ABSTRACT
This report uses Spring 2022 data from nationally representative surveys of principals and math teachers in kindergarten through grade 12 (K-12) to explore students' opportunities to prepare for and take advanced math. The authors found that small high schools, high schools in rural areas, and high schools that predominantly serve students from historically marginalized communities tend to offer fewer advanced math courses (e.g., precalculus, Advanced Placement math courses) and that uneven access to advanced math begins in middle school. K-12 teachers who work in schools that predominately serve students living in poverty are more likely to report skipping standards-aligned content and replacing the skipped content with concepts from previous grade levels. Also, more than half of K-12 math teachers said they need additional support for delivering high-quality math instruction, especially teachers who work in schools that serve predominantly high-poverty students. In the wake of the disproportionate impacts of the COVID-19 pandemic on students living in poverty and students of color, these results highlight a critical need for resources to support teachers and to increase student access to advanced courses. [For technical information about the surveys and analysis in this report, see "Learn Together Surveys. 2022 Technical Documentation and Survey Results. Research Report. RR-A827-9" (ED626092).]
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The resilience of B2B sales forces is crucial in face of severe wide-ranging challenges during a crisis. This study aims to investigate the role of leader communication of the crisis in promoting salesperson resilience during the COVID-19. The data were gathered from 418 salespersons from 36 manufacturing firms in times of the COVID-19. The data were analyzed using multilevel structural equation modeling. The results demonstrated the positive relationship between leader crisis communication and salesperson resilience, mediated by salespersons' positive stress mindset. Family strain and core beliefs challenge were found to attenuate the positive linkage between leader crisis communication and salespersons' positive stress mindset. Theoretical and practical implications are presented. This study offers insights to help managers in B2B organizations better understand and implement mechanisms that can foster resilience among their B2B sales forces in the COVID-19 outbreak and other crises. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states temporary flexibility from federal testing requirements so that they may more easily make progress toward replacing their current assessments with more innovative ones. The key incentive to participate in IADA is that students trying out the innovative assessment are not required to also take the state's current assessment. However, states approved for IADA must still show that their innovative assessments meet most requirements for federal accountability, and they are expected to implement the new assessments statewide within 5 years. This report describes the progress of the first five assessment systems approved under IADA in order to help policymakers consider expanding the program to more states. The report is primarily based on an analysis of states' IADA applications and performance reports to the U.S. Department of Education through the 2020-2021 school year and is part of a broader evaluation of IADA required by Congress. [For the Appendix, see ED627873. For the Study Highlights, see ED627880.]
ABSTRACT
This reflective contribution tells the story of a veteran public sector crisis management (CM) researcher's 35-year journey with educating students and CM practitioners. It offers preliminary insights about how the pandemic experience might -- and should -- induce a significant rethink of how educators conceptualize the nature of crises and the challenges governments and public agencies face in coping with them.
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This chapter explores the barriers and disruption to community and communication resulting from remote working during the COVID-19 pandemic. The University of Utah's decision to abruptly transition to a fully online model resulted in several communication impacts for staff. First, staff participants received little and inconsistent communication from the University. This caused uncertainty within departments, which trickled down to the students staff serve. Second, this led to staff participants feeling disconnected from the institution and increased their concerns around misinforming students. At the same time, the move to online learning and work decreased efficient communication between colleagues. Casual interactions in the office became email threads and extended feedback processes. Third, staff reported that online communications with students became less personal, which created difficulty for building and maintaining rapport. Finally, staff members' overall sense of community consistently dropped as the COVID-19 pandemic raged on and they were forced to continue to work remotely. The discontent and apprehension felt by staff members around the communication provided from University leadership was compounded by the impact of working from home. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The study aims to examine the readiness of Indian parents towards online classes at kindergarten and junior school levels, by identifying the perceived barriers, perceived effectiveness and health impact of online classes on young children. The study is based on data collected across a random sample of 750 parents of students studying at junior and kindergarten levels in urban private schools which offer online classes. The data was analyzed through exploratory factor analysis, ANOVA and multiple regression analysis. Technological, infrastructural, and personal barriers related to students, and parents, were identified as perceived barriers by parents in availing online classes for their kids. Parents' attitude towards online classes at kindergarten and primary levels gets negatively influenced by the barriers they face, and the perceived negative impact of technology usage on their kids' health, while;perceived effectiveness was found to have a positive impact on the parents' attitude. The study is unique as it includes the interest of such young stakeholders of the education system. The study highlights the barriers faced by parents related to online classes and the health-related concerns which play a major role in the adoption of online mode of education for their kids. Research gives insights to school authorities and the government to work on these barriers and make the online education system effective which is the need of the hour during COVID-19.
