Small School Research Articles

Can all roads lead to competency? School levels effects in Licensing examinations scores.

At the foundation of research concerned with professional training is the idea of an assumed causal chain between the policies and practices of education and the eventual behaviours of those that graduate these programs. In medicine, given the social accountability to ensure that teaching and learning gives way to a health human resource that is willing and able to provide the healthcare that patients and communities need, it is of critical importance to generate evidence regarding this causal relationship. One question that medical education scholars ask regularly is the degree to which the unique features of training programs and learning environments impact trainee achievement of the intended learning outcomes. To date, this evidence has been difficult to generate because data pertaining to learners is only rarely systematically brought together across institutions or periods of training. We describe new research which leverages an inter-institutional data-driven approach to investigate the influence of school-level factors on the licensing outcomes of medical students. Specifically, we bring together sociodemographic, admissions, and in-training assessment variables pertaining to medical trainee graduates at each of the six medical schools in Ontario, Canada into multilevel stepwise regression models that determine the degree of association between these variables and graduate performances on the Medical Council of Canada Qualifying Examinations (Part 1, n = 1097 observations; Part 2, n = 616 observations), established predictors of downstream physician performance. As part of this analysis, we include an anonymized school-level (School 1, School 2) independent variable in each of these models. Our results demonstrate that the largest variable associated with performance on both the first and second parts of the licensing examinations is prior academic achievement, notably clerkship performance. Ratings of biomedical knowledge were also significantly associated with the first examination, while clerkship OSCE scores and enrollment in a family medicine residency were significantly associated with the Part 2. Small significant school effects were realized in both models accounting for 4% and 2% of the variance realized in the first and second examinations, respectively. These findings highlight that school enrollment plays a minor role relative to individual student performance in influencing examination outcomes.

Evaluating computer science teaching competence: teachers’ self-efficacy and professional development

Evaluating computer science (CS) teacher competencies is crucial for advancing CS education. This study aims to develop and evaluate a self-efficacy assessment tool for CS teaching competence among 1412 CS teachers nationwide in Thailand. Using structural equation modeling, the validity of the tool was examined across four domains: Content Knowledge and Skills (CK), Instructional Design (ID), Classroom Management (CM), and Professional Development (PD). The results demonstrated a good model fit and validity (CFI = 0.95, TLI = 0.95, PNFI = 0.85, RMSEA = 0.08, SRMR = 0.02, GFI = 0.97). Significant differences in self-efficacy were observed across the domains with a medium effect size (χ2(3) = 1233.26, p < .001, w = 0.29), with the highest self-efficacy in PD, followed by CM, CK, and ID. Teachers in their 30 s showed greater confidence in CM, while those with 5–9 years of experience exhibited the highest overall self-efficacy. Secondary school teachers expressed more confidence in ID and PD than primary school teachers. Additionally, teachers in smaller schools, categorized by the number of students, reported significantly lower self-efficacy in CK (p = .01), ID (p < .01), and CM (p < .01) than those in larger schools. These findings highlight the need for specific and continuing PD programs to address differences in teacher competencies and improve the quality of CS education in Thailand.

Impact of Depopulation on Forest Fires in Spain: Primary School Distribution as a Potential Socioeconomic Indicator

Socioeconomic factors are increasingly considered in the study of forest fires. However, there is a gap in the literature on the possible relationship between basic services and infrastructures such as small rural schools and forest fires. Population decline in rural areas is leading to an increase in forest fire risk and social vulnerability to forest fires due to the abandonment of traditional agroforestry practices and the expansion of unmanaged forest canopy. In addition, rural schools are supposed to make rural municipalities livable and promote the people’s sense of community. In parallel, there is controversy over the closure of small local schools in sparsely populated rural areas worldwide. Our study identified that the forest area burned in the province of Avila (Central Spain), during the period 1996 to 2023, was higher in municipalities without rural primary schools. The presence of rural schools was as statistically significant as the influence of orographic variations of the territory, the number of incipient fires, and the reduction of population density during the same period. Our work contributes to highlighting the potential links between the decline of essential services in rural areas and the increase in forest fire risk, to urge policymakers to take a collaborative and holistic view.

