School Situation Research Articles

Mental Health among Preschool Children Social Anxiety Disorder among Preschool Children in Baghdad / Iraq

Background: Social anxiety (SA) is an intense fear of performing in front of people or other social situations in which the child may feel embarrassed, humiliated or the focus of more attention than he or she wants(1). Children who suffer from social anxiety usually fear from looking foolish or stupid in front of other children or adults(2). Children with social anxiety (SA) avoid social situations or may enter these situations with extreme anxiety, nervousness and stress(3).Social anxiety (SA) is different from shyness. Shy children may be uneasy and quiet around others, but they do not necessarily avoid social or public situations (4). Also, after a short period, shy children usually feel more comfortable while social anxiety disrupts a child’s life by making it difficult to deal with school, social relationships and public situation (5). Few publishing on preschool SA in Iraq. This was the impetus to carry out this work.
 Objective: Enhancement the attendance care of mental health of preschool children.

Differences in Well-Being at School Between Young Students With and Without a Refugee Background.

Students with a refugee background are a vulnerable group in education. Adverse experiences and unsafe circumstances that they encounter prior, during and after their flight can place a great burden on their mental health and psychological well-being. Little is known about the psychological well-being of young refugee students in kindergarten and early years of primary school. The current study examined the psychological well-being of 4- to 8-year-old students with a refugee background residing in the Netherlands (n = 136), compared to Dutch peers without a refugee background (n = 406). Primary school teachers completed three questionnaires which assessed multiple indicators of their students' psychological well-being: Strengths and Difficulties Questionnaire (SDQ), Social-Emotional Questionnaire (SEV) and Risk and Protective factors Trauma Observation School Situations (RaPTOSS). In line with the hypothesis, results showed overall lower psychological well-being among refugee students compared to non-refugee students. Teachers observed more total difficulties in socio-emotional functioning, anxious and mood disturbing behavior, ADHD symptoms, problematic social behavior and post-traumatic stress symptoms (small effects), and less developed trauma protective factors and prosocial behavior (medium effects) among students with a refugee background compared to their non-refugee peers. However, the findings also demonstrated that half of the refugee students did not have any scores that fall in the clinical range of the psychological and behavioral problems assessed. The results underline the need to promote protective factors such as positive self-image, self-regulation skills, safety and relations in the classroom and prosocial behavior among students with a refugee background.

Pedagogical Work with Children with Increased Anxiety: Educational Approach in Transactional Analysis

This article discusses the problem of increased anxiety in children and options for pedagogical work with them. Anxiety, being the personal basis for the systematic reactions of a child with emotional and physiological stress to family and school situations, can cause the formation of various psychosomatic diseases, therefore, the prevention of anxiety reactions, the creation of a comfortable learning and personal development environment are also a means of preventing diseases and preserving the health of the nation. The author examines the possible causes of increased anxiety in children and gives specific recommendations for teachers and parents on how to support a child in difficult situations and stabilize his or her emotional state.

멘토링을 활용한 교육대학원 교직실무 수업 사례 연구

Objectives The purpose of this study was to develop the mentoring strategies for a teaching practice classes. In specific, this study introduced how mentoring strategy was adopted to a teaching practice class and introduced the experiences of mentors and mentees who participated in mentoring. Methods The subjects of the study were 6 students in teaching practice classes and 3 in-service teachers. Data were collected using in-depth interviews with mentors and mentees, observations of mentoring, mentees' comments about participating in mentoring, and reports on mentee activities in teaching practice. The collected data were analyzed using an inductive content analysis method. Results To improve the field practice of prospective teachers, the study introduced examples of teaching practice classes that combined professor lectures and mentoring with field teachers. The mentees' understanding of not only the class content but also the school field improved through practical education classes. Mentees developed their own educational philosophy and the will to become a teacher. For the mentors, mentoring was a new experience, and it was a good opportunity to reflect on their passion for education through meeting the mentees. Conclusions It was found that teaching practical classes using mentoring had a positive impact on mentors and mentees. In order to apply teaching practice classes to prospective teachers, it is necessary to prepare specific mentoring operation guidelines, modify the mentoring operation method to suit the school situation, replace mentors and mentees, and select various mentors.

