State School Research Articles

‘Writing is not like doing’: girls’ views and perceptions of physical education provision in Kingdom of Saudi Arabia

ABSTRACT Girls’ experiences in Physical Education (PE) is an established area of research in the Western world. Yet, a lack of research on girls’ unique challenges and experiences in various parts of the world creates a gap in understanding how cultural, educational, social and economic factors affect girls’ experiences. The present study was designed to examine girls’ views and experiences of the implementation of PE in female-only state schools in the Kingdom of Saudi Arabia (KSA). The national context of KSA is unique, with PE only recently being incorporated in girls’ curriculum, as part of a national reform effort to improve the quality of education and to empower girls (Saudi Arabia’s Vision 2030). Between September-December 2022, 30 girls (aged 12–15) from three secondary schools were recruited to be study participants. A total of seven focus groups (with an average of 4–5 girls per group) were carried out utilizing interactive, participatory research activities. Two main themes are reported. Firstly, most girls persistently talked about the development of movement competency as a catalyst for personal growth and the accruement of health benefits. PE was also seen as a gateway for female empowerment, equitable access to sports, including competition in traditional non-female sports. Yet, girls expressed concerns about the lack of practical opportunities in PE, limited resources and teachers’ lack of expertise, which all appeared to affect their confidence in participating in PE and physical activity. The strength of the girls’ voice in the present study reinforces the need for careful (re)consideration of the PE curriculum to better align provision with girls’ interests in a genuine attempt to treat them fairly. To drive change in PE and advance future research, directing further investment towards appropriate professional development would better support teachers to review and improve the quality of provision.

Planting one thousand seeds of entrepreneurs

Research methodology This case is based on secondary information and data about the Goldman Sachs One Million Black Women initiative and youth entrepreneurship programs from press releases, news articles and websites. The protagonist has been disguised. This case has been classroom-tested in a core MBA course in both face-to-face and online delivery methods. Case overview/synopsis In March 2021, Goldman Sachs launched its One Million Black Women initiative which expanded its inclusive growth goals to support Black women entrepreneurs who were under-represented and under-resourced. This initiative is one of Goldman Sachs’s sponsored programs that aid existing entrepreneurs. This program would invest $10bn over the next decade to advance racial equity, promote entrepreneurial activity and increase and economic opportunities for these highly motivated and resilient Black women. With the buzz from this initiative, Johnnetta who was a Black female manager at a financial services competitor of Goldman Sachs conceived another approach to groom and grow future generations of women of color entrepreneurs. Her idea was to implement youth entrepreneurship programs in middle schools in states with high populations of students of color. Based on a psychological theory of entrepreneurship approach, these students would learn about entrepreneurship and gain hands-on experience with starting and operating a business. The program was called “Planting 1000 Seeds of Entrepreneurs” to develop a pipeline of savvy, well-prepared future women of color entrepreneurs. Johnnetta’s dilemma was whether to pitch this new youth entrepreneurship program as an employee at her employer as a diversity, equity and inclusion (DEI) initiative or start this program as an entrepreneur of a nonprofit in which she would have sole autonomy to administer this program. This case will enable students to develop ideas into a compelling business pitch while sparking debate about approaches to foster DEI initiatives that will have impactful economic benefits for women of color entrepreneurs. Complexity academic level This case is best suited for upper-level undergraduate or graduate students taking business administration courses in management, entrepreneurship, women studies or other courses that cover topics or modules related to DEI initiatives involving women in business.

A human-animal problematic and the production of pedagogical clearings in the classroom

This paper springboards from entanglements involving humanisms, classroom teaching, and eco-disaster. Drawing on Derrida’s l’animot, Marchesini’s theriomorphism and animal epiphany, and Rice and Rud’s blurring, we mine the deep potentials in postfoundationalist approaches to distinction-making and violence in regard to a human-animal problematic. The approaches taken via these different “theoretical” engagements suffuse autoethnographic-style accounts of two classroom-based instances in an upper elementary school in the midwestern United States. These instances introduce the notion of pedagogical clearings, challenging fixed and power-laden notions of “self.” Students’ responses, issues of representation (-isms of humanism), and “multispecies” insights that co-presenced in instructional spaces are discussed. We argue that a static-circular economy of [“human”] self that underwrites eco-crises can be temporarily decentered and deferred per Derrida and blurred and suspended per Marchesini and Rice and Rud, experienced as glimpses of “non-anthropocentric” possibilities, offering fleeting, significant instances of l’animot.