Children with disabilities and inclusive education in general schools: pricipals’ attitudes

Abstract Background As inclusive education is being implemented nationwide in Lithuania, various attitudes towards education of children with disabilities in general schools are observed. We aimed to assess the attitudes of heads of general schools towards the provision of education to children with disabilities in general education schools of Lithuania. Methods Heads of all schools in the Lithuanian capital and its surrounding municipalities implementing general education programmes were invited to take part in this study. 115 persons agreed to participate and completed the questionnaire in spring of 2024. The distribution of the respondents by their answers to the questions about the attitudes towards the provision of inclusive education was compared according to gender, age, education level, work experience, school location (municipality), language of education, type of school, subordination, number of pupils, teachers, teaching assistants and pupils with disabilities. Results The most frequently indicated barriers for inclusive education provision were the lack of specialists, compensatory measures, methodological tools, adaptation of the physical environment, and high number of pupils (87.8%, 84.3%, 78.8% and 76.6% respectively). Attitudes of the respondents were similar in most of the cases when compared according to socio-demographic factors (p more than 0.05). Negative attitudes towards the possibilities for provision of inclusive education were more common among respondents from schools with fewer pupils and higher relative number of teachers, positive attitudes - among those from schools located in municipalities with lower number of residents and schools with more teaching assistants (p less than 0.05). Conclusions While attitudes of heads of general schools towards the provision of inclusive education for children with disabilities are similar in most of the cases, negative attitudes are more common among those from schools with fewer pupils and more teachers. Key messages • While attitudes of heads of general schools towards the inclusive education are similar in most of the cases, negative attitudes are more common among those from smaller schools. • Higher number of teaching assistants and smaller municipalities were associated with positive attitudes towards inclusive education of children with disabilies in general schools.

An Evaluation of Education Policy in England since 2010 and the Policy Consequences for Small Primary Schools

The fate of small primary schools (pupils aged five–eleven years old) in England is linked to education policy reforms. This paper presents an evaluation of selected education policy reforms in England since 2010 with suggested consequences for small primary schools. The research was undertaken using a qualitative research methodology that employed a document analysis method to create a Policy Document Analysis Frame (PDAF) for the policy evaluation. The implications of the policy reforms for small primary schools were examined through the conceptual lens of Educational Isolation. Educational Isolation identifies the limiting factors of place for a school’s access to the resources required for school improvement. Education policy reform is focused on school improvement. Small primary schools in England are typically located in rural neighbourhoods with sparse populations, resulting in an average of just over 100 pupils per school. The findings suggest that the contextual factors of place and size for small primary schools in England present disadvantages in relation to the selected national education policy reforms. The national funding formula, Multi Academy Trusts (groups of schools independently regulated but centrally funded by the state), and National Standards are the key policy reforms, driven by a neo-liberal ideology, that are suggested to have implications for the future of small schools. Recommendations are offered to the new 2024 Labour government that would support the re-instatement of small primary schools as an integral part of the education landscape in England.

Intermediate and secondary school food environment in New Zealand: Food and drink menu assessment.

Nutrition-related obesity is rising among adolescents in New Zealand with an estimated one in eight children being obese. The school environment is an ideal community setting for encouraging a healthy lifestyle as schools contain a diverse population and involve students and parents. However, the healthiness of food available to intermediate and secondary school students (Years 7-13) is unknown. This study assessed how food and drink menus from schools align with policy guidelines for healthy school food environments. A convenience sample of NZ schools' (years 7-13; ages 10-19) menus was collected in 2020. Menus were classified using traffic light criteria. A toolkit was developed by three nutritionists and one dietitian (with trained staff support) to aid with menu classification. Menu quality was evaluated against school characteristics and policy use. Of the school menus assessed (n = 60), 3.3% met the recommendation for the provision of 75% 'green' items. 'Red' items were the main contributors (mean = 53.6%). Schools with high socio-economic status (deciles 8-10; 14.3%; p < 0.05) and small school size (<749 students; 14.1%; p < 0.025) were associated with a higher proportion of 'green' items. Community (19.3%) and in-house (25.9%) food providers provided a lower percentage of 'amber' items than school providers (39.3%; p < 0.001). In-house providers (64.6%) had a greater percentage of 'red' items than school providers (48.2%; p = 0.017). Food available in schools (Years 7-13) tends to be unhealthy. A national nutrition policy could improve the school food environment, especially in schools with large populations and low socio-economic status. SO WHAT?: School demographics have been associated with menu quality but further research within these schools is needed to identify the gaps to improve equitable outcomes within school food environments.

