Services In Public Schools Research Articles

Examining Professional Development for Special Education Teachers, General Education Teachers, and Paraeducators Who Support Autistic Elementary Students

ABSTRACT Background Autistic youth primarily receive services in public schools from educators who persistently report variable training and use of evidenced-based practices (EBPs). Educational achievement of individualized goals may be hindered by inconsistent implementation of EBPs. Objective To better understand EBP training practices, this study employs both quantitative and qualitative methods to examine EBP training experiences accessed by educators of different roles. Method Eighty-one participants (special education teachers, general education teachers, and paraeducators) serving autistic children in public schools completed an exhaustive survey on professional development, as well as a complementary semi-structured interview. Results Special education and general education teachers had similar patterns in terms of the types of training and providers they accessed. Compared to paraeducators, general and special educators were more likely to report accessing Teacher Preparation or Educator Certification Programs and School or District In-Service. The type of provider conducting the training also differed by role, with general educators being more likely to receive training from Higher Education Faculty, District Coaches, and Supervisors, and paraeducators more likely to receive training from Teachers. Special education teachers, general education teachers, and paraeducators also reported qualitative differences in their training experiences and needs. Conclusions This study provides valuable EBP training suggestions synthesized from the perspectives of educators working together to support autistic students. One recommendation is the facilitation of opportunities for educators to train and work together across roles, as well as the personalization of these trainings for educators of different roles, fostering a more comprehensive understanding of the needs of autistic students and promoting consistent EBP utilization.

Sickness Presenteeism Correlates to Teaching-Learning Activities: Implication Focus on Public Secondary Schools in Busia District, Uganda

To evaluate the implications of sickness presenteeism on the teaching-learning services in public secondary schools in Busia district, Eastern Uganda. The study adopted a cross-sectional design and gathered responses both qualitatively and quantitatively using structured interviews and questionnaires from secondary school teachers and Headteachers in government secondary schools in Busia District. The study used a stratified sampling technique with a sample size of 215 respondents. The study reveals that teachers’ on-time work plans, focus on their duties, and understanding of students’ needs and learning styles are crucial for effective teaching and learning. Teachers must prioritize and meet deadlines to maintain classroom cleanliness and discipline. The study recommended that the Ugandan government, through the Ministry of Education and Sports, should provide continuous professional development opportunities for teachers, enabling them to update their skills and knowledge. Additionally, the government should put in place mechanisms to encourage the use of technology in classrooms to foster interactive and engaging learning environments. Implication of the study, the government through the Ministry of Education and Sports should advocate for the introduction of insurance for teachers to further support and incentivize their commitment to their profession. This insurance could provide financial protection for teachers in the event of illness, injury, or any unforeseen circumstances that may prevent them from working. By offering this benefit, schools can demonstrate their commitment to the well-being of their teachers and their dedication to ensuring their job security.

Research Implementation of Special Detection Elementary School Service For Children with Special Needs in Banjarmasin

In order to shape the abilities and character of children with special needs, it is essential to provide early detection services in public elementary schools. This study, conducted in Banjarmasin, Kalimantan, examined six inclusive elementary schools with 102 children with special needs and 82 special assistant teachers. Using a descriptive qualitative approach with additional quantitative data collection through observations, interviews, and documentation, the study found that some public schools have implemented detection services for children with special needs. Special assistant teachers and coordinators were provided to supervise and support the activities of these children at school. The study concluded that detecting and providing services for children with special needs at an early stage is crucial as elementary school is the foundation for personality development. This is in line with the universal values and religious perspectives that every child has the right to equal education

Eligibility Determinations for Speech and Language Services in U.S. Public Schools: Experiences and Tensions.