Motivation in online course design using self-determination theory: an action research study in a secondary mathematics course

AbstractWith continued growth in online learning, motivation remains a key factor in persistence and achievement. Online mathematics students struggle with self-regulation and self-efficacy. As reported by Ryan and Deci (Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, 2017, https://doi.org/10.3233/EFI-2004-22201), in their well-established self-determination theory, contended that satisfying the psychological needs of autonomy (involving self-regulation), competence (involving self-efficacy), and relatedness (involving a sense of belonging) creates a suitable environment for integrated extrinsic and intrinsic motivation to thrive. The purpose of this action research was to implement a self-determination theory-based online unit for mathematics students to improve their motivation levels. A convergent mixed methods action research design was employed to identify changes in the levels of autonomy, competence, and relatedness of the participants in an Algebra 2 course (n = 50) at a fully online school in the northeastern United States. Results from the motivation questionnaire and student interviews indicated a significant increase in competence and relatedness after completing the intervention. While no significant increase in autonomy was evident in the quantitative results, the qualitative findings showed some support for improved autonomy. Recommendations for online mathematics course design to support increased motivation are provided.

The Potential for Race Discrimination in Voucher Programs in a Post-Carson World

ABSTRACT Between 2017 and 2022, the U.S. Supreme Court examined three cases that involved states that tried to limit the use of public money to support religious-affiliated schools. The Supreme Court found a violation of the Free Exercise Clause in all three cases. Although not the focus of the Court’s opinions, these cases may have created avenues for discriminatory practices in publicly funded state school voucher programs. In elevating free-exercise rights above Establishment Clause concerns, the Court’s decisions may have serious implications for students’ civil rights in schools. This article specifically examines whether the growth of school voucher programs in the context of these recent Supreme Court decisions creates a pathway for racial discrimination in participating voucher schools. We first explore the impact of the three Supreme Court decisions. Specifically, we argue that when the Court eliminated distinctions between policies denying funding because of religious status and policies denying funding for religious uses and when it elevated free-exercise arguments, it may have opened additional avenues for discrimination. Thus, we next address whether participating voucher schools can refuse admission to Black students. To set the context for this discussion, we provide a brief historical analysis of case law that has previously supported race-based discrimination on religious grounds. We show that although past court cases and federal tax policy have created a bulwark against such discrimination, the recent rulings favoring free exercise rights raise concerns. If free-exercise rights trump civil rights, some voucher statutes may create an alternative funding stream for modern-day “segregation academies.”

Catholic Schools in the Marketplace: Changing and Enduring Religious Identities

ABSTRACT Despite controversies surrounding faith-based schooling, religious schools continue to play a prominent role in numerous education systems. Nonetheless, empirical research on nonstate religious schools operating in a market context remains limited and fragmented. On the one hand, while religious and cultural studies investigate the evolution of religious education (RE), they tend to focus on state schools while overlooking the impact of market forces. On the other hand, research on education markets often treats religious private schools as a uniform category with a fixed identity. This study aims to bridge this gap by delving into the responses of religious private schools to competitive pressures, focusing on how these schools negotiate their religious identities in a market context. With this objective, the paper presents a case study of Catholic school networks in Catalonia, Spain. We identify three different approaches to RE and religious identity developed by these school networks—confessional, culture-centric and value-centric. The triggering factors and enabling conditions behind these approaches are examined in detail. The study concludes by discussing the relevance of these findings for ongoing debates around the public funding of faith-based schools and the tensions posed by such policies in terms of social cohesion, educational pluralism, and equity.

Effect of a context-specific health education intervention on knowledge of health risk behaviors among adolescents in Nigerian public and private secondary schools: a comparative study.

