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FLORENCE ADEOTI, Yusuf, Ayoade Ejiwale Okanlawon, and Imran Moshood Adesile. "Challenges and Solutions: The Experiences of Newly-Qualified Counsellors." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 70–84. http://dx.doi.org/10.31578/jebs.v6i2.233.
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The emergence of the increases in the rate of different social vices among the adolescents in high schools calls for re-evaluation and updating of the existing operating counselling services in secondary schools' educational system. The study examined the challenges of the newly qualified school counsellors and the solution proffered. Six research questions were raised to guide the study. It adopted a mixed-method research approach. The results of the findings revealed that the lack of recognition of the role of counsellors in the school system was rated the highest among the challenges experienced by newly-qualified counsellors, non-referral of students who need to be sent to a counsellor by teachers was rated second. From the findings of the study of the awareness campaign on the importance of counselling through various media, the finding “more time should be allotted to practicum for counsellors in training” was the highest-rated as the solution to the challenges experienced by newly-qualified counsellors. The results obtained from the study also revealed that male counsellors might be experiencing different challenges from their female counterparts. The results of the study also show a significant difference in the challenges experienced by newly qualified counsellors based on school type. The findings revealed that there is a significant difference in the solution provided by newly qualified counsellors based on gender. The results also show that the solution provided by a counsellor from private schools does not differ from that of their public schools’ counterpart. Based on the findings of the study recommendations were made: government should provide public enlightenment programmes to parents, school administrators, teachers, and students through jingles, posters, billboards on the need to embrace counselling in the school system and make use of the facility. National University commission should revise the counsellor training programme and increase the period allocated for practicum for the counsellor in training in order to equip them for the tasks ahead.
Keywords: challenges, solutions, experiences, newly qualified counsellors
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Le Pichon-Vorstman, Emmanuelle, and Sergio Baauw. "EDINA, Education of International Newly Arrived Migrant pupils." European Journal of Applied Linguistics 7, no. 1 (February 28, 2019): 145–56. http://dx.doi.org/10.1515/eujal-2018-0021.
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AbstractThe goals of the project were (1) to reduce disparities proposing adequate strategies and activities to help teachers, schools and municipalities to support newly arrived migrant pupils, (2) to increase the efficiency of investment in the education of this group and, and (3) to strengthen training paths of school staff fostering the collaboration between schools, municipalities, and researchers nationally and internationally. An interdisciplinary and international team developed a curriculum to be used by teachers, schools, municipalities and policy makers for pre- and in-service teacher education. The curriculum is available online at https://edinaplatform.eu
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Carlotti, Ana Paula de Carvalho Panzeri, Maria Lúcia Silveira Ferlin, and Francisco Eulógio Martinez. "Do our newly graduated medical doctors have adequate knowledge about neonatal resuscitation?" Sao Paulo Medical Journal 125, no. 3 (May 2007): 180–85. http://dx.doi.org/10.1590/s1516-31802007000300010.
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CONTEXT AND OBJECTIVE: Neonatal resuscitation should be part of medical school curriculums. We aimed to evaluate medical school graduates' knowledge of neonatal resuscitation. DESIGN AND SETTING: Cross-sectional study on the performance of candidates sitting a medical residency exam at Hospital das Clínicas, Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, in 2004. METHODS: There were two questions on neonatal resuscitation. One question in the theory test aimed at evaluating basic knowledge on the initial approach towards newly born infants. The question in the practical exam was designed to evaluate the candidate's ability to perform the initial steps of resuscitation and to establish bag-mask ventilation. RESULTS: Out of 642 candidates from 74 medical schools, 151 (23.5%) answered the theory question correctly. Significantly more physicians from public medical schools in the State of São Paulo answered correctly than did those from other schools in Brazil (52.5% versus 9.2%; p < 0.05). A total of 436 candidates did the practical exam. The grades among graduates from medical schools belonging to the State of São Paulo were significantly higher than among those from other schools (5.9 ± 2.6 versus 4.1 ± 2.1; p < 0.001). The grades for the practical question among candidates who had answered the theory question correctly were significantly higher than those obtained by candidates who had given wrong answers (p < 0.05). CONCLUSION: Medical school graduates' knowledge of neonate resuscitation in the delivery room is quite precarious. Emphasis on neonatal resuscitation training is urgently needed in medical schools.
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Plum, Catherine. "Contested Namesakes: East Berlin School Names under Communism and in Reunified Germany." History of Education Quarterly 45, no. 4 (2005): 625–35. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00059.x.
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Within weeks and months of the fall of the Berlin Wall in November 1989, numerous busts and portraits of school namesakes disappeared from the foyers, hallways, and “tradition rooms” (Traditionszimmer) of East Berlin schools and were relegated to trash bins. In 1990 municipal authorities formalized this spontaneous purge of school identities by eliminating the names of all schools in eastern Berlin. Over the course of the 1990s administrators, teachers, and students in the newly restructured schools began to discuss a wide range of new school identities.
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Yoon, Hyo Jeong, and Sung Hyun Cho. "Geographic Mobility and Related Factors among Newly Graduated Nurses." Journal of Korean Academic Society of Nursing Education 23, no. 3 (August 31, 2017): 353–62. http://dx.doi.org/10.5977/jkasne.2017.23.3.353.
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Purpose: This study aimed to analyze the mobility of newly graduated nurses from regions where their nursing schools were located to regions where they took up their first jobs, and to identify factors influencing nurses' mobility. Methods: Data from the Graduates Occupational Mobility Survey, collected annually from 2010 to 2014 by the Korea Employment Information Service, were analyzed. The sample consisted of 1,488 graduates and 1,229 nurses who were employed on a full-time basis in hospitals. Multiple logistic regression analysis was conducted to identify factors associated with geographic mobility. Results: Among the nurses working in hospitals, 69.2% had their first jobs in their nursing school regions and 11.3% in their high school regions. Fifty-two percent of the nurses worked in the capital region; 47.2% thereof had moved from a non-capital region. Nurses were more likely to work in their nursing school region when they were female, were older, graduated from a high school located in their nursing school region, graduated from a college (vs. university), had a lower nursing school performance, and expected lower monthly wage, compared with those who left their nursing school region. Conclusion: Education and remuneration policies are required to reduce geographical mobility to the capital region.
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Galdames, Sergio, Carmen Montecinos, Fabián Campos, Luis Ahumada, and María Verónica Leiva. "Novice principals in Chile mobilizing change for the first time: Challenges and opportunities associated with a school’s readiness for change." Educational Management Administration & Leadership 46, no. 2 (May 19, 2017): 318–38. http://dx.doi.org/10.1177/1741143217707520.