The purpose of this study was to examine school speech-language pathologists' (SLPs) experiences regarding students' eligibility for services in public schools within the United States. Fifteen school SLPs participated in online focus groups to examine the complex nature of SLPs' participation within decision-making teams and describe practice experiences in U.S. schools. SLPs worked in one to 10+ schools serving students from pre-K through 12th grade. Data were analyzed using Cultural-Historical Activity Theory (CHAT; Engeström, 2015). School SLPs' practice is impacted by rules, community, and division of labor in schools. Participants discussed the following: culture of the work setting, interaction between team members, desire to assist families and children, knowledge of regulations, evaluation practices, and the impact of poverty, and cultural and linguistic differences. Nine major tensions were identified: need for greater SLP empowerment and advocacy, documentation of educational impact, complexities of students learning English as an additional language, concerns about evaluation data for decision making, SLPs' concerns regarding outcomes of eligibility decision making, overuse of speech-language impairment for students who do not qualify, parents' involvement in decision making, disagreement between team members, and administrations' adherence to rules. Within the schools, the CHAT framework was useful to identify tensions and opportunities for change at the individual and institutional levels, impacting team decision making for eligibility, SLPs' provision of services, and student outcomes. Acknowledgment of tensions and opportunities for change regarding students' eligibility for services may guide public policy; preservice training; and individual, local, and national advocacy.

Relationship between Increased Student Enrolment and Delivery of Accommodation Services in Public Boarding Secondary Schools in Kisumu West Sub-County, Kenya

The study aimed at determining the relationship between increased student enrolment and delivery of accommodation services in public boarding secondary schools in Kisumu West Sub-county, Kenya. The study used a descriptive survey approach. The research findings will assist school administrators when making decisions about the development of school resources, focusing on those that have significant impact on the students' welfare. The sample size consisted of 357 students, 8 boarding mistresses/masters and 8 matrons from 8 public boarding secondary schools. The sample size of 357 students was arrived at using the Krejcie & Morgan table. A combination of census and proportionate sampling techniques was employed. Open-ended and closed-ended questionnaires were used. The validity of the data collection instruments was ascertained through content validity while the reliability was established using the test-retest method. Qualitative analyses was presented in narrative form while quantitative data was coded and entered into SPSS. The researcher adhered to the ethical research requirements. The results indicate that relationship between enrolment and accommodation was negative and statistically significant at .05 confidence level, r(292) = -.255, p = .000. It was concluded that increased enrolment negatively affects the quality of accommodation services provided to students.

Can public food procurement drive agroecological transitions? Pathways and barriers to sustainable food procurement in higher education institutions in Spain

ABSTRACT Public procurement can help drive a transition to a more sustainable food system based on local agroecological production. In countries with large public education systems, school and university canteen services can play a significant role by virtue of their enormous centralized purchasing power. In this study, we investigate the potential and feasibility of implementing an enduring transformation to a sustainable food procurement model in public higher education institutions based on agroecological principles for the case of Spain. To address our research questions, we employed participatory workshops and a questionnaire survey (1,058 respondents) to analyze perceptions and priorities around sustainable food practices on campus of the university community across three Spanish public universities. Workshop participants proposed and prioritized interventions aimed at improving the sustainability of on-campus food services. Some recommendations for action for policy makers are detailed in the Discussion section, as key actors in this process. Pathways toward a future transition to more sustainable practices included the importance of food services to the university community, the high level of understanding of food system impacts and demand for change from consumers on university campuses, the universities’ commitment to the UN Sustainable Development Goals and the potential of university networks as a powerful agent of social change and social innovation.

Relationship between increased student enrolment and delivery of catering services in public boarding secondary schools in Kisumu West Sub-County, Kenya

This study sought to investigate the relationship between increased student enrolment and the delivery of catering services in public boarding secondary schools in Kisumu West Sub-County, Kenya. A descriptive survey approach was utilised to gather relevant data. The outcomes of this research will offer valuable insights to school administrators when making decisions concerning the allocation of school resources, with a particular focus on areas that have a significant impact on student catering services. The study involved a sample of 357 students and eight cateresses from eight public boarding secondary schools. The sample size of 357 students was determined using the Krejcie & Morgan table. A combination of census and proportionate sampling techniques was employed to select participants. Both open-ended and closed-ended questionnaires were utilised as data collection instruments. The qualitative data was presented in a narrative form, while the quantitative data was coded and entered into SPSS for analysis. Ethical research requirements were strictly adhered to throughout the study. The research findings indicated a negative and statistically significant relationship between student enrolment and the quality of accommodation services provided, with a confidence level of 0.05, r(294) = -.255, p = .000. These findings concluded that increased enrolment has an adverse impact on the standard of catering services offered to students.