Health education programmes that utilizes multicomponent classroom teaching strategies have the potential to enhance knowledge, attitudes, and actions of adolescents concerning health risk behaviors (HRBs). This study assessed the effect of a school-based context-specific health education intervention (CsHEI) on knowledge of HRBs among in-school adolescents in public- and private-owned secondary schools in Nigeria. In-school adolescents were recruited into this quasi-experimental study using stratified random sampling from secondary schools in Ile-Ife, Osun-State, Nigeria. Knowledge of HRBs was assessed pre- and post-implementation of a CsHEI. The intervention was a four-week instructor-led health education class on HRBs, delivered over a 2-h class activity per week. Data was summarized using descriptive statistics as well as Inferential statistics. With a mean age of 14.9 ± 1.56 years, a total of 145 females (54.3 %) and 122 males (45.7 %) participated in this study. Over 70 % of the participants had good knowledge of HRBs prior to the intervention with the pre-test mean general knowledge of HRB (t=-3.13, p=0.002) and knowledge of personal safety (t=-2.99, p=0.003) being significantly lower between students in public-schools compared to their private-school counterparts. Post-intervention, a significant improvement in participants' knowledge was observed in all HRB domains with over 90 % of participants having a good knowledge of HRBs. The CsHEI improved knowledge of in-school adolescents in public- and private-owned secondary schools in Osun state, Nigeria in all domains of HRBs. Integrating the CsHEI with other health behavioral change strategies can mitigate prevalence of HRBs among adolescents, thereby improving health-outcomes and well-being of adolescents.

Salgo de casa? Salgo a casa? Salgo la casa? Analysis of the crosslinguistic influence on preposition use in motion verb constructions by multilingual German learners of Spanish

The use of prepositions is one of the most difficult grammar topics for Spanish learners. The high frequency prepositions ‘a’ (‘to, at, on’), ‘de’ (‘from, of’) and ‘en’ (‘in, on, into’) are often confused or omitted, especially in motion verb constructions (e.g., Campillos Llanos, 2014). This can be due to their polysemous character and the low salience. In addition, crosslinguistic influence (Jarvis and Pavlenko, 2008) from the first language as well as additional acquired foreign language(s) play a significant role.In order to analyse the complexity of interlanguage phenomena in the construction [motion verb + a/de/en + noun] to improve acquisition in Spanish classes, it is necessary to study authentic learner data. In this paper, I will discuss the results of an explorative pilot study on crosslinguistic influence carried out at a German grammar school in the federal state Baden-Württemberg in order to find out after which verbs of motion these prepositions are omitted or confused, how often this occurs, and which languages might influence it. The results of two groups of pupils at beginner level with the mean age of 14,03 are compared: The first group (n = 21) learns Spanish as the third foreign language, in addition to English and French, while the second group (n = 16) learns Spanish as the second foreign language after English. Both groups learn the named foreign languages in an instructed setting at school.The pilot study reveals that the prepositions ‘a’ and ‘de’ are much more often confused or omitted in the construction types [llegar/volver/venir + a + noun] (‘arrive/come back/come + to/in + noun’) and [salir/ir + de + noun] (‘leave/go + noun’) compared to [ir + a + noun] (‘go to + noun’). A possible explanation is positive and negative intra- and interlingual transfer of equivalent constructions from different languages. These results form a hypothesis basis that a systematic application of Pedagogical Construction Grammar (Boas, 2022; De Knop and Gilquin, 2016) and multilingual didactics (Fäcke and Meiβner, 2019; García et al., 2020) in Spanish classes to teach these polysemous prepositions could probably be helpful to avoid errors.

THE ROLE OF PERSON-ORGANIZATION FIT IN THE EFFECT OF INTRA-ORGANIZATIONAL POLITICAL BEHAVIOR ON WORK ALIENATION

The purpose of this research is to determine the role of person-organization fit in the effect of the perception of intra-organizational political behavior on work alienation of academics working in higher education institutions where tourism education is provided. In this regard, the research population consisted of academic staff working in faculties, colleges, and vocational schools of state and foundation universities in Turkey where tourism education is given. In this context, data were obtained from 385 academics by applying online and face-to-face questionnaires. AMOS program was used to test the measurement model, and PROCESS Macro was used to test the hypotheses. The study determined that intra-organizational political behavior had a significant and positive effect on work alienation. However, the moderating role of person-organization fit in this relationship is not significant.