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In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour—a complexity that is intensified for newly appointed principals, particularly when placed in a high-poverty, ineffective school. This article explores changes introduced by newly appointed principals placed in elementary public schools that were struggling ( n = 4) and in schools that were sinking ( n = 5). Findings show that all participants converged on actions to promote changes in: staffing, redesigning the organisation, and managing instruction. The quality of the actions, however, differed by type of school, highlighting the importance of defining policies for strengthening school leadership that take into account differences among schools. Induction will provide needed support at the individual level, but it might be insufficient support if other measures at the district level fail to create conditions, such as staffing, so the arrival of a new principal is indeed an opportunity to reverse a downward trajectory of an ineffective, high-poverty school.
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Terhart, Henrike, and Nora von Dewitz. "Newly arrived migrant students in German schools: Exclusive and inclusive structures and practices." European Educational Research Journal 17, no. 2 (August 4, 2017): 290–304. http://dx.doi.org/10.1177/1474904117722623.
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Newly arrived migrant students in German schools are currently the centre of attention. In 2015 and 2016 the incoming number of migrant children and adolescents of school-age has risen. Schools, the education administration as well as politics need to take action with regard to this. In the on-going debate on new immigrant students in school, German media and the public focus have been predominantly on asylum seekers from conflict zones such as Syria or Afghanistan. For schools, the increasing number of newcomers with no or little proficiency of German currently poses a challenge, even though new immigrant students at school are not a new phenomenon, but rather a permanent one. From a theoretical point of view, social participation can be discussed within the division of inclusion and exclusion. In this article we examine the potential of a theoretical framework of social inclusion and exclusion in the case of new immigrant students and establish a connection between the organisation of schooling and practices in class. The analysis of a scene of multilingual classroom interaction, held in a separate class for newcomers only, shows how a complex interplay of including and excluding effects structure the situation of newly arrived migrant students.
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Reischl, Catherine H., Debi Khasnabis, and Kevin Karr. "Cultivating a school-university partnership for teacher learning." Phi Delta Kappan 98, no. 8 (May 2017): 48–53. http://dx.doi.org/10.1177/0031721717708295.
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The Mitchell Scarlett Teaching and Learning Collaborative (MSTLC) is a vigorous, six-year-old partnership between two Title I schools — Mitchell Elementary School and Scarlett Middle School in Ann Arbor, Mich. — and the teacher education program at the University of Michigan. MSTLC was formed between educators who had related but quite different problems to solve: As the schools began to collaborate in 2010, the Ann Arbor Public Schools needed to address the achievement gap in its two lowest SES and lowest-achieving schools relative to other district schools, and the University of Michigan needed a school site where teaching interns could learn to teach diverse students and where it could implement and refine its newly reformed, practice-based elementary teacher education curriculum.
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Kelly, Sean, and Richard Majerus. "School-to-School Variation in Disciplined Inquiry." Urban Education 46, no. 6 (August 11, 2011): 1553–83. http://dx.doi.org/10.1177/0042085911413151.
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In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and Gamoran, we examine whether variation in observable indicators of school quality correspond to real differences in instruction between schools. Consistent with the large body of research on school effects we find very modest school-level variation in the prevalence of disciplined inquiry.
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Isa Medina Machmudi Isa, Nitce, Azlin Norhaini Mansor, Jamalul Lail Abdul Wahab, and Bity Salwana Alias. "Principals’ Instructional Leadership towards Teachers' Self-Efficacy." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 449. http://dx.doi.org/10.14419/ijet.v7i3.30.18349.
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Principals’ instructional leadership practices have proved to be an imperative predictor to teachers’ self-efficacy. Yet, educators are concerned about the ability to adapt to new instructional leaderships due to unspoken principal-teacher expectations. This paper discusses the extent of instructional leadership practices by two newly transferred principals at two different schools. The purpose of this quantitative study was to examine how their instructional leadership practices affected the self-efficacy of the teachers. Through the use of a cross-sectional survey, responses made by 64 teachers employed in one public school and one privately-run school, were compared. The Principal Instructional Management Rating Scale (PIMRS) Teacher Short Form and the Teachers’ Sense of Efficacy Scale (TSES) were used for data collection. The findings showed a high level of instructional leadership practices and self-efficacy in both schools. The test results indicated a strong and positive relationship between the principals’ perceived instructional leadership practices and the teachers’ self-efficacy. Some of the details even suggested that newly transferred principals enforce specific school goals as their main agenda. Nevertheless, the areas of significance identified by this study may help district school superintendents develop the right knowledge to support newly transferred principals in their instructional leadership, thus enhancing teachers’ self-efficacy at the school level.
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Attard Tonna, Michelle. "The benefits of mentoring newly qualified teachers in Malta." International Journal of Mentoring and Coaching in Education 8, no. 4 (November 21, 2019): 268–84. http://dx.doi.org/10.1108/ijmce-02-2019-0034.
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Purpose Newly qualified teachers (NQTs) seek advice from more experienced colleagues and are considered as learning through participation, including observing other teachers and receiving feedback. In many education systems around the world, induction programmes are developed to support these new teachers in needs ranging from pedagogical to the practical. The induction programme in Malta has been in place since 2010 and offers support to NQTs through their mentor, a member of the school management team, and their college principal. The purpose of this paper is to examine the benefits of mentoring as experienced by a group of NQTs and their mentors in select Maltese schools. Design/methodology/approach Through a grounded theory approach (Glaser and Strauss, 1967; Strauss and Corbin, 1994), the reflections and online conversations with 15 mentors from 10 schools, who were given the role of supporting an NQT in their school for one scholastic year, informed this study. This approach was used because grounded theory seeks to derive its explanations from the data of the phenomenon itself and encourages systematic, detailed analysis of the data. Codes were developed from the transcripts, which were then compared against the research questions, using an inductive approach. Themes emerged, helping the researcher to construct meaning. Findings The data strongly suggest that a mentoring approach based on reflection and dialogue promoted positive relationships between the mentors and the mentees and led to professional growth. Moreover, the school and social environment played a crucial role in the way the participants interacted and defined their challenges. It is thus recognised that the NQT induction programme needs to be adequately understood and acknowledged by schools and the education authorities in order for it to reach its aims of supporting beginning teachers. Physical spaces and opportunities for collaboration can enhance what the mentors are trying to achieve. Originality/value This research is the first of its kind in Malta as it explores the perceptions and experiences of mentors who are actively participating in the induction programme for NQTs.
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Waheed, Syed Abdul, Nadia Gilani, and Nazia Noor. "Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?" Global Sociological Review VI, no. I (March 30, 2021): 23–30. http://dx.doi.org/10.31703/gsr.2021(vi-i).04.
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Many teachers are recruited to meet the needs of the increased number of students in the schools. The nature of newly inducted and experienced teachers working relationships determine the academic environment of the school. The present study aims to interview newly inducted and experienced teachers to understand how both the teachers establish relationships and what they can learn from each other during their professional duties. Seven teacher participants from each of the newly inducted and experienced teachers were selected working in public and private sector schools of a large district in Pakistan. The participants were selected purposively, and the data collected through interviews were analyzed using the line-by-line approach for coding the data and formulating the themes and sub-themes. The themes reflected that newly inducted and experienced teachers had supportive relationships and learned from each other. The newly inducted teachers learned teaching strategies, classroom management, and knowledge about the school and students from the experienced teachers, and the experienced teachers learned how the teachers should be friendly with the students.