Characterizing Social Determinants of Maternal and Child Health: A Qualitative Community Health Needs Assessment in Underserved Areas.

This study aimed to identify social determinants of maternal and child health (SDoH) in Pakistan. Using a qualitative study design, data were collected from community members in seven underserved areas of Lahore City, Pakistan. A total of 22 qualitative in-depth interviews and 10 focus group discussions (FGDs) were conducted. The participants included basic health unit healthcare staff, women of reproductive ages, male family members, mothers-in-law, and religious leaders. We found that maternal and child health is adversely affected by the following socioeconomic and environmental barriers: (i) poor housing quality and sanitation; (ii) inadequate food supply and safety; (iii) unsatisfactory public sector school services; (iv) a lack of safety and security; (v) scarce poverty alleviation efforts and loan schemes; (vi) unsatisfactory transport and internet services; and (vii) inadequate health services. The targets for maternal and child health in Pakistan cannot be met without close coordination between the primary health sector, local governance, and macro state structures, which collectively must monitor and improve housing adequacy, food security, public sector services (primary healthcare services, public schooling, public transport, and public internet access), overall safety, and poverty emergence.

The Communication Patterns between Speech–Language Therapists and Parents/Guardians of Children with Developmental Language Disorders in Private Speech–Language Therapy in Cyprus

Children with developmental language disorder (DLD) experience communication difficulties and receive speech–language therapy (SLT) services in public schools and/or private clinics in Cyprus. This study aims to analyze the context and content of communication between parents/guardians (P/Gs) and speech-language therapists (SLTs) in private practice. The conducted cross-sectional study utilized nonprobability convenience sampling to recruit P/Gs of children with DLD. Participants completed a questionnaire regarding their sociodemographic characteristics, the context of communication, topics discussed, and collaboration level with the SLTs. A total of 189 P/Gs participated, of which 84.1% were married, 79.4% were mothers, and 52.4% held at least a college/university degree. Mothers primarily communicated with SLTs in the setting, discussing their children’s performance, progress, behavior, difficulties, and homework. However, 48.7% felt well-informed, 47.1% fully understood their children’s goals, 55.6% received thorough briefings from SLTs, 51.3% observed at least a portion of the therapy session, and 77.8% received at least an adequate amount of homework. Additionally, 73.6% reported the use of technology during SLT, and 74.5% expressed good/great satisfaction with their children’s progress. Of the 31.1% reporting difficulties, 64.3% mentioned some difficulties related to homework completion and the children’s behavior. The proposed solutions included increased SLT briefings, training, and P/Gs observing therapy sessions.

Determinants of the utilization of youth-friendly sexual and reproductive health services in public secondary schools of Kogi State, Nigeria: an explorative study

BackgroundThis study explored the factors associated with the utilization of Youth-Friendly Sexual Reproductive Health (YFSRH) services among school-going Nigerian adolescents.MethodsThis cross-sectional study employed a mixed method involving school-going students attending five public secondary schools in Kogi State, Nigeria. Descriptive statistics were used to determine the patterns of utilisation of YFSRH services, whereas inferential statistics were performed to determine factors associated with utilization of YFSRH services. Qualitative data were analysed by thematic analyses of records using an inductive analysis.ResultsOne in two secondary school-going students had used the YFSRH services. Most of the participants had poor awareness of YFSRH services and limited access to YFSRH services. While gender positively predicted the utilisation of YFSRH services among secondary school-going students (aOR = 5.7; 95% CI: 2.4–8.95, p = 0.001), we found that age (aOR = 0.94; 95% CI: 0.67–0.99, p = < 0.001), and religious beliefs (aOR = 0.84; 95% CI: 0.77–0.93, p = 0.001) showed a negative relationship with the utilization of YFSRH services.ConclusionsOur findings highlight the influence of gender, age, and religion on utilizing YFSRH services. This study recommends the inclusion of sexuality education into secondary school-going student’s curricula, in order to create awareness about the benefit of utilization of sexual and reproductive health services, and this is to encourage young people to utilize the YFSRH services.

