State Education System Research Articles

Rehumanizing Science Education: Exploring Outdoor Learning as an Avenue Toward Holistic Wellbeing

ABSTRACT Mainstream education in the United States has prioritized Eurocentric ways of knowing and being, favoring dominant cultures while rejecting relevant learning and creativity. The emphasis on standardization and competition have hindered students and teachers from honoring their full humanity (i.e. humanization), including their social, historical, and creative selves. Science education, as a microcosm of the larger United States education system, elevates homogeny rather than alternative ways of knowing and being, significantly impacting historically marginalized populations. To prioritize authentic connections over knowledge production while simultaneously disrupting Eurocentricity, this paper posits outdoor learning as an avenue toward rehumanizing the science education field by honoring students and teachers as whole people. Attending to the four dimensions of holistic well-being—cognitive, affective, physical, interpersonal—we suggest that outdoor learning can intentionally broaden perceptions of people and land, acknowledging the inherent dignity within all life. This manuscript synthesizes research from various scholars in science education, outdoor learning, and social justice. We conclude with implications for educators, education participants, and scholars interested in exploring outdoor learning and examining how their science practices either perpetuate dehumanization or foster processes of rehumanization for students and teachers of color.

DISRUPTIVE TECHNOLOGIES FOR EDUCATIONAL INNOVATION IN DELTA STATE AND ITS CYBER SECURITY IMPLICATIONS: A POST COVID-19 ASSESSMENT

Technology is everywhere and it’s changing the way things work, hence it is disruptive depending on its application and context. Disruptive technology introduces new markets and modifies existing ones, providing end users with better access, convenience, empowerment, choice, and value as well as competing with established models and practically transforming products and services. The COVID-19 pandemic necessitated a rapid shift to remote learning and the adoption of disruptive technologies in educational institutions worldwide, including Nigeria. Despite this, there is limited evidence investigating how different disruptive technologies and configurations associate with cyber security within the educational sector. This research work examines the association of disruptive technology and cyber security implications in the Delta State educational system during the post COVID 19 pandemic period. A cross sectional approach was used for data collection through questionnaires where 55 responses out of 80 respondents from some selected schools in Delta State were used. The results confirm some cyber threats on using disruptive technology in e-learning as phishing and identity theft. The respondent’s level of online satisfaction, cyber security awareness and performance was significantly associated with various independent variables such as e-learning platforms, online interaction, and privacy concerns. An understanding of these relationships will help educators and other stakeholders to prioritize legislation and regulations that will address such developments. The aim should not to over-regulate and consequently strangle them, but to envisage change, prepare for it, and set up appropriate regulatory frameworks to ensure societal balance.

Use of microsoft teams and teaching performance

In the pandemic, Microsoft Teams has been widely used in the educational field to teach lessons through a virtual learning space. The objective of this work is to evaluate the relationship between the use of Microsoft Teams and teaching performance to improve virtual teaching in the Cañar-Ecuador state education system. The methodology was cross-sectional, quantitative to know the shortcomings of the use of Microsoft Teams in teaching performance in the state education system. Forty third-year high school teachers from four Ecuadorian educational institutions in the urban area participated. 80% of teachers consider that teaching performance is good when the use of Microsoft Teams is well-prepared in virtual environments. The lack of strategies causes a regular impact when the use of Microsoft Teams is not adequate, it is detrimental to 91.7% of teachers due to the lack of teaching materials in the classes. As a conclusion, curricular planning is necessary to achieve digital educational excellence.

How Integrating the 5 Pillars of Community Practice Can Transform Physical Therapist Education and Reduce Health Disparities.

Patient history assists clinicians in determining the most appropriate tests to identify the symptoms' source and select appropriate interventions. Therefore, a subjective history is an essential component of patient management. When physical therapist practitioners transition into academia, they must understand how the history of the education system may affect learners. Health disparities are related to the lack of workforce diversity and skills in cultural responsiveness, and the education system is critical in addressing the impact of future providers on health disparities. Developing a doctor of physical therapy program to address health disparities requires an analysis of the historical context of the US educational and health care systems, along with traditional components of physical therapist education. This country's education system was built upon a 2-tiered system, where minoritized individuals struggled to overcome barriers imposed by legislation and societal beliefs. Jim Crow laws continued this unequal access to education, and the recent Supreme Court ruling to deny race-based affirmative action continues these inequities. This historical context informed the construction of the College of Saint Mary Doctor of Physical Therapy Program. The program's mission led to using less traditional educational approaches; thus, the pillars of practice took form. The 5 pillars evolved to include social determinants, inclusive faculty and student recruitment and retention practices, equitable grading, culturally responsive pedagogy, and community development. The purpose of this paper is to present a historical overview of the US education system and its influence on physical therapist education. Furthermore, it will illustrate how this historical context inspired the 5 Pillars of Community Practice from College of Saint Mary and discuss the challenges and interventions related to these pillars. There are tremendous disparities in educational outcomes and patient services in the United States. Disparities are most significant in those with historically marginalized identities. If those disparities are to improve, a change is required in the people providing care to patients. The best way to accomplish this is by transforming how future providers are educated.

