School System Research Articles

Radical pragmatism in school board governance

ABSTRACT Educational outcomes for Black & brown students are the result of well-functioning school systems overwrought with top-down bureaucracy that stifle school-based leaders from generating school-based solutions. The dominant explanation is the growing power and influence of politically-driven school board members cut off from local, national, and international best practices. Previous research has centered on the power of school boards and what can be done by school board officials with more power. The article explores the impact of school boards ceding power and giving more autonomy to school-based leaders through 3 case studies conducted by David Osborne (2016). Findings indicate that the school districts making the greatest gains for Black & brown students are those that introduce innovation schools or schools that provide more autonomy in return for more accountability.

The Sinful Church and Its Need for Constant Conversion

AbstractThis article justifies and demonstrates that the church, and not only its members, is capable of sinning. It can thereby become a structure of sin and be called a sinful church. This is exemplified through the cases of the Roman Catholic Church's handling of sexual abuse and the Residential School System in Canada. This highlights that the churches, along with calling the world, societies, and all people to change where it is needed, should also be constantly self‐examining and self‐correcting.

Inclusion explored through student voices within the framework of formal teacher-student conversations

ABSTRACT A great deal of research has addressed the field of inclusive education. However, yet we know little about the phenomenon of inclusion explored though student voices. This qualitative study draws on data from a research-practice partnership in Norway, where the parties together developed a framework for the school’s formal teacher–student conversations to find out more about the students’ experiences of inclusion. As a result of inductive analysis of the voices of three students, we discovered a tension between each student’s current childlike lifeworld and a school system emphasising conformity and future academic achievement. Analysis revealed that there were several barriers to students expressing themselves during the conversations. Despite this, the students asserted their own capability and agency, guiding the subject of those conversations towards their own desires and needs. The findings suggests that teachers ought to be given the opportunity to increase their competency in what should be an ongoing process of listening to and acting upon student voices in inclusive education, potentially going so far as to become agents for change in the school system.

Profiles of Risk and Promotive Factors Associated With Aggression and Other Problem Behaviors Among Middle School Students in an Urban School System

This study’s goal was to identify patterns of risk and promotive factors across multiple social-ecological domains and their associations with adolescents’ problem behaviors (aggression, substance use, and other delinquent behaviors), victimization, and distress symptoms. Participants were a mostly African American (79%) sample of 2711 middle school students (Mage = 12.7; 52% female) in urban neighborhoods who completed measures of 13 risk and promotive factors and adjustment. Ratings were also obtained from teachers. Latent profile analysis identified four subgroups: high risk/low promotive (10% of the sample), moderate risk/low promotive (36%), low risk/low promotive (15%), and low risk/high promotive (38%). Subgroups varied in student- and teacher-reported aggression, problem behaviors, victimization, and distress. The findings indicated that risk and promotive factors tend to operate together and in distinct patterns rather than in isolation. This suggests researchers move beyond variable-centered analyses of limited sets of risk and protective factors.

A Nigerian Perspective of Continuing Education and Knowledge Economy

Adult education programmes in both developed and developing nations usually include continuing education. The relationship between the two notions is that someone requires additional information, either inside or outside of school systems, in order to remain relevant wherever one is at any given time. The information, communication, and technology era brought in a knowledge economy that should normally support continuing education, nevertheless there are still obstructions that prevent people from learning. Although these hurdles are both personal and structural, there seems be no justification for anyone to remain without information for the purpose of individual and group survival. Continuing education and knowledge economy are two concepts that have become popular in educational theory and practice but they are not combined as related concepts in literature. This is an attempt to clarify the concepts for both professional and practicing adult educators generally in African countries and particularly in Nigeria where policy documents for the practice of adult education sometimes deviate from the extant principles and theories. This paper used a conceptual analysis of terms and a systematic review of the available literature. It concludes that continuing education and the knowledge economy necessitate more access to learning that takes into account individual needs and requirements from organisations. This is as a result of the increased availability and application of knowledge in positively changing human conditions.

