Type Of School Research Articles

Impact of natural disasters on educational attainment in India: a panel data analysis

Natural disasters are known to adversely affect welfare, especially education. This can lead to a loss in human capital, reducing future growth and development. We use data from two of the latest rounds of the India Human Development Survey (IHDS) and employ a panel difference in difference regression model with continuous treatment fixed effects at the individual level. This allows us to examine the impact of natural disasters on education outcomes between 2004-05 and 2011-12 at the individual level. Our estimates improve upon all earlier studies on this theme that have relied on cross-section or pseudo-panel data at the district level. We provide first estimates of the impact of natural disasters on educational attainment disaggregated by social (including caste, religion, and gender) and economic groups (consumption quintiles). Natural disasters significantly and negatively affected education for women and three Consumption Quintiles (including those below poverty), Other Backward Castes, Scheduled Castes, Muslims, and other Minorities. We also find that the number of household assets, the number of children in the household, school fees, school type, Confidence intensity, health insurance, and life insurance influence educational years. Our results have significant implications in the context of quality education (SDG 4), gender equality (SDG 5), reduced inequalities (SDG 10), and climate change (SDG 13). The study evaluates the impact of the rising incidence of climate extremes vis-a-vis natural disasters as external shocks on educational outcomes. Educational attainment is directly linked to earnings and is well-established in the literature. We thus believe the negative impact of natural disasters on educational attainment, especially for the marginalized, may have long-term disruptive effects beyond immediate losses and may last through generations.

Characteristics of higher education students who reported sexual violence: a Nigerian national study

BackgroundSexual violence among higher education students is a global public health problem. Identifying the characteristics of students who report victimization can serve as basis for programmes that target vulnerable students.MethodsThe study was conducted among 30,114 Nigerian higher education students. They were selected from 18 institutions comprising universities, polytechnics, and colleges of education. The purpose of the study was to assess the characteristics of students who reported sexual violence (rape, attempted rape and sexual harassment) and to determine the association between reporting and their characteristics.ResultsOur findings showed that 37% of the students reported experiencing sexual violence. Regression analysis showed that the odds of reporting among female students were two times greater than that of the male students (CI = 1.58–1.78; P < 0.001). The students who were traditionalists (aOR = 2.65, p < 0.001) or from other religious groups (aOR = 3.28, p < 0.001) had higher odds of reporting than those who were Christians. All the age groups represented in the study had significantly higher odds of reporting except those between 25 and 29 years (aOR = 1.03; p = 0.616). Non-final year students had significantly 7% lower odds of reporting (p = 0.037) than the first-year students. The students in the arts and humanities-related programmes significantly had higher odds of reporting than those in the science-related programs (aOR = 1.08; p = 0043). In addition, polytechnic and colleges of education students were two times more likely to report sexual violence than university students (p < 0.001). Also, the students from other regions were two times more likely to report sexual violence than those from Southwest region.ConclusionThe study concluded that sexual violence reporting by higher education students differ by their types of schools, sex, religion, level of education and geographical location.

Functional integration and utilization of technologies in school education with reference to regional disparity in India

Technology has brought about a radical change in the field of education. Today education has been made simple and accessible to all without any economic, geographical, or psychological barriers. Due to the falling learning outcomes of Indian students over the past few decades (Annual Status of Education Report, 2023), technology was added to the field of education with great hope. The central government has provided equal facilities to every school in the country through the Sarva Shiksha Abhiyaan (2001), Right to Education (2009) to Samagra Shiksha Scheme (SSS 2018). Therefore, quality education can be provided to the students as per their need and students should have access to quality education without any barriers. However, the presented research has brought about on the basis of data from the (UDISE +) Unified District Information System for Education data (2021–22) that regional differences were found in the availability of computers and computer-related facilities and functional availability of Information & Communication Technologies’ facilities in all the states of India. Along with this, differences in computers and Integrated teaching Learning Devices were also found on the basis of the type of schools across different management and across the states in India.