Bridging the Generational Gap between the Teachers and Students in the Utilization of Modern Technology in the Teaching Methods in Public Secondary Schools in Delta State

Purpose: The study focused on bridging the generational gap between the teachers and students in the utilization of modern technology in the teaching methods in secondary schools in Delta State. Two research questions were raised and two null hypotheses were formulated in the study. Methodology: The descriptive survey design was used. The population for this study comprised all public secondary school principals and teachers in Delta State. The sample for this study was 1533 and it is made up of 100 principals and 1433 teachers in Delta State public secondary schools selected from 12 Local Government Areas. Principals represented 50% while teachers represent 10% of the population. A self developed questionnaire was design titled “Bridging the Generational gap between the Teachers and Students in the Utilization of Modern Technology Questionnaire (BGTSUMTQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.96 was used. The research questions raised were answered using percentage for the study. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. Findings: The findings revealed that there are factors that are associated with the utilization of modern technology in teaching methods in public secondary schools in Delta State. The use of technology in education is influenced by the following factors such as teacher factor, organizational factor, technological factor and student factor. It also showed that there are strategies to be adopted to improve teachers and students in the utilization of modern technology in teaching methods in public secondary schools in Delta State. Unique contribution to theory, practice and policy: Based on the findings, it therefore concluded that as a catalyst for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques in Delta State public secondary schools.

Examination of social media usage habits of generation Z.

Undoubtedly, social media is one of the significant components of computer and internet technologies. It offers users the opportunity to share emotions, thoughts, and life experiences through various means such as text, images, and videos on the internet. In doing so, it not only provides a multifaceted communication and interaction opportunity for users of all ages but also creates a dynamic and entertaining parallel universe. This universe shapes and transforms individual, social, and cultural life, as well as habits. With the daily increase in user numbers, social media has become an integral part of our lives. The primary objective of this study is to determine the social media usage habits of fourth-grade students, known as Generation Z. The research was conducted using semi-structured interviews, a qualitative data collection method. The universe of the study consisted of 654 fourth-grade students attending state schools in seven different provincial centers representing the seven geographical regions of Turkey during the 2021-2022 academic year. The data were collected using an interview form developed for this research and analyzed with the content analysis technique. According to the research findings, it was determined that approximately three-quarters of primary school fourth-grade students use social media on a daily basis. Moreover, most participants stated that they use social media for educational, communicative, and entertainment purposes. The most preferred social media platforms by students were identified as YouTube, WhatsApp, TikTok, and Instagram.

Reflective practice and feedback – empowering university students’ teaching of dance in UK state schools

ABSTRACT A mixed methods approach for gathering data was adopted to report Level 5, 2nd (N = 34; F27, M7) and Level 6, 3rd (N = 29; M5, F24) year University students’ (N = 63) reflections of dance practice at Leeds Beckett University in the north of England. Five research instruments were utilised to gather data: questionnaires (including both open and closed questions), semi-structured interviews, reflective logs, pictorial evidence and observations. Reflections from practising primary (N = 9; F7, M2) and secondary (N = 8; M1, F7) teachers and their young people (N = 904, 5 to 18-year olds) also informed the students’ practice. The students’ production of original dance teaching resources (N = 17) delivered at the University based professional development days, attended by delegates (N = 121) from across the UK, served to qualify the suitability of the teaching and resources. The collaboratively created resources are highlighted as beneficial to enhance learning, teaching, self-efficacy, resilience and employability. The main aim and question therefore being realised, how to support and enhance the learning and teaching of dance in UK schools.

