Intercultural learning in graduate studies at an Israeli college of education: Attitudes toward multiculturalism among Jewish and Arab students

The purpose of the present study is to investigate the factors which affect attitudes towards multiculturalism among Jewish and Arab graduate students who experience intercultural learning in an Israeli-Jewish academic college of education. In Israeli society, it is in higher education institutions where young people from different ethnic groups first encounter the ‘others’. This is due to the structure of the Israeli elementary and secondary education system, which is divided into Jewish and Arab segregated sub-systems. In contrast, the country’s higher education institutions are open to everyone. The research population was composed of first and second year graduate students, all of whom were practicing teachers or involved in other educational work. Participants completed questionnaires and a smaller sample was also interviewed. All of the students are practicing teachers or involved in other educational work. Everyone perceived the college’s socio-cultural climate as an open and multicultural one in both years of study. However, these positive feelings characterized Jewish students to a larger extent than Arab students, while the socio-cultural aspect as well as the quality of the academic experience had a positive impact on multicultural attitudes primarily among Arab students. Thus, a multicultural climate is not enough to effect a positive change in entrenched attitudes toward multiculturalism. Multicultural education policy should also be reinforced through a formal academic curriculum, so as to set an example for ongoing social change which will further encourage graduate students—majority and minority alike—to implement their multicultural positive experiences in their own schools in the future.     

Accounting for Variation in Science and Mathematics Achievement: A Multilevel Analysis of Australian Data Third International Mathematics and Science Study (Timss)

One of the most consistent themes evident in the literature dealing with rural education is that of rural disadvantage. Much research and literature indicates that students from rural schools receive an education that is inferior to that of students from larger urban or suburban schools. Of the matrix of factors reported to lead to that disadvantage, geographical isolation and the extent to which it restricts access is reported to result in rural schools not having the same standard of resource allocation as urban schools where access is not a problem. This study addresses the issue of resource availability in rural and urban Australian schools and includes the variables: students' attitudes towards science and mathematics and career aspirations of these students. The analysis includes socioeconomic status and gender of these students and investigates how these variables relate to student achievement. Do students in rural schools have the same educational opportunity as students in urban schools? In this study a multilevel model is used which takes into account the classroom level variance in student achievement as well as individual variance and school level variance.     

The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study

Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the apparent conflict between ‘attainment gaps’ and personal development, moving towards an educational approach with greater complementarity of these aims.     

The Scandinavian Folk High School: A Model For the Education and Integration of Handicapped Youth

For almost 150 years the Scandinavian folk high school has served as an important institution in helping young people in their transition from adolescence to adulthood. In recent decades it has also become an avenue for the education and integration of young adults with special needs. At present, there are in the Scandinavian countries of Sweden, Norway, Denmark, and Finland almost 400 folk high schools, each with an enrolment of about 100 students. Some of these schools are sponsored by handicap organizations and are primarily designed for handicapped students, but include a smaller number of nonhandicapped students. The present article describes in detail some of these schools. Several developing countries in Africa and Asia have initiated educational projects based on the Nordic folk high school concept.     

Understanding the role cumulative exposure to highly qualified science teachers plays in students' educational pathways

Years of experience, education level, and subject matter expertise are three measures of teacher qualification that are employed widely in contemporary educational policies including tenure, salary, and hiring, despite significant questions about their effectiveness at predicting student performance. These questions reveal a critical gap in the literature, concerning, in particular, the enduring impact of teachers' qualifications on students' educational experiences, and they ways in which related research has traditionally been framed and conducted. Specifically, studies examining these predictors have focused almost exclusively on investigating the role that an individual teacher's qualifications have on students' performance. In schools, however, students are exposed to different teachers every year, and those teachers often have differing qualifications. This study explores the impact of teacher qualification from a cumulative perspective by examining the relationship between cumulative science teachers' qualifications (measured by years of experience, education level, and subject matter expertise) and students' educational success (academic achievement, college enrollment, and decision to major in a Science, Technology, Engineering, or Mathematics field). The study found that students taught by science teachers who—as a group—were cumulatively more highly qualified, tended to have higher achievement, as well as better educational pathways and outcomes in STEM. Given that students are taught by teachers from across a broad spectrum of qualification throughout their schooling, findings from this study could have important implications, not only for research and practice, but also for education policy.     

