School Year Research Articles

Prevalence Rates of Bullying: A Comparison Between a Definition-Based Scale and a Behavior-Based Scale.

Self-reported measures of school bullying can be divided into two subtypes. Definition-based measures present a bullying definition followed by one question about being bullied and one question about bullying others, while behavior-based measures avoid using terms like "bully" and "bullying," do not provide an explicit bullying definition, include items describing specific bullying behaviors, and respondents are asked to rate how often they have engaged in or have been a target of each behavior. The current study aimed to compare bullying perpetration and victimization prevalence rates between a definition-based scale and a behavior-based scale. The current study was part of a 4-year longitudinal research project, where students in Sweden completed an annual web-based survey at five waves starting with the school year of 2015 to 2016 (Wave 1; approximately age = 10.5 years) and ending in the school year of 2019 to 2020 (Wave 5; approximately age = 14.5 years). Because they responded to both measurement conditions, the study controlled for their possible individual differences. In this study, data from 1,469 to 1,715 students were analyzed. Findings revealed that the behavior-based scale displayed higher bullying perpetration and victimization prevalence than the definition-based scale. The behavior-based scales used in this study offer researchers and practitioners a self-report bullying measurement that includes power imbalance, concrete, and specific negative behaviors, and the ability to estimate repetition, but without using bullying terminology. Still, pros and cons of both approaches can be further discussed, and both definition-based and behavior-based self-report measures are vulnerable to a number of biases while they provide estimates or approximations-not exact pictures-of bullying prevalence.

A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement

Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided with the COVID-19 pandemic. Significant measurement quality issues were observed for the MBI and OLBI, including questionable convergent validity. Burnout of SETs was found to be highly stable for the MBI and OLBI. Teachers experienced little mean change in burnout over the school year, and perceptions of the effects of COVID and demographic and school variables were generally not predictive of change in burnout for any measure. Implications are discussed.

Week-to-week changes in training were not prospectively associated with injuries among Wisconsin high school cross-country runners

BackgroundTraining characteristics, such as volume and duration, have been studied in relation to running-related injury (RRI) risk, with mixed findings in adult runners. There is a lack of research assessing...

The efficiency of public and private schools: do environmental conditions matter in a Latin American country?

ABSTRACT This paper analyses whether (environmental) socio-economic conditions have a heterogeneous effect on the efficiency of Ecuadorian secondary public and private schools. To tackle this question, we develop a conditional order-m efficiency estimation and run non-parametric regressions to understand the effect of environmental conditions on school performance. We find that the gap between private and public schools’ performance is reduced after controlling for external factors that affect mainly the performance of public schools. More precisely, efficiency values move from a value of 1.29 to 1.01 for public schools and from 1.18 to 1.01 for private schools. In particular, the education level and employment status of the parents are the main drivers of educational performance. Parents with more than 10 years of schooling positively influence the pupils’ performance, whereas the impact of unemployment status varies depending on the mother’s and father’s employment status and the type of school.

Manajemen Koleksi Buku Perpustakaan dalam Mendorong Minat Baca di SMAN 1 Langkaplancar

The school year is an important period in student growth and development. At this age, it is the right time to instill good habits in students. If instilled from an early age, these good habits will stick with students until adulthood. Small habits such as reading can be started early. At SMAN 1 Langkaplancar a reading corner has been provided for students' reading activities in class, but the existence of a student reading corner in this class has not been fully optimized by students. This research method uses qualitative research with a case study approach which aims to examine the condition of objects naturally. Data collection techniques in the data collection procedures in this research are participant observation, in-depth interviews and document collection. Data collection techniques in this research use observation and interview techniques on research objects, research by means of observation and interviews respectively using research instruments. One of the supports needed to foster students' interest in reading at school is the role of the teacher. Teachers need to motivate students to love books from the start. The advantages of a school library include being a source of teaching and learning activities, namely helping educational and teaching programs in accordance with the objectives contained in the curriculum, helping students to expand their knowledge, developing an interest and reading culture that leads to independent learning habits.