Assessing the Impact and Challenges of English Medium Instruction in Saudi Arabian STEM Programs: A Comprehensive Review

In recent years, the adoption of English Medium Instruction (EMI) in non-Anglophone countries has garnered significant attention, particularly within STEM (Science, Technology, Engineering, and Mathematics) programs. Saudi Arabia, driven by the objectives of Saudi Vision 2030, has implemented EMI across its higher education institutions to foster internationalization and enhance English proficiency among students. This paper reviews the current state of EMI in Saudi STEM programs, drawing on a comprehensive analysis of the socio-cultural, educational, and linguistic contexts. It explores the motivations behind the shift to EMI, the challenges encountered by students and educators, and the broader implications for educational quality and equity. The transition from Arabic Medium Instruction (AMI) to EMI in Saudi Arabia's STEM disciplines aims to prepare students for global competitiveness. However, this shift presents several challenges. Students often struggle with the sudden change in the medium of instruction, leading to difficulties in understanding complex scientific concepts. Furthermore, the quality of education may be compromised as students and educators navigate the linguistic demands of EMI. The potential cultural and linguistic impact on Arabic language and identity also raises concerns. This review synthesizes findings from various studies and theoretical frameworks to provide a holistic understanding of the EMI landscape in Saudi Arabia. The paper discusses the strategies employed by students and educators to cope with EMI, including preparatory programs and support mechanisms. It also highlights the role of government policies and institutional practices in shaping the EMI experience. While EMI aims to elevate the quality of education and English proficiency, it inadvertently creates educational inequalities. Students from private or international schools, who often have better English skills, are at an advantage compared to their peers from state schools. This disparity necessitates a re-evaluation of EMI policies to ensure inclusive and equitable education for all students. In conclusion, while EMI in Saudi STEM programs holds promise for advancing educational and economic goals, it requires careful consideration of the challenges and implications. Policymakers and educators must collaborate to address these challenges, ensuring that EMI serves as a tool for educational enhancement rather than a barrier to learning. Future research should continue to explore the long-term effects of EMI on student outcomes and the broader educational landscape in Saudi Arabia.

A commercial tobacco and alcohol use intervention for urban Native American youth

ObjectiveWesternized alcohol and commercial tobacco use prevention approaches for Native Americans have not been effective, or sustainable. The overall objective of this study examined the effect of the culturally based Urban Talking Circle (UTC) intervention versus standard education (SE) program for the prevention of alcohol and commercial tobacco use among urban Native American youth. DesignThe study employed a 2-condition quasi-experimental design and utilized convenience and snowball sampling methods for recruiting 100 urban Native American youth participants in two urban Native American community program locations in Florida. Study participants were randomized by their urban Native American community program location to one of the 2-conditions. These included the standard education (SE) program used within United States school systems (drug abuse resistance education) and the Urban Talking Circle (UTC) intervention, culturally tailored and developed for urban Native American youth from the culturally based Talking Circle Intervention for rural Native American Youth. The Native American Alcohol Measure for Youth (NAAMY) and Native Reliance Questionnaire were utilized to collect participants' data. Participants' data was analyzed using multivariate analysis of variance to determine differences between the scores on all measures at pre/post-intervention for the 2-conditions. ResultsStudy findings indicate that a culturally based intervention was more effective for the reduction of commercial tobacco and alcohol use than a non-culturally based intervention for urban Native American youth. ConclusionThe study findings emphasized that the utilization of the culturally tailored UTC intervention reduced involvement associated with alcohol and commercial tobacco use.

Helping EFL teachers build capacity for effective curriculum implementation: A case study

The study presents the outcomes of capacity-building training that aims to facilitate and enhance Turkish EFL teachers’ curriculum fidelity in the state school context and provides in-depth insights into the issue in this context. After the training, all the participants developed positive perceptions about the curriculum. Five participants’ stages of concern evolved to concerned about and not resistant to the curriculum. One participant’s concerns altered to not resistant but unconcerned, whereas five participants’ concerns remained resistant. Only one participant showed ideal development, both in her stages of concern and instructional practices. As well as the insufficiency of curriculum-specific formal training, school-level institutional support, and individual and collective sense-making out of the curriculum were found to lack in the context. Whereas explicit grammar teaching and assessment were revealed to form a comfort zone, teaching and assessing language skills, especially speaking and writing, to present a challenge for the teachers. The ineffectiveness of train-the -trainers, and the need for curriculum maps and mentors were also asserted in the study