The local governance of Swedish schools in light of a new educational policy landscape empirical exploration and theoretical elaboration

ABSTRACT In the Nordic curriculum theory (CT) tradition, questions linked to educational change and school governance have long been a crucial research issue. However, despite several decades of decentralized school systems, local school governance has been a highly neglected field of research. Considering the changing landscape of school governance in terms of re-centralization, where the state’s aim is to take stronger control of school outcomes, the conditions for local school governance have changed. Based on results from two research projects in two Swedish municipalities, and from a neo-institutional theoretical perspective, the aim of this article is to contribute to the CT research field by exploring and theorizing on local school governance. Four management strategies that local educational authorities (LEAs) employed to manage the schools could be distinguished: local school management via i) data use, ii) the standardization and formalization of schools’ quality assurance processes and routines, iii) quality dialogues, iv) professional learning and best practices. These management strategies and activities were mostly organized, and conducted within the scope of the LEAs’ quality assurance systems and were primarily built on normative and cultural – cognitive elements. A way to conceptualize this form of governance is through the concept of ‘local quality management’.

Effects of between-class ability grouping on secondary students’ academic achievement: quasi-experimental evidence from Chile

ABSTRACT This study estimates the effect of between-class ability grouping on Chilean secondary students’ academic achievement. We rely on a structural feature of the school system: A considerable number of students who complete primary school must change schools to start their secondary education. Cardinality matching was performed to account for confounding variables. Sensitivity analysis was performed to address the fact that differences in unobserved variables could bias our findings. Results show that attending a school that groups students by ability causes a reduction in the average scores obtained in 10th grade of 0.07 SD for reading and 0.08 SD for mathematics. Students matched by their observed covariates could differ in their odds of attending a school with or without ability grouping by 15% for mathematics and 10% for reading, without altering our conclusions. Disadvantaged students are the most affected, whereas best-performing students do not benefit from this policy either.

Evaluating German PISA stratification designs: a simulation study

Stratification is an important design feature of many studies using complex sampling designs and it is often used in large-scale assessment (LSA) studies, such as the Programme for International Student Assessment (PISA), for two main reasons. First, stratification variables that achieve a high between and low within strata variance can improve the efficiency of a survey design. Second, stratification allows one to, explicitly or implicitly, control for sample sizes across subpopulations. It ensures that some parts of a population are in the sample in predetermined proportions. In this study, we determine through simulation which stratification scheme is best for PISA in Germany. For this, we consider the constraints imposed by the international sampling design, the available information about schools, and specific national characteristics of the German educational system. We examine seven different stratification designs selected based on scenarios used in past LSAs in Germany and theoretical considerations for future implementations. The chosen scenarios were compared with two reference scenarios: (1) an unstratified design and (2) a synthetic optimal stratification design. The simulation study reveals that the stratification design currently applied in PISA produces satisfactory results regarding sampling precision. The present stratification design is based on Germany's federal states and school types. However, this approach leads to small strata, which has been problematic for estimating sampling variance in previous cycles. Therefore, alternative stratification scenarios were considered and, in addition to overcoming the small-strata problem, also led to smaller standard errors for estimates of student mean performance in mathematics, science, and reading. As a result of this study, we recommend considering three different stratification designs for Germany in future cycles of PISA. These recommendations aim to: (1) improve the sampling efficiency while keeping the sample size constant, (2) follow a sound methodological approach, and (3) make conservative and cautious changes while maintaining a reflection of the structure of the German federal school system with different school types. These suggestions include a reinvented stratification of grouped German federal states and designs with school types as explicit stratifiers and federal states as implicit stratifiers.

Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools

AbstractCurrently, refugee Ukrainian learners are attending German mainstream schools, leading to an even more diverse student population. Given that the German school system is committed to provide inclusive education for all, this study aims to examine how teachers address Ukrainian students learning needs by means of differentiated instruction. To this end, a qualitative study was conducted in which eight elementary school and advanced secondary school teachers were interviewed. Findings revealed that refugee Ukrainian students in German mainstream schools are taught alongside German students, but are also placed in separated classrooms. Additionally, they occasionally participate in remote learning via Zoom from Ukraine. Furthermore, teachers reported using more frequently tiered assignments or peer tutoring systems. In contrast, practices such as mastery learning or open education are seldomly implemented. Implications of the results, as well as limitations and further lines of research are discussed.

Community educational pacts in Italy: an interpretation of UNESCO’s new social contract for education?

ABSTRACT The idea of a new social contract for education, as outlined in the UNESCO (2021) report on the Futures of Education, refers to the many instances of cooperation among communities and education systems around the world. In Italy, these experiences, commonly referred to as Community Educational Pacts, have gained increasing attention in recent years and have been seen as a potential response to the challenges affecting the Italian education system. This paper examines the theoretical underpinnings of the principle of education as a common good as the political framing for the new social contract for education. It then reviews the experience of school/community alliances in Italy, based on preliminary studies carried out by the National Institute for Documentation, Innovation and Educational Research and the Forum on Inequality and Diversity. The paper ultimately discusses the extent to which these experiences can represent concrete opportunities for reimagining education and the school system grounded on the concept of education as a common good, thus providing a possible interpretation of the ‘new social contract for education’.