Comparative Analysis of the Status of Implementation of School Health Services in Public and Primary Schools in Owerri Municipal, Imo State, Nigeria.

Effective school health service helps to reduce ill health, increase school attendance, academic performance, decrease school dropout rates, and additionally plays a role in identifying children with emotional, behavioural, and mental health problems for proper assessment and appropriate interventions. To assess the status of the school health services in selected public and private primary schools within Owerri Municipal Local Government Area, Imo State. A cross sectional descriptive study was carried out from March to April 2017. Out of the 48 government approved primary schools, 36 (12 public and 24 private) schools within Owerri Municipal LGA were assessed. Relevant data was obtained from school head teachers and direct observation was done where applicable. The responses were scored using a validated School Health Programme evaluation scale. The overall mean score for School Health Services in Owerri Municipal LGA was 13.14 with the mean scores of 14.42 for private and 10.58 for public schools which were significantly lower than the minimum acceptable score of 19. The private schools performed better than public schools in practice of School Health Services and their mean difference was statistically significant (p=0.012). School health personnel were available in fourteen (38.9%) schools, out of which one (8.3%) public school had health personnel. All (100%) schools had first aid boxes, but none of the schools had the boxes completely stocked. School health clinics were available in one (8.3%) public school and 5 (20.8%) private schools. School meals were served in six (25%) private but none in public schools. The overall status of school health services in primary schools within Owerri Municipal LGA is poor. The private schools performed comparatively better than public schools. These findings therefore portray the need for implementation of the National School Health Policy by the State Ministries of Education and Health. Keywords: Implementation, School Health Services, Public and Primary Schools.

The Prevalence of Guidance and Counseling Services in Public and Private Secondary Schools in Tanzania

The Prevalence of Guidance and Counseling Services in Public and Private Secondary Schools in Tanzania

Fostering educational prosperity: A randomized controlled trial of home tutoring in foster care

AbstractThe educational gap between children in out‐of‐home care and their non‐placed peers is well‐documented. However, tutoring stands out as a promising intervention to raise children's educational attainment in out‐of‐home care. This study randomized 105 children in foster care (62% girls, aged 7–15 years [M = 10.3, SD = 2.0]) to the home tutoring program Foster Caregivers as Tutors (FCT) or regular public school services (treatment as usual [TAU]). In the FCT group, the foster caregivers tutored the children for 2.5 h/week for 40 weeks. The program effect is measured in learning and developmental outcomes, including reading and math ability, learning skills, IQ, executive function, and psychosocial function. Follow‐up was 17.5 months after baseline. The results show a significant effect over time in both groups on IQ (effect size [ES] = 0.40, P &lt; 0.001), verbal comprehension (ES = 0.29 P = 0.02) and perceptual reasoning (ES = 0.60, P &lt; 0.001) measured by WISC IV. Neither the FCT nor TAU provided any significant academic recovery in reading and math nor progression in executive function, learning skills or psychosocial function. These findings, implications for practice and future efforts to support the schooling of children in out‐of‐home care are discussed.