Links between research and schools: The role of postgraduate students

In Australia a desire to increase the return of investment in educational research has led to interest in different aspects of research impact, including the nature of links between research and schooling. One significant group in such links is postgraduate students who are also teachers or educational administrators. Responses were obtained from 1267 postgraduate students to questions about their perceptions of new developments in schools and of research, including their own studies. Differences between postgraduate students who were involved in school-level education and those who were not involved at this level were also investigated. Colleagues within their school were named as the major source of new developments, but two-thirds also saw the universities as important sources. The most common type of new development described was in the area of curriculum. Research was the most frequently cited basis for new ideas and development in schools, with a large majority stating that research had at least some impact on their work and on education generally in their region, the research frequently being introduced or mediated by colleagues. Areas being addressed by these students in their own research and projects were, in the main, of relevance to schools, most commonly in the areas of curriculum and educational processes and structures. Finally, the importance of postgraduate students as linkage agents between research and schools is stressed.     

‘Talking up and talking down’: the presentation of educational need in an age of inclusive education policy reforms

This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the ‘work’ of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the Keeping Connected project, although it utilises some selected research data produced as part of that larger-scale project. Investigations concerning the inclusion of students with disabilities – including those with long-term health conditions – within mainstream schools continue to indicate that not only do they often have specific educational needs but also that significant structural barriers exist within education for young people and families. I argue that intersecting discourses of child development and child-centred education, along with education reforms promoting social inclusion, construct particular understandings of capability and needs which do not fully account for the complexities facing teachers, students and families.     

Disproportionality in special education: identifying children with emotional behavioural difficulties in Irish primary schools

Within categories of special educational needs, emotional and behavioural difficulties have received much attention in recent years, particularly in relation to their definition and identification by parents and teachers. This paper stems from previous research which highlights how children from disadvantaged backgrounds and those attending schools designated as socio-economically disadvantaged are significantly more likely than their peers to be identified as having a special educational need of a non-normative type such as emotional behavioural difficulty (EBD). Using data from the Growing Up in Ireland study, it examines whether the EBD identified by teachers or within certain schools is matched by the child’s own performance on an internationally validated emotional and mental health measure – the Piers–Harris. Findings show that overall self-reported social emotional well-being bears a strong relationship to the probability of being identified with an EBD. However, boys, children from economically inactive and one-parent households and children attending the most disadvantaged school contexts are more likely to be identified with having an EBD, even after taking into account their social background characteristics and their scoring on the Piers–Harris measure. These findings suggest that the subjective nature of EBD identification is resulting in a disproportionate number of these children being identified with EBD. The implications of this study are explored for existing disability/SEN classification systems, school-wide intervention models and the impact on individual students labelled as EBD. Overall, the findings pose searching questions about the validity of employing SEN classification systems in deciding eligibility and types of appropriate provision.     

The role of the Virtual School in supporting improved educational outcomes for children in care

ABSTRACT

In England, ‘Virtual Schools’ oversee and support the educational progress of children in care. This paper reports on the analysis of 16 interviews with Virtual School headteachers that were part of two mixed methods research projects on the educational progress of children in care. These interviews explored their role; the types of support they offer young people in care; what they see as the key factors about a young person’s individual characteristics and care experiences that influence their educational outcomes; how schools support young people in care; and the influence of the foster carer/residential staff on the educational outcomes of these children. The interviews were analysed using NVivo and emerging themes were identified informed by the literature on the education of children in care. The paper draws out the main findings which explore the status and role of Virtual Schools in England, their functions, strategies, and what they see as their contribution to improving the educational outcomes of children in care.     

The impact of community schools on student dropout in pre-vocational education

Dropout prevention is highly ranked on the political agenda in many countries. It remains unclear, however, how dropout can be effectively reduced, as many different factors determine student dropout. Community schools recognize this and aim to modernize education such that it better accommodates students’ personal needs. As a result these schools cooperate more with external organizations, stimulate parental involvement in the educational process, and organize more extracurricular activities. This study examines the impact of Dutch community schools on student dropout. It focuses in particular on pre-vocational education, because dropout is particularly high in this educational track. Moreover, the focus is on the city of Rotterdam because this city is a frontrunner in the Netherlands in establishing community schools. Use is made of unique registration data on all Rotterdam students who were enrolled in pre-vocational education between 2004 and 2008. The impact of community schools is identified by exploiting the fact that community schools were not created before the beginning of the school year 2006/2007. This enables us to estimate the community school impact by means of a difference-in-differences estimation model combined with an iterative matching approach. The estimation results suggest that community schools are as effective as regular schools with respect to dropout reduction. Community school subsidies do not seem to contribute to reducing dropout.     