Technology Acceptance among College Students Living in Remote Areas

The extent to which students adopt technology in their learning process has long been the focus of research. This study aimed to determine the level of technology acceptance and the differences in the level of learning style analyzed by sex, age, marital status, and year level. The participants of this study are 205 college students officially enrolled in the School Year 2021- 2022. This study used the adopted survey questions by Davis (1989). Frequency, mean, and Pearson-r were used as statistical treatment of data. Results showed that the overall level of technology acceptance of the respondents was high that the level of technology acceptance among college students, as grouped by sex and across ages, shows no significant difference. However, in terms of year level and program, third-year college students got the highest level of technological acceptance. Among all the indicators, Perceived ease-of-use (PEU) obtained the lowest mean score. With this, the researchers recommend conducting a seminar entitled “Blended Learning: The Emerging Technologies” for students to be able to know the significance of technology and to continue embracing technological advancement, especially during this time of the pandemic.

Opinions of Science Teachers Working in BİLSEMs on the Adequacy of In-Service Training

The current study aims to determine the opinions of science teachers working in BİLSEMs on the adequacy of the in-service new skills provided by the Ministry of National Education of Turkiye. The study employed the case study design, one of the quantitative research models. The study participants are 11 science teachers working in BİLSEMs in different provinces in different regions of Turkiye in the 2022-2023 school year. In the determination of the participants, the purposive sampling method was used. As the data collection tool, a semi-structured interview form developed by the researchers in line with the expert opinions was used. Descriptive and content analysis techniques were developed to analyze the data obtained from the interviews. As a result of the research, it was determined that the participants expressed their opinions that in-service training through distance education was insufficient, that the content should be enriched, and that essential information for specially gifted children and different methods for science lessons should be included in the in-service training course. In this regard, various in-service training programs designed by the opinions of teachers can be developed.

MATHEMATICAL REPRESENTATION ABILITY OF HIGH SCHOOL STUDENTS IN SOLVING PROBABILITY MATERIAL PROBLEMS BASED ON HONEY MUMFORD LEARNING STYLE

This study aims to describe the mathematical representation ability of grade XII high school students in solving permutation subsubject probability material problems based on Honey Mumford's learning style. This type of research is qualitative research with a descriptive method. The data collection techniques used were Honey Mumford's learning style questionnaire, mathematical representation ability test, and interview. The source of data in this research is grade XII students of science 5 MAN 2 Pamekasan for the 2023/2024 school year. The subjects selected were 2 students who each had a theorist learning style and an activist learning style based on questionnaires and considerations with mathematics teachers. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. The results of the study show that students with a theorist learning style can meet all indicators in the aspect of representation, both visual, symbolic, and verbal representation. Meanwhile, students with activist learning styles have not been able to meet the indicators in the aspect of visual representation but can meet all indicators in the aspect of symbolic representation and verbal representation.

Child Motor Development before and after the COVID-19 Pandemic: Are There Social Inequalities?

COVID-19 pandemic has influenced all children's motor development. We examine whether this differs by social circumstances. We hypothesise that socially disadvantaged children experienced more pronounced motor problems compared with better-off children. Our trend study includes three representative waves of preschoolers (school years 2018/19, 2019/20, 2023/24) from a German school enrolment medical screening. Based on logistic regressions, we computed predicted prevalences of motor problems separately for children in different social circumstances (neighbourhood, migration background, family status). Motor development of preschoolers slightly worsened by 2023 compared to pre-pandemic level (6.3 percent 2018 to 7.4 percent 2023). Results by neighbourhood highlight that preschoolers from well-off districts experienced a deterioration of motor development (4.9 percent 2018-6.4 percent 2023). The prevalence of motor problems is, however, below that of children from deprived neighbourhoods with consistently high prevalence (9.2-10 percent). Results by migration background show a worsening trend for children without migration background and the gap between the groups disappears in 2023. Results by family status do not indicate significant differences. Contrary to our hypothesis, socially disadvantaged children experienced smaller change in motor problems. However, our results highlight the potential of structured physical activities in daycare centres and sports facilities to enhance the motor development of these children.