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Charette, Josée, and Jean-Claude Kalubi. "School-family-community collaborations: the contribution of the intercultural worker in accompanying newly immigrant parents to school." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2016): 127–49. http://dx.doi.org/10.3280/ess2-2016oa3929.
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Families who immigrate with school-aged children face two particular challenges: the practice of parenting in general and the practice of parenting in an unfamiliar or acculturating school environment. It is on these challenges that an emerging professional group is working in Quebec. Specifically, it is the group of intercultural community workers in schools (ICSI). This group supports the social and educational experiences of immigrant families, facilitating collaborations between schools, families and communities. This article explores the practices of ICSI that stimulate the effective accompaniment of parents of recent immigrant students. Through a qualitative exploratory approach, semi-structured interviews were conducted with three ICSIs from different administrative regions. The results show the relevance of implanting a welcome protocol to better accompany these parents. They also help understand the evolution of the relation between these parents and school, according to the adjustments of their family project and the challenges raised by their settlement in the host society.
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Chen, Wen-Yan, and Hui-Ling Wendy Pan. "Heading for Success: Three Case Studies of School Transformation through Capital Construction." International Education Studies 9, no. 5 (April 26, 2016): 75. http://dx.doi.org/10.5539/ies.v9n5p75.
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<p class="apa">Utilizing capital as a construct to analyze leadership that triggers school transformation is a newly emerged perspective. This study employed the capital theory as the framework to explore how schools undertook the transformative tasks by multi-case study. Three secondary schools in Taiwan were recruited to investigate how leaders constructed the intellectual, social, spiritual, and financial capital and the interplay among the capitals. The findings indicated that despite certain strategies commonly employed by case schools, the ways schools develop capitals as the strategy of school transformation depended on their unique context. One form of capital might be used to facilitate another form of capital. The study applied capital perspective to Asian context has extended its explanatory power and has created the basis for further research in the field of school reform.</p>
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Billings, Stephen B., Eric Chyn, and Kareem Haggag. "The Long-Run Effects of School Racial Diversity on Political Identity." American Economic Review: Insights 3, no. 3 (September 1, 2021): 267–84. http://dx.doi.org/10.1257/aeri.20200336.
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How do early-life experiences shape political identity? We examine the end of race-based busing in Charlotte-Mecklenburg Schools, an event that led to large changes in school racial composition. Using administrative data, we compare party affiliation in adulthood for students who had lived on opposite sides of newly drawn school boundaries. Consistent with the contact hypothesis, we find that a 10 percentage point increase in the share of minorities in a White student’s assigned school decreased their likelihood of registering as a Republican by 2 percentage points (12 percent). Our results suggest that schools in childhood play an important role in shaping partisanship. (JEL D72, H75, I21, I28, J15)
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Bartholo, Tiago Lisboa, and Marcio da Costa. "Evidence of a school composition effect in Rio de Janeiro public schools." Ensaio: Avaliação e Políticas Públicas em Educação 24, no. 92 (September 2016): 498–521. http://dx.doi.org/10.1590/s0104-40362016000300001.
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Abstract This paper discusses the implementation of federal and municipal assessment systems in Brazil, and how it has influenced the educational debate and newly shaped policies. The empirical analyses focus on public municipal schools in Rio de Janeiro and test the plausibility of the school composition effect theory. The approach combines different datasets provided by the Rio de Janeiro Educational Department: a) Prova Rio – longitudinal assessment for all public schools; b) Pupil Profile – longitudinal assessment with information on all pupils, including family profile and school placement. Evidence from different models suggests the plausibility of school-mix effect theory. Data corroborates the claim that at least part of a purported “school effect” could be explained by a particular mix of pupils.
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Bany Yassien, Dr Bassam Mahmoud. "The Practice Degree of Basic School Principals’ Roles, at Al-Kourah District toward the Newly Teachers and Ways to Improve It." World Journal of Educational Research 6, no. 3 (July 8, 2019): p386. http://dx.doi.org/10.22158/wjer.v6n3p386.
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The study aimed to identify the degree of practice of principals of primary schools in the Al-Kourah District and for their roles towards newly appointed teachers and ways to improve them. The findings of the study showed that elementary school principals’ roles towards the newly teachers at schools in Al-Kourah District and the means for improving their roles was in an average level. High, there were no significant statistical differences at the level of (? = 0,05) in the samples’ which elementary school principals’ practice their roles towards the newly teachers at the schools in Al-Kourah District due to the gender variable, and the educational experience. The researcher recommended the need to stand by all means on the current global trends in the developed countries in the field of preparing and training the teacher and benefiting from them in accordance with local conditions, and the need to plan the preparation of the teacher as well as on the basis of sound scientific starting from drawing strategy to prepare descriptive analysis and the level of preparation process itself in the areas Scientific and cultural.
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Young, I. Phillip, F. Paul Chounet, Amy Buster, and Scott Sailor. "Effects of Student Achievement on Satisfaction of Newly Appointed Teachers: A Cognitive Dissonance Perspective." Journal of School Leadership 15, no. 1 (January 2005): 35–51. http://dx.doi.org/10.1177/105268460501500102.
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Research addressing attraction and selection of employees within the public school setting seems to indicate that the higher a school's student achievement the more likely a potential job candidate is to assess a position at that school favorably. However, the validity of this finding has failed to be assessed with “real teachers” accepting actual job offers. To fill this void, we compared the satisfaction with working conditions of newly appointed teachers in high- and low-performing elementary schools at the beginning and end of their work year. We cast these findings on a cognitive dissonance framework and our results are consistent with cognitive dissonance theory. That is, once teacher candidates choose to accept a position in a low-performing school district they experience a higher level of satisfaction with their working conditions than those accepting a new position in a high-performing school district. This initial difference between groups disappeared by the end of the work year.
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SCHEFFER, MÁRIO CÉSAR, ALINE GIL ALVES GUILLOUX, MARIO ROBERTO DAL POZ, and LILIA BLIMA SCHRAIBER. "Reasons for choosing the profession and profile of newly qualified physicians in Brazil." Revista da Associação Médica Brasileira 62, no. 9 (December 2016): 853–61. http://dx.doi.org/10.1590/1806-9282.62.09.853.