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The COVID-19 pandemic has led to immediate school closures resulting in online learning. Online learning under such circumstances has presented challenges for teachers of students with mild to extensive support needs. The current study interviewed twenty special education teachers about the strategies they used when teaching online and the challenges they faced. Teachers discussed several strategies including the use of direct instruction, providing active engagement, caregiver involvement, and their frequent use of informal assessments. Challenges included time constraints and student inattention. Findings of this study can be used to inform strategies to use when teaching students with special needs online and in future online emergency teaching environments.
ABSTRACT
COVID-19 pandemic forced the people to social distancing across the world. This pandemic disrupted various aspects of life including educational activities which resulted in implementation of online teaching and learning strategies for schools, colleges and universities' students. About 1500 million students suffered due to closure of the educational institutions. The overall effects of this closure of educational institutes on students' learning, including nursing students, have been negative. This study was aimed to investigate the impact of barriers to learning, faced by undergraduate nursing students on their attitudes towards e learning during COVID-19 pandemic in Pakistan. A Descriptive, analytical study was conducted on a sample of 250 undergraduate nursing students from four nursing colleges in Pakistan. A standardized questionnaire consisted of a total of 53 questions for the collection of information related to e- learning barriers and their effects on the attitudes of undergraduate nursing students towards e-learning was used for data collection. The results of this research study showed that (82.8%) of the undergraduate nursing students were facing certain barriers with regard to e-learning. The most dominant barriers faced by undergraduate nursing students were the infrastructure and technology dimension (88.8%) technical and management support dimension (83.2%), and curriculum content dimension (82%). The results of the current study demonstrated that a high percentage of the respondents (64.8%) has a negative attitude towards e-learning. the undergraduate nursing students faced various types of barriers towards e-learning during COVID-19 Pandemic. The majority of the learners had negative attitudes toward e-learning. However, there was no significant association present between barriers to e-learning and students' attitude towards e-learning.
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Outdoor Recreation (OR) provides the benefits of physical activity and traditional leisure placed in an outdoor environment. Motivation, self-efficacy, and autonomy can increase depending on the physical and social environment. This study explored the relationship between self-efficacy and autonomy on OR behaviors and identified barriers and facilitators to OR during the COVID-19 pandemic. Survey information was collected from 995 U.S. adults (93.6% white, 64.0% female) regarding OR behaviors, changes in OR during COVID-19, and OR self-perceptions. Significant positive correlations existed between autonomy and self-efficacy (r = 0.138, p < 0.01), and self-efficacy and pre/post pandemic OR behaviors 2020 (r = 0.158, p < 0.01), (r = 0.129, p < 0.01) respectively. Qualitative data implied barriers and facilitators to OR as: social, mental health, and increased or changed OR/physical activity. Implications from this research are beneficial to OR and health professionals to promote overall physical and mental well-being for OR participants.
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The development of sharia tourism in Indonesia has some extraordinary challenges and obstacles throughout 20202022 due to the Covid-19 pandemic. On the other hand, the 2019 gMtI data shows that by 2030, the number of Muslim tourists is projected to exceed 230 million worldwide. The opportunities, challenges, and obstacles shown in the development of sharia tourism require stakeholder follow-up as part of the growth of the sharia economy in the country. This study offers a theoretical framework for economic growth built on dynamic cycle theory because very few studies investigate it. Even though it is imperative to consider an analysis of economic growth with a dynamic cycle that focuses on the halal tourism sector because it is known to make a significant contribution that supports sustainable development conditions and vice versa. This study investigates one of the Islamic tourism development models originating from Ibn Khaldun's thoughts regarding the concept of the state relating to justice to obtain wealth in economic activity (through trade). The research method used is a literature study using content analysis that focuses on the thoughts of Ibn Khaldun as contained in his work entitled Muqadimmah and several relevant previous literatures. The findings reveal that there are two important points. First, Ibnu Khaldun proposes a framework to help countries face challenges of growth or problems of back-and-forth economic development including a dynamic cycle. The framework is based on a proposition of eight principles from a policy known as the eight wise principles or sentence hikammiyah consisting of sovereign power (al-mulk), sharia, human resources (ar-rijal), property (al-mal), development (al-imarah), justice (al-adl), a yardstick (al-mizan), and responsibility are cycles that occur with different durations. So in the end created three generations. Second, if Ibn Khaldun's thoughts about the eight principles of justice policy are embodied in sharia tourism development policies that are supported by the role of human resources, it will affect the reversal of sharia economic growth. It can be concluded that the dynamic cycle can support the development of sharia tourism and have an impact on sharia economic growth as long as the eight policy principles are implemented correctly according to sharia. Stakeholders need to consider the dynamic cycle for future sharia tourism development policies.