State-Level Education Quality and Trajectories of Cognitive Function by Race and Educational Attainment.

Although educational attainment is consistently associated with better cognitive function among older adults, we know little about how education quality is related to cognitive function. This is a key gap in the literature given that the quality of US education improved considerably during the early to mid-20th century as state and federal investment increased. We posit that growing up in states with higher-quality education systems may protect against poor cognitive function, particularly among Black adults and adults who completed fewer years of school. We used prospective data on cognitive function from the Health and Retirement Study linked to historical data on state investment in public schools, restricting our sample to non-Hispanic White and Black adults born between 1914 and 1959 (19,096 White adults and 4,625 Black adults). Using race-stratified linear mixed models, we considered if state-level education quality was associated with level and decline in cognitive function and if these patterns differed by years of schooling and race. Residing in states with higher-resourced education systems during childhood was associated with better cognitive function, particularly among those who completed less than 12 years of schooling, regardless of race. For White adults, higher-resourced state education systems were associated with higher scores of total cognitive function and episodic memory, but there were diminishing returns as resources increased to very high levels. For Black adults, the relationship between state education resources and cognitive function varied by age with positive associations in midlife and generally null or negative associations at the oldest ages. Federal and state investment in public schools may provide students with opportunities to develop important cognitive resources during schooling that translate into better cognitive function in later life, especially among marginalized populations.

School responses to the COVID-19 pandemic: An analysis of the state education system of Minas Gerais, Brazil

School responses to the COVID-19 pandemic: An analysis of the state education system of Minas Gerais, Brazil

Youth crime and the faulty commodity in education: Students with disabilities invisible in the neoliberalism of Australian education

Australian society is teetering on the brink of anarchy under the threat of rapidly rising youth crime. Statistics showing offences committed by children aged 10 to 17 has risen by 18.2% since 2022. Research indicates that these figures are directly affected by educational outcomes impacted by disability and disengagement at school. Australian education in the 21st century continues to operate as an institutionalised industrial mechanism of neoliberalism losing the ability to perceive the individual in its process. Leaving students with disability on the fringes of education results in disengagement, and exclusion and what is now beginning to be seen as a common pattern emerging in youth crime. Since 2010, the My School neoliberalism of education has transformed Australian students into commodities to produce a prosperous government economy. Students reduced to Human Capital. Schools are now placed as if on the stock market of My School league tables. They are regulated in the market and commodified through the National Assessment Program – Literacy and Numeracy (NAPLAN), standardised testing. The study used a mixed methodology to explore the faulty commodity in the state education system in Australia – the ‘invisible’ students with disabilities. How this may have impacted the increasing youth crime figures and future outcomes re also examined. In addition to the social contract of legislation, the Queensland Education Act (2006), pledges that all students receive ‘a high-quality education to maximise educational potential’ ( Queensland Parliamentary Council, 2015 : 24) is failing disadvantaged students and society. How schools educate students within a veiled system that continues to hide and remove the unwanted product, the students with disabilities from the marketplace of My School is also investigated. The action of Capitalism sustained in education through the hidden curriculum of NAPLAN is also examined.

National education: the annual field trip as an instrument of national education in Israel’s State education system, 2008–2020

ABSTRACT The purpose of this article is to assess the way annual highschool field trips in Israel’s State educational system is used to inculcate national narratives. Based on copious data, it shows that knowing and loving the Land of Israel (Eretz Israel) are significant motifs that recur with high intensity in all school field trip programmememes. Concurrently, however, in view of the high frequency of national motives in these trips, integrating the national aspect has apparently become a codeword for the ‘right way’ to plan out and carry out field trips.