中小学教师教育研究能力缺失的根源与对策

教师教育研究能力是教师专业成长的根本,是促进教师职业专业化建设的重要条件。当前我国的中小学教师表现出教育研究能力缺失,根本原因是因为师范院校的教师教育的师范性不突出,教师资格培训质量不保证,在职教师专业培训良莠不齐。为解决教师教育研究能力缺失的问题,师范院校必须进行突出师范性的教育改革,教师教育主管部门要规范非师范生从事教师职业的岗前培训,着实做好在职教师的继续教育工作,以促进教师教育研究能力的不断发展。     

ICT in Portuguese reference schools for the education of blind and partially sighted students

Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical practices adopted for students who are blind or partially sighted. This study focuses on Portuguese reference schools for the education of blind and partially sighted students, regulated by the Decree-Law No. 3/2008, in which are concentrated the human and material resources that can offer an educational response with quality for these students with special education needs. The study intends to analyse the perceptions of the teachers, who teach visually impaired students in middle school and secondary school education in these reference schools, of their knowledge, teaching and training in the area of ICT, as well as of the real ICT integration in the teaching and learning of these students. A survey, which has been applied to these teachers in the 2012/13 school year, was adopted as a method of data collection. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and software specific to the area of visual impairment and a very significant number of teachers ignoring many of these. The implementation of ICT with students who have visual disabilities is lower compared with the sighted students. The lack of specific training is considered to be the main obstacle for teachers, with regard to the real integration of ICT in the teaching and learning of these students.     

The Education of Students with Immigrant Background in Iceland: Parents’ and Teachers’ Voices

In recent years Icelandic schools have seen an increase in students with immigrant background. These changes require schools and teachers to respond to the educational needs these students may have. The aim of this article is to examine these changes by looking at the experience of teachers and parents of immigrant students regarding their education. As part of this qualitative research, 38 teachers were interviewed in focus groups with a view to the challenges and experiences of teaching immigrant students. Ten parents were also interviewed individually about their experiences of Icelandic schools and their children’s education. The findings revealed that teachers are unsupported in their quest for understanding and managing multicultural education and that the Icelandic school system challenges foreign parents’ understanding of school as a traditional place for learning. It is suggested that addressing the lack of collaboration and discussion between both parties on students’ needs and parents’ expectations could improve the education of immigrant students.     

我国辍学现象的经济学分析

中小学生辍学问题是世界性的教育难题 ,已引起世界各国的普遍关注。我国不少学者认为 :中小学生辍学的主要原因是经济条件差或家庭经济困难。但中小学生辍学作为一种教育现象 ,不仅受经济发展水平的制约 ,还受民族文化传统、健康水平、成人文化水平、学校教育环境等综合因素影响。运用经济学的方法对我国东、中、西部三个经济区分析发现 :我国小学生辍学与人文发展指数及学校教育密切相关 ,相对而言 ,与经济增长的相关性略低 ,这反映了人文发展水平对小学生辍学的影响较大     

The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway

This article explores the role of schools in supporting unaccompanied young refugees in critical psychosocial transitions concerning processes of socialisation, integration and rehabilitation upon resettlement. Drawing from a qualitative research project based on interviews with students and staff conducted during fieldwork in five secondary schools in Norway, the findings suggest that the psychosocial support provided by schools is random and lacks a concerted effort among relevant professionals. Making schools refugee-competent calls for more comprehensive representations of refugee students and teachers, enhanced collaboration concerning psychosocial support as well as school-based interventions as an integral part of educational policy and practice.     

家庭环境对学业成绩的影响研究

采用自编的家庭环境调查问卷,对安徽省凤阳县1295名初三学生家庭环境状况与中考成绩进行调查,以考察家庭环境因素与学业成绩之间的关系,结果发现:家庭环境因素中家庭教育背景、家庭结构、家庭学习资源对学业成绩显著正相关;家庭教育态度中其父母参与度、支持度、亲子互动对学业成绩显著正相关,监管度对学业成绩显著负相关.家庭经济水平、家庭教育背景、家庭职业背景、家庭结构均可透过家庭学习资源间接影响学业成绩;而家庭经济水平、家庭教育背景、家庭结构又可透过家庭教育态度间接影响学业成绩,家庭学习资源和家庭教育态度是影响学业成绩的重要因素     

Sexuality education including lesbian,gay, bisexual,and transgender (LGBT) issues in schools

