Supplementary Schools Research Articles

Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly

AbstractNatural language is known to play a crucial and specific role for children’s learning in school mathematics. Not only does it carry special vocabulary, but subtle differences between natural languages may lead to surprising challenges, for instance, for learners who are not taught mathematics in their mother tongue. In this paper, the anthropological theory of didactic (ATD) is used as a main framework, and we analyse some praxeological anomalies from the teaching of fractions at Japanese schools abroad, while learners attend, at the same time, a regular school in some other language (in this case, the local language, Swedish). Our findings indicate that these praxeological anomalies arise not only from linguistic disparities related to specialised vocabulary and syntax for elementary mathematics but also from institutional and curricular differences. This study gives new insights on these language challenges related to mathematics as taught at expatriate schools, particularly in the case of Japanese.

Between Tuition Fees and Trainee Allowances: Financing of Schools in the German Health Care System

Schools in the health sector play a significant role in the structure of the German education system. In addition to public schools, there are numerous schools, either substitute or supplementary, in the private sector. Many schools are directly attached to a hospital, in contrast to others operating financially independently having cooperation agreements with corresponding facilities for practical training. This article explains the differences between public, substitute and supplementary schools in the health care sector, with particular emphasis on their financing. It also shows the impact of the integration of a school at a hospital. The information regarding the types of schools was generated through expert interviews and by reviewing current laws. A schematic illustration is intended to promote further understanding of school financing in the health care sector, thus contributing to more transparency. The legal framework conditions for the professions of physiotherapy, occupational therapy and speech therapy are elaborated, as well as basic German Law forming the legal basis for the Hospital Financing Act (KHG). The financing of public schools is regulated by law and is carried by the respective state or municipality. This also applies to public schools in the health care sector. Uniform regulations are also applicable to replacement and supplementary schools falling under the KHG. Trainees receive a salary if their schools cooperate with hospitals with which corresponding funding agreements are in place. However, private schools not affiliated with the KHG training fund must rely on alternative sources of funding, ultimately leading to the necessity to charge tuition fees. Different federal/state-specific regulations contributing to the financing of health care education is often unclear and incomprehensible. Due to current laws, tuition-free education cannot be guaranteed in every federal state or at every school. It remains to be seen if or to what extent changes will take place leading to uniform, transparent and comprehensible financing of the training landscape in the health professions in the German education system.

Teacher Collaboration for Student-Centered Project-Based Curriculum Development in the Supplementary School: What Do Teachers Need?

ABSTRACT This study explores what teachers need to collaboratively create student-centered, project-based learning (PBL) curriculum for learners in a congregational school. Participatory action research methods including GLA/GLU (group-level assessment/group-level understanding) were used to inform the outcomes of this study. Analysis of the data suggests four areas of focus: time (structured time for planning, sharing, and reflection); content studies (curriculum study and core content topics); technology-building skills; and continued PBL methodology. The findings of this study suggest a growth mindset for teachers empowering them to create robust, authentic, relational curriculum with positive outcomes for both them and their learners.

How Turkish supplementary schools in the UK boost vocabulary in bilingual children (ages 4–8)

ABSTRACT This study investigates the heritage language development of Turkish-English bilingual children in the UK, focusing on the effects of Turkish supplementary schools and home language environments. A mixed-methods approach was used to compare 4–8-year-old children attending Turkish supplementary schools with those who do not, using vocabulary and narrative tasks and questionnaires. Participants included children from Turkish supplementary schools (attendees, n = 19) and Turkish communities (non-attendees, n = 22) in Doncaster, London, Manchester, Nottingham and York, along with their parents (n = 39). Data were collected in two phases. Initial results indicated that attendees underperformed in Turkish vocabulary production and comprehension, as well as narrative skills, compared to non-attendees, although their English proficiency was comparable. Cross-sectional analysis showed significant lexical growth for both groups from time 1 (t1) to time 2 (t2). Despite these gains, attendees continued to lag in Turkish language knowledge. Attendance at supplementary schools did not significantly affect English vocabulary knowledge. The underperformance of attendees in Turkish language tasks is attributed to greater Turkish exposure and use at home among non-attendees. These findings highlight the critical role of home language practice in bilingual development, suggesting that future studies should consider home language use in their assessments.