Overview Policies, Problems and Prospects of Higher Education in India

Indian education system traditionally served a particular segment of the society belonging to selected groups and elites. Colonial rule under the British Government developed concept of a modern state, modern economy and modern education system. After Independence, Jawaharlal Nehru visualized India as a secular democratic state. School curriculum was based on twin themes of inclusiveness and national pride, ensuring that India’s different communities could live together peacefully as one nation. Higher education through institutions like IITs and IIMs formed a major contribution to the Nehruvian vision of a selfreliant and modern India. Drawing on Nehru’s vision and articulating most of his themes, the Kothari Commission was set up in 1964 to formulate a coherent education policy for India. Kothari Commission felt education is meant to improve productivities, promote national and social harmony, consolidate democracy, modernize the country and develop social, moral and spiritual values. Attainment of this objective is possible only through the education policy which would provide free and compulsory education to all children up to the age of 14. According to Kothari Commission, Education policy must feature development of languages, equality of educational opportunities to all social groups and development and prioritization of scientific education and research. The Commission also lay emphasis on the removal of illiteracy and provision of adult education. The theme of the present paper is Policies, Problems and Prospects of Higher Education in India. The main objective of the present paper is to be analyze the policies, problems and prospects of Higher Education in India.

Joining the dots? Special education and alternative provision

The English mass state education system, developing over 150 years, has created subsystems for children and young people who had difficulty in functioning at or beyond 'mainstream' schooling, or whose behaviour was deemed inappropriate. While many descriptions and labels proliferated in the education system, by 1981 children notionally had been categorised with 'special educational needs' (SEN) with disability added in 1995 (SEND) and/or were increasingly placed in what became alternative educational provisions (APs). By 2021, this dual subsystem was attempting to deal with around one and a half million children, a majority still in mainstream schooling in what was considered to be inclusion, others designated as 'high needs', mainly within (expensive) segregated special schools or units, and other children were subject to temporary or permanent exclusions from school. In March 2022, with a follow-up in 2023, the government, driven largely by financial considerations and a lack of oversight of existing provision, proposed that the expanding special educational needs and AP subsystems be formally linked. This article examines these emerging proposals through an historical lens, and considers what these may mean for teachers, associated professionals and the children.

Environmental Education in High Schools: an analysis of pedagogical policy projects of eight public schools in Juazeiro-BA

The research aimed to assess how Environmental Education (EE) has been addressed in Pedagogical Political Projects (PPPs) of 8 state schools in municipality of Juazeiro-BA, in accordance with Bahia State EE Policy (SEEP/BA) and Bahia Referential Curriculum Document (BRCD). The need to include EE in school PPPs is implicit in the BRCD, when it reiterates the need to promote respect for socio-environmental sustainability. CEE Resolution No. 11, of January 17, 2017, which provides for Environmental Education in the State Education System of Bahia, determines that EE must be present in an articulated manner at all levels, stages and modalities of teaching and included in the School Regulations, PPP, Course Plan (CP), Course Pedagogical Project (CPP) and Institutional Development Plan (IDP). PPPs were analyzed using Bardin's theoretical-analytical framework, identifying text parts that dealt with environmental issues and selecting those that were directly or indirectly related to EE. In composing the corpus of analysis in the analyzed PPPs, it was possible to identify essential information for the document, such as the didactic-pedagogical organization, history of the school unit, teaching and administrative staff, infrastructure, among others necessary for its preparation. It was concluded there is little environmental issues internalization at PPPs, showing the superficiality which subject is exposed in documents, as well as the lack of proposals and actions in EE based on current secondary education configuration. About mycology, no references were found at PPPs, demonstrating a gap that does not adequately include this living beings group.

Perceptions of Occupational Therapy Practitioners as Leaders within the New York State Education System

ABSTRACT In most states, occupational therapy practitioners are restricted from advancing to formal school leadership positions. The absence of pathways to leadership may limit the ability to fulfill AOTA’s Vision 2025 and Every Student Succeeds Act (ESSA). This study investigates how limited opportunities for career advancement affect school practice trends. We explore the perceptions of school practitioners in New York State concerning leadership, advocacy, and state policies. Seven hundred and fourteen current and former occupational therapy practitioners in New York schools completed a researcher-developed online survey. Notably, almost all respondents (94.7%) agreed that practitioners should be able to pursue educational administrative coursework. Most (94.6%) agreed that practitioners in New York should advocate for policies that would allow them to pursue such coursework. Many respondents reported that they would consider pursuing the coursework if available. This research emphasizes the misalignment between federal and state policies. Federal policy (ESSA) and Vision 2025 encourage greater involvement for occupational therapy practitioners, but state policy restricts their advancement. The findings demonstrate the pressing need for reform and the creation of pathways that enable occupational therapy practitioners to assume formal leadership positions in school settings, thus enhancing their contribution to the school community.