Classroom to Clinic: Universities Need to Support The Next Generation of Clinical Academics

The General Medical Council’s current version of Outcomes for Doctors sets out three key areas of expertise for tomorrow’s doctors: professional values &amp; behaviours, professional skills, and professional knowledge. (1) Each of these competencies further develops into numerous core skills every student should attain at medical school. While the learning outcomes set under Clinical Research &amp; Scholarship (part of Outcome 3: Professional Knowledge) could usually be attained through numerous instances across a typical medical school curriculum, opportunities to put research skills into practice have remained relatively competitive and scarce. This represents an emerging challenge across the career spectrum, particularly in the UK as the Medical Schools Council warns that the NHS Long Term Workforce Plan 2031-32 could be jeopardised if the number of clinical academics is not maintained.(2) Facilitated by the impacts of an aging workforce alongside years of underinvestment – NHS trusts and medical schools need to work quickly to address barriers in training and retaining the next generation of clinical academics.(3) Clinical Academics are the foundation of the future of medical schools. However, much more must be done to introduce, facilitate, and encourage medical students to consider the option of training as a clinical academic. Investing in opportunities for medical students to get involved in research and teaching early on in their medical career, could be a solution not just to tackle this future workforce challenge but also to offer better career prospects. This is supported by evidence from research on matched-cohort studies conducted in Australia &amp; New Zealand demonstrating an encouraging statistic independent of academic confounding variables. (4,5) Medical students who published research in medical student journals were significantly more likely to be associated with higher degree attainment, PubMed® indexed publications and in some cases, more likely to enter surgical training or their chosen specialty. However, getting involved in clinical research as a medical student remains challenging. Lack of opportunities, competitive funding calls, and fewer supervisors willing to take on the burden of training students are only some of the many barriers students currently face in getting involved. Recent results from a survey by the University of Glasgow’s Medical School demonstrated reassuring enthusiasm for a career in clinical research/teaching among a small sample size of 55 students. Commenting on these findings, Professor Iain McInnes, Head of the College of Medical, Veterinary and Life Sciences, said ‘.... supporting clinical academics at all stages of their career is a top priority for our college and this survey shows that the pipeline for the future of academia is in good health indeed!’. On the balance, the need of the hour must now focus on retaining this enthusiasm by investing in opportunities and offering pathways to ensure medical students can actively engage in academia. Several steps including enhancing funding, fostering stronger mentorship and networking opportunities, promoting interdisciplinary collaboration, and recognizing research efforts by medical students can go a long way in pursuing students to consider a rewarding career in clinical academia.

STUDY OF OCCUPATIONAL STRESS OF SECONDARY SCHOOL TEACHERS IN RELATION TO THEIR MENTAL HEALTH AND JOB SATISFACTION

The job of the teachers is complex as it has to meet the expectations of parents, teachers, policy makers and address their once needs. These twin concerns make the life of teachers demanding and stressful. This becomes an important problem in the context of diversity of school system operative in India. A teacher performs outstandingly on being satisfied with the job. However, job satisfaction is concerned with certain aspects and attitude is one of them. It is mandatory for a teacher to have satisfaction on job performance and should develop a positive attitude towards education. Only satisfied, well adjusted and mentally healthy teacher can think of the well being of the students. In the present study, random sampling technique has been employed. Against this backdrop this study was planned to investigate aspects of occupational stress of secondary school teachers in relation to their mental health and job satisfaction. A sample of about 200 teachers from different type of schools (government and private) of Gurdaspur city was selected for the purpose of the study. Toanalyze the data varied statistical techniques have been employed such asstatistics viz; Mean, Standard Deviation have been used to ascertain the nature of distribution of scores, descriptive Pearson product moment correlations have been calculated, the t-test was applied to find out the difference between means, ANOVA (two way) was applied to compute the data. Findings of the study showed that government schools teachers have better mental health and job satisfaction in comparison to teachers of private schools, whereas female schools’ teachers have better mental health in comparison to male school’s teachers.

