method. Results. The most demanded options of UCaaS platform satisfying the objectives of the university's third mission are the control of student engagement (25% of respondents), collaboration on documents (19%) and information security (17%). Tools for working in a distributed team are also relevant (15%). Barriers to the introduction of the platform into the digital environment of universities include the lack of necessary infrastructure, the conservative format of classes, and the lack of a continuing education system. The main problems of relations with stakeholders are the episodic nature of contacts, the insufficiency of their planning and data analysis, the lack of mechanisms for the influence of stakeholders on the university management processes. Conclusion. The passive-expectant style of the university's behavior in the educational services market contradicts the vectors of the implementation of the university's third mission, while being a problem of integrating UCaaS into the higher school system. The model of expanding the university's cooperation with stakeholders forms the university's communication ecosystem, initiates productive networking for joint projects. The UCaaS platform's services are effective both for creating social engagement and for technology transfer and continuing education.

Aquatic Plants in Ponds at the Brdo Estate (Slovenia) Show Changes in 20 Years.

Ponds are important habitats for aquatic plants and other biota, particularly in regions where the quality of aquatic ecosystems is deteriorating or even disappearing. Ponds provide refuge for many species and serve as foraging places for others. The ponds studied are located in the Brdo Estate and are under special protection to maintain their educational and other ecosystem services. This study examined the temporal differences (20 years) of the plant communities in eleven ponds concerning eutrophication and/or other human pressures. Various measurements were taken between the two surveys to improve the quality of inflowing water. The selected ponds' physical and chemical parameters, water depth, and transparency were measured. According to our results, water transparency and temperature significantly shaped the structure of the plant community and significantly influenced the presence and abundance of aquatic plants. The changes were reflected in the disappearance of four species of the genus Potamogeton, namely P. filiformis, P. lucens, P. pectinatus, and P. trichoides, which were recorded in 2001 but not in 2021. Secondly, the average number of plant species in the ponds has slightly increased in 20 years, mainly due to emergent plants. The construction of wastewater treatment plants in the catchment area prevented the eutrophication processes.

Work And Leisure: A Study of Social Tourism in Higher Education Institutions in Bali

This study examines social tourism within higher education institutions in Bali, Indonesia, using an inclusive approach that involved both lecturers and students from public and private universities. Employing a mixed-methods design, the research collected quantitative data through surveys distributed across five universities in Bali Province, while qualitative data was obtained from interviews with participants knowledgeable about inclusive social tourism. The findings reveal that social tourism activities are integrated with the Tri Dharma of Higher Education, emphasizing teaching, research, and community service. These activities blend academic endeavors, such as field research, workshops, seminars, and benchmarking, with tourism experiences like sightseeing and cultural events. The study highlights the benefits of social tourism for the academic community, including increased social capital, improved self-confidence, and enhanced knowledge and skills. Additionally, social tourism fosters collaboration between universities and contributes to the mental and physical well-being of academics, helping to alleviate burnout. The study suggests that higher education institutions should consider policies that leverage social tourism to enhance academic experiences and promote holistic development among faculty and students.

A Study on the Effect of Online Sports Education Service Quality on Student Satisfaction and Educational Performance

A Study on the Effect of Online Sports Education Service Quality on Student Satisfaction and Educational Performance

A Study on the effect of educational service quality on major satisfaction, career preparation behavior

A Study on the effect of educational service quality on major satisfaction, career preparation behavior

Caregiver and student perspectives on school services for students with traumatic brain injury during the COVID-19 pandemic.

This study aimed to identify unique challenges created by COVID-19 school closures for students with traumatic brain injury (TBI) and their families with relation to special education accommodations, therapy services, social support systems, and mental health complications. Forty-one caregivers and students participated in semi-structured, virtual interviews. Families had students in kindergarten through 12th grade who experienced a TBI prior to spring 2020 and were receiving support services at schools in Pennsylvania (US). Researchers used reflexive thematic analysis to identify themes across interviews. Central themes encompassing the student- and caregiver-reported challenges and advantages of COVID-19 school closures were changes in [1] education delivery, special education services, and accommodations for children with TBI, and [2] social relationships for students with TBI and their caregivers. COVID-19 and the transition to remote learning significantly impacted special education services and education received by students with TBI. Families in this study discussed both perceived obstacles to and advantages of remote learning in this population. As remote and asynchronous learning are now commonly integrated into the curriculum, research should clarify the facilitators and barriers for successful service provision for students with TBI.