Effectiveness of Social Studies Curriculum Instruction on Adolescent Risky Sexual Behaviour of Junior Secondary Students in Calabar Municipality, Cross River State

Objectives: The increasing number of children between the ages of 11-14 becoming mothers is expanding the rate of out of school going- children in Nigeria. This phenomenon was hitherto synonymous with the northern part of the country but today, is gradually submerging the serenity of Cross River State education system. However, Social Studies was introduced into the Nigerian school system as a corrective subject to address some of the social vices in the society. Hence, the need to assess its effectiveness in relation to some common social vices among in-school adolescent. The study evaluates the effectiveness of Social Studies curriculum instruction on adolescent risky sexual behaviour of junior secondary two students in Calabar Municipality, Cross River State. Method: The researchers adopted the correlational survey research design. The population consists of 21 public junior secondary schools with 15,739 students and 48 Social Studies teachers in Calabar Municipal. 243 students and 17 teachers Social Studies responded to Social Studies Curriculum Instruction and Adolescent Risky Sexual Behaviour Questionnaire (SSCIARSBQ) and Social Studies Curriculum Instruction Evaluation for Adolescent Risky Sexual Behaviour Questionnaire (SSCIEARSBQ)”. In the data analysis, mean and standard deviation was employed to answer all the research questions while the hypothesis formulated was tested using Pearson’s Product Moment Correlation (PPMC) statistic. Results: The research finding revealed that both students and teachers are of the opinion that drug abuse, poor societal values, multi-sex partners, poor parental upbringing and peer influence are causes of adolescents’ indulgement in risky sexual behaviours. Conclusion: Social Studies curriculum at the junior secondary two level effectively address the issues of risky sexual behaviour and that there is a significant relationship between JSS II Social Studies curriculum effectiveness and students’ knowledge of risky sexual behaviour in Calabar Municipality.

PLATAFORMIZAÇÃO DA APRENDIZAGEM E O PROTAGONISMO DE HUMANOS E NÃO HUMANOS NAS PRÁTICAS PEDAGÓGICAS

ABSTRACT: The intervention educational policies and practices in the pandemic and post-pandemic context start to privilege the educational process focused on digital platforms and the personalization of network learning. This article aims to present the protagonism of humans and non-humans in pedagogical practices from the perspective of teachers and technical-pedagogical professionals from the State Education System of Paraíba. We conducted quantitative, qualitative, exploratory, descriptive, and analytical research. We collected the data through a multi-thematic questionnaire using the tool Google Forms. The research universe covered 19,473 effective teachers and service providers from 9 to 21 December 2021. We conclude that in addition to the debates, theories, and methods of Distance Education and Online Education, it is necessary to reinvent the teaching-learning processes through (non-human) platforms, significantly changing the ways of researching, teaching, producing, and disseminating knowledge. Pedagogical practices instituted by digital platforms are activities in which human and non-human agents work together, interact, and form alliances and bonds based on certain instituted and organized activities. Although underemployed in its educational potential, the use of digital platforms made it impossible to think of an education that excludes the internet and digital technologies.

Contemporary Education Systems: The Case of United States

Modernization efforts for the development of education systems were carried out in parallel with the needs of the age. In this direction, societies that have taken the step of modernization have first tried to revise their existing education systems and identify the prominent obstacles. Education systems have followed a very different course in history; It has been affected by many historical, geographical, economic, social, and cultural factors. The United States education system is an education system that is managed locally due to the history and structure of the country, where the education program, academic calendar, programs, school system structuring, and teacher appointments are determined by the states. In this study, first the political and cultural history of the country and then the functioning and structure of the education system are discussed. The study also compared the Turkish education system and US education. Finally, the study was concluded by including the problems encountered in the US education system.