The academic habitus of students in the Mexican high school system

The academic habitus of students in the Mexican high school system

“Red stripe” – parents' opinions on school reports with distinction

Every year, on the day of the end of the school year, many parents upload posts on social media, proud of their children, who received a school report with distinction represented by the so-called “red stripe” (or rather, a white and red stripe). In reaction to such posts, however, one can see not only congratulations but also opinions that such loud boasting about one’s children’s success disregards the feelings and emotions of other parents and children who have received their reports without distinction.Based on an online survey conducted after the end of the 2021/2022 school year, the paper presents the answers to the following questions: What, in parents’ opinion, determines whether a child receives a report with distinction or not? According to parents, what are the most significant advantages and disadvantages of using the “red stripe” system? What do parents think about boasting about children’s “red stripes” on social media? Are they in favour or against doing away with the system of reports with distinction?The answers to the above questions often turn out surprising and depend to the greatest extent on whether the subject’s children received a school report with distinction. The research conclusions can serve as a starting point for a deeper reflection on the grading system in Polish schools.

Gather ‘round and listen close: Increasing responding to voices in children with autism

ABSTRACT We investigated the effects of a response-contingent pairing (RCP) procedure on responses to voices for preschoolers with autism spectrum disorder (ASD). The participants were 4 preschool males who attended full-day special education classes utilizing a behavior-analytic system of schooling. The participants were chosen due to (a) their low numbers of observing responses to voices during initial probe screenings for observing responses to different forms of voice stimuli, and (b) their slow rates of mastery of educational objectives in their Individualized Education Programs (IEPs). We used an iPad-based RCP voice conditioning protocol during which we taught the participants to touch a correct stimulus on a screen (a red circle) that would activate 10 s of either sung or spoken song lyrics or spoken storylines. The conditioning component involved a response-contingent pairing procedure; contingent on a correct selection response, the investigators immediately paired the voice output with preferred edibles and/or light, preferred physical contact for the entire interval. We employed a multiple probe design across participants for five observing responses to voices (OV) following the intervention. The results showed increases for all four participants’ OV responses. We explore future implications of research involving increasing preferences for voices, and discuss other potential dependent variables.

Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints

BackgroundDespite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health. AimsThis study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES). SampleThe analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system. MethodsEmploying structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education. ResultsTeacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health. ConclusionsThe results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.

Understanding School Middle-Leading Practices: Developing a Middle-Leading Practice Model

School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain their perceptions of the practices central to leading teaching and learning in their school sites. Through descriptive, exploratory, and confirmatory factor analyses, this paper reports on the reported practices of Australian MLs, and, through the analysis, a revised ML practice model is proposed. The results confirm that ML practices are orientated to the people they lead in their school site, who they support, collaborate with, and advocate for, with practising leading upwards to the school principal identified as an important ML practice.

The Impact of Teachers’ Dressing on Students’ Academic Performance: A Case Study of Junior High Schools in Kumasi, Ghana

Ghana has seen persistent agitations for education reforms due to the unsatisfactory outcome of education objectives since independence. The major reasons were no different from the latest reform that was introduced, the Junior High School (JHS) system. That was so because it was yet another review of the entire education system of the country with the view of making it responsive to current global and social challenges. One of the concerns has been whether the influx of numerous foreign dress styles among teachers in Ghanaian society has an effect on students, teachers, and quality education. The aim of this research is to assess the dressing of teachers and its impact on junior high school students’ academic performance. The research identified, discussed, and assessed the impact of teachers’ dressing on students’ performance in selected junior high schools in the Oforikrom Municipality in the Ashanti Region of Ghana. Both quantitative and qualitative research designs were used for the research. The questionnaire, observations, interviews, and focus group discussions were the instruments used in the collection of the data. A simple random and cluster area sampling method was adopted to select the respondents for the study. The accessible population for the study consisted of three hundred (300) JHS students, fifty (50) teachers, twenty (20) parents, and ten (10) education officers.A comparative analysis of four categories (students, teachers, parents, and education officers) on the impact of teachers’ dressing on students’ performance was performed. The study identified, assessed, and discussed the impact of teachers’ dressing on students’ academic performance in some selected junior high schools in the Oforikrom Municipality. Out of the hypothesis speculated before the investigation, it was established, with p-values greater than 0.05, from a paired two sample T-test analysis that there is a significant effect of teachers’ dressing on students’ performance. The study recommended that teachers should be given a dressing allowance to allow them to purchase appropriate school attire, and the government should institute a non-destructive dress code for teachers. The study will help teachers dress more appropriately and will have a significant impact on the lives of students.