Role-Playing in Teacher Education with InCoLearn and its Qualitative Usability

Role-playing has long been a method in the professionalization of educators to emulate or anticipate everyday school and teaching situations. This paper introduces InCoLearn, the first multiplayer online role-playing game (RPG) developed for student teachers to facilitate professional and action-based knowledge of inclusion and heterogeneity in the classroom with non-linear storytelling through individual quests. A qualitative usability study conducted via focus groups aims to provide insights into usability. It seeks to answer the research question of which aspects are perceived as the most important and problematic to student teachers using InCoLearn. To answer another research question, whether previous quantitative usability results can be confirmed and explained by the qualitative results, the qualitative results are set into the context of a quantitative usability study.

HOẠT ĐỘNG CỦA TRƯỜNG TƯ THỤC Ở TRUNG KỲ TỪ NĂM 1917 ĐẾN NĂM 1945

Under the French colonial period, in addition to the public school system, the French government has allowed the opening of many private schools to serve political goals and meet the learning needs of the people. To contribute to clarify the current situation of private schools in Annam during the French colonial period, based on documents of the French government including Decrees, Yearbook Reports, statistical documents... the article focuses on clarifying the The colonial government's private education policy from the second educational reform (1917 to 1945), at the same time restoring the private school system in Annam in terms of schools, programs, and studies, etc. On that basis, the author presents a few comments on private education in Annam since the second educational reform (from 1917 to 1945) and compare it with private education in Tonkin, Cochinchina during the same study period.

Pemanfaatan Media Google Colaboratory Pada Mata Pelajaran Informatika di SMA Negeri 5 Pekanbaru

This research aims to fill the knowledge gap by analyzing the utilization of Google Collaboratory learning media on utilization of Google Collaboratory learning media in informatics subjects in the high school environment. informatics in a secondary school environment. Through a deeper understanding about the experience of using this platform, it is expected to be identified benefits, constraints, and effective strategies in optimizing the utilization of Google Collaboratory as a learning media. Google Collaboratory as an effective and efficient learning media in informatics learning. This research will use a qualitative approach with a case study research design. with a case study research design. The qualitative approach is chosen to get an in-depth understanding of the experience of using Google Collaboratory in informatics learning. Collaboratory in informatics learning. The case study design was chosen because it allows researchers to investigate phenomena in a real context, such as the utilization of Google Collaboratory in a learning situation in a secondary school. secondary school. This research provides a deeper understanding of the potential and challenges in the utilization of Google Collaboratory as a medium for learning Informatics in secondary school. Informatics in secondary schools. The findings of this research can be the basis for the development of more innovative and effective learning practices in the future. context of information technology education in the future.

‘I left the teaching profession … and this is what I am doing now’: a national study of teacher attrition

Current teacher attrition in Australia and globally has created an untenable situation for many schools, teachers and the profession. This paper reports on research that examined the critical issue of teacher attrition from the perspective of former classroom teachers and school leaders. Although there is extensive national and global research related to teacher shortages and intentions to leave the teaching profession, minimal research has sought insights from those who have left the profession in Australia, including ascertaining what they are doing now. Using an online survey, data were collected from 256 former teachers from all states and territories, sectors and career stages who had left the profession between 2016 and 2022. Using descriptive statistical and thematic analysis, this study highlights the potential loss to teaching and the education profession more broadly due to teacher attrition. For these participants, the reasons for leaving were often multifaceted and the process of leaving was often protracted. Many of these former teachers have maintained links to the education profession occupying various associated roles and positions. We call for a reconsideration of the ways that strategies to ameliorate teacher attrition are conceptualised and implemented.

학부모의 교권 침해 상황에서 나타난 학교장 리더십 분석 -서이초 교사 사건 이후 신문기사와 FGI를 중심으로-

To investigate principals’leadership role and its relevance in school situation in conflict, this study analyzes news articles regarding school principals and interviews with a group of experienced teachers, and identifies some concrete contents of leaderships working on the school sites. Firstly, this study reviews increasing school conflicts by parents’demand for and dissatisfaction with teachers, the leadership roles by principals, and current principal selection institution and training programs and confirms that within current system, it is difficult to form effective and capable leadership to solve conflict democratically and efficiently in school situations. Secondly, this study search news articles for two months from July 18 to september 17 using the Korea Press Foundation's Big Kinds (www.bigkinds.com) service and find 217 articles related to the terms 'teacher rights' and 'principal'. After discussion, 14 articles and 22 cases were extracted and analyzed and a few distinctive leadership types are found such as avoiding responsibility, scolding teacher involved for responsibility, decisions pending, positive conflict mediation type, and proactive communication type. Thirdly, through focus group interview, we check how these kinds of leadership work on school-sites. Based on this analysis, we conclude that further researches and public discourse on leadership formation and principals’ selection and training are required.