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PurposeIn March 2020, the UK entered its first lockdown responding to the Covid-19 pandemic. In the same month, the Domestic Abuse Bill had its first reading in Parliament. Charities and non-governmental organisations critiqued the Bill for failing to protect migrants from domestic abuse, and not complying with the Istanbul Convention. Drawing on interviews with staff from Southall Black Sisters, this paper aims to foreground the experiences of practitioners within the women's sector to explore the unique experiences and challenges migrant and racially minoritised women encountered when seeking support from domestic abuse during the Covid-19 pandemic. It highlights how the pandemic-related lockdowns created barriers to accessing support services and housing, creating an epidemic within the pandemic, and how minoritised women and the organisations that supported them had to overcome structural barriers and racism.Design/methodology/approachIn-depth semi-structured interviews were conducted with staff from a leading women's organisation that supports migrant and racially minoritised women. Four participants were asked questions within four themes: domestic abuse before and during the pandemic;accessing support from and reporting domestic abuse;accessibility of resources;and post-pandemic challenges. A phenomenological approach was used to analyse the transcribed interviews.FindingsParticipants consistently highlighted the unique threats and barriers migrant and racially minoritised women faced when seeking support. Barriers included racism, language barriers, cultural constraints, the triple threat of destitution, detention, deportation, and political resistance to protect migrant women from destitution/homelessness.Originality/valueThis paper provides a unique insight into the experiences of staff members within a specialist by and for women's support organisation in England and their perspectives on the barriers racially minoritised and migrant women experienced during the Covid-19 pandemic. It offers rare insights into how service users' needs changed during the lockdowns and how the pandemic affected their ability to operate.
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Qualitative content analysis is used in this study to review related online education since the outbreak of COVID-19. The aim of this study was to summarize the impact of online teaching on the education industry during the pandemic, sum up the viewpoints of all kinds of people to draw conclusions, and conclude the practical countermeasures. Based on the result of the analysis, firstly, we think that students and teachers are satisfied with online education, but parents have expressed dissatisfaction with this kind of education. Secondly, this paper lists the advantages and common problems of online teaching during study at home from different aspects. According to deficits, we summarize the solutions from three aspects: network equipment, teaching, and self-adjustment. This research is of great significance. It is not only beneficial to the development of educational platforms and personalized teaching but also helps formulate education policy to reduce the burden of education.
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The objective: to provide an overview of the literature on the barriers and facilitators to physical activity (PA) promotion in primary care, as experienced by practitioners and patients. Method: A search strategy of the English-language literature was conducted in EMBASE, MEDLINE and the COCHRANE LIBRARY. Search terms were primary care OR general practice OR family medicine OR family practitioner AND physical activity OR exercise AND barriers OR facilitators. Databases were searched from inception until 21 October 2022. Results: After screening, 63 articles were included within the summary and content analysis of this review. Analysis of the barriers to the implementation of PA highlighted four main themes perceived by practitioners: time, knowledge/skills, resources/support and financial implications. Analysis of the patient perspective identified themes which were categorised into individual (pre-existing health conditions, knowledge of benefits of PA, time/capacity), societal (social support and cultural norms) and environmental (availability of facilities and weather). Conclusions: As the importance of PA increases through the manifestation of sedentary behaviour-related disease, a combined primary care and public health approach to increase PA is required. By identifying the main barriers to PA promotion in primary care, resources and funding can be directed to address this. This is particularly relevant in the United Kingdom, with the re-negotiation of the primary care contract and the changes to healthcare delivery as a consequence of the Covid-19 pandemic. Throughout this review, we have explored ways of addressing the identified barriers through evidence-based interventions. © 2023 The Authors. Lifestyle Medicine published by John Wiley & Sons Ltd.