The Influence of Organizational Culture and Motivation on the Performance of Secretarial Unit Employees at the West Java Provincial Education Service

The aim of this research is to find out how much influence organizational culture and motivation have on the performance of secretarial unit employees at the West Java Provincial Education Service. The research methods used are descriptive methods and associative methods. The population in this study was 129 employees. Based on the research results, it is known that descriptively the three variables, namely Organizational Culture, Motivation and Performance are in the Good category. And in associative research there is a partial and simultaneous positive influence on the variables Organizational Culture and Motivation on Performance. Partially, the influence of organizational culture on the performance of secretarial unit employees at the West Java Provincial Education Service is 43% and the influence of motivation on the performance of secretarial unit employees at the West Java Provincial Education Service is 40.1%. Simultaneously, the influence of organizational culture and motivation on the performance of secretarial unit employees at the West Java Provincial Education Service is 83.1%

The Role of the Aru Islands Regency Education and Culture Service in Addressing the Duties and Responsibilities of Teachers at Aru Island Christian Middle School 3

The Role of the Aru Islands Regency Education and Culture Service in Addressing the Duties and Responsibilities of Teachers at Aru Island Christian Middle School 3

Determination of Priority Sectors in Economic Development in Maluku Province

This research aims to determine priority sectors in formulating economic development policies in Maluku Province. The methods used in this research are Location Quotient (LQ), Shift Share (SS), and Klassen Typology. The research results show that based on the three methods above, the priority sectors in economic development in Maluku Province are sectors that have superiority, and competitiveness and are among advanced and rapidly developing sectors (prime sectors). These sectors are the Agriculture, Forestry, and Fisheries sectors, the Wholesale and Retail Trade sector, Car and Motorcycle Repairs, the Government Administration, Defense and Mandatory Social Security sectors, and the Education Services sector. This sector is a sector that absorbs a lot of workers. Apart from that, the primary sector is a sector that plays an important role in economic development in Maluku Province. The contribution of the agriculture, forestry, and fisheries sectors indirectly shows that the economic structure of Maluku province is still supported by the traditional economy. Then, geographically, the vast area of Maluku Province, the majority of which is water areas; however, this sub-sector has yet to become the main support for the economy of Maluku Province. For this reason, the Maluku provincial government should prioritize the superior sectors and commodities it owns while still paying attention to other industries and commodities according to their potential and development opportunities in order to encourage the growth of Maluku Province's GRDP for future regional development. The implications of this research can be recommendations for economic planning and development in Maluku Province. The implications of this study can be recommendations for economic planning and development in Maluku Province

Internal tension or external pressure? Study on the influencing factors of the diffusion of education policies for older adults in China – Based on the analysis of China’s provincial panel data from 2016 to 2023

ABSTRACT The development of education for older adults through policy measures has become an important means for governments to actively cope with population aging. Taking the number of education policies for older adults adopted in 31 provinces of China from 2016 to 2023 as an example, this study empirically analyzes the factors influencing the diffusion of education policies from dimensions of internal tension and external pressure. The results showed that the level of economic development, natural population growth rate, older adults dependency ratio, child dependency ratio, illiterate population over 15 years old, number of local libraries inside the province and the adoption of education policies for older adults in adjacent provinces significantly affected the adoption of education policies for older adults in each province. After the introduction of regional variables, it is found that there are significant differences in the adoption of education policies for older adults by provincial governments in different regions of China. The policy responsiveness of eastern provinces is the best, followed by the central, and the western is the worst. The above results indicate that provincial governments in China are not only affected by the supply level of education services for older adults and their service demand within the province, but also affected by the adoption behavior of other provinces when making decisions, which is the result of rational thinking and competitive pressure. The above results provide China’s experience for the diffusion and implementation of education policies for older adults in a wider range.

WHO LEADS THE PACK? PROFILING SCHOOL LEADERS’ DEMOGRAPHIC BACKGROUNDS FOR INSTRUCTIONAL LEADERSHIP PRACTICES IN GHANAIAN PUBLIC BASIC SCHOOLS

The extent to which demographic characteristics of educational heads differentiate their instructional leadership practices has been a contentious matter for several decades. The aim of this study was to investigate the instructional leadership practices of school heads as well as examine the extent to which headteachers’ gender, professional qualification, and work experience differentiated their instructional leadership practices in public basic schools in Ghana. This was a quantitative study underpinned by the positivist paradigm. The study employed the descriptive survey research design where 127 headteachers and 643 teachers were selected through census and proportionate stratified random sampling techniques respectively. The Principal Instructional Management Rating Scale (PIMRS) was adapted from Hallinger and Murphys (1985) and used to collect numerical data for the study which was analysed using descriptive statistics like mean and standard deviation as well as inferential statistics including independent samples t-test and one-way analysis of variance (ANOVA). The findings revealed that defining school mission dimension of instructional leadership practice was most prevalent among the headteachers as compared to managing the instructional programme and protecting school climate respectively. Additionally, the findings established that gender accounted for differences among headteachers in promoting a positive school climate where male headteachers rated higher than their female peers. Furthermore, the study established that work experience of the headteachers led to significant differences in defining school mission, managing instructional programme, promoting a positive school climate as well as the overall instructional leadership practice. Therefore, the study concluded that headteachers’ gender matters in promoting a positive climate in the schools while the work experience of the headteachers is a determinant of differences in their instructional leadership practices in the schools. Based on these findings, the study recommended that Ghana Education Service through the Regional and District Directorates of Education should liaise with instructional leadership specialists to organise in-service and refresher training programmes for headteachers on instructional leadership practices so as to sustain, improve, and intensify its practice in public basic schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0841/a.php" alt="Hit counter" /></p>