Qualifications of Head Teachers and the numbers of Healthcare Personnel available in Public and Private Schools in Owerri Municipal, Imo State, Nigeria

Globally, in spite of the fact that school age children do not suffer from the high mortality of preschool children; there exist significant burden of morbidity among them. School health services are the curative and preventive health services, provided for the promotion of the health of school population to enable them benefit maximally from the school system. The aim of the study was to assess the Qualifications of Head Teachers and the numbers of Healthcare Personnel available in Public and Private Schools in Owerri Municipal, Imo State, Nigeria. A cross sectional descriptive study was carried out to assess school health services in 36 government approved primary (12 public and 24 private) schools within Owerri Municipal LGA. Relevant data was obtained from school head teachers using an evaluation scale and direct observation was done where applicable. The responses were scored using the School Health Programme evaluation scale. Thereafter, a prospective (pre-test – post-test) study was carried out in two public primary schools between May to December 2017 (two academic terms). Within the period (September to December 2017) an intervention was carried out which involved the running of school clinics in two selected public primary schools. School attendances were kept during the pre-intervention and intervention periods using a check off list for monitoring daily attendances and reasons for absenteeism. The overall mean score for School Health Services in Owerri Municipal LGA was 13.14 with the mean scores of 14.42 for private and 10.58 for public schools which were significantly lower than the minimum acceptable score of 19 (p&lt;0.001 respectively). Six (16.7%) schools, all of which were private schools scored up to the minimum acceptable score of 19. The private schools performed better than public schools in practice of School Health Services and their mean difference was statistically significant (p=0.012). School health personnel were available in fourteen (38.9%) schools, out of which one (8.3%) public school had health personnel. School health services in both public and private primary schools within Owerri Municipal LGA is poor and also the availability of health personnel in the scho

Assessment of Guidance and Counselling Services in Public Senior Secondary Schools in Gashua Educational Zone in Yobe State, Nigeria

This research was on assessement of guidance and counselling services in public senior secondary schools in Gashua Education Zone. The researchers employ the use of survey research design for the study. The target population of the study was 378 teachers with a sample of 186 respondents in six selected public senior secondary schools (three schools drawn from rural and three from urban area) using stratified and simple random sampling technique. Two hypotheses are tested. A self-designed questionnaire named “Assessment of Guidance and Counselling Services Questionnaire (AGCSQ)” with a reliability chronbach’s coefficient of .72 was use for data collection. Data collected for the research was analysed using t-test for independent sample to the test the research hypotheses. The study shows that a significant difference was found between the view of male and female teachers in respect to offering of guidance services (counselling, orientation, information, referral, and follow-up services). With regard to offering of appraisal and placement services it shows that there was no significant difference in the view of male and female teachers in public senior secondary schools in Gashua Education Zone. Furthermore, the findings indicated a significant difference in school location with regard to offering of guidance services (counselling, orientation, information, appraisal, and placement services) and with regard to offering of referral and follow-up services it indicated that no significant difference in school location in public senior secondary schools in Gashua Education Zone was found. From the findings, it is recommended that there is a need for public senior secondary schools to offer counselling service, appraisal service, placement service, referral service and follow-up service to assist students in making a wise decision. This decision include; educational plan, career choice of interest and personal social adjustment. Similarly,orientation service should be improved to assist students on how to participate in sport exercise like football. It is also recommended that information service should be improved to assist students toward educational development and career choices of interest in all public senior secondary schools in Gashua Education Zone be it in rural or urban schools.

PROBLEMS WITH THE IMPLEMENTATION OF INCLUSIVE EDUCATION POLICIES FOR STUDENTS WITH SPECIAL NEEDS IN PUBLIC SCHOOLS

The implementation of inclusive education is based on a belief that all people are part of society regardless of their differences. So that education can be accessed easily by all people, including Children with Special Needs (ABK). With this inclusive education, it will have an impact on them so they don't feel marginalized by those who are normal. This study aims to determine the implementation of inclusive education services in public schools after the issuance of central and local government policies in Indonesia regarding the implementation of inclusive education including problems in the management of inclusive education and school efforts to overcome problems in managing inclusive education from the aspect of school management, education personnel, facilities. and infrastructure, curriculum, learning process and cooperation in the management of inclusive education in Blitar City State Elementary Schools. This research used descriptive method and the data were analyzed using a qualitative approach through interviews, observations and documentation studies. The research subjects were principals, teachers, and parents at SDN Responsibility 2, one of the schools providing inclusive education. The results showed that the implementation of inclusive education in schools did not go well. There are many problems in the implementation of inclusive education including; limited knowledge and skills of teachers in providing services to children with special needs, there are no special supervising teachers at schools providing inclusive education, infrastructure and school environments that are not yet fully accessible to children with special needs, Human Resources (HR) have difficulty in modifying the curriculum, assessment academic and non-academic children with special needs, the management of cooperation with related parties (parents and the Center for Disability Services) is less than optimal, there is no supervision and intensive guidance on inclusive education in schools by the education ranks and the local government.