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This study aimed to examine the attitudes of students enrolled in an English preparatory program of a Turkish state university towards the use of emergency remote teaching as a mode of distance education in the 2019-2020 COVID-19 outbreak and to reveal online distractors students experienced throughout this process. A total of 270 EFL students participated in the study;93 of these participants were female, and 177 were male. The study employed an explanatory sequential design, in which firstly quantitative data were collected using a scale ([alpha] = 0.871), and then qualitative data were gathered through open-ended questions followed by semi-structured ones. The quantitative data were analyzed through descriptive and inferential statistics using SPSS software while the qualitative data were analyzed through a thematic analysis conducted by the researcher and two other experts ([kappa] = 0.70). The results showed that the students held partially positive attitudes towards the use of emergency remote teaching as a mode of distance education. There were significant differences between the students' overall attitudes and their gender, digital literacy, technological accessibility, and perceived language success. The relationship between the online distractors students experienced during Emergency Remote Teaching and their attitudes was also discussed. The conclusions were made in the light of the findings, and implications and suggestions for further research were stated.
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PurposeVirtual and augmented reality solutions in medicine are generally applied in communication, training, simulation and therapy. However, like most new digital developments, these technologies face a large number of institutional barriers that are inherent to the medical sector.Design/methodology/approachFollowing Richard Scott's view on institutions and organizations, a multiple case study is used to analyze regulatory, normative and cultural-cognitive institutional pillars in the medical industry.FindingsThe results of the study demonstrate that (1) the regulatory pillar inhibits the advancement of new technologies in the approach to treatment, regulation of patient data, educational processes for medical staff, and information and financial flows;(2) the number of barriers increases based on the solution's level of disruption and the number of variable conventional procedures;(3) trust between participants in the medical industry plays an important role in introducing new technologies;(4) new participants need to address certain pillars depending on the area of application.Originality/valueThe authors discuss top-down and bottom-up approaches for overcoming institutional barriers when implementing augmented and virtual reality solutions for companies focusing on the medical market.
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This phenomenological study extends the current research on working mothers to teacher mothers. Themes highlighted include work/life enrichment, support for motherhood role, challenge to find balance, challenging cultural norms, financial challenges, and strategies for managing multiple roles. Findings reveal and highlight challenges and opportunities that exist at the intersection of the field of education and motherhood. Also provided are suggestions for advocacy efforts for norms and policies that support teacher mothers. Implications of this work are particularly relevant in the contemporary era, wherein the roles of motherhood and teacher are intensified by "the shift to online learning" as a result of the pandemic.
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PurposeThis paper aims to investigate the adoption barriers of Industry 4.0 in the Indonesian manufacturing supply chains.Design/methodology/approachThe mixed method was deployed to validate the findings. First, the qualitative study was conducted based on the interviews. Then, the companies were approached using filter questions on the involvement in adopting industry 4.0 and its impact on the supply chain.FindingsBased on the qualitative study, nine main barriers were found in the thematic analysis. Thus, to get a consensus on the barriers in the industry, the barrier indicators were tested using a structural equation model retrieved from 173 small and medium Indonesian manufacturing firms. Results indicate that five main barriers (e.g. unclear Industry 4.0 policy, higher-risk investment, insecure data sharing, lack of expertise and lack of incentive) are confirmed as the adoption barriers.Practical implicationsThe successful adoption of supply chain integration with Industry 4.0 technology can strengthen the manufacturing sector and competitiveness. Therefore, this study can be a complimentary assessment to evaluate the Indonesia Industry 4.0 Readiness Index (INDI 4.0) and the effectiveness of the government support program.Originality/valueThe results can be used as the framework to foresee the successful implementation of smart manufacturing supply chain management and its integration. Therefore, the authors proposed the framework to foresee the successful implementation of smart manufacturing, supply chain management and integration.