TEACHERS’ PERCEIVED INFLUENCE OF HOME-GROWN SUPPLEMENTARY FEEDING PROGRAM ON READINESS OF PRIMARY SCHOOL PUPILS’ IN OSUN STATE

ABSTRACTHome grown supplementary feeding program connotes a feeding plan designed to provide balanced diet meal for school children daily who are attending public primary school within a community. The provision of adequate nutrition aims at promotion of good health recognized as constituting the foundation of proper growth of the primary school children. This study investigated teachers’ perceived influence of home-grown supplementary feeding program on readiness of primary school pupils’ in Osun State. The objectives of the study were to: (i) examine if teachers perceived home-grown supplementary school feeding programme as influencing pupils’ enrolment and (ii) pupils comportment in Osun State. The descriptive research design of survey type was adopted for the study. The population of this study consists of the head teachers and teachers in Osun State. Multi-stage sampling techniques consisting of purposive, proportionate and simple random sampling techniques was used to select a sample size of 454 respondents. A researcher-designed validated questionnaire was used for data collection. A reliability coefficient (r) of 0.78 was obtained through split-half method. Data collection was conducted by researcher and research assistants. Inferential statistic of Ch-square (x2) was used to analyzed the formulated null hypotheses at 0.05 alpha level using Statistical Package for Social Science (SPSS) version 23.0. The findings of the study were that: teachers significantly perceived home-grown supplementary school feeding programme as influencing pupil’s enrolment in Osun State. (cal. x2 value = 794.90 crit. x2 value = 16.92, df = 9 @ = 0.05) and ; teachers significantly perceived home-grown supplementary school feeding programme as influencing pupils’ comportment in Osun State. (cal. x2 value = 256.89 crit. x2 value = 16.92, df = 9 @ = 0.05). The study concluded that teachers perceived home-grown supplementary feeding programe to promote pupils enrolment and class composure in Osun State. The researcher recommended that free varieties of food should be provided for pupil’s in school to encourage more enrolment and improve the attention span of the pupils in school.Keywords: teachers; perceived-influence; home-grown; readiness; pupils

Transnational juku: Japanese shadow education institutions in Hong Kong, Beijing, and Shanghai

Japan has a longstanding history of shadow education, which has evolved, transformed, and extended beyond its borders. Japanese shadow education institutions, known as juku, have expanded worldwide, including in Asia, the US, and Europe, offering offline and online tutoring services mainly for Japanese expatriates. This study examines the role and features of juku, specifically in Beijing, Hong Kong, and Shanghai. It identifies 20 different juku, analyzes their types, and explains a different type of juku, the “Japanese cultural supplementary school,” that caters to expatriate parents aiming to nurture Japanese culture and traditions in their children. Although the Japanese juku phenomenon has previously attracted the attention of scholars, there is a gap in the literature when it comes to transnational juku and its operation outside Japan. This paper contributes to informing scholars, policymakers, and the public on the transnational movement of shadow education as a global phenomenon.

Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools

This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially those of primary school pupils. This study aims to comprehensively understand the student-teacher dynamic by exploring both the academic and the affective side of the relationship from the perspective of the children. While prior research mainly focuses on secondary school students and mainly uses quantitative data, this qualitative study delves into the primary school context. Minoritized pupils, who attend supplementary schools in addition to their mainstream schools, provide a unique opportunity to examine student-teacher relationships across varied educational settings. Through 13 open ended in-depth interviews with a total of 29 pupils aged 9 to 12 attending both types of schools, the study uncovers which aspects of their student-teacher relationships the pupils perceive as supportive, in each setting. The findings reveal both shared and distinct experiences within different contexts, shedding light on the intricate interplay of expectations, teacher attitudes, and relationships. By investigating affective and academic dimensions of the student-teacher relationship from the experience of minoritized pupils, this paper adds to our understanding of the student teacher relationship. The insights emphasize the need to support the diverse needs of minoritized pupils in complex educational environments, offering recommendations for policymakers and suggesting future research directions.

Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden

Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden

Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium

ABSTRACT This paper investigates the role of supplementary schools as grassroots educational initiatives whose reach extend beyond individual educational trajectories for minoritized youth. We examine how these schools serve as community forces, emphasizing the importance of resources and relationships. Drawing on the theoretical frameworks of funds of knowledge and community cultural wealth, we explore how supplementary schools strategically make accessible community resources that benefit all members. Through in-depth interviews with twelve supplementary school leaders, in Flanders, we discuss the diverse array of resources present within these spaces. We highlight the investment in bonding relations, making resources available to community members, while also revealing a strong focus on building bridging ties across ethnic minorities and toward broader society. These insights contribute to our understanding of supplementary schools as pivotal places that strengthen and empower minoritized communities within the context of structural inequality.

What hinders and what motivates parents’ engagement in school?

In this paper we discuss what hinders and what promotes parental involvement in regular school, on account of the supplementary school which children attend alongside their regular school education. The main study lasted from autumn term 2002 to spring term 2004. A home-school mediation project was established in an urban school in Sweden to promote parental involvement. Here we will present the part of the study which is concerned with supplementary schools. The questions to be discussed in this paper are: is there a mutual distrust between parents and school, what motivates the parents to be engaged in supplementary schools and what hinders them from directing their engagement to the regular school? First we discuss trust and distrust between parents and teachers, secondly, on account of the answer to the question addressed, we try to understand why the parents put their energy and hope to supplementary schools.