Service Delivery Models and Outcomes for Students With Disabilities

In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to answer questions about the relationship between special education service delivery models and student outcomes. We analyze seven studies, each of which finds a positive relationship between more time spent in general education classrooms and outcomes for students with disabilities (SWDs). In our analysis, we discuss the affordances and limitations of this type of analysis and opportunities for the field to expand data collection and analysis of population-level data in a way that better illuminates the state of special education services, both in the present and longitudinally, for SWDs.

Assessing the Impact of Digital Initiatives on Economic Growth and Digital Inclusion

Digital initiatives refer to comprehensive plans and strategies that integrate digital technology into various areas of the economy and society. In industries including business, healthcare, education, and government services, these initiatives usually seek to improve accessibility, productivity, and overall quality of life. In order to foster economic expansion, enhance digital inclusivity, and ensure that all segments of society have access to and can benefit from digital technology, international governments, and organizations have launched several digital initiatives in recent years. The steady increase in a nation's output of goods and services over time, typically represented by a rise in GDP (gross domestic product), is what we mean when we talk about economic growth. Alternatively, digital inclusion refers to the process of making sure that information and communication technologies (ICTs) are available to and usable by individuals and groups, especially those who are marginalized. Technology availability in the physical sense as well as the aptitude and understanding required to operate it efficiently are included in this.

A cross-sectional study assessing modifications to the delivery of a multi-component implementation strategy (the Get Outside, Get Active program) to improve child physical activity in early childhood education and care services.

The Get Outside, Get Active (GOGA) program is a randomised controlled trial which tested the impact of a multi-component implementation strategy to support early childhood education and care (ECEC) services to replace indoor-only free play with indoor-outdoor-free play. This cross-sectional study aims to describe the extent and nature of modifications made to implementation strategies and Behaviour Change Techniques (BCTs) using the Framework for Reporting Adaptations and Modifications to Evidence-based Implementation Strategies (FRAME-IS) and to describe the fidelity of BCT delivery throughout GOGA. An audit of records was undertaken throughout the intervention delivery period in the intervention arm. GOGA included 14 standard BCTs within six implementation strategies. Modifications and BCT delivery were recorded by Health Promotion Officers via project records. Modifications were categorised according to the FRAME-IS. BCT delivery was recorded using a checklist. Forty-four ECEC services received the GOGA program. Overall, 60 modifications were recorded. According to FRAME-IS categories, most modifications related to: content; format; pragmatic or practical considerations; tailoring/tweaking/refining in nature; fidelity was inconsistent; the goal was to increase the acceptability, appropriateness, or feasibility of the implementation effort; the rationale was at the practitioner level; and were unplanned/reactive. Overall, 96.4% of standard BCTs were delivered as intended. GOGA was delivered with high fidelity to protocol as indicated by the level of BCT delivery. This article details a thorough approach to documenting modifications and provides guidance for future studies. SO WHAT?: This article contributes to the emerging evidence regarding documentation of adaptations and modifications to public health implementation interventions.

Assessing the implementation of healthy eating and physical activity policies and practices in Early Childhood Education and Care in New South Wales, Australia: A cross-sectional study.

Australian children are not meeting the recommended physical activity (PA) and healthy eating (HE) guidelines. Health behaviour practices implemented in community settings such as early education services can improve child's health outcomes and are therefore key to help meet guidelines. This study aimed to measure the implementation of HE and PA policies and practices in Early Childhood Education and Care (ECEC) services in New South Wales (NSW), Australia, and to examine their association with service characteristics. A random sample of 1122 centre-based ECEC services were invited to a cross-sectional survey measuring HE and PA policy and practice implementation. Regression analyses were conducted to assess the relationship between the service characteristics and implementation of policies/practices. In total, 565 ECEC services completed the survey. Results show that while some practices are implemented, the implementation of practices promoting HE and PA education is low. Practices related to educator training for HE (18%) and PA (13%) were poorly implemented. The implementation of practices such as 'providing educator training around child PA', 'engaging families in activities to increase child PA' and 'encouraging supportive feeding practices' were significantly higher in services located in major cities than regional/remote services. 'Having a PA policy' and the practice of 'limiting the use of screen time' was significantly higher in long day care services than in preschools. The implementation of 'providing educator-led PA', 'providing free play opportunities' and 'having a PA policy' was significantly lower in private not-for-profit community managed services than in private for-profit services. Implementation of various HE and PA policies and practices in regional/remote services, private not-for-profit services and preschools across NSW could be improved. SO WHAT?: Future research should be prioritised towards identifying factors influencing the implementation of these policies and practices to best tailor implementation support efforts for those who need it the most.