Анализ состояния малокомплектных школ Арктической зоны России

In the article, the authors consider the problems associated with the state and functioning of small educational institutions located in the Arctic zone of Russia, which are due to the specific climatic and national cultural characteristics of this territory. The authors note that the high rates of socio-economic development of the Arctic zone of Russia require the improvement of the educational system of the studied region. The analysis of educational organizations is carried out in the following areas: material and technical condition, equipment of subject rooms and educational spaces, staffing, completeness of classes and levels of implemented education. The presented statistical data (in the form of diagrams and tables) not only visualize the content of the article, but also focus on problem areas in the development of small schools in the region. Based on the results obtained, the causes were identified and proposals were formulated to solve the identified problems.

Built environment predictors of walking to school in a sprawled city

ABSTRACT Walking to school may provide a regular source of daily physical activity and help to reduce the prevalence of obesity, but walking has been on the decline for decades globally; this is particularly true in Saudi Arabia, especially with the major increase in auto-dependency. This cross-sectional study of students aged 6–18 from 57 schools collected 1218 responses to examine the potential associations between the built environment and walking to school in a sprawled city, namely Najran city, Saudi Arabia. Binomial logistic regression was used to highlight important built environment predictors of walking to school. The results showed that across all participating schools, the average proportion of students walking to school was 19%. Also, the findings of the study further revealed that several built environment attributes were associated with walking to school. Walking to school was positively associated with signalized intersections, distance to the central business district (CBD), increased commercial land use, the precence of a parking lot in front of the school and denser areas within the school neighborhood. However, walking to school is also negatively associated with commuting distance, the presence of industrial use, and the presence of hilly streets in school neighborhood. No significant correlations were found between walking to school and the population density of the individual student’s home neighborhood or the number of intersections, parks, streets, and speed bumps in the school neighborhood. Overall, the findings of this study can be used to guide and support the development of new policies to improve pedestrian infrastructure and establish new, smaller schools within some neighborhoods to increase active and safe commuting to schools in Najran city, Saudi Arabia.

Unele aspecte referitor la conceptul, componentele și condițiile pedagogice de formare a competenței de gândire critică la elevii de vârstă școlară mică

The paper addresses some aspects of the concept, structural components, and general conditions for the formation of critical thinking competence in students. The basic topics reflected in the work are the following: relationships of skills critical and creative thinking; the means of training critical and creative thinking skills; critical thinking competency components and conditions; general training and development of critical thinking competence in students of small school age. The critical thinking competence is made up of the following components: attitudes, knowledge/information about means of knowledge, behavior (argument, analysis, logical and creative thinking, independent thinking) and the reflective component. Based on the theoretical, praxiological benchmarks and the provisions of the national curriculum, the psycho-pedagogical conditions for the formation and development of the critical thinking competence were elucidated. Each group of psychopedagogical conditions is mainly oriented towards the formation and development of certain components of critical thinking competence.

전남 초등학교 교사들의 소규모 학교 근무 경험 탐색

This study explored the experiences of primary school teachers working at small schools and their meanings by using the method of narrative inquiry. The participants were Mr. Park Seung-jin and Mr. Cho Bu-jang, mid-career male teachers with 14 and 19 years of teaching experiences respectively, working at small schools. Mr Park taught at a small school on an island, while Mr. Cho worked in a rural village area in Jeollanam-do. Data were collected through unstructured interviews and analyzed using the three-dimensional space narrative structure proposed by Clandinin and Connelly (2004). The results of the study revealed that Mr. Park Seung-jin's narrative encompassed both negative experiences such as conflicts with colleagues, a heavy workload, and challenges in adapting to a unique culture, and positive experiences related to an effective small school organizational culture. Meanwhile, Mr. Cho Bu-jang's narrative highlighted the difficulties of working as the head teacher of the administrative department (Gyo-moo-boo-jang) in a school where most teachers were less experienced, his aspiration for the ideal small school, and his growth process as a head teacher trying to realize the ideal. From the narratives of the two teachers, it can be inferred that teachers in small schools generally experience the burden of a heavy workload, as well as unfamiliarity and discomfort with unique cultural characteristics. Decision-making processes often involve discussion and consensus among all the teachers. Additionally, teacher experiences in small schools are significantly influenced by administrators and colleagues, while each teacher’s professionalism and attitude have a substantial impact on the entire school. Based on these results and discussions, recommendations have been made to improve the experiences of current and future teachers in small schools.