Adolescent Young Carers Who Provide Care to Siblings

A child’s disability, long-term illness, or mental ill-health is known to affect siblings’ health, social life, school engagement, and quality of life. This article addresses a research gap by its focus on young sibling carers and the impact of providing care to a sibling. A cross-national survey study was conducted in 2018–2019 (Italy, the Netherlands, Slovenia, Sweden, Switzerland, the UK) to examine the incidence of adolescent sibling carers, the extent of care they provide, and their self-reported health, well-being, and school situation. The survey was completed by 7146 adolescents, aged 15–17, and 1444 of them provided care to family members with health-related conditions. Out of these, 286 were identified as Sibling Carers and 668 as Parent Carers, while 181 had both sibling(s) and parent(s) with health-related conditions, and thus were identified as Sibling–Parent Carers. Sibling Carers and Sibling–Parent Carers carried out higher levels of caring activities compared to Parent Carers. They reported both positive aspects of caring, such as increased maturity, and negative aspects, such as mental ill-health, impact on schooling and a lack of support. To reduce the negative aspects of a sibling carer role, it is important to recognise them and to implement early preventive measures and formal support.

Fostering Literacy Culture through 5-Minute Reading Habit: A Community Service Initiative at Elementary School 034816 Jambu Mbellang

This community service aims to develop a culture of literacy at SD Negeri 034816 Jambu Mbellang through the habit of reading for 5 minutes. Involving instructors, students and parents, this program focuses on producing positive changes in reading behavior among participants. By carrying out preparatory analysis and planning, we explain the literacy situation in schools and propose relevant strategies. The results of implementing this program show a major change in children's enthusiasm for reading, as well as growth in literacy skills. Ongoing reviews and regular monitoring can identify supporting factors and barriers to program performance. Outreach to parents and their involvement in children's literacy instruction is critical in establishing a supportive atmosphere at home. Workshops and additional training for teachers and parents provide insight and practical solutions to improve literacy learning. The success of this program is not only seen in improving students' reading abilities, but also in changes in attitudes, active participation of parents, and growth in teacher skills. These results suggest that bringing the entire school community together can foster a positive and sustainable literacy culture. It is hoped that this success will provide inspiration and input for similar efforts to improve literacy in other schools.

The Situation of Sino-foreign Joint Venture Schools under Globalization

This paper examines the intricate dynamics between globalization and education, with a specific focus on the rise and development of Sino-foreign joint venture schools in Sichuan, China. It intricately analyzes how these institutions, notably the Sichuan University-Pittsburgh Institute and the Sino-French Aviation University, are reshaping educational practices by integrating Eastern and Western pedagogical approaches. These collaborations aim to produce globally competent graduates, highlighting the role of such institutions in elevating China's educational standards. The study delves into various aspects of these joint ventures, including their organizational structures, funding mechanisms, curriculum designs, and faculty and student demographics. A comparative analysis of two representative joint programs is provided, underscoring differences in teaching methods, curriculum focus, and targeted student backgrounds. The paper concludes by discussing the developmental potential and challenges faced by these institutions amidst the rapidly evolving landscape of international education. It emphasizes the significance of these joint ventures in fostering educational innovation and cross-cultural understanding. The research presented in this paper not only contributes to a deeper understanding of the impact of globalization on higher education but also provides valuable insights into the future of international educational collaborations. The findings suggest the need for thoughtful policy interventions to support the growth and sustainability of such transformative educational models.

Inclusive Waldorf schools today: what can we build on and what is necessary in the 21st century?

In this article we deal with questions of inclusion or inclusive educational requirements in schools and pay special attention to Waldorf schools. In doing so, we are first concerned with the question of how inclusive Waldorf education is in its foundations in order to then look more closely at the situation in Waldorf schools today and explore what potential Waldorf education has. A contribution to this is the research we are doing on the methodology of perception vignettes. For four years we have been using this methodology to develop an approach of “understanding” diagnostics for our students and future Waldorf teachers, so that they can consult different perspectives in their everyday dealings with children and adolescents and learn to ask the appropriate questions.