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SUMMARY Objective To evaluate the socio-demographic profile, path to medical school admission and factors affecting the choice of becoming a physician in Brazil. Method Application of a structured questionnaire to 4,601 participants among the 16,323 physicians who graduated between 2014 and 2015 that subsequently registered with one of the 27 Regional Boards of Medicine (CRMs). Results The average age of participants is 27 years, 77.2% are white, 57% come from families with a monthly income greater than ten times the minimum wage, 65% have fathers who have completed higher education, 79.1% attended a private high school, and 63.5% selected the “will to make a difference in people’s lives or do good” as their main reason for choosing medicine, with some differences between the sexes and matriculation at a public or private medical school. Conclusion The recent politics for educational diversity and the opening of additional medical schools has not yet had an impact on the socio-demographic profile of graduates, who are mainly white, wealthy individuals.
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Chu, Amanda, Pinar Keskinocak, and Monica C. Villarreal. "Empowering Denver Public Schools to Optimize School Bus Operations." INFORMS Journal on Applied Analytics 50, no. 5 (September 2020): 298–312. http://dx.doi.org/10.1287/inte.2020.1042.
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Denver Public Schools (DPS) serves roughly 90,000 K–12 students using a mixed bus fleet. Developing and reviewing bus-route assignments manually has been challenging and time consuming for DPS. During 2017–2018, DPS analysts reviewed and adjusted over 700 routes assigned to approximately 200 buses, considering time and capacity feasibility. We developed a decision support tool (DST) to generate feasible bus-route assignments and help inform DPS’s decisions. The DST employs optimization models to solve the bus-route assignment problem using distance data from Google Maps Application Programming Interface and various interroute reposition-time scenarios to account for the impact of potential traffic delays. The model incorporates multiple objectives related to minimizing cost, meeting demand, and maximizing “consistency”—that is, the difference between a newly created and previously implemented solution The solutions generated by the DST for the 2017–2018 school year utilized significantly fewer buses and lower reposition mileage compared with the DPS solution. Considering the convenience, efficiency, and flexibility of generating high-quality bus-route assignments using the DST, the DPS transportation team has used the DST in the route planning process since 2018.
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Ramlah, Ramlah, Mustika Wati, Sarah Miriam, and Saiyidah Mahtari. "Development of Multi Representation Based Cognitive Instrument on Newton Law Material." Berkala Ilmiah Pendidikan Fisika 6, no. 3 (October 31, 2018): 301. http://dx.doi.org/10.20527/bipf.v6i3.5294.
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Questions used in school have not been analyzed by the item and only in one representation. This study aims to produce quality multi-representation-based cognitive instruments on Newton's law material for junior high school students in Banjarmasin. This study specifically aims to describe (1) the validity of cognitive instruments, (2) the reliability of cognitive instruments, (3) the level of difficulty of cognitive instruments, and (4) the discrimination power of cognitive instruments based on multi representation. The method used is the Research & Development (R & D) method by using the adaptation of the procedure model from Borg & Gall. Data were analyzed using classic formulas and through Rasch applications. The sample of the study was 204 eight grade students from Public Junior High Schools 14 Banjarmasin, Public Junior High Schools 25 Banjarmasin, and Public Junior High Schools 28 Banjarmasin. The results showed that (1) the validity of cognitive instruments developed is considered valid, (2) the reliability of cognitive instruments developed is relatively reliable, (3) the level of difficulty of cognitive instruments developed is divided into two categories; very difficult and very easy, and (4) the discrimination power of cognitive instruments developed is divided into three categories; repaired, accepted but needs to be repaired, and accepted. It can be concluded that the multi-representation-based cognitive instrument on Newton's law material on eighth grade students of junior high school in Banjarmasin is suitable for assessment of learning outcomes. So that the instruments developed can be used by teachers to assess student learning outcomes in the material of Newton's law.
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Derse, Christine. "Accessible Picture Communication on the Playground." Perspectives on Augmentative and Alternative Communication 17, no. 4 (December 2008): 131–34. http://dx.doi.org/10.1044/aac17.4.131.
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Abstract This article is based on a poster presented at the 2008 ASHA Division 12 conference. The purpose of the poster was to share information about placing a permanent picture communication board on a newly constructed accessible playground at an elementary school. The idea for a permanent communication board was the result of my experience providing augmentative and alternative communication services in schools and in early intervention. My daughter was a student in regular education attending the school, and students who use AAC also attended the school.
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Bhebhe, Gladwin, and Matiya Mugurani. "CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE." Jurnal Ilmiah Peuradeun 4, no. 3 (September 28, 2016): 295. http://dx.doi.org/10.26811/peuradeun.v4i3.104.
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The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schools did not have conventional laboratories and equipment that would facilitate the teaching and learning of science. This study sought to find out the challenges faced by rural day secondary school science teachers in Gweru district of Zimbabwe and propose a way forward. Questionnaires, interviews and observations were used to collect data pertaining to the challenges that were faced by the teachers.
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Maistry, Suriamurthee Moonsamy, and Ian Edward Africa. "Neoliberal stratification: The confounding effect of the school poverty quintile ranking system in South Africa." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a1872.
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The South African school education landscape is distinctly uneven as it relates to school financing. The state’s attempt at differentiated funding via the quintile system is vaunted as an initiative to address the needs of poor schools. It parades as a commitment to a redress agenda. Since implementation, the socioeconomic demography has changed significantly for many schools. Some have experienced an exodus of fee-paying learners and an increase in poor learners residing in newly established informal settlements. There is limited understanding of the extent of the financial crises that these schools face. In this article we examine the financial management struggles of schools from low socioeconomic contexts. Eight schools in the Greater Durban area were purposively sampled and a series of in-depth interviews were conducted with school principals. The study revealed that principals were involved in constant struggles to manage their schools in the context of dire financial constraints. The advent of outsourcing of procurement is a distinct neoliberal move that relegates previously state functions to the ambit of the market. Profit-driven procurement agents systematically drain the public purse as they wilfully render services and supplies incommensurate with the charges they levy.
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Kim, Hyojin, Ho-Hyun Kim, Jae-Young Lee, Yong-Won Lee, Dong-Chun Shin, Kwang-Jin Kim, and Young-Wook Lim. "Evaluation of Self-assessed Ocular Discomfort among Students in Classrooms According to Indoor Plant Intervention." HortTechnology 26, no. 4 (August 2016): 386–93. http://dx.doi.org/10.21273/horttech.26.4.386.
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A cohort of sixth grade students at two newly constructed elementary schools in Seoul, South Korea, performed a self-assessment of ocular discomfort symptoms in association with indoor air quality (IAQ) by indoor plant intervention from early June to mid-Oct. 2011. Indoor plant intervention made little difference in air temperature and relative humidity, but stabilized the increasing levels of carbon dioxide. The indoor concentrations of formaldehyde and ethylbenzene showed little difference, but those of toluene and xylene showed a decreasing trend in classrooms with indoor plants. The participants in classrooms without indoor plants exhibited an increase in ocular discomfort symptoms at School A and a decrease in symptoms at School B; those in classrooms with indoor plants demonstrated a decrease in frequency at both schools. The variation of symptom severity did not follow a clear trend. Participants assessed their symptom severity of ocular discomfort with four options from three points for frequent occurrence to zero points for no occurrence. Among participants in classrooms without indoor plants, symptom severity significantly worsened at both schools as the scores increased from 1.96 to 2.17 at School A and from 2.27 to 2.34 at School B; among those in classrooms with indoor plants, symptom severity significantly lessened at School A and slightly worsened at School B as the scores decreased from 2.33 to 1.98 at School A and increased from 2.35 to 2.42 at School B. After spending the experimental duration in classrooms without indoor plants at both schools, 34.8% of participants at School A and 33.3% of participants at School B perceived their symptom severity as having increased. At Schools A and B, indoor plants decreased the frequency of participants experiencing an increase of symptom severity by 13.0% and 9.7%, and increased the frequency of participants reporting decrease of symptom severity by 34.8% and 22.6%.