Investigation of Middle School Students' Attitudes towards Mathematics Course in the Context of Different Variables (Eskişehir-Türkiye Case)

It is believed that students' motivation and emotions have an important role in their understanding of mathematics teaching. In this context, this study aims to investigate middle school students' attitudes towards mathematics lessons in the light of various variables. A quantitative cross-sectional survey approach was used in the design of the study. It was tried to understand how these variables affect students' attitudes towards mathematics. In the study, various variables such as gender, grade level, school type, technology use, use of concrete materials/activities in lessons and use of Education Information Network (EBA), an online platform for distance education, were taken into consideration. According to the findings of the study, students' attitudes towards mathematics lessons are positively affected by educational policies, curriculum designs and the creation of concrete materials and activities in the classroom. In particular, a detrimental change was observed in the attitudes of students who used EBA less. The perspective provided by this study is crucial for understanding middle school students' attitudes about mathematics in learning environments. It is also recommended that the study be extended to cover more samples and regions, as the findings can serve as a basis for further research.

Determinants of Teachers’ Decision to Stay: A Causal Model

A key challenge in any organizations today is staff/employee retention and these organizations made strategies to retain their employees to become the best staff. A common and significant problem in most human capital management systems in education, whether any type of schools or districts, is their incapacity to lessen high teacher turnover as stated by Odden (2011), and prominent in certain urban districts these high rates of teacher movement. Ingersoll (2001) states that the first step to understand why teachers leave is also the first step in getting them to stay. In order for teachers to stay, they need eenvironments that give important professional support from school leadership, to encounter organizational structures that value respect and workforce conditions for induction and mentoring programs for new and experienced teachers. Teacher attrition is teachers who are inside or outside of education, to experience and encounter other professional responsibilities, but give priority time with their families (Macdonald, 1999, Miller &amp; Chait, 2008).

Addressing diversity: An analysis of German curricula for history

AbstractThis article analyses the extent to which German history curricula address aspects of diversity. The curricula are analysed in terms of whether they include diagnostic phases to identify students' individual interests. It also examines whether the historical experiences of minorities and the agency of subaltern groups are addressed. The extent to which the curricula abandon a Eurocentric perspective and integrate global historical aspects will also be considered. Methodologically, the curricula of two main school types in all German states were analysed by means of a qualitative content analysis. The focus was on curricula for lower and upper secondary schools. The results show that diversity is usually addressed only from the perspective of established narratives. A national and Eurocentric history continues to dominate the curricula. Only a few curricula explicitly address the diagnosis of students' performance and ideas. Finally, the paper discusses the evolving nature of curricula, influenced by societal needs and growing sensitivity to social diversity. It highlights the need for future research on diversity in teacher education and the practicality of implementing complex concepts such as postcolonial thought in the classroom. More empirical research is needed on current curricula and the teaching of history in different regions and types of school.

Teachers’ Special Education Referrals for Younger Children Does It Vary by School Type

The prevalence of disability diagnoses among young children has risen significantly over recent decades. This growth has prompted inquiries into the identification processes, notably focusing on teachers who are the primary sources of referrals. While some studies have examined child age as a relevant predictor of disability referral, minimal attention has been paid to relative age—namely, if children are younger than their classmates. In this study, we examine whether teachers refer children differently based on relative classroom age. We do so for traditional public schools versus magnet schools, as each type has been shown to serve different student populations. Results show no significant association between classroom age composition and referral rates in either school type. However, in traditional public schools, a higher proportion of younger children in classrooms correlated with a higher proportion of referrals for younger children, whereas magnet schools showed no such trend. Policy implications are discussed.

Influences of the Literary Canon: Statistical Analysis of High School Reading Lists in the Czech Republic

This study focuses on the analysis of the school lists of literary works for the graduation exam, which were published for the exam in the school year 2019/2020. The aim of this pilot study is to determine if there is a relation between school lists and the state-certified list, which is also a determining factor for the graduation exam in the Czech language and literaure. Questions regarding the influence of the school list on the success rate of the graduation exam or the relation between the type of school and the size of the list and the graduation exam are also discussed. We analyze the lists from 72 schools from the South Moravian Region in the Czech Republic. In total, we are dealing with 7 551 items, on which the correlation analysis, regression analysis and cluster analysis are applied.

