School System Research Articles

Neuro-Architectural Design of an Inclusive School Complex: A Response to the Needs of Autistic Children in Ngaoundere

In Cameroon, although efforts have been made to improve access to education, children with autism spectrum disorders (ASD) often remain excluded from the traditional school system, particularly in the northern regions where access to specialized infrastructure is limited. This article presents the results of a study on the design of a school complex adapted to autistic children in Ngaoundere, incorporating the principles of neuro-architecture. The survey conducted with specialists, parents, and educators provided crucial insights to create an inclusive and calming educational environment that meets the sensory and cognitive needs of the children. The site analysis in the Adamawa region, considering climatic and geographical constraints, confirmed the relevance of the location. The architectural design, focused on diverse spaces such as classrooms, sensory withdrawal zones, and common areas promoting inclusion, not only enhances the social integration of autistic children but also raises awareness in the community about the importance of their education. This project, rooted in an ecological and cultural approach, represents a sustainable and innovative initiative for Cameroon’s education system.

Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts

AbstractWhile scholars and public figures have positioned the COVID-19 pandemic as an opportunity for school reform, the response to this potential for change by teachers remains underexplored. In turn, we attend to the following research question: how do teachers at project-based learning high schools conceptualize the changes to education that have occurred in response to the COVID-19 pandemic? In analyzing temporally dispersed interviews with eight teachers from four different schools in the United States between 2020 and 2022, we found that participants recognized changes in the pedagogies, curricula, assessments, and structures in their school systems. In particular, teachers conceptualized these educational shifts through the lenses of technological change, a push for student-centered practices, and an embrace of real world applications of learning. However, they also described a reversal of these changes once in person schooling returned, illustrating an inability of the pandemic to affect the “grammar of schools” (Tyack & Tobin, 1994).

Analysis of the Conceptualization of Quality in Spanish Educational Legislation

<p style="text-align:justify">Since the 1990s, there has been a global trend in the search for quality in school systems that have materialized in the educational policies of the most developed countries. This article analyzes the treatment given to the concept of quality in the educational reforms approved in the last fifty years in Spain. The objectives of this study were: (a) to analyze the presence and recurrence of the term ‘quality’ in each of the laws and (b) to identify the factors associated with quality in these laws. To respond to these objectives, a bibliographic study was carried out using a content analysis approach to the texts of the different laws, as well as a review of the existing literature on the subject in question. It was, therefore, an eminently qualitative research approach. Among the findings found, it is worth highlighting the high presence of the term ‘quality’ in the legislative texts analyzed since the beginning of the new millennium, as well as a continuity in the educational reforms of evaluation policies of the educational system in coherence with the demands produced by supranational organizations at a global level.</p>

Sociálny pedagóg ako člen multidisciplinárneho tímu v postpandemickej situácii na Slovensku

In light of the post-pandemic situation in education, adopting a transdisciplinary and multidisciplinary approach is vital. Social pedagogy encompasses a range of strategies and practices that can compensate, support, innovate, and provide services that align with the current needs of individuals, communities and the global challenges facing humanity. Social educators have become members of support teams, whether at the school level, educational and counseling institutions or local governments. These teams require multidisciplinary, interdepartmental or transnational collaboration. This paper presents the current post-pandemic situation in Slovakia and offers an overview of the latest development in social pedagogue education. Also, it describes the current process of standardising the social pedagogue profession and the functions of multidisciplinary teams in the school and counselling system.

Book Review: Shadow Education in the Middle East

Since the 1990s, private supplementary tutoring has become increasingly prevalent across the globe. Such form of tutoring is often referred to as ‘shadow education’ because it ‘mimics schooling’ (p. 4). As such, ‘as the curriculum changes in the schools, so it changes in the shadow; and as the school systems expand, so do shadow systems’ (p. 4). This has inspired numerous scholars to explore its contributing factors and their implications for education policymaking, social mobility, and equity. Shadow Education in the Middle East: Private supplementary tutoring and its policy implications, co-authored by Mark Bray and Anas Hajar, is the latest addition the study of shadow education as a global phenomenon. It builds on Mark Bray and others’ existing works on mapping the global landscape of shadow education, including post-Soviet states (Silova et al., 2006), the Mediterranean (Bray et al., 2013), East Asia (Zhang and Yamato, 2018), South Asia (Joshi, 2021), and Africa (Bray, 2021).