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Bowen, Natasha K., Robert Lucio, Michele Patak-Pietrafesa, and Gary L. Bowen. "The SSP 2020: The Revised School Success Profile." Children & Schools 42, no. 1 (January 2020): 19–28. http://dx.doi.org/10.1093/cs/cdz025.
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Abstract To support student success effectively, school teams need information on known predictors of youth behavior and academic performance. In contrast to measures of behavioral and academic outcomes that are commonly relied on in schools, the School Success Profile (SSP) for middle and high school students provides comprehensive information on predictors of outcomes that reside in students’ neighborhoods, schools, peer systems, and families. This article presents the SSP 2020, a newly revised version of the SSP that is now freely available to schools and researchers. The online, self-report SSP 2020 retains the strengths of the SSP but is shorter and simpler. Revised group- and individual-level reports are automatically generated once SSP data are collected. The SSP 2020 dashboard allows users to request reports on numerous demographic subgroups. A comprehensive prevention road map walks teams through each step of an evidence-informed decision-making process based on SSP 2020 data. Resources embedded in the road map include information on evidence-informed prevention strategies for SSP dimensions with corresponding brief assessments and fidelity checklists. School social workers are encouraged to take the lead in bringing the SSP 2020 to school teams charged with promoting student behavioral and academic success.
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Kapp, Marshall B. "Teaching Health Law." Journal of Law, Medicine & Ethics 38, no. 4 (2010): 863–70. http://dx.doi.org/10.1111/j.1748-720x.2010.00539.x.
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Thirty years ago when I, an attorney, took a tenure-track faculty position at an innovative, newly opened medical school, I was an oddity — truly, a stranger in a strange land. Today it is not uncommon for American medical schools to employ an attorney as a tenured or tenure-track member of its faculty. Over these last three decades, the educational roles and responsibilities of health law faculty who teach in law schools have become increasingly well defined, with numerous health law courses and textbooks now generally accepted as part of the typical law school curriculum. However, the roles and responsibilities of attorney faculty members who teach in medical schools remain less clearly defined and likely are more individualized to the particular medical schools in which they teach. This essay explores some of the challenges and the opportunities which are given to attorney faculty members who teach in medical schools.
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Billings, Stephen B., David J. Deming, and Jonah Rockoff. "School Segregation, Educational Attainment, and Crime: Evidence from the End of Busing in Charlotte-Mecklenburg *." Quarterly Journal of Economics 129, no. 1 (September 17, 2013): 435–76. http://dx.doi.org/10.1093/qje/qjt026.
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Abstract We study the end of race-based busing in Charlotte-Mecklenburg schools (CMS). In 2001, school boundaries in CMS were redrawn dramatically, and half of students received a new assignment. Using addresses measured prior to the policy change, we compare students in the same neighborhood that lived on opposite sides of a newly drawn boundary. We find that both white and minority students score lower on high school exams when they are assigned to schools with more minority students. We also find decreases in high school graduation and four-year college attendance for whites and large increases in crime for minority males. We conclude that the end of race-based busing widened racial inequality, despite efforts by CMS to mitigate the effect of segregation through compensatory resource allocation.
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Norberg, Katarina. "Educational leadership and im/migration: preparation, practice and policy – the Swedish case." International Journal of Educational Management 31, no. 5 (June 12, 2017): 633–45. http://dx.doi.org/10.1108/ijem-08-2016-0162.
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Purpose Migration to Sweden dramatically increased in 2015 and challenged the reception system at all levels and societal institutions, one of which was the school. As a response to the lack of a comprehensive educational strategy for newly arrived students, new regulations were passed in January 2016, the purpose of which was to guarantee equity and equality in education for all students, irrespective of their background. The regulations make demands on local politicians and the school leaders to adjust the reception, organization and teaching to support the newly arrived students’ learning. The purpose of this paper is to explore school leadership practices in turbulent times. Design/methodology/approach The study is situated in the field of post-migration ecology, as newly arrived students move from pre-migration to transmigration to post-migration contexts, the latter for this paper’s interest, when they arrive to their new schools. Seven principals in a transit municipality for migrants were interviewed to obtain a picture of how they are prepared for diversity in leadership and how policy and practice coincide. Findings The study reveals how policy and practice coincide due to a lack of intercultural and bilingual competences among the staff. The principal’s responsibility for a school structure and culture that support newly arrived students’ learning raises new demands on how principals are trained for diversity. Originality/value The study is a contribution to the little-researched field concerning school leadership and newly arrived students which raises new demands regarding how principals are trained for diversity.
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García-Carrión, Rocío, Maria Padrós Cuxart, Pilar Alvarez, and Ainhoa Flecha. "Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty." Sustainability 12, no. 17 (September 1, 2020): 7146. http://dx.doi.org/10.3390/su12177146.
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Teacher induction has been an object of interest in teacher education and professional development, mostly as a result of the analysis of the difficulties faced and the coping strategies developed by newly qualified teachers. However, the specific mechanisms to facilitate teachers’ induction when being appointed by schools working under challenging contexts have been less explored. This study aims to explore the potential of a community-based school model named Schools as Learning Communities to induct new teachers and to help them embrace the school’s project. A single case study was conducted in a high-poverty school located in Barcelona (Spain). Data collection included observations and interviews with teachers and the school management team. Findings highlight two main features of the school model that facilitate teacher induction: the dialogic approach to teachers’ professional development and the participation of family and community members in the school, which operates as a pedagogical resource. Furthermore, our results reveal this model as a successful pathway for the new teachers to embrace the school mission and to become agents of transformation who contribute to the project’s sustainability. The study offers lessons on how to support the induction of teachers who join diverse schools serving students living in poverty.
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Tarisayi, Kudzayi Savious. "A school in distress: The manifestations of poverty at a selected satellite school in the Masvingo district, Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 48–60. http://dx.doi.org/10.46622/jogea.v2i1.2526.