Prevalence of spine pain among Tunisian children and adolescents and related factors

BackgroundThe prevalence of back and neck pain is common in children and adolescents, and in some series the numbers are alarming. Various risk factors have been identified, although some are controversial.ObjectiveTo determine the prevalence of neck and back pain in children and adolescents and to investigate the potential association with various risk factors identified in the literature.MethodsWe established a questionnaire targeting parents of children and adolescents aged between 6 and 18 years old in Tunisia. The recruitment of participants was done online using the Google Forms application. The questionnaire was divided into 2 parts: Part one collected the sociodemographics characteristics of the participants : age, gender, body mass index (BMI), exposure to passive smoking, the practice of a physical activity, puberty status and age at puberty if applicable, type and weight of the schoolbag, mean daily time spent on electronic devices, type of school the child attends (private/public), mode of transport from home to school, parental history of neck and/or back pain (mid or low back pain (LBP)), posture of the sitting position of the child, and finally whether the child reports neck/ back pain. The second part was aimed at parents whose child reported neck and/or back pain. We asked about the weekly frequency of neck/back pain, school absenteeism due to neck/back pain, whether it prevented the child from practicing physical activity and, finally, whether the child had ever seen a doctor/chiropractor/physiotherapist for their neck/back pain.ResultsEighty-eight children (45 females, 43 males) were enrolled. Mean age was 11.9 ± 3.8 years [6–18]. Mean BMI was 18.8 ± 4.2 [15.8–35.5]. Thirty-four (38.6%) were pubescent. Twenty-five (28.4%) children were exposed to passive smoking. Parental history of spine pain was found in 58% of cases. A poor sitting position was noted in n = 49 (55.7%). Mean daily screen time was 88.3 ± 75.56 min [0-360]. Prevalence of spine pain was 44% (n = 39) distributed as follows: neck pain (n = 21, 23.8%), mid back pain (n = 15, 17%), LBP (n = 26, 29.5%), neck, mid back and low back pain (n = 4, 4.5%) Professional help seeking for spine pain in children was reported by 15 participants (25.3%). Among them, 20.3% visited a physician and 5% consulted a chiropractor or physiotherapist. A significant correlation was found between spine pain and age (p = 0.006) and BMI (p = 0.006). A significant association was found between LBP and exposure to passive smoking, puberty status, type of school bag and poor posture. A positive parental history of spine pain was significantly associated with the presence of spine pain in their children with p = 0.053 (neck pain), p = 0.013 (back pain) and p < 0.00 (LBP) respectively. A significant association was found between the presence of spine pain and school absenteeism, participation in sports, consultation with a doctor or physiotherapist/chiropractor (p < 0.0001 respectively).ConclusionThe prevalence of spinal pain was frequent in our series. A positive parental history of spinal pain, a bad posture while sitting, passive smoking, use of backpack, higher age and higher BMI were potential associated factors.

Development and exploration of news media literacy scales in Taiwan

The purpose of the study is to explore how the promotion of news media literacy positively affects media criticism as well as the control and judgment of self-behavior. Potter developed the Chinese News Media Literacy Scale (NMLS), based on his theoretical framework of media literacy cognition. Potter is an outstanding scholar in media literacy. Senior high school students in Taiwan validated the NMLS for reliability and validity. The NMLS consists of 45 questions covering four topics: intellectual skills, personal locus, media knowledge structure, and news context reading. The Chinese version of the NMLS demonstrated good reliability, considerable validity, appropriate discrimination, and an appropriate level of difficulty, making it suitable for Taiwanese students. Female respondents exhibited higher news media literacy than their male counterparts. Public senior high school students showed higher news media literacy compared to those from private schools. The time spent reading news positively correlates with improvements in news media literacy. The findings indicate that news media literacy education significantly enhances students' critical understanding of news and media literacy skills, with varying effects across different genders and types of schools. The limitation of the study is that the sample mainly comes from Taiwan, which may not fully represent other cultural contexts. The findings can guide educational policy in schools, particularly in designing and implementing news media education curricula, taking into account the differences in gender and school types. This research expands the literature on news media literacy, especially in terms of scale development and its application to a specific cultural context like Taiwan, and introduces new insights into the impact of gender and school type on media literacy.