Precision public health in schools enabled by wastewater surveillance: A case study of COVID-19 in an Upstate New York middle-high school campus during the 2021-2022 academic year.

Wastewater surveillance provides a cost-effective and non-invasive way to gain an understanding of infectious disease transmission including for COVID-19. We analyzed wastewater samples from one school site in Jefferson County, New York during the 2021-2022 school year. We tested for SARS-CoV-2 RNA once weekly and compared those results with the clinical COVID-19 cases in the school. The amount of SARS-CoV-2 RNA correlated with the number of incident COVID-19 cases, with the best correlation being one day lead time between the wastewater sample and the number of COVID-19 cases. The sensitivity and positive predictive value of wastewater surveillance to correctly identify any COVID-19 cases up to 7 days after a wastewater sample collection ranged from 82-100% and 59-78% respectively, depending upon the amount of SARS-CoV-2 RNA in the sample. The specificity and negative predictive value of wastewater surveillance to correctly identify when the school was without a case of COVID-19 ranged from 67-78% and 70-80%, respectively, depending upon the amount of SARS-CoV-2 RNA in the sample. The lead time observed in this study suggests that transmission might occur within a school before SARS-CoV-2 is identified in wastewater. However, wastewater surveillance should still be considered as a potential means of understanding school-level COVID-19 trends and is a way to enable precision public health approaches tailored to the epidemiologic situation in an individual school.

Are Welsh primary schools Sunproofed? Results of a national survey, part 1: scoping the landscape of sun safety policies in Wales.

Schools with formal sun safety polices generally show better sun safety practices than schools without. To understand the extent to which Welsh primary schools have sun safety policies; to identify the key characteristics of policies; to assess whether policy adoption varies by school characteristics; and to consider what support schools need to develop sun safety policies. An online multiple-choice survey on sun safety was distributed to all 1241 primary schools in Wales. In total, 471 (38.0%) schools responded. Of these, 183 (39.0%) reported having a formal sun safety policy. Welsh medium schools (P = 0.036) and schools in North Wales (P = 0.008) were more likely to report having a policy. Schools with a higher percentage of pupils receiving free school meals (P = 0.046) and with lower attendance rates (P = 0.008) were less likely to report having a sun safety policy. The primary reasons for schools not having a policy included being 'not aware of the need' (34.6%); 'need assistance with policy or procedure development' (30.3%); and 'not got around to it just yet' (26.8%). With less than half of schools reporting a sun safety policy and variation in the presence/absence of a policy by school characteristics, our survey revealed inconsistency in formal sun safety provision in Welsh schools. The findings also suggest that schools are unaware of the importance of sun safety and need support to develop and implement policies. This snapshot of the current situation in primary schools in Wales provides a basis upon which the comprehensiveness, effectiveness and implementation of sun safety policies can be further evaluated.

First-Year Undergraduate Students’ Ways of Thinking in Combinatorics

The fundamental counting principle and counting problems, jointly called combinatorics in this study, commence in the last year of secondary school and proceeds in undergraduate studies and beyond. The South African secondary school situation reflect the same worldwide scenario where counting principles is regarded as difficult and poorly performed in the final national examinations. The purpose of this study was to explore undergraduate students’ mental constructions in solving counting problems against the backdrop of Grade 12 fundamental counting principles. The Action-Process-Object-Schema theory was used to describe undergraduate students’ thinking ways in combinatorics. A single case of a first-year class of 182 students was considered in this study, whereby they all wrote a task on combinatorics and a seven were further interviewed. The findings revealed that students were skilled at solving problems involving the counting principles, which was mainly step-by-step application of the formulae. This conception is at action level according to APOS theory, but the goal of teaching is to guide students to attain the object mental conception. Object conception allows for solving of diverse real-world counting problems and promotes mathematical thinking skills.

Riešenie problémového správania žiakov na základných školách: výskyt, prevencia a prístupy

This paper looks at problem behaviour in primary schools, its occurrence and prevention. We analyse the causes of problem behaviour and its different forms such as aggression, bullying, cyberbullying, truancy, addiction and substance abuse. We also look at the counselling and prevention system. The paper also focuses on the occurrence of problem behaviour in primary school level 1 in the Ružomberok district, where we map the current situation in schools.