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Although there is a plethora of studies on poverty in schools, poverty in satellite schools in Zimbabwe remains a neglected phenomenon. Satellite schools are newly established temporary schools which are attached to a registered school. This paper derives from a study that focused on the social capital influences of communal farmers and land reform beneficiaries on satellite schools in the Masvingo district, Zimbabwe after the year 2000. The study drew on the capability approach by Sen (2000) and the poverty pyramid by Baulch (2011). The study was qualitative and it was positioned in the interpretive paradigm. The paper reports on one case study of communal farmers in the Masvingo district. Four semi-structured interviews and a focus group discussion with a purposive sample of ten participants were carried out in the Sambo community. Qualitative content analysis was utilized to analyse the findings and draw conclusions. The manifestations of poverty at Sambo satellite school were infrastructure challenges; physical resources allocation; a natural resource challenge; and learners’ participation in extra-curricular activities with other schools. Due to a multiplicity of manifestations of poverty, Sambo satellite school was clearly in distress. It is recommended that the Zimbabwean government provide additional funding to support satellite schools that are located in poor, environmentally challenging contexts.
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Cardina, Catherine. "Professional Development Activities and Support Among Secondary Health Teachers." Pedagogy in Health Promotion 4, no. 3 (November 28, 2017): 190–99. http://dx.doi.org/10.1177/2373379917742924.
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This study describes public school secondary health education teachers’ support for professional development in the United States and the types of professional development activities in which they participated. Results were compared with public school secondary teachers of all other subjects. In addition, perceptions of professional preparation among newly hired health teachers and the types of professional support they received are described. Data were collected through the 2011-2012 Schools and Staffing Survey and included a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to analyze data. Results showed that for nearly all types of professional support assessed, secondary health education teachers reported less support as compared with secondary teachers of all other subjects. Of the teaching skills questioned, newly hired health education teachers indicated they were least prepared in handling a range of classroom management or discipline situations and using data from student assessment to inform instruction. Moreover, newly hired health teachers were less like to participate in programs for beginning teachers as compared with their newly hired teaching peers. Using results from this study, recommendations concerning professional development support and activities among secondary health teachers and newly hired secondary health teachers are provided.
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Blake, David, and Dave Hill. "The newly qualified teacher in school." Research Papers in Education 10, no. 3 (October 1995): 309–39. http://dx.doi.org/10.1080/0267152950100304.
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Caleb, Onah. "ONAH, C. IMPACT OF CULTISM ON MANAGEMENT OF SECONDARY SCHOOLS IN MAKURDI LOCAL GOVERNMENT AREA, BENUE STATE." Matters of Behaviour 8, no. 9 (March 25, 2019): 1–6. http://dx.doi.org/10.26455/mob.v8i9.49.
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This research examined the Impact of Cultism on Management of Secondary Schools in Makurdi Local government areas of Benue State. Three research questions and three hypotheses were formulated and tested. 1375 teachers from 10 public secondary schools in Makurdi L.G.A were selected. A well-structured questionnaire titled Cultism and Management of Secondary Schools Questionnaire (CMSSQ) was used for data collection. Data were analyzed using Mean and standard deviations to answer the research questions, while chi-square (X2) was used to test the hypotheses at 0.05 levels of significances. The findings showed that cultism has an impact on the management of secondary schools in Makurdi Local Government Area. Based on the result of the findings, it was recommended that. Head teachers need to share their vision with other staff in the school as this improves primary school teachers’ levels of job satisfaction. Also, a mentoring program is strongly recommended for newly appointed and underperforming serving head teachers.
Keywords: Management, Cultism, Benue State, Schools
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Bello, Bello Ahmad. "TOWARDS REVITALIZATION OF INSTRUCTIONAL LEADERSHIP FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN NIGERIA." Sokoto Educational Review 16, no. 1 (June 28, 2015): 9. http://dx.doi.org/10.35386/ser.v16i1.69.
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This paper examined the needs to revitalize instructional leadership of primary and junior secondary schools headteachers in Nigeria, for successful implementation of the Universal Basic Education (UBE) Programme. Instructional leadership, as viewed in the paper, has to do with creating a school culture that makes students’ learning a priority and provides the resources necessary to support teachers’ efforts to improve students’ learning. The need for revitalization of instructional leadership in the Nigerian Basic Education schools emanates from the identified problems of lack of clearly defined general instructional visions in the schools in question, dearth of instructional materials, ineffective instructional supervision by the headteachers, and absence of school-based professional development programmes for teachers. With the introduction of UBE and subsequent curricular review, the paper discovered that there was the need to re-orient teachers towards effective teaching of the newly infused contents of the 9-year basic education curriculum. The paper, based on the identified needs for the revival of instructional leadership has recommended clear definition of schools’ instructional vision, effective classroom supervision, organizing school-based teacher professional development programmes among other things as foremost measures to be taken to improve this vital function of the school headteachers in question.
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Dyllick, Thomas, and Katrin Muff. "A Positive Impact Rating for Business Schools: Case Study." Sustainability 12, no. 22 (November 17, 2020): 9551. http://dx.doi.org/10.3390/su12229551.
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Business school rankings have been criticized, to blindly “follow the money” with their strong focus on salaries and economic performance, thereby reflecting the values and expectations of the times the rankings were created. Rankings are increasingly seen as out of touch with changing demands on business and business schools to address issues of social impact and sustainability. The newly created Positive Impact Rating for Business Schools (PIR) provides an answer to these demands. This paper presents a case study on the new PIR. It first provides an overview of the critique of current business school rankings. It highlights emerging trends towards including social impact and sustainability in the business school landscape, with a focus on the UN Sustainable Development Goals, research initiatives, accreditations, and rankings. It then presents and discusses in detail the new PIR launched in January 2020 at the WEF in Davos and its initial reception. This new “by students and for students” rating reaches out to students to assess their own business schools on how they perceive them in creating a positive impact on and for the world.
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Suleiman, Micheal W. "Socialization to Politics in Morocco: Sex and Regional Factors." International Journal of Middle East Studies 17, no. 3 (August 1985): 313–27. http://dx.doi.org/10.1017/s0020743800029226.
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Research in the West has clearly shown that attitudes developed in school greatly contribute to the views of students on societal and national issues, especially toward their country and leaders. In the newly independent and developing countries, the schools play an even more important role in value formation, since the material used in school is often prepared with a definite and clear objective of inculcating certain specific values in the young—above and beyond the task of imparting factual, scientific information. There, school teachers also are likely to convey attitudes and values different from those received at home, especially concerning development and national integration.
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Cantatore, Lorenzo. "Una casa della scuola per Roma Capitale." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 113. http://dx.doi.org/10.5944/hme.13.2021.27131.