LEADERSHIP STYLES OF SCHOOL HEADS AND CLASSROOM PRACTICES OF PUBLIC SECONDARY SCHOOL TEACHERS

The study determined the extent of leadership styles of school heads and the extent of classroom practices of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing the descriptive-correlation method. Validated questionnaires and a Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. Two hundred fifty (250) public secondary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the extent of leadership styles of school heads was extensive while the extent of classroom practices of public secondary school teachers was very extensive. Moreover, the overall results revealed that indicators for leadership styles of school heads have a strong positive relationship to the classroom practices of public secondary school teachers. Further, results from the regression analysis revealed the following have a strong influence on leadership styles of school heads on classroom practices of public secondary school teachers: Supportive, Participative, Achievement-Oriented, and Directive. It was recommended that school heads should manage change and develop a mechanism to improve the schools system through creative support of its manpower of teachers, staff, learners, and community. Education can be effective in an environment that is not conducive to teaching and learning. School heads conduct seminars and workshops on Different Leadership Styles to sustain high performance in managing and leading the school. KEYWORDS: Leadership style of school heads, classroom practices

Integration of artificial intelligence by the Central Board of Secondary Education in India: towards innovative teaching and learning practices

ABSTRACT The rapid advent of artificial intelligence (AI) is influencing education systems at all levels. Understanding the wide-ranging potential implications of AI, the Indian Central Board of Secondary Education (CBSE) has produced an AI integration manual consisting of details, strategies and approaches to successfully integrate AI in teaching and learning processes in its affiliated schools. Using thematic analysis, this study attempts to explore the promises and potentialities of AI in K–12 education with reference to the initiatives taken by the CBSE in its school system. Results show that the CBSE has taken two-fold initiatives to integrate AI in its school curricula. The first is to introduce AI as an independent subject of study, and the second is to integrate AI as a parallel pedagogical approach to instruct other multidisciplinary school subjects and vice versa. Finally, the study makes some concluding remarks regarding innovative AI incorporation in K–12 education.

The effects of a newcomer program on the academic achievement of English Learners

AbstractSchool districts serving newcomer English Learners (ELs) generally offer short‐term intensive English programs designed to teach foundational language skills and guide students’ integration into the U.S. school system. Despite the growing popularity of newcomer programs, however, there is limited rigorous evidence of their efficacy. In this paper, we present evidence on the causal effect of an intensive English program on the academic achievement of newcomer EL students. Access to the program is determined by a test score cutoff which we leverage to employ a regression discontinuity design. On average, students who are eligible for the program in elementary grades experience a boost in their academic achievement for up to 3 years following initial eligibility. Conversely, newcomer EL students who are marginally eligible for intensive English language instruction in middle school grades see a decline in achievement that tends to exacerbate over time.

Assessment Methods and their Effectiveness in Evaluating Physical Fitness in School Settings

Forming a vital contribution to the development of health conditions for individuals during school years, physical fitness tests and interventions in school environments are among such aspects. This general research article focuses on physical fitness assessment and brings together a humongous literature base. As sample of the study varied cohort from different contributors: from different schools, students , teachers and administrators. By means of stratified random sampling. The study begins with a baseline evaluation of fitness in the participants using both standardized tests recommended by Williams & Lacy, as well as self-report surveys derived from Vanhees et al This preliminary phase acts exactly like how much physically active that samples are currently at this point during their lifetime. This study provides an overall view of the physical fitness tests and interventions that have been conducted in various school systems. To establish the pre and post-intervention performances of cardiovascular endurance, muscular strength flexibility as well body composition were measured using standardized fitness tests. Application of appropriate interventions led to significant improvements in various components of fitness. In addition, self-reported physical activity questionnaires and wearable activity tracker data offer insight into behavioral changes among participants observed via frequency duration and intensity levels. Collectively, the findings discussed above provide insight into assessment measures which promote physical fitness in students and puts light on implications for teachers, school administrators as well as research community.