Leadership Styles of Headteachers, Teacher Commitment and Academic Performance within Ejisu Municipality

This was a survey study aimed at finding out the relationship between leadership styles, teacher commitment, and academic performance within the Ejisu Municipality. The researchers selected 50 headteachers purposively and 210 teachers, using the sample size calculator by Raosoft. A set of closed-ended questionnaires was used, and this comprised 67 items for the respondents. The data was analyzed, using descriptive statistics, t-tests, and correlation analysis. The study discovered, among other things, that leadership styles such as democratic, transactional, autocratic, situational, and laissez-faire significantly influenced teacher commitment in the schools selected for the study. However, laissez-faire leadership style had a negative influence on teacher commitment. It was also revealed that democratic and transactional leadership styles had a positive effect on academic performance and it was statistically significant. The study, therefore, recommended that the Municipal Education Directorate should organise seminars on leadership styles, teacher commitment, and academic performance for headteachers, their assistants, and all heads of department so they to know not only the influence these leadership styles have on teacher commitment, and academic performance but also the positive relationships between these concepts in the management of any school system in terms of positive academic performance.

What is inclusion? Children perspective on education at primary schools in rural Afghanistan

Inclusive education remains a distant goal in Afghanistan threatened by issues of discrimination based on gender, disability, ethnicity, cultural beliefs and socioeconomic status. To promote more inclusive practices, we conducted 120 participatory workshops in three rounds, including 1187 volunteer children aged 9 to 12 years old from grades three, four and five in 40 primary rural schools of Badakhshan, Ghazni and Takhar provinces of Afghanistan between 2018 and 2021. Children described inclusion as the combination of allowing all children to access school and to effectively learn. Children were able to meaningfully define the state of education while articulating coherently what motivates them, their teachers, and parents and what actions need to be taken to improve the whole school system. In a political context limiting girls’ education, children voiced their need for a school environment that is enriching, supportive and adapted to their needs and expectations to keep motivated and engaged.

From reflective practice to communicative interaction: a case study on the use of blogs by student teachers

Abstract This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.

Comparing the roles of secondary schools and universities in the formation of British cabinet ministers, 1922–2022

AbstractThe role played by the education system in the creation and reproduction of governing elites, and its countervailing potential to create a more meritocratic and egalitarian society, has been a topic of enduring concern. However, these debates have been rendered opaque by an inability to directly compare elite formation systems both within and between countries. To resolve this problem, we employ elite formation quantitative indices to compare the roles of the secondary school and higher education systems, of the United Kingdom of Great Britain and Northern Ireland, in the formation of its political elite—cabinet ministers—between 1922 and 2022. Our findings show that the universities educating cabinet ministers have been more elite and influential than the secondary schools, but not more exclusive. Additionally, while only a small number of universities and schools supplied more than one cabinet minister over the century, a very small number of universities and schools supplied a great many.

“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners

ABSTRACTThis paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from asset‐ and deficit‐based perspectives and the barriers that they identified that undermine MLLs' science learning. Then, we analyzed the extent to which the teachers' participation in the PL shifted their framing of MLLs and fostered their sense of agency to challenge the barriers faced by MLLs. We found that teachers shifted toward more asset‐based views of students' existing language resources and deepened their sense of agency to employ scaffolds that engage these resources in their own instructional practice. However, teachers continued to surface barriers in their organizational contexts, including the emphasis placed on standardized language assessments and the misalignment between English language instruction and science learning. Our analysis shows that the PL did not adequately support teachers in navigating these particular institutional barriers. Based on our analysis, we argue that teachers and science education researchers should expand their focus beyond teachers’ instructional practices and work together to remove barriers for MLLs in the larger organizational systems of schooling.

Fifty years of teacher education in South Africa: towards systematic learning and social transformation

ABSTRACT The article tracks key moments in teacher education policy and curriculum in South Africa from the 1970s to the present day. Political and social features of education in each decade are outlined, from a racialised and fragmented system of teacher education, to the imagining of alternatives, and the imperative for educational transformation. The article pays special attention to the role of teacher education in a national agenda of social reconstruction within the goals of the 1996 Constitution of South Africa, to establish a post-apartheid society based on democratic values, social justice and fundamental human rights. Drawing on a conception of teaching as organising systematic learning, we track ways in which changes in teacher education policy have enabled or restricted opportunities for systematic learning for students in different social contexts, and towards advancing equity. We argue that insights from strong theoretical frameworks create conditions of possibility for student teachers to analyse and interrogate their observations and experiences within the existing schooling system. In so doing, they potentially become agents of transformation, as they imagine practical possibilities for improving teaching in and beyond their immediate school and contextual realities. At the same time, we note the limitation of too narrow a focus on systematised knowledge, without sufficient attention to the life histories and aspirations of student teachers themselves. We suggest that a crucial way forward is to consider how personal development, teacher knowledges and classroom experiences and interactions work symbiotically to support student teachers’ pedagogic learning, even against the enduring challenges of severe inequalities in South Africa. This requires attention to how knowledge informs teaching, how curricula can support the process of learning to teach, and how systematic learning can be nurtured in the pursuit of social transformation.