Analysis of Economic Growth in East Nusa Tenggara Province Using Spatial Regression Model

This research aims to examine the significant factors influencing economic growth in the East Nusa Tenggara Province. The estimation is carried out through a spatial regression model approach. The research variables were selected based on the economic growth model proposed by Mankiw-Romer-Weil, namely Gross Regional Domestic Product at constant prices (Y), Labor ( X1), Electricity Consumption (X2 ), Regional Original Income (X3 ), Capital Expenditure ( X4), and Schooling Duration (X5 ). The research data consists of secondary data from the year 2022 in 22 regencies/cities obtained from the Central Statistics Agency (BPS) of East Nusa Tenggara Province. Modeling with the Ordinary Least Squares (OLS) regression method resulted in three significant independent variables at α=5%: local revenue, capital expenditure, and average years of schooling. Based on diagnostic tests, there was spatial dependence in lag and error, leading to the use of Spatial Autoregressive Model (SAR) and Spatial Error Model (SEM) for spatial regression. From these spatial models, the significant independent variables influencing economic growth in the 22 regencies/cities in East Nusa Tenggara were local revenue, capital expenditure, and average years of schooling. The queen contiguity weighting was used. Based on R2 and AIC criteria, the best spatial regression model was the Spatial Error Model (SEM) with the highest R2 of 0.837610 and the smallest AIC value of 393.03. For further research, it is recommended to consider local factors that may influence economic growth, such as the sustainability of the agricultural or tourism sector, which may vary in each region.

Impact of the Physical Activity Environment on Change in Body Mass Index Percentile in Child Care Centers Serving Children with Disabilities.

Childcare centers (CCCs) can provide opportunities to implement physical activity (PA) via health promotion interventions to prevent obesity and associated chronic disease risk factors in young children. This study evaluated the impact of the Healthy Caregivers-Healthy Children (HC2) intervention on body mass index percentile (PBMI) and the PA environment in CCCs serving children with disabilities (CWD) over one school year. Ten CCCs were cluster-randomized to either (1) an intervention arm that received the HC2 curriculum adapted for CWD or (2) an attention control arm. Mixed-effect linear regression models analyzed the relationship between change in child PBMI and CCC childcare center PA environment by experimental condition and child disability status over one school year. Findings showed a significant decrease in PBMI among children in the HC2 centers (-6.74, p = 0.007) versus those in control centers (-1.35, p = 0.74) over one school year. Increased PA staff behaviors (mean change 3.66, p < 0.001) and PA policies (mean change 6.12, p < 0.001) were shown in intervention centers during the same period. Conversely, there was a significant increase in sedentary opportunities (mean change 4.45, p < 0.001) and a decrease in the portable play environment (mean change -3.16, p = 0.03) and fixed play environment (mean change -2.59, p = 0.04) in control centers. No significant differences were found in PBMI changes between CWD and children without disabilities (beta = 1.62, 95% CI [-7.52, 10.76], p = 0.73), suggesting the intervention's efficacy does not differ by disability status. These results underscore the importance of (1) including young CWD and (2) PA and the supporting environment in CCC health promotion and obesity prevention interventions.

Expected and unexpected long-term effects of values affirmation in school.

An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11-14, increased the mathematics attainment of students of low socioeconomic status (SES). This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment. The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES). The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed. The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls. The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period.

Is the availability and quality of local early childhood education and care services associated with young children's mental health at school entry?

PurposeThis study investigated the relationship between geographic availability (and quality) of local early childhood education and care services and children's early mental health outcomes for all children entering their first year of full-time school in Melbourne, Australia. MethodsWe capitalise on a unique population linked dataset, the Australian Early Development Census – Built Environment, which combines geospatial measures of children's neighbourhoods with demographic information and child mental health outcomes for all school entrants in Australia's 21 most populous cities and towns. Objective early childhood education and care service location and quality exposures were developed for each study child based on home addresses. Four geographic availability exposures (counts within 3 km) were examined for cross-sectional associations with child mental health outcomes (externalising and internalising difficulties, competence). We estimated associations using multilevel logistic regression (Markov Chain Monte Carlo estimation) adjusting for child demographics and stratifying by urbanicity. ResultsChildren with higher counts of high-quality preschool services within 3 km of home had lower odds of difficulties and higher odds of competence. Overall, exposures were most consistently associated with children's competence. Across all outcomes, the most consistent patterning was observed for children living in the inner city and middle ring. Results varied depending on whether service quality was accounted for in measures of availability. Geographic availability of early childhood services showed patterning by neighbourhood disadvantage and by maternal education. ConclusionWe found some evidence that geographic availability of high-quality preschools was associated with better child mental health outcomes, but results varied by urbanicity. While future research is required to unpack these differences, these findings indicate the importance of accounting for both geographic availability and service quality simultaneously in future research, policy and practice.