Studying the Level of Components of Professional and Pedagogical Preparation of Primary Education Teachers

As part of the experimental work, a plan-program was developed for increasing the level of professional and pedagogical preparedness of primary education teachers and a plan-program for a continuous study-seminar based on a systematic and practical approach. The plan-program is designed to solve a number of problems: the adoption by primary education teachers of the ideology of the new State educational system of school general education; mastering more effective methods of digitalization technology, pedagogical technology, methods of educational and cognitive activities aimed at achieving the intended results for students; teachers’ mastery of the modern system of requirements for objective assessment of students’ activities. After organizing a continuously ongoing study-seminar, planning and conducting the educational process using a set of digitalization and software tools, reflection was carried out on the professional and pedagogical activities of primary education teachers. The educational and cognitive system of experimental work provided for the creation of pedagogical prerequisites, which are: the reality of the needs of primary education teachers in restructuring their professional and pedagogical activities by increasing the level of preparedness using an accessible information and educational environment; educational and cognitive support of pedagogical activities, carried out through continuous study-seminars; providing direct assistance to teachers in planning and conducting the educational and cognitive process; active participation in activities for objective self-assessment based on the activation of one’s reflection.

DIREITO À ACESSIBILIDADE EM EDIFICAÇÕES E TRANSPORTES ESCOLARES

The right to accessibility for people with disabilities, in its various dimensions (urban planning, architecture, furniture design, transport, information and communication, among others), is guaranteed by the Brazilian legal system. Because of the normative provisions, the non-realization of this right caused the phenomenon of judicialization. In this sense, this article aims to analyze decisions of the Court of Justice of Mato Grosso do Sul State (TJMS) related to the right to accessibility for students with disabilities in public school transportation services and public school´s buildings in its territory. To this end, a documentary research was carried out on the TJMS website, with a selection and analysis of 20 Court decisions related to the theme. The results were presented through three analytical axes, with the characterization of the decisions and the synthesis of the understandings of the TJMS on the right to accessibility in buildings and school transportation services, in the state and municipal education systems. It is hoped that the study will contribute to publicizing the current position of the state Court of Justice on the protection of these rights and to discuss the possible repercussions of these decisions in the elaboration and implementation of public policies for school accessibility to assist students with disabilities.

FORMAÇÃO CONTINUADA: UM ESTUDO DAS FORMAÇÕES OFERTADAS NA REDE ESTADUAL DE ENSINO EM CAMPO GRANDE, MATO GROSSO DO SUL

This article is part of this author's master's research, and aims to present a discussion about the specific continuing education for Geography teachers on the State Education System of Mato Grosso do Sul, at state schools located in the capital, Campo Grande, understanding that it should enable transformations in the teaching pedagogical practice, since it constitutes a permanent process of construction of pedagogical knowledge, helping teachers to improve their practices. As methodological procedures, in a qualitative approach, we present a bibliographical and documental analysis, having as sources texts and researches that deal with the theme, official statistical data, curriculum used in the continuing education of Geography teachers, projects aimed at these formations, both from the Ministry of Education and from the State Department of Education of Mato Grosso do Sul, and an interview with the superintendent of the Center for Continued Training (CFOR). Subsequently, questionnaires were used in order to understand the difficulties pointed out by the Geography teachers who work for that state system, as well as their perceptions in relation to continuing education actions. The time frame adopted for data analysis are the years 2015 to 2020, in order to verify how continuing education took place in the last half of this decade. As a result, it was possible to understand the complexity of factors that influence the pedagogical practices of Geography teachers, and the understanding that the Secretary of Education has not offered specific training for the curricular components, on the case of this article, Geography.

A Descriptive Review of Occupational Therapy Education.

This AOTA Guidance Document describes the present state of occupational therapy education within the United States educational system.

Education Infrastructure, Expenditure, Enrollment & Economic Development in Odisha, India

A key part of human capital is education. The development of educational infrastructure and economic growth are closely linked. Realizing the value of infrastructure, both the central and the state government have implemented a number of programmes to upgrade the physical facilities at public schools. Infrastructure is a key component of enabling high-quality education. This study intends to explore the linkage between economic development and spending on education for infrastructure development and quality of education. In 2019–20, the ratio of education department spending (revenue and capital account) to the gross state product (GSDP) is 2.84%. In 2020–21, the gross enrollment ratios (GER) for primary and secondary education are 97.4% and 84.5% respectively. As part of the study's methodology, analytical and empirical data from secondary sources were compiled. The multiple regression analysis demonstrates that the GER of primary and secondary education, as well as the expenditure (Revenue and Capital) on education by education departments to GSDP is significant to economic growth. Here, the economic growth of Odisha as a whole is significantly influenced by the state's educational system. The study's conclusions show that public spending on infrastructure and education has a big impact on economic growth. It is recommended that the infrastructure in schools should be well-equipped in order to meet the needs of the current generation. The government should collaborate with private corporate sector, industrial unit in constructing the infrastructural facility such as smart class room, computer and internet facility, laboratory etc in schools.