Maktab education: a community imperative and the making of Muslim ambassadors

ABSTRACT Contemporary discourse on Muslims and Islam has included a reassessment of traditional educational institutions; makātib and madāris. Hitherto, understanding insider aspirations and anxieties appear to be rare. To this end, the perspectives of Muslim female teachers in makātib (supplementary schools for Muslims, sometimes known as ‘mosque schools’) in England were surveyed. This original article attends to their views regarding the aims of this educational provision. Bourdieu’s theory of social reproduction is used to rationalise their perspectives. The findings reveal their professional aspirations and suggestions to better the learning processes. They expose a changing phenomenon. Furthermore, through their services, they challenge stereotyped assumptions about makātib and their functions. The data de-mystifies the visions they hold for Muslim children and the wider society.

“That’s not Arabic, ya ḥabībi, it’s Libyan!”: Negotiating language boundaries, hierarchies, and policies in Arabic supplementary schools

This paper examines language use and policies in Arabic supplementary schools in the UK to explore how language teachers and learners negotiate and renegotiate sociolinguistic hierarchies and boundaries between language varieties. It draws on long-term ethnographic research in three Arabic supplementary schools in Manchester, with a particular focus on one case study school. Classroom participation and observation, informal interviews, and linguistic landscapes (offline and online) offer insights into language practices and reported practices, revealing discrepancies between language policy and actual language use. The article demonstrates how language beliefs and ideologies held at wider global scales play out locally, shaping imagined hierarchies of language resources in the diverse urban diaspora setting. It shows how in the supplementary school, staff and pupils redefine the status and relevance of “Arabic” versus English. Furthermore, the paper discusses the tensions between fuṣḥā and non-standardized varieties that are at the center of decision-making processes relating to target language and language of instruction in the classroom. This article argues that language policies are to be understood as emerging and operating within wider “interactional regimes,” encompassing declared and practiced policies, actors’ dynamic understandings of their language resources, and local and translocal language ideologies.

Mathematics in a Japanese overseas school: Connecting classroom study and curriculum

The aim of this paper is to investigate how the contents related to the arithmetic of fractions, as described in the official curriculum issued by the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT), are implemented in actual teaching at the so-called Japanese supplementary school in Denmark. Additionally, at a methodological level, this case study demonstrates how so-called praxeological reference models can be developed at different levels of detail to describe classroom teaching at a particular grade level and the overall curriculum of primary school in a connected way. This study is based on the notions of praxeological reference models and moments of didactic processes from the Anthropological Theory of the Didactic. The findings reveal that (1) not much time is allocated to each moment and (2) the flow of gradually building up techniques, as intended by the textbook authors is to some extent disrupted in the lesson.

Reviewing the Factors Affecting PISA Reading Skills by Using Random Forest and MARS Methods

The research aims to determine the factors affecting PISA 2018 reading skills using Random Forest and MARS methods and to compare their prediction abilities. This study used the information from 5713 students, 2838 (49.7%) male and 2875 (50.3%) female in the PISA 2018 Turkey. The analysis shows the MARS method performed better than the Random Forest method. The most significant factor affecting reading skills in Turkey is “the number of books in the house” in both methods. The variables the MARS method finds significant are “students' perception of difficulty, motivation for reading skills, father’s educational status, reading pleasure, bullying experience of the student, mother's educational status, attitude towards school, classical artifacts at home, supplementary school books at home, competition at school, competitive power, cooperation perception at school, reading frequency, self-efficacy, poetry books at home, anxiety about reading skills and teacher support.” However, the other variables had no relation to prediction. This study is expected to serve as an example of data mining application in educational research

Unpacking the functions of institutions in an emerging diaspora: Hungarian weekend schools in the UK

ABSTRACT The paper outlines the functioning of Hungarian weekend schools in the United Kingdom, which are key institutions in emerging diaspora communities. The paper interprets Hungarian weekend schools in two paradigms: it approaches them as diaspora institutions, and also as Anglo-Saxon supplementary schools. One of the paper’s main conclusions is that, in addition to the manifest functions of Hungarian weekend schools (e.g., preservation of national identity, mother-tongue education, community engagement), latent functions are also essential, such as the psychological need of belonging to a community, the support of children’s educational attitudes, the consciousness of bilingualism, the enhancement of social capital, and integration into the host community. Thus, weekend schools are not only sites for knowledge transfer, but they also provide space for the institutionalization of diaspora as cultural community-building institutions.