Early Language Literacy and Numeracy Skills of Kindergarten Learners in Talakag Bukidnon

In the contemporary context, young Filipinos from disadvantaged socio-economic backgrounds are encountering challenges in mastering fundamental language and numeracy skills, impeding their educational advancement. To address this issue, a study was conducted in Talakag District 1, Bukidnon during the 2022-2023 academic year, focusing on kindergarten learners aged 4-5. The study aimed to outline the participants’ characteristics, evaluate their proficiency in early language literacy and numeracy during the 1st and 2nd Quarters of the school year, and establish links between their learning skills and backgrounds. With 154 kindergarten learners involved, the study employed a descriptive correlational research approach, analyzing data using descriptive statistics and Spearman Correlation to identify significant relationships between language and math skills and participants’ profiles. The findings indicated a predominance of female participants with parents engaged in farming, holding a high school education, and earning a household income of P 9,999 or less. Moreover, the study revealed that the learners’ performance in early language literacy and numeracy neared proficiency levels in the specified quarters, emphasizing a noteworthy connection between their skills and background factors, particularly the mothers’ educational attainment. Recommendations included a focus on enhancing early language and math skills by the Department of Education and encouraging teachers and parents to allocate more time to enrichment activities.

The Condition of Education: Teacher Mental Health Absenteeism in the Aftermath of COVID-19

&lt;i&gt;The implications of teacher absenteeism are incommensurable. While absenteeism is a longstanding issue in education, there is a gap in the current literature addressing teachers’ mental health and absenteeism after schools reopened following the first wave of the COVID-19 virus. This qualitative descriptive study is anchored on the Job Demands-Job Resources (JD-R) model of organizational stress and well-being. The purpose of the study was twofold: a) to describe teacher absenteeism related to teachers’ mental health stemming from the pandemic’s stressful job demands after schools reopened in the school year 2021-2022 in two Eastern regions of the U.S., and b) to describe the availability of job resources such as administrative mental health support after schools reopened in the school year 2021-2022 in two Eastern regions of the U.S. The study sample consisted of 12 educators: Four teachers and eight administrators were selected using a purposive sample strategy. Semi-structured interviews were carefully designed to extract relevant data in alignment with the research questions. Thematic data analysis was conducted based on the study’s method and design. The study results revealed four themes: New and strenuous job demands, teachers’ mental health decline, mental health absenteeism, and availability of mental health administrative support to mitigate mental health absenteeism.&lt;/i&gt;

Insights into the associations of polygenic risk scores and parents' socioeconomic status on students' educational achievement

A complex and multifaceted problem that has been widely studied in the field of education is the impact of genetic variables and parents' socioeconomic status (SES) on students' academic achievement. Children from low socioeconomic backgrounds struggle academically due to scarce resources, educational opportunities and developmental delays. For successful interventions and policies aiming at expanding educational opportunities and reducing performance gaps, it is essential to understand the relationship between these elements. To achieve this, we investigate the complex relationship between genetic characteristics, socioeconomic status and their combined effect on children's educational attainment. Families' financial position and children's acquired DNA differences, which can be integrated into Polygenic Risk Scores (PRS), are the two most important factors of children's educational success obtainable during childbirth. The sample consisted of 1451 low-income teenage females (n=718) enrolled in rural public schools between the ages of 14 and 19. We show that throughout the academic years, both the PRS and SES predict higher levels of educational achievement. In addition to predicting first-year academic success, we find that SES and PRS explain why students' grades fluctuate so much over a school year. Children with high PRS and high SES origins enroll in university at a rate of 70%, in contrast to 30% among individuals with lower PRS and lower SES families. We determine the relationships between SES and PRS as well as academic success are usually positive, indicating that their combined impact is significant for students at the extreme ends of the dispersion.

Challenges With School Meal Provisions in K-12 Public Schools: Findings From the National School COVID-19 Prevention Study.

School meals play a vital role in supporting student health. Access to school meals was disrupted during COVID-19-related school closures, impacting student nutritional intake and household food insecurity. Data from the National School COVID-19 Prevention Study Survey and school staff focus groups were used to examine challenges to school meal provision in K-12 public schools. Data were analyzed using R and MAXQDA. Survey data indicated that most schools served breakfast and lunch in the cafeteria or classroom during the 2021-2022 school year. City schools were less likely to experience challenges with receiving the foods and supplies needed for school meal programs. Qualitative data revealed that school meal participation increased during the COVID-19 pandemic, however schools encountered challenges when implementing the program including staff shortages and supply chain issues. Findings from this study can help strengthen the K-12 school meal system to equitably serve students in future public health emergencies.