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Our research focuses on school buildings constructed in the first decade of Roma Capitale, between the end of the nineteenth and the beginning of twentieth century. The buildings belonged to two categories: 1) edifices readapted as schools (former convents and private dwellings); 2) newly built constructions. School buildings are studied considering their architectural layout, their location within the urban plan, their décor and their symbolic meaning in relation to topography and toponymy. The study method uses interpretation of spaces and places as educational objects that exert an extraordinary influence on the collective imagination. The sources used are: 1) archive documents (Archivio Capitolino) relating to projects and technical relations of architects and engineers; 2) legal documents: laws, measurements, bulletins, ministerial reports on school buildings; 3) publications that document the shaping of public opinion on the importance of endowing the capital with a number of representative and efficient educational sites. The work highlights three main historical trends: 1) the emergenc of laws supporting compulsory education (Casati law, Coppino law) and the social architectural initiatives undertaken in Rome’s poorest and most deprived neighborhoods (Trastevere, Suburra) or in newly built ones for the ascending middle class (Castro Pretorio); 2) the contradiction between rhetoric regarding public educational sites and the scarcity of financial backing for the management of municipal public education and the subsequent, perennial lack of new schooling sites; 3) competition with contemporary religious school architecture, which in comparison with that of public and secular schools was always at the vanguard.
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Maag Merki, Katharina, Erich Ramseier, and Yves Karlen. "Reliability and Validity Analyses of a Newly Developed Test to Assess Learning Strategy Knowledge." Journal of Cognitive Education and Psychology 12, no. 3 (2013): 391–408. http://dx.doi.org/10.1891/1945-8959.12.3.391.
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This study presents a newly developed test to assess students’ knowledge of learning strategies that they use when completing complex assignments at the upper secondary baccalaureate school (Gymnasium) level. The sample included N = 2,300 students at 23 baccalaureate schools in Switzerland and also a small sample of university students (N = 58). We tested hypotheses regarding cognitive, metacognitive, and motivational dimensions of learning. In addition, students’ self-reported grades in German were used as an achievement criterion. The analyses included estimation of Cronbach’s alpha and distribution of the test scores on the individual and class level. Furthermore, structural equation modeling was carried out. The findings support the reliability and validity of the new test. We found significant differences in terms of gender and school attendance. Learning strategy knowledge showed a positive relationship with student achievement, students’ learning motivation, and students’self-reported use of habitual learning strategies.
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Donson, Andrew. "The Teenagers' Revolution: Schülerräte in the Democratization and Right-Wing Radicalization of Germany, 1918–1923." Central European History 44, no. 3 (September 2011): 420–46. http://dx.doi.org/10.1017/s0008938911000380.
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On November 27, 1918, Konrad Haenisch, the newly installed education minister (Kultusminister) and Majority Social Democrat, issued arguably the most radical decree in the history of Prussian schooling. The “Appeal to Male and Female Pupils in Secondary Schools,” as the edict was titled, aimed to redress the alleged rampant “demons of morbid subservience, mistrust, and lies” in secondary schools. Its proposed solution was for every school to hold an assembly by the end of the year to introduce democratic governance. Each teacher and each pupil in the ninth grade (Obertertia) and higher would have an equal vote on whether they wanted to form a school parliament (Schulgemeinde), a pupil council (Schülerrat), or both. In the school parliament, all teachers and pupils would have equal rights to have an “entirely open discussion” about their school affairs, including matters of discipline, and equal votes to pass resolutions pertaining thereto. In addition, pupils alone would elect a teacher and pupil council that would be standing liaisons to the director and the other teaching staff. Most controversially, the school parliament or the standing pupil council could appoint a representative empowered to bypass the school director and teaching staff and hold conversations with the ministers in Berlin about how to redress inequities in their particular school and change youth policy in the new republic more generally. A last measure in the decree gave pupils the unlimited right to join any association, provided it was “not political.” This new right abrogated the requirement that pupils in secondary schools get permission from their directors to found or join associations in or outside school. Haenisch required that schools post this decree on all blackboards. There were similar decrees issued in December 1918 in Saxony, Württemberg, and Bavaria.
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Morrison, Jennifer R., Joseph M. Reilly, and Steven M. Ross. "Getting along with others as an educational goal." Journal of Research in Innovative Teaching & Learning 12, no. 1 (June 14, 2019): 16–34. http://dx.doi.org/10.1108/jrit-03-2019-0042.
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PurposeThe purpose of this paper is to examine how participants in diverse schools newly implement the Sanford Harmony social and emotional learning (SEL) program and perceive its benefits for students and overall school climate.Design/methodology/approachThe current study employed a convergent parallel mixed-methods design with a sample of five elementary schools in the western USA. Measures included classroom observations, administrator interviews, teacher interviews and focus groups, student focus groups, and a teacher questionnaire.FindingsFindings indicated expected variation in implementation across schools, although all participants reacted favorably to the program and, importantly, would recommend the program to others. Administrators, teachers and students all saw the value of the program, particularly in terms of student relationship building and improved school climate. Implementation challenges experienced by schools were consistent with research on diffusion of innovations.Practical implicationsThe present study demonstrates the importance of effective professional development, continued support, collective decision making and intentional integration of the SEL program throughout a school to support robust implementation and ultimately achieve intended outcomes.Originality/valueResearchers have yet to examine in-depth implementation of the Sanford Harmony program and how best to support scale-up and more intentional implementation in schools. As implementation fidelity is a key component of a program achieving intended outcomes, the findings from the present study contribute to the knowledge base of supporting SEL program implementation.
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Rand, Julia. "Residential Schools: Creating and Continuing Institutionalization among Aboriginal Peoples in Canada." First Peoples Child & Family Review 6, no. 1 (May 4, 2020): 56–65. http://dx.doi.org/10.7202/1068896ar.
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Many Aboriginal peoples in Canada have experienced, directly or indirectly, the effects of residential schools. Some Aboriginal people have also experienced the phenomenon known as institutionalization, as a result of residential school experiences, experiences over which they had no control and that were demanded by law. Some Aboriginal people in Canada have moved from the residential school institutions to similar newly developed institutions such as shelters and to established institutions such as the correctional system, or both. Indeed, Aboriginal peoples are overrepresented in all such institutions. In this paper, I seek to demonstrate the association between Aboriginal peoples’ experiences in and of residential schools and subsequent adult institutionalization. Attempts to ‘civilize’ Aboriginal peoples through cultural assimilation may have instead resulted in intergenerational institutionalization among many Aboriginal peoples in Canada.
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Bubb, Sara, and Peter Earley. "`Rogue' school leaders and newly qualified teachers." Management in Education 17, no. 5 (December 2003): 25–29. http://dx.doi.org/10.1177/08920206030170050801.
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Chiapparini, Emanuela, Andrea Scholian, Patricia Schuler, and Christa Kappler. "All-Day Schools and Social Work: A Swiss Case Study." International Journal for Research on Extended Education 7, no. 1-2019 (October 22, 2019): 60–68. http://dx.doi.org/10.3224/ijree.v7i1.05.
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All-day schools are becoming more widespread in Switzerland. They enable pupils to participate in lunchtime and extracurricular activities organized and supervised mostly by social workers. Qualitative data were collected for a project on newly implemented area-wide all-day schools in Zurich, Switzerland’s largest city. The research was funded by the Swiss National Science Foundation (SNSF). Findings indicate that the resulting structural, pedagogical, spatial, and staff changes significantly impact the social work setting. The importance and potential of social work needs to be better communicated to the all-day school community.