Imaginando-se professora de inglês

In this paper, I tell the story of Marcela, a pre-service language teacher participating in a PIBID initiative focusing on the design and implementation of English reading activities at two state schools. I discuss the impact of this experience on her professional identity. I adopt a narrative inquiry methodology, which considers narrative as both method and way of understanding experience. Storied perspectives on identity, teacher knowledge and context inform this study. The field texts include visual narratives, drawings depicting English teaching, which are contextualised by their recorded explanations, written journals and language learning autobiography, and recorded conversations. This material was gathered over the course of an academic year. Being a PIBID scholarship holder provided Marcela with opportunities to make sense of her own biography as a language learner, think about who she wanted to become as a teacher, and negotiate her imagined professional identity. This had a profound impact on her identity as a language teacher.

Private schools and inequality

Abstract Among the significant inequalities within Britain’s school system, the greatest lies in the resources gap and the social segmentation between fee-paying and state schools. Published estimated average effects of attending private schools in Britain on academic performance are modest, but nevertheless significant at each stage of education. Cumulatively, by the end of a school career the private school pupil has gained notably higher qualifications compared with a state school pupil with an observably similar background—enough to ensure a distinct advantage in access to a high-status university, a good job and high pay. These gains add to the educational advantages of growing up with an affluent family background. An unusually high proportion of private school alumni occupy highly influential positions in business, in the judicial system, in the press and in politics. A further financial advantage from private school stems from an increased probability of partnering with a richer spouse. The hallmark of a good school policy for reducing inequality would be one that opens up access to private schools, so that participation is no longer constrained as much by financial background, and diminishes substantially the inequalities between schools’ resources. Feasible reforms are of two kinds: those that would lower parental demand for private schooling, inducing enlargement of the state sector, and those that would directly integrate pupils from the state sector into currently private schools. Currently, bursaries are far too small to make a substantial difference.

Passion for Teaching and Teachers’ Teaching Effectiveness in Secondary Schools in Delta State

Passion for Teaching and Teachers’ Teaching Effectiveness in Secondary Schools in Delta State

165 Schools Engagement Will Improve Equality and Diversity Within Orthopaedics and Surgery

Abstract Aim Inclusivity and diversity of individuals from lower socioeconomic backgrounds is unequal within surgery. Diversification of the workforce is a requirement for the future of surgery to ensure high quality patient care is provided (Hassan, 2023). The School’s Engagement Session, originating with the British Hip Society and replicated with British Orthopaedic Association (BOA), aimed to introduce the idea of a career in medicine or surgery to children from non-selective state schools. Method Three school groups, twenty-four students and three staff members, attended day three of the annual BOA conference. Highly engaging medical student presentations, industry stand activities, and hands-on consultant led surgical based stations sparked interest and provided ‘work-experience’ opportunities; an increasingly challenging pre-requisite for applicants to acquire. Resources, lunch, and room availability were all supported by the BOA. Results Directly addressing students from lower socioeconomic backgrounds about a career in surgery, which many had not previously considered, stimulated their interest in this as a career. Feedback from accompanying educators, acknowledged their lack of insight regarding accessibility, and students explicitly demonstrated the positive impact of these in-person engagement events. Many students explained how this newly acquired knowledge had empowered the possibility of pursuing a medical career. Conclusions Replication of this highly successful event demonstrated the impact of engagement with individuals from diverse backgrounds upon future surgical diversity. Nationwide reproducible events are therefore warranted to reduce inequality in medicine and surgery. Medical student through to consultant involvement with future engagement work will diversify and sustain the surgical workforce within the UK.

Growing Native Medicinal Plants in Amajari – RR

The aim of this work was to set up a permanent production area for native and exotic medicinal plants, especially those at risk of extinction. The species grown were herbs, shrubs and medicinal trees of various species, both native and exotic. Nineteen species were cultivated by 20 students from the Ovídio Dias de Souza State School who took part in the practicals at the school. It was observed that the fact that the majority of the students reported a preference for using medicinal plants, perhaps due to the lack of any other way of maintaining or recovering their health, is, in a way, a positive aspect, because as well as strengthening traditional practices regarding the use and traditional knowledge of medicinal plants, it is an activity that values the preservation of the local flora.