Does school climate affect student well-being? Anxiety in school situations as a predictor of stress in high-school students.

When the school climate is not ideal and coping skills for school situations are not strengthened in adolescents, school anxiety and stress may be manifested, potentially harming development and mental health during adulthood. This study aimed to analyze the predictive ability of school anxiety on elevated levels of stress in high-school students. This cross-sectional predictive study was conducted with 1588 students aged 12-18 (M = 14.82; SD = 1.86) years in 2023. The School Anxiety Inventory (SAI) and the Depression, Anxiety, and Stress Scale (DASS-21) were administered to the participants. An inferential data analysis method was applied. Specifically, binary logistic regression was used for data analysis. The influence of school anxiety on stress was examined using the odds ratio statistic. The total score on school anxiety (OR = 1.02), the situational factors: anxiety about aggression (OR = 1.03), anxiety regarding social evaluation (OR = 1.02), anxiety about failure and school punishment (OR = 1.03), and anxiety about school evaluation (OR = 1.04), as well as the response systems: cognitive (OR = 1.04), behavioral (OR = 1.08), and psychophysiological (OR = 1.04), positively and significantly (P = 0.000) influenced the high scores on stress. The results demonstrate the need to detect school anxiety in adolescents at an early state to intervene in both anxiety-provoking situations and responses and in the resulting high stress. Similarly, schools should promote mental health work and self-regulation to prepare students for adult life.

Junior Secondary School Administrative Management and Achievement of Competence Based Curriculum Core Competencies in Tharaka-Nithi County, Kenya

The study investigated influence of junior secondary school administrative management on achievement of competence-based curriculum (CBC) core competencies in Tharaka-Nithi County, Kenya. Junior secondary schools (JSS) in Kenya are all domiciled in primary schools. The existing primary schools and junior secondary schools form comprehensive schools comprising: Early childhood education and development (ECDE), primary schools and junior secondary schools all under the same administrative management. The ministry of education Kenya emphasizes development of practical skills, knowledge and core competences in learners’ reallife situation in all comprehensive schools. However, junior secondary school administrative management is insufficiently implemented; rising concern on acquisition of core competences by JSS learners in Kenyan comprehensive schools. The objective of the study was to determine influence of junior secondary school administrative management on learners’ achievement of CBC core competencies in Tharaka-Nithi County, Kenya. It involved 367 respondents selected from 8000 study population using purposive and simple random techniques. The study employed descriptive design. The study respondents were: Junior secondary school teachers, comprehensive school head teachers and junior secondary school learners. The research tools utilized were questionnaires for junior secondary school teachers, comprehensive school head teachers and junior secondary school learners. Inferential data was analyzed using Pearson Chi-square test. The study established that junior secondary school administrative management had statistical significant influence on learners’ achievement of competence-based curriculum core competencies in Tharaka-Nithi County, Kenya. Following study findings, the researcher concluded that junior secondary school administrative management is a valuable element in learners’ achievement of competence-based curriculum core competencies in Kenya. Therefore, the researcher recommended that ministry of education should promote effective junior secondary school administrative management for proper learners’ achievement of competence-based curriculum core competencies in Tharaka-Nithi County, Kenya.

DISPARITIES IN WATER ACCESSIBILITY IN PRIMARY SCHOOLS: INSIGHTS FROM MVOMERO DISTRICT, TANZANIA

Water is a crucial need in schools as it supports healthy practices and other important school activities. This study investigates water availability situation in primary schools of Mvomero district of Tanzania. The study utilized a descriptive design. A sample of four primary schools was selected, and data were gathered from 300 students and 23 teachers using questionnaires. The study utilized various aspects as indicators for water scarcity condition including accessibility by distance, sufficiency for various activities, water infrastructures conditions and cleanliness of the water provided at school. Findings revealed disparities in water availability across different schools. 2 of the sampled schools had water scarcity whereas the other 2 had no water scarcity. Schools with water scarcity obtained water from longer distances, infrastructures were not functional, water for various activities was not sufficient and the water was not clean unlike schools with no water scarcity. It was recommended that investments in water infrastructure construction and maintenance should be prioritized in the affected schools. Also, training on water management practices and engaging local communities to support schools with scarcity could serve as important initiatives towards dealing with this problem.