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Benda, Vladimir N. "Military schools for training officers and non-commissioned officers created and operated in Russia in the late 18th century." Vestnik of Kostroma State University, no. 3 (2019): 18–22. http://dx.doi.org/10.34216/1998-0817-2019-25-3-18-22.
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Which are of considerable interest or the 18th century history of the creation and development of the Russian system of military schools of the Russian Empire conducting courses for military personnel for land and special forces of the Russian army, are the schools that were created in the last quarter of the 18th century. The author traces the history of the creation and development of Shklow noble school and the Orphanage, later renamed the Imperial Military orphanage. The author comes to the conclusion that Shklow noble school was a multinational and multi-confessional educational institution. The establishment of the Military orphanage was one of the means for the formation of the newly formed estate of soldiers' children. The article summarises the new material on the topic under study, previously unpublished sources and literature are introduced into scientific circulation.
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AbuKishk, Nada, Yassir Turki, Suha Saleh, Shatha Albaik, Majed Hababeh, Zoheir el-Khatib, Nimer Kassim, et al. "Anaemia prevalence in children newly registered at UNRWA schools: a cross-sectional study." BMJ Open 10, no. 9 (September 2020): e034705. http://dx.doi.org/10.1136/bmjopen-2019-034705.
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ObjectiveChildren entering first grade at the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools in West Bank, Gaza, Lebanon, Jordan and Syria complete a comprehensive medical examination at UNRWA health centres (HCs) as a requirement for their acceptance. Our study aimed to assess anaemia prevalence and undernutrition indicators among new entrant school children during their preschool medical examination.SettingsIn 2017, we conducted a cross-sectional study in 59 UNRWA HCs, targeting children entering first grade at UNRWA schools in four of UNRWA’s countries of operation (known as fields), namely Gaza, West Bank, Syria and Lebanon.Participants2419 completed the study. Boys and girls living inside or outside Palestine refugee camps were included. Verbal consent was obtained from their parents.Primary and secondary outcome measuresSociodemographic and anthropometric data on each child were collected. Underweight (weight-for-age z-score <−2 SD), stunting (height-for-age z-score <−2 SD), thinness (body mass index-for-age z-score <−2 SD) and obesity (body mass index-for-age z-score >+2 SD) were examined according to WHO growth indicators (5–10 years).Results2419 students (1278 girls and 1141 boys) aged 6.1±0.4 years were examined. The prevalence of anaemia (haemoglobin (Hb) <11.5 g/L) was 25.0% (Gaza: 29.3%; West Bank: 22.0%; Syria: 30.0%; Lebanon: 18.3%). The mean Hb level was 12.0±0.9 g/L. The overall prevalence of stunting, thinness and underweight was 3.2%, 3.5% and 5.6%, respectively, with the highest levels found in Syria (4.3%, 6.3% and 10.1%, respectively). The highest prevalence of overweight was in Lebanon (8.6%), and the lowest was in Gaza (2.6%). Significant differences were found among fields with regard to undernutrition indicators (p=0.001). Also, children with anaemia had significantly higher prevalence of being underweight (5.2%) in comparison with those without anaemia (p=0.001).ConclusionsThe prevalence of anaemia among the surveyed children increased to 25.0%, compared with the previous study conducted by UNRWA in 2005 (19.5%). Thus, it is recommended that Hb testing be included in the medical examination of new entrant school children attending UNRWA schools.
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Azzam, Ziad. "Dubai’s Private School Fees Framework: A Critical Discussion." Journal of Research in International Education 16, no. 2 (July 14, 2017): 115–30. http://dx.doi.org/10.1177/1475240917721149.
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90% of the Dubai’s K-12 educational provision is in the hands of the private sector, with the majority of schools operating on a for-profit basis. Demand for private schooling is unabated. In its attempt to strike a balance between consumer protection and continuing to attract private investment to address the shortage of school places, Dubai’s newly appointed regulator, the Knowledge and Human Development Authority (KHDA), introduced the School Fees Framework (SFF) in 2012. This article explores the circumstances that led to the framework’s creation, and attempts to document its development. It also analyses the SFF’s objectives, how these relate to KHDA’s strategic aspirations, and the extent to which the SFF’s objectives are indeed achievable. Through linking fee increases with school ratings, the KHDA had hoped to achieve one of its main goals: raising educational standards. Early evidence suggests that this approach has in fact caused a widening of the achievement gap between ‘rich’ and ‘poor’ schools in an industry that is already highly stratified by pricing.
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Liu, Jiayu, SherWin Wong, Gary Foster, and Anne Holbrook. "PRESCRIBING COMPETENCY OF MEDICAL STUDENTS: NATIONAL SURVEY OF MEDICAL EDUCATION LEADERS." Journal of Population Therapeutics and Clinical Pharmacology 25, no. 1 (February 2, 2018): e18-e24. http://dx.doi.org/10.22374/1710-6222.25.1.2.
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Evidence suggests that newly licensed physicians are not adequately prepared to prescribe medications safely. There is currently no national pre-licensure prescribing competency assessment required in North America. This study’s purpose was to survey Canadian medical school leaders for their interest in and perceived need for a nation-wide prescribing assessment for final year medical students.
Method
In spring of 2015, surveys were disseminated online to medical education leaders in all 17 Canadian medical schools. The survey included questions on perceived medication prescribing competency in medical schools, and interest in integration of a national assessment into medical school curricula and licensing.
Results
372 (34.6 %) faculty from all 17 Canadian medical schools responded. 277 (74.5%) respondents were residency directors, 33 (8.9%) vice deans of medical education or equivalent, and 62 (16.7%) clerkship coordinators. Faculty judged 23.4% (SD 22.9%) of their own graduates’ prescribing knowledge to be unsatisfactory and 131 (44.8%) felt obligated to provide close supervision to more than a third of their new residents due to prescribing concerns. 239 (73.0%) believed that an assessment process would improve their graduates’ quality, 262 (80.4%) thought it should be incorporated into their medical school curricula and 248 (76.0%) into the national licensing process. Except in regards to close supervision due to concerns, there were no significant differences between schools’ responses.
Conclusions
Amongst Canadian medical school leadership, there is a perceived inadequacy in medical student prescribing competency as well as support for a standardized prescribing competency assessment in curricula and licensing processes.
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Nally, Michael, and Brian Ladden. "An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 19–25. http://dx.doi.org/10.2478/ijtr-2020-0003.
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AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.
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Cowan, James, Dan Goldhaber, Kyle Hayes, and Roddy Theobald. "Missing Elements in the Discussion of Teacher Shortages." Educational Researcher 45, no. 8 (November 2016): 460–62. http://dx.doi.org/10.3102/0013189x16679145.
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Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.