Education policy intentions and principals’ and teachers’ conceptualizations of curriculum differentiation in Ethiopian secondary education

This study examined the intentions of education policy documents and the conceptualizations of secondary school principals and teachers regarding curriculum differentiation. Regular and special day schools were selected using purposive sampling based on their experiences with different types of curriculum differentiation. Two school principals and 17 subject teachers were selected using purposive and convenience samplings, respectively. The study analyzed national education policy documents (e.g., education and training policy and curriculum framework) and collected interview data from school principals and teachers. The two main national education policy documents conceptualize curriculum differentiation in terms of various tracks, like fields of study, streams, and school types. The other national document, the guideline for curriculum differentiation, emphasizes the differentiation of curriculum components—contents, instructional processes, assessment strategies, and learning environments—and highlights the importance of inclusive classrooms. Principals’ and teachers’ conceptualizations of curriculum differentiation vary across three levels: lacking awareness, holding divergent views, and aligning with policy intentions. The absence of a coherent policy guide and the lack of engagement of principals and teachers in reform ideas have contributed to these diverse conceptualizations. Additionally, the policy intentions seem inadequately addressed through curriculum differentiation practice by school types, such as regular, special day, and boarding schools, which do not correspond to variations in the types and levels of difficulty of the school subjects taught.

Attitude and perception of teachers towards inclusion of children with hearing impairment in mainstream schools in Karnataka, India

ABSTRACT In most developed nations, there is a general trend of enrolling hearing-impaired children with special education needs in regular schools. Inclusive education refers to children with special education needs becoming part of a mainstream school like typically developing peers. A good method for evaluating the success of such programs is to assess teachers' attitudes towards inclusion. The inclusive education approach may be challenging to implement across all educational setups due to the lack of academic resources, expertise, and training towards inclusive education. This study explored teachers’ attitudes and perceptions towards the inclusion of children with hearing impairment in regular schools in Karnataka state. A tool named ‘Teachers Attitude Questionnaire' which was developed by Galis and Tanner was used to study the attitudes and perceptions of school teachers. The tool was then revised by considering geographic and cultural differences and was administered to 421 teachers across Karnataka. Analysis revealed a higher score in all the 4 domains of inclusive education which shows that most teachers had a positive attitude towards inclusive education. Results about teachers’ attitudes towards inclusive education based on work experience, type of school, gender, medium of instruction, and level of teaching were statistically significant, p < 0.05. This study concludes that teachers' attitudes varied concerning the level of experience and level of teaching. The results of the current study also stress the need for awareness programs to bring more positive attitudes among teachers, to successfully implement inclusive education.

Weathering the storm: a descriptive examination of COVID era proficiency changes in charter schools

The COVID-19 pandemic imposed unprecedented disruptions on American education and contributed to profound learning loss. The stakes attached to learning loss are especially high for charter schools, whose survival and potential expansion or replication is heavily tied to test score performance. Using nationwide school-level proficiency data, this study examines achievement patterns in the charter sector between 2018–19 and 2020–21. Overall, it emerges that school proficiency rates in 2018–19 remained strongly predictive of proficiency rates in 2020–21. Still, certain notable patterns emerge from the data. Charters that serve more Black, Hispanic, and economically disadvantaged students lost more ground. Moreover, charters affiliated with education management organizations experienced less learning loss than other types of charter schools.

Self-efficacy učitelů 1. stupně základní školy: zdroje jeho zlepšení

Self-efficacy is an important teachers’ characteristic that reflects how well they persevere when faced with obstacles. In this study we explored the sources which, according to Albert Bandura’s theory, contribute to changes in self-efficacy. Participants were 984 primary school teachers in the Czech Republic. Two research instruments were employed: (a) ZSE, a scale measuring teachers’ use of sources of self-efficacy and (b) OSTES-Cz, a scale measuring teachers’ instructional efficacy and class management efficacy. Teachers evaluated mastery experiences and emotional states to be the strongest efficacy sources, followed by social persuasion and vicarious experiences. Duration of teaching practice appeared to associate with mastery experiences and vicarious experiences, while social persuasion was related to the type of elementary school. In regression analyses, mastery experiences, emotional states and vicarious experiences significantly predicted instructional efficacy. On the other hand, class management efficacy was significantly predicted by mastery experiences and emotional states. Findings are discussed with reference to future research aiming to overcome methodology limitations.