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With the unprecedented impacts of the COVID-19 outbreak, higher education institutions have faced a number of challenges, one of which is the transition to online education. University students have experienced varying levels of stress as the largest group affected by this transition. The perceived level of academic stress experienced by university students in this new system has become significant for the improvement in online learning at the tertiary level. Therefore, this study aimed to measure the level of academic stress among university students including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. In order to measure the level of academic stress among university students, a quantitative research design was adopted through gathering statistical data from 147 undergraduate students studying online in different departments in Turkey utilizing "The Perception of Academic Stress Scale" including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. The results of this quantitatively designed study revealed that the perceived level of academic stress among university students was found as neutral in general;regarding the components of "Pressures to Perform" as high, of "Perceptions of Workload", "Academic Self-Perceptions" and "Time Restraints" as neutral. Some statistically significant differences were also detected in the perceived level of academic stress in relation to the variables of gender, age (Gen X vs Gen Y), year of study, satisfaction with the learning and home environments.
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PurposeThis article poses the question on whether and how youth participation in environmental sustainability makes a difference within participatory budgets (PBs). This is a question worth asking because PBs have pursued, from the very beginning, goals of social sustainability through the inclusion of social groups that struggle to make their voices heard, as in the case of the youth. As young people show an increasing capacity to self-organise around environmental issues, a knowledge gap emerges as to the contribution that youth can give to environmental sustainability within PBs.Design/methodology/approachThe 2021 edition of the Lisbon PB (2021PB) has been analysed through desk research - document analysis using the city council's website as the main source of information, and fieldwork - an organisation of one two-day workshop with 20 young students through a partnership between the local authority and the Institute of Social Sciences at the University of Lisbon. Methods were applied to retrieve findings on youth participation in environmental sustainability in the 2021PB.FindingsThe youth show a relative increase of participation in the 2021PB and emerge as a key target group in funded proposals. Convergence with student proposals suggest shared awareness on the role of youth in the pursuit of social sustainability. The success of health-related proposals confirms ownership of (young) citizens over the concept of environmental sustainability, which further relies on the various scopes of funded proposals at both city and neighbourhood levels. In the workshop, students did not stick to specific themes and struggled to connect present criticalities and future imaginaries.Research limitations/implicationsFocus on one case study necessarily limits the generalisation of findings. Nevertheless, the 2021PB illuminates pathways of research on youth participation in environmental sustainability through participatory budgeting that are worth clearing in the future, such as the role of digital participation, dynamics induced by extreme events as the COVID-19 pandemic and PBs' capacity to intercept environmental activism.Practical implicationsDecision-makers and practitioners can take advantage of findings to acknowledge the potential of youth participation in PBs to reframe the take of environmental sustainability.Social implicationsThe article provides new inputs for future developments in the operationalisation of social and environmental sustainability through participatory budgeting.Originality/valueThis article examines original data retrieved from the 2021PB. Data analysis is backed by the literature review of key democratic challenges in social and environmental sustainability within participatory budgeting.
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Findings in the literature strongly support the importance of family engagement in education. However, effective partnerships between families and schools are rare, especially in ethnically diverse communities where families may lack efficacy or face structural challenges for engagement. Additionally, educator perspectives toward engagement are often framed by White, middle-class paradigms. Educators often fail to acknowledge structural challenges faced by low-income families or the cultural contributions low-income and/or minoritized families can bring. To facilitate engagement between families and schools, a new ECHO® line, TeleNGAGE, was developed at Oklahoma State University, Educational Leadership program. ECHO®, traditionally used in the field of medicine, has utility for professional development for educators because it offers a platform for case-based learning where real problems are addressed in real-time. Additionally, didactic presentations provide professional development for collaborative learning. Through the lens of Communities of Practice (CoP), this qualitative case study explores how relationships between families and schools changed as a result of participation in TeleNGAGE. Tenets of CoP, negotiated meaning, mutual engagement, and a shared repertoire, support a collaborative approach to addressing complex problems. Findings suggest that a CoP has emerged through TeleNGAGE and has resulted in changes in perspectives across families and educational leaders about "what it means to be engaged," enhanced family efficacy for engagement, and changes in engagement practice as family voice has expanded through sharing of concerns/perspectives. These findings have important implications for equitable engagement in a convenient, cost-free environment where educators and families can communicate and develop mutually supportive understandings and practices.