Records and information management in evidence-based decision-making public schools in South Africa

Records are important assets in the decision-making process and promote transparency and accountability. The successful provision of educational and training services in public schools relies on reliable and authentic records. Thus, evidence-based decision-making can help address the challenges in the basic education sector in public schools. The challenges manifest as weaknesses between the different sectors and departments responsible for early childhood development services and poor quality of school education outcomes in public schools. The said challenges were identified in the National Development Plan 2030 and their resolution can contribute to the achievement of education and training goals. The main purpose of this study was to outline the role played by records and information management in supporting evidence-based decision-making in public schools in South Africa. This study adopted the qualitative research approach and used content analysis to identify challenges hindering national development plan goal achievement in the basic education sector. A content analysis of available literature consisting of policy documents, internet sources, books and journal papers was used to identify and describe the challenges and propose solutions. It is guided by the Association of Records Managers and Administrators’ Generally Accepted Record Keeping Principles as a framework. The study found that poor educational outcomes could be improved through proper records management practices enabling evidence-based decision-making to thrive. The study recommends that governmental bodies in South Africa utilise the power of records and information management to enable goal achievement, with the professional assistance rendered by the National Archives and Records Service of South Africa (NARSSA) and provincial archives.

The impact of an alternation plan between face-to-face and remote education on academic achievement

ABSTRACT This paper describes some indicators of the Colombian educational system considering the effect of the pandemic and assesses the causal effect of an alternation plan between face-to-face and remote education, conducted in 2020, on the results of an achievement test. Indicators reveal that the pandemic caused a greater demand for education services in public schools, increased dropout, and repetition rates, and widened the gaps in academic performance. The causal empirical exercise indicates that the students who participated in the experiment obtained, on average, better results in the achievement test compared to students who remained in the non-face-to-face scheme.

The Level of satisfaction of school principals to the educational supervisors services In public schools in Aqaba-Jordan: مستوى رضا مديري المدارس نحو الخدمات المقدمة من قبل المشرفين التربويين في المدارس الحكومية في مدينة العقبة بالأردن

The present study aimed at identifying the level of satisfaction of school principals to the educational supervisors services in public schools in the city of Aqaba, Jordan. The sample population consisted of the schools principals (60) individuals, divided into (14) males and (56) females. To achieve the objectives of the study, the researcher developed a questionnaire consisting of (35) items. The results of study indicated that the level of satisfaction of school principals the educational supervisors services was moderate, and the results indicated that there were no statistically significant differences between the averages in the sample's views due to gender.

Between Popular Demand for Education and Budgetary Constraints: The Example of the Organisation of Hamlet Schools in Savoy (1860–1880)

In the early nineteenth century, the populations of the former Duchy of Savoy increased the number of hamlet schools. These schools were integrated into the mountain socio-economic system and mainly financed by private funds, but were considered by the Sardinian monarchy as public establishments. This was not the case in France where hamlet schools were mostly established as private schools. After 1860, their integration into the French school system posed difficulties for the French government which intended to develop schooling but to contain public expenditure. Several statutes were granted to them before the law of 1867, inspired by the Savoyard example, legalised these schools. Although the government planned to rationalise their establishment, financial logic and popular demand for education led to the maintenance of this local, public school service. However, the way in which the schools were taken into account in ministerial statistics, invites us to question the evolution of their numbers and more generally that of primary education expenditure at the end of the Second Empire.