Teaching Mathematics at the Supplementary Schools in Lesotho: Teachers’ Perceived Benefits and Challenges

The study investigates the perceived benefits and challenges of mathematics teachers when teaching mathematics at supplementary schools in Lesotho. The participants were five teachers from a supplementary school in the Berea district. Data were collected through the use of semi-structured interviews guide. The Social Constructivism Theory was used as a lens through which data were thematically analysed. The study’s findings have revealed that the teachers at the supplementary schools are having benefits, including, content revision, reduced workloads, good results, as well as full focus and concentration in class. On the other hand, the teachers are faced with some challenges; for instance, the teachers travel too late or too early for classes; there is insufficient time for teaching, lack of resources, teachers’ high turnover, low salaries and misbehaviour amongst the students. The results have further indicated that there are more perceived challenges in teaching the supplementary classes as compared to perceived benefits.

Fear of COVID-19 and Smartphone Addiction Among Turkish Adolescents: Mitigating Role of Resilience

The objective of the present study is to examine the mediating effect of resilience on the association between fear of COVID-19 and smartphone addiction in the era of COVID-19. Participants included 508 Turkish adolescents (53.9% girls; M = 17.78 ± 1.11 years) attending high schools or supplementary schools and completed measures of fear of COVID-19, smartphone addiction, and resilience. Girls reported higher scores on fear of COVID-19 and smartphone addiction and lower scores on resilience than their peers. Findings indicated that fear of COVID-19 significantly predicted resilience and smartphone addiction. Resilience also significantly predicted smartphone addiction. Mediation analysis showed that resilience partially mediated the relationship of fear of COVID-19 with smartphone addiction. Overall, current results suggest that high levels of fear of COVID-19 fuel the development of smartphone symptoms through reduced resilience. The fear of the COVID-19-smartphone addiction association appeared to be partially explained through resilience.

Diversifying or Decolonising: How Do We Teach Black History?

ABSTRACT The teaching of Black history in England is not new. Beginning with the Supplementary School movement in the late 1960s, parents, teachers, and politicians have shaped how Black history is taught to school-aged children. However, 2020 ignited a new level of interest in how much Black history is taught in British schools and what we should be aiming for: a diversification or ‘decolonisation’ of the curriculum? The article argues that, despite this increased interest, there is still much progress to be made. Bringing experience from teaching in schools into conversation with Black and decolonial thinkers, I offer a potential way forward for the teaching of Black history, even in this fraught political landscape. By weaving Black history throughout the school curriculum, recognising the power of stories but not shying away for complex concepts such as race and empire, we can move closer to teaching the Black history that the nation's children deserve.

Students’ identity development in Greek supplementary schools in England from 1950s to 2010s

ABSTRACT This paper aims to examine how students in Greek supplementary schools in England develop their identities within a period of structural and inter-generational change in the Greek community due to the recent migration waves from Greece and Cyprus to the UK. This is undertaken with a review of sociological theories and studies around identity construction, complemented by data drawn from the quantitative and qualitative phases of the research, under the prism of critical realism philosophy. The paper examines and discusses how archetypal notions of culture and ethnicity influence pedagogic practices and students’ identity development. The findings call for a revisiting of policies, curricula and pedagogical practices in Greek supplementary education, in order to allow students to negotiate their identities within a period of extensive migration waves and a constantly changing context.

EDUCAÇÃO ALIMENTAR E NUTRICIONAL PARA ESCOLARES

OBJECTIVE: To systematize the main actions and interventions of Food and Nutrition Education for schoolchildren and describe the activities found in the national literature. METHODS: Non-systematized literature review on schoolchild feeding education, using the following criteria: articles published in national journals, theses, dissertations, and books on the subject between 2009 and 2022. RESULTS: In Brazil, food is a right provided for as promulgated in the Federal Constitution since 1988, ensuring the right to school feeding to all students in elementary school through a supplementary school feeding program to be offered by the federal, state, and municipal governments, and since February 2010, food was included among the social rights provided for in Article 6 of the Federal Constitution defined by the Organic Law of Food and Nutrition Security. However, there are still challenges facing its realization. CONCLUSION: Nutrition Education actions are important because they have benefits for the health of children and promote early food awareness. However, although it is a mandatory item in the educational curriculum to talk about healthy eating according to the guidelines of the Brazilian National Common Curricular Base (BNCC), this subject is not so deep and addressed in studies since it is difficult to select articles, because besides being mandatory in the educational curricula of schools to teach and practice healthy eating, perhaps not at the level of depth and update desired by the authors. Nutrition Education should be an integral part of the mandatory subjects, especially for students in the early stages of education, also reaching those who live with them and society in general.