Seismic retrofitting of masonry infilled RC buildings in low-to moderate-seismic regions: case study of typical Sri Lankan school buildings

Seismic retrofitting of masonry infilled RC buildings in low-to moderate-seismic regions: case study of typical Sri Lankan school buildings

Research on the level of digital literacy of English language teachers (a case study in China)

Introduction. As the main force in cultivating digital citizens in the new era, teachers’ digital literacy level is directly related to the development of the entire nation’s digital literacy. Therefore, it is necessary to study the current development status of teachers’ digital literacy. This study aims to investigate the development status of digital literacy of English teachers in Changzhi City, China, through empirical research, and to discover the problems faced by teachers in the development of digital literacy. Materials and methods. The respondents of this study were English teachers from urban and nonurban areas of Changzhi City, a total of 100 people, finally 83 valid questionnaires were collected. Methods: comparative method, generalization, literature analysis, questionnaire method, statistics and data analysis (descriptive statistics and ANOVA analysis). The results are obtained using computer programs MS Excel and IBM SPSS 26.0. Results. An assessment tool is developed to examine the current status of teachers' digital literacy development in China. The study finds that the overall digital literacy level of English teachers in Changzhi City is high (arithmetic mean = 3.94); teachers perform well in digital awareness (arithmetic mean = 4.98) and social responsibility (arithmetic mean = 4.05), while they perform poorly in digital technical knowledge and skills (arithmetic mean = 3.61) and digital applications (arithmetic mean = 3.47). There is no significant difference in teachers' digital literacy in terms of teacher gender, education and type of school where teachers work (p&gt;0.05). Teachers in urban areas are significantly better in digital literacy than teachers in non-urban areas. There are significant differences in the aspect of professional development(p=0.0360), digital technical knowledge and skills(p=0.0002), digital applications(p=0.0088). Teachers' digital literacy scores in five aspects differed significantly (p&lt;0.05) at different levels of teachers' age and years of teaching experience. Conclusion. The ability to integrate digital technologies and disciplines, innovative teaching awareness, and abilities of English teachers in Changzhi City should be improved. When improving the digital literacy of teachers, it is necessary to consider the characteristics of balanced development of the city and non-urban areas. The results obtained can be used as methodological recommendations for improving the level of digital literacy of teachers.

Diversity of Classroom Management Strategies in Indian Schools

Purpose: The aim of this study was to compare the various classroom management Strategies used by different school teachers in India. Objectives: In this study researcher wants to find out comparisons on various dimensions of the classroom management strategies. Also, find out that which type of school is better in classroom management between Institutional Type, locality and Level of Education.Design: In this Study, a quantitative research approach was used. The descriptive research method was applied in this strategy. The researcher employed the survey method to gather data from the respondents for the descriptive approach. Chi-square test statistics is employed as analysis techniques. In this study there were 292 teachers employed as sample. The researcher selected the sample by Purposive random sampling technique.Conclusions: The data shows that difference between classroom management strategies used in different Indian schools. It’s concluded that Private, Urban and Secondary level Indian schools have better classroom management strategies than other school.

A Study of School Absenteeism During Menstruation Amongst Adolescent Schoolgirls in An Urban Area of North India

Introduction: WHO has defined adolescence period as the phase of life between childhood and adulthood. This study aimed to estimate the percentage of girls absent from school during menstruation, investigate the underlying causes of this absenteeism, and determine the association between school absenteeism and various factors. Methods: In present community-based study, 473 school going adolescent girls studying in 9th to 12th standards were selected by multistage stratified random sampling method. We selected 3 private and 3 government schools. Adolescent girls were interviewed by pretested, predesigned, semi-structured questionnaire for data collection. Results: The mean age of the students was 16.64 ± 1.4 years. 29.2% participants were absent from school during menstruation. Dysmenorrhea was the most prevalent reason for school absence, quoted by 51(37%) of the participants. In present study positive association between school absenteeism and various socio-demographic factors like the type of school, socioeconomic status, mother's education level, access to hygienic menstrual products and health education was observed. Conclusion: Nearly one-third of the girls were absent in school during menstruation. The main reasons for school absenteeism reported by girls were dysmenorrhea, mother's restrictions, fear of staining cloth and difficulty in changing pads in school.