Measuring the instrumental aspects of religious literacy of Estonian Basic School graduates

This paper presents findings from a 2022 survey that assessed the religious literacy of Estonian basic school graduates. The goal was to explore their attitudes toward various religious phenomena and their ability to navigate situations related to religious matters. The study involved 392 participants from large urban and small rural schools across Estonia. To conduct the survey, an original instrument was developed, taking into account the Estonian religious landscape, the National Curriculum for Basic Schools, the educational model of religious literacy by Matthew Francis and Adam Dinham, the characterization of religious literacy by Diane Moore, Francis, and Dinham, and Robert Jackson’s definition of religious competence. The results highlight the state of religious literacy in Estonia, one of the world’s least religious countries, with minimal public education on religions and worldviews. The survey indicates that part of Estonian basic school graduates lack the competencies to operate in situations requiring religious literacy.

Teacher Development Dilemma and Solution Ideas in Contemporary Chinese Rural Small-Scale Schools

Small rural schools are an important part of compulsory education and an inevitable form of rural education development. As urbanization accelerates, the movement of rural students to urban schools has led to a drastic reduction in the number and size of rural schools and a serious loss of quality teachers. Currently, rural teachers in China are facing problems such as disconnected interpersonal networks, weakened discourse power, and limited professional development. In order to promote the development of rural education, it is necessary to prioritize the professional development of teachers in small-scale rural schools, innovate the rural teacher training model, focus on the training of native and generalist teachers, and establish inter-school teaching and research teams to achieve the sharing of educational resources. Simultaneously, it is crucial to pay attention to the spiritual needs of rural teachers, enhance the professional identity of young teachers in small-scale rural schools, raise their comprehensive treatment level and reduce the burden of non-teaching tasks, so as to promote the professional development of teachers in small-scale rural schools.

Raising the Floor or Lowering the Ceiling: Challenges to Instructional Leadership at Scale

In an effort to scale success, many schools codify various practices to replicate them across schools. While such codification and replication can help scale success, scaling success often comes with numerous negative externalities such as a reduction of autonomy and burdens on successful educators. Based on real events and educators, this case follows an instructional coach through his career at a charter school as it attempts to scale a successful small charter school to a larger Charter Management Organization (CMO).

Teaching the Teachers: Technological Proficiency and Professional Growth in Rural Education

Preparing teachers in small rural schools to effectively integrate technology into their teaching practices is vital for fostering 21st-century skills in students, despite the unique challenges these settings present. To explore the specific challenges and opportunities related to the professional development of teachers in small rural schools, in the context of increasing digitalisation of education. This study employs a systematic review as its research method, aiming to identify, critically evaluate, and synthesize relevant studies that shed light on this context. Teacher education programmes that adeptly incorporate technology, such as mobile devices, into their curricula offer a critical support system not just for urban educators, but importantly for rural teacher candidates who may have limited access to higher education resources. Smartphones and tablets, for instance, can serve as valuable tools for these teachers, allowing them constant and remote access to professional development materials and effective learning resources. The technology also presents an opportunity for iterative learning, where immediate feedback can guide improvements in teaching strategies. Examples include the use of virtual avatars as teaching aids instead of in-person instruction. As the push for digitalisation continues, it is incumbent upon educational institutions to articulate the benefits and returns of such investments, especially in the context of small rural schools where resources may be limited and the challenges distinct. This articulation must be framed in terms that resonate with educators, students, communities, and potential educational funders in these rural contexts.

The Rise of Tahfiz Schools in Contemporary Indonesia

This article discusses the rise of tahfiz schools in contemporary Indonesia which were pioneered by the Salafis and PKS-affiliated groups (PAGs). While tahfiz has been preserved for centuries among traditionalist Muslims, the tahfiz schools the Salafis and the PAGS promoted were integrated into school systems that also offer sciences. As a result, tahfiz schools are popular among urban Muslims who expect their children to be able to read the Holy Quran better while at the same time equipping them with sciences. This allows them to enroll at public universities. Even though tahfiz schools are relatively expensive, they never lacked students. Small, middle-size, and large tahfiz schools have been established across the country and exclusive tahfiz schools are equipped with libraries, gyms, computer labs, laundry facilities, cafés, and theatres. These facts have changed the long-established image of madrasa and Islamic schools which were seen as rural and poorly organized. The commodification of Islam is eventually inevitable and tahfiz schools have become an integral part of this process. They have become an important political issue since the 2010s.