The journey of young scientists in Brazil: challenges and perspectives.

As a young scientist in Brazil, my journey began with a modest education in a public school system that often lacked the resources needed to provide students with comprehensive support. However, with persistence and determination, I successfully gained admission to the University of São Paulo, a prestigious institution and one of the top universities in Latin America. My research focuses on the relationship between the nervous and immune systems in psychosis, a topic I am deeply passionate about. In this piece, I will discuss the systemic issues within the Brazilian education and research systems and delve deeper into my own challenges and achievements as a young scientist in Brazil, sharing insights that can inspire others in similar situations.

Perceptions and perspectives of Australian school leaders on the integration of artificial intelligence in schools

ABSTRACT The integration of AI in education has the potential to significantly transform teaching and learning. However, the successful adoption of AI is heavily reliant on the actions and perspectives of school leaders. As schools increasingly incorporate AI into their classrooms, it is essential to understand how education leaders perceive this technology and the factors that influence their decision-making around its implementation. This study explores the ‘attitudes, beliefs, and concerns’ of Australian school leaders regarding AI integration and implementation. Drawing on qualitative data from 11 interviews with school leaders, this paper highlights the challenges and opportunities of using AI. The findings provide insights into how education leaders can effectively integrate this emerging technology into school systems.

Positions on sexuality education in a Chilean school: a collaborative ethnography from a partial perspective

ABSTRACT The present study analyzes how an educational community in the Valparaiso Region of Chile produces knowledge and forms of understanding sexuality education from its multiple positions. Addressing the ethical dimensions of sexuality education is crucial to understanding how it is conceptualised and implemented in diverse educational contexts. A qualitative methodology was used, employing a collaborative ethnography design that included teachers, students, parents, and legal guardians. The results reveal that although the positions on sexuality education appear similar, they differ significantly in how they are operationalised into visible and intervenable problems. Moreover, these findings highlight the existing controversies among all involved actors. These differences, conceptualised as ethics of sexuality, are discussed, and their implications for the Chilean school system are analysed.

Challenges to School Success Among Children in U.S. Military Families.

More than 90% of children in military families attend civilian schools that may lack understanding of the unique experiences and stressors of military life. School success in children of military families has important implications on future academic achievement, health outcomes, and military groups; yet there has not been an examination of challenges of school success among children of military families in the United States using nationally representative data. Data captured in the 2021-2022 National Survey of Children's Health, limited to children aged 6 to 17 years, were used to examine the association between child's caregiver military status and challenges of school success: lack of school engagement measured through caring about school and completing schoolwork, school absenteeism, and grade repetition (n = 60,599). Weighted to be nationally representative, bivariate analyses used chi-squared tests to examine estimates between selected variables and caregiver military status. Multivariable regression analyses were used to examine the association between caregiver military status and challenges of school success measures. In both unadjusted and adjusted analyses, we found that children of military families were more likely to not be engaged in school (adjusted odds ratios 1.35; 95% CI 1.19-1.53) and more likely to repeat a grade (adjusted odds ratios 1.33; 95% CI 1.09-1.64) than their civilian counterparts. There were no statistically significant differences in school absenteeism between children of military families and of civilian families. This study extends beyond previous research findings that have focused primarily on academic achievement by including school engagement, attendance, and grade repetition for a more holistic and complete understanding of school success of children in military families. Our findings can be informational for school systems and policymakers to create educational and connective interventions for children in military families to improve school success.

CIÊNCIA CIDADÃ E O ENSINO DE CIÊNCIAS: REFLEXÕES PARA BOAS PRÁTICAS A PARTIR DE UM CURSO DE FORMAÇÃO.