The long-lasting benefits of pre-kindergarten education on autistic children's working memory development.

Working memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems. However, autistic children often have difficulties with working memory tasks. Also, kindergarteners on the autism spectrum tend to be less school-ready compared with their peers. In addition, children from disadvantaged backgrounds tend to struggle more with working memory and school readiness skills. All preschool-age children on the autism spectrum in the United States are entitled to pre-kindergarten (pre-K) education. However, it is unclear whether attending pre-K helps with children's working memory development in the long run. This study tested whether attending pre-K benefits children's working memory development in the long run. It also tested whether pre-K is especially helpful for autistic children's working memory development. It was found that children who attended pre-K outperformed their peers who did not attend pre-K during the first 2 years of elementary school. However, after first grade, such benefits diminished. Importantly, autistic children who attended pre-K did not demonstrate advanced working memory immediately in kindergarten, but they started to outperform their autistic peers who did not attend pre-K during first grade to third grade. This finding highlights the importance of pre-K education for autistic children in particular. It is also important for educators and parents to understand autistic children's unique learning paths that may be different from non-autistic children. This article discusses specific ways for educators to take full advantage of the long-lasting benefits of pre-K education in autistic children's working memory development.

How Students Make Sense of Mentorship Experiences During the Transition from High School to College: A Positioning Analysis

&lt;i&gt;Mentorship in higher education is widely acknowledged for its positive impact on students. Many institutions have implemented one-on-one guidance systems, such as faculty advising programs and faculty/peer mentorship initiatives. Yet, there remains a gap in understanding how students perceive mentoring, particularly during the transitional period before and early in their time in college. In light of the increasing focus on emerging adulthood within the field of developmental psychology, understanding students’ academic development during their transitioning years, particularly the role of mentorship becomes increasingly essential. This qualitative study employs positioning analysis to explore students’ evolving sense-making of mentoring relationships during two distinct phases: the final year of high school and the first year of college. This research conducts a comparative analysis to investigate how two students’ perceptions of mentorship change during their transition into college and differ from one another. The study aims to illuminate students’ sense-making of mentors and mentorship experiences throughout their high school and college transition and explores the unique ways students discuss mentorship as they transition. The findings unveil the contrasting experiences and evolving roles of mentors of each participant through the lens of their lived experiences, providing an insight into students’ individual developing conceptions of mentors and mentorship experience. This study offers a nuanced understanding of first-year college students’ sense-making activities as they navigate the complexities and academic demands of college. The insights gained from this study not only illuminate how qualitative methods provide yet-to-be-understood processes but also can further contribute to designing mentorship programs in higher education settings tailored to meet students’ needs from the moment they step onto campus. As the research landscape continues to evolve, qualitative studies like this contribute to the ever-advancing knowledge and practice of mentorship in higher education, supporting the diverse developmental needs of today’s college students.&lt;/i&gt;

Use of 3D foot and ankle puzzle enhances student understanding of the skeletal anatomy in the early years of medical school

Purpose3D visualization is an important part of learning anatomy with cadavers generally used to effectuate this. However, high cost, ethical considerations, and limited accessibility can often limit the suitability of cadavers as teaching tools. Anatomical 3D printed models offer an alternative tool for teaching gross anatomy due to their low cost and accessibility. This study aims to investigate if combing gamification with 3D printed models can enhance the learning experience and be effective for teaching anatomy.Methods3D printed models of the bones of the foot and ankle were generated, and 267 first-year medical students from 2 consecutive cohorts worked in groups to put it together as a puzzle. Participants completed a questionnaire regarding perceptions of 3D models and their knowledge of foot anatomy, before and after the session and were asked to provide comments.ResultsAnalysis of the responses showed a significant increase in the confidence of the learners in their anatomy knowledge and an increased appreciation of the role that 3D models have in enhancing the learning experience. After the session, there were many comments saying how enjoyable and engaging 3D models were.ConclusionThrough the puzzle element of the session, the students were challenged mentally to work out the anatomical features of the foot and ankle. The combined elements of the puzzle and the features of the 3D model assembly made the activity fun and conducive to active learning. The possibility of having fun was not something the students had considered before the session.