Should children and adolescents be educated in school about gender diversity, including lesbian, gay, bisexual and transgender (LGBT) issues? This is a question many governments and educational policymakers discuss in their process of reforming relationships and sex education. However, these reform plans face resistance from parents, religious groups, and political parties. Specifically, opponents argue that (a) children who learn about LGBT issues in school will engage in same-sex practices or even become homosexual, bisexual, or trans* themselves; (b) schools force a particular view on children that stands in contrast to the heteronormative, religious, and/or political views of parents; and (c) teachers act as role models and change the sexual orientation and gender identity of their students. This systematic literature review aims to offer evidenced-based answers to these arguments on the grounds of biological, sociological, psychological, and educational research. First, twin studies and genome scans in behavioral genetics research unveil strong biological roots of sexual orientation and identity that will not change through inclusive sexuality education. Second, psychological and sociological research signals that heteronormativity, homosexuality non-acceptance, and negative attitudes toward LGBT people in general are associated with lower levels of education and intelligence as well as higher levels of religious belief and political conservatism. For at-risk sexual minority students who show gender nonconforming and gender atypical behavior, schools can create a safe climate and protect adolescent health if they succeed in reducing homophobic and transphobic discrimination, bullying, peer victimization, and verbal, physical, and sexual abuse. Third, action research and ethnographic narratives in educational research tend to indicate that queer educators as role models in classrooms do not change the sexual orientation and gender identity of their pupils. In summary, based on this systematic review, governments and policy makers can expect that reforming the teaching of sex education to include LGBT issues in schools will have positive effects for heterosexual students and for students belonging to a sexual minority.     

A comparative perspective on the experiences of deaf and hard of hearing individuals as students at mainstream and special schools

Integration of individuals categorized as having special educational needs in mainstream schools has become a dominant policy in many countries. Changes in recent years in the field traditionally called "special education" have significantly influenced the education of deaf and hard of hearing individuals. The movements against segregation and toward integration and, more recently, inclusion, have created the conditions for educational changes, not only in mainstreaming but in special education. The article brings to light the views and experiences of deaf and hard of hearing people as students at special schools and mainstream schools, in order to compare the two systems from the viewpoints of those involved and to explore the possible implications of these views and experiences for the development of the educational system in Cyprus regarding inclusive education. Particular attention is given to improvement of the education of deaf and hard of hearing children.     

Education in Pakistan: Are low-cost private schools closing the gender gap?

The focus of this research is to explore the educational outcomes of low-cost private schools (LCPSs) against public schools in Pakistan and whether they have any significant impact in correcting for the prevailing gender biases in the education system. In an attempt to advance the literature on the experience and outcomes of LCPSs and particularly on female students in Pakistan, this research has employed a rigorous quantitative approach by using various statistical tests to build up suitable econometric models. The findings show that boys are more likely to attend LCPSs than girls which further widens the gender imbalances in educational institutes. However, the research also reveals, if given a chance to attend LCPSs, female students academically outperform the male counterparts. The research further point to the fact that educated parents chose LCPS and father’s level of education has stronger impact on the choice of schooling.     

Teacher empowerment and developing a curricular management system in municipal schools using cooperation between university and municipality in Thailand

This participatory action research project responded to the needs for educational reform and involved cooperation between Mahasarakham Municipality, which provided primary school education, and the Faculty of Education at Mahasarakham University, which played a role as academic mentor. The project aimed to improve the quality of education management by empowering teachers. In order to do so the school had to admit restricted opportunity students rather than well qualified ones. The project, which was divided into four phases, took place between 2000 and 2005. It studied collaboration between the teaching staff of the Faculty of Education who worked as academic mentors and a group of 160 teachers at seven municipal schools. In Phase 1 the emphasis was on the development of 40 model teachers from these seven schools, giving them the skills to design curricula, promote learner-centred instruction, and undertake classroom action research for problem solving. In Phase 2 this developmental activity was extended to all 160 teachers. In Phase 3 the emphasis was on the extension of teacher networks to exchange learning among these schools and to develop best practices. In Phase 4 the emphasis was on developing the curricular management system in each school to ensure and enhance quality and in order that teachers could meet national teaching standards. This would promote a positive attitude and enhance the confidence of the parents and the community in the schools because the teachers would be as qualified as those from successful government schools. The interventions used in the four phases were: workshop training, coaching, learning exchanges, clinical supervisory visits, and reflection. The results of the research and development had a positive impact on raising the quality of teaching and the curriculum in the schools and promoted educational opportunities for disadvantaged students.