Scientific Literacy (SL) aims to develop students' and teachers' knowledge of Science and Technology for civic education. In this sense, numerous teaching approaches have emerged seeking to promote SL aspects in the classroom. Citizen Science (CS) is an emerging approach involving the school community in research problems, allowing students to engage in scientific practices through experimental protocols. Thus, this study aimed to identify and analyze, using Social Representations Theory (SRT), the representations of a group of teachers from the Paraná State public school system participating in a CS training course, focusing on their role in CS practices and reflecting on training for good CS practices. We used a questionnaire with the Free Word Association Technique (FWAT) to identify SR, inducing terms related to 3 axes: Scientific Knowledge, Citizen Science, and Science Teaching through Protocols. The group's evocations were analyzed using Bardin's content analysis, and organized into categories and subcategories. In the Scientific Knowledge axis, there is a predominance of generalist representations; for the Citizen Science axis, representations focus on participation, but more general notions still prevail; and in the Science Teaching through the Citizen Science axis, teachers present representations of a technical and pragmatic protocol. Therefore, we understand that for more meaningful training, it is necessary to involve teachers in building practices, allowing greater participation and engagement in CC concepts.

Vastasaapuneiden oppilaiden tiedonalakohtaisten lukutaitojen arviointi: Kielididaktinen näkökulma oppimisen tukeen

The purpose of preparatory education is to familiarise newly arrived pupils with the language of instruction and the school system so that they achieve the skills needed in attending basic education. In this paper, we introduce and examine an assessment tool, “Valu”, designed to assess newly arrived pupils’ disciplinary literacy skills in Finnish in this critical phase. We analyse assessment data and our observations from the first piloting round of the tool, to gain understanding about how primary school pupils’ literacy can be assessed in Finnish language and literature, and mathematics, and about the support the pupils need in completing the tasks. Our findings highlight the importance of teachers’ interactionist support, even though the pupils show signs of learning how to utilise the interventionist support within the Valu tool. Newly arrived pupils studying Finnish language and literature, and mathematics can be supported by recognising what kind of support they need and where.

Evaluating the Effectiveness of AI-Powered Adaptive Learning Systems in Secondary Schools

The main aim of this research was to evaluate the effects of an AI-based adaptive learning system in increasing the learners' accomplishment in Saudi Arabian secondary schools. To ensure authenticity of the research, the study employed a quasi-experimental approach in which two schools and 40 students were employed to assess the impact of the adaptive learning intervention on the students' learning, engagement and attitudes. The findings showed that the use of the AI system improved students' performance, especially in terms of low performers and student satisfaction. However, at the same time, the study highlighted the problems associated with technological enhancement, the teachers' readiness, and the students' information technology literacy that have to be addressed to enhance the efficient and equitable use of such technologies in learning. This study can benefit Saudi Arabian policymakers and educators by enabling them to optimize the application of AI-based adaptive learning for the improvement of the educational system.

Teachers’ noticing in inclusive and special school systems: the same or different?

ABSTRACT The quality of teachers’ noticing in the inclusive classroom is supposed to depend on teachers’ expertise. As part of professional development in video clubs, we compared Austrian and Swiss teachers’ noticing of inclusive teaching. While, in Austria, teachers worked in an inclusive setting, in Switzerland the participating school ran special educational needs (SEN) classes. This led to the interesting question of whether there were differences in teachers’ noticing between the two forms of special needs education. We conducted a video club with mainstream and SEN teachers four times locally and twice cross-nationally. A qualitative content analysis was carried out and the frequencies of categories were compared quantitatively between the groups and over time. Overall, the two groups did not differ in their noticing, which is somewhat surprising but can be explained by their generally high level of expertise in relation to heterogeneous teaching. Lesson content was the only significant category where teachers in inclusive classrooms showed higher frequencies of noticing. It appears that teachers with experience in either setting were able to assess meaningful heterogeneous teaching, but that opportunities for development of inclusive teaching practices are not yet being used fully.

Parent Involvement in Post-School Transition Services for Senior High School Students With Intellectual Disabilities.

Parents play a key role in the transition process of their children. After high school students with intellectual disabilities leave the school system, they need the cooperation of schools and families to ensure successful employment and independent living. A case study was conducted in a Taiwanese high school special education class, collecting data from 12 participants through interviews, documents and diaries. The results showed that active parental involvement in transition activities, strong parent-teacher partnerships, understanding of students' strengths and support from social resources were key to successful transitions. This study explored the effectiveness and difficulties of parents' participation in the post-school transition of students with intellectual disabilities from the perspectives of teachers, parents and students. Finally, it proposed the need to be the child's significant other, early participation in transition planning and joint involvement of parents and their children.