Implementation of Contextual Learning Strategies in Small Class Sunday Schools

Effective learning strategies are very important in achieving learning objectives, especially in the context of Christian Religious Education in Sunday Schools. One of the strategies that can be applied is Contextual Teaching and Learning. This research aims to analyze the implementation of contextual learning strategies in small class Sunday School. This research uses a qualitative approach with a case study method. Data was collected through observation, interviews, and document analysis. The participants consisted of Sunday School teachers and small class students. The results show that the implementation of contextual learning strategies in small class Sunday School includes seven main components: constructivism, discovery, questioning, learning community, modeling, reflection, and authentic assessment. This strategy is effective in improving students' understanding and engagement in the learning process. The implementation of contextual learning strategies in small class Sunday School is proven to facilitate meaningful learning that is relevant to students' daily lives. This strategy can be an alternative for teachers in designing and implementing Christian Religious Education learning that is more contextual and effective.

The relationship among culturally responsive leadership and PLC practices in small schools in Peninsular Malaysia

The relationship among culturally responsive leadership and PLC practices in small schools in Peninsular Malaysia

Socio-spatial networks and capital in small rural primary school voluntary activity

ABSTRACT Small primary schools and schools with the lowest number of free school meal (FSM) eligibility are increasingly reliant on voluntary activity for the provision of core services. Significant disparities in where and how this voluntary activity happens risk widening inequalities between schools, especially when policies directly encourage them (and funding cuts necessitate them) to turn to their communities for support. However, we do not know how these differences play out in practice or what the implications might be. Drawing on ethnographic research, this paper explores how voluntary activity undertaken in small rural primaries is facilitated through socio-spatial networks (interpersonal connections rooted in space) and how capital is mobilised (and converted) through these networks. This research revealed how the work of education is carried out through many socio-economic modes, by different people and across a range of spaces, and that this influences the education provided in these environments.

Shifting from distributive to recognitional social justice for rural educators through professional development

ABSTRACT Progress towards equitable schooling and educational outcomes in Australia has been notoriously slow, with countless reports highlighting stark inequities between rural areas and urban centres. Most reforms have been grounded in distributive notions of social justice – addressing funding, staffing, and resourcing – but fail to address other domains of injustice manifest in the positioning of the rural as Other, as deficit or in need of saving. To counter this trend, this paper examines how one teacher professional development (PD) initiative, Quality Teaching Rounds (QTR) Digital, built a “politics of recognition” for rural educators, analysed through two school-based case studies situated in diverse geographical regions of NSW, Australia: a remote central school and a small regional primary school. Drawing on interview data collected from rural educators and principals, we show how QTR Digital not only overcame the documented difficulties of accessing high-quality PD in rural Australia but also fostered a positive sense of group difference and respect for teaching and learning in these contexts. We argue that if we are to enact such significant change for rural educators, reforms that both challenge the normative ideals of city life and redefine a positive image of rural schools and communities are urgently needed.

The role of letters of recommendation in perpetuating or challenging the social stratification of American secondary schools: a quantitative analysis of admission officer assessments in highly selective college admission

Admission to highly selective institutions offers a pathway to upward social mobility, particularly for low-resource students. However, entrenched wealth disparities in the United States present serious challenges for admission officers at highly selective institutions. Utilizing individualized holistic review (IHR), including letters of recommendation (LOR), and contextual consideration, highly selective institutions aim to account for wealth inequities. This quantitative analysis, conducted at a highly selective research university, examined 95,326 applicants across 4 years to explore if admission officers’ internal assessments of LORs relate to contextual independent variables beyond students’ control. Statistical methods, including ANOVA, Two-Way ANOVA, Chi-Square, multiple linear regression, and logistic regression, were employed, controlling for standard measures of academic readiness. Findings revealed higher LOR assessments for students facing greater contextual challenge levels, underscoring the ability of the admission process to identify high achieving students from high challenge contexts. Paradoxically, elevated LOR ratings were also observed for students from private and smaller schools, indicating a nuanced interplay of factors in the admission process. Importantly, LOR assessments significantly correlated with admission outcomes, emphasizing the pivotal role of LORs in highly selective college admissions. This study reveals the nuanced role of LORs in admissions, exposing their potential to tackle inequities. It calls for improved IHR training and heightened consideration of contextual variables, offering a crucial contribution to advancing equity in highly selective institutions, fostering more informed admission practices.