ABSTRACT
As adolescence is the most sensitive period of human development, characterized by many physical, psychological, cognitive and emotional changes that affect all adolescents, some more to some less also not forgetting that in recent years we have faced a difficult situation caused by COVID 19, a period of dealing with many health problems, loss of loved ones, closing schools and switching to online learning, isolation social. Our study is focused on adolescence and specifically depression in adolescents of lower secondary schools and upper secondary schools in the municipality of Pristina to know more closely the consequences of COVID 19 in adolescents. Copyright © 2022 The Authors.
ABSTRACT
The current study aims to analyse school leaders' understanding and expectation of, and support for, online teaching and learning during and after the outbreak of the COVID-19 pandemic. Based on the theory of reasoned action (TRA) framework, the authors designed a questionnaire and collected 319 responses from school principals about their views on online teaching and learning. Structural equation modelling revealed that principals' understanding was significantly associated with their expectations and support. Together with a thematic analysis, this study indicated that school principals understood online teaching and learning. The most expected item was students' ownership and access to a suitable device for online learning. Principals were willing to support students' self-regulated learning through online teaching. They appealed for more support for the infrastructure needed to ensure teachers' and students' privacy and security in online teaching and learning. They had suggestions for teacher development to tackle learner diversity in the online mode.
ABSTRACT
Owing to the frequent accidents in primary and secondary schools (PSS) in China in the past decades, a systematic analysis of indicators influencing safety risks in PSS is critical to identifying preventive measures. A two-hierarchy structure of indicators was identified by analyzing various cases, intensive interviews, and related previous literature. A combination of the analytic hierarchy process and the entropy weight method was developed to synthetically assess the primary and secondary risk indicators through a case study of Ma Shan School in China. The results are as follows: (1) the primary risk indicators, namely, natural disasters, public health, facility safety, accidental injury, public security, school bullying, and individual health constitute the evaluation framework of the safety risks in PSS. (2) Public health risks and accidental injury risks are the most critical factors that should be prioritized. In addition to providing academic implications, several managerial implications are proposed for these stakeholders to reduce the safety risks in PSS.
ABSTRACT
The covid-19 global pandemic brought about a drastic change to how the world approaches education. The world bank noted that at the peak of the pandemic, 45 countries in Europe and Asia closed schools. A separate source also noted that over 250 million primary and secondary school children were out of school due to the lockdown of schools worldwide. Albeit temporarily, the severity of the pandemic transitioned the method of teaching for most schools from physical to virtual. This paper aims to address one of the limitations that arose due to this transition: online examination security. Examination malpractice was noticed to spike for examinations taken online, even with trained proctors watching test-takers via video conference platforms such as Zoom or Microsoft Teams. Within this research analysis is a planned iris movement tracking system to add another layer of security to online examination systems. This system uses a three-tier style structure. Tier 1 is verification that it is indeed a registered student taking the examination. This will be achieved using facial recognition. Tier 2 involves the storage and protection of facial data of students. The last tier involves the continuous use of webcams to detect the iris movement of students and alert proctors if a student looks away from the screen for a significant amount of time. This paper mainly focuses on tier 3. © 2021 IEEE.
ABSTRACT
This study explores the home-based learning satisfaction and mental health status of primary and secondary school students during epidemic outbreak, and analyzes the intermediary role of self-management in learning satisfaction and mental health. Questionnaires among 14,594 primary and middle school students from 11 schools in Shaoguan City were conducted to study their home-based learning and mental health status during epidemic outbreak. Spss and Amos software were used for specific analysis of data and for structural model verification. The results show that: (1) the scores of home-based learning satisfaction, self-management and mental health of primary and middle school students were in the upper-middle level;(2) there were significant pairwise correlations among home-based learning satisfaction, self-management and mental health status of primary and secondary school students;(3) self-management plays a partial mediating role for learning outcomes, teachers’ teaching and mental health, with a mediating rate of 98.8%. Therefore, improving students’ self-management awareness and management skills of primary and secondary school students plays an important role in improving students' learning satisfaction and mental health. © 2021 Kriedt Enterprises Ltd. All right reserved.
ABSTRACT
BACKGROUND: In 2020, US schools closed due to SARS-CoV-2 but their role in transmission was unknown. In fall 2020, national guidance for reopening omitted testing or screening recommendations. We report the experience of 2 large independent K-12 schools (School-A and School-B) that implemented an array of SARS-CoV-2 mitigation strategies that included periodic universal testing. METHODS: SARS-CoV-2 was identified through periodic universal PCR testing, self-reporting of tests conducted outside school, and contact tracing. Schools implemented behavioral and structural mitigation measures, including mandatory masks, classroom disinfecting, and social distancing. RESULTS: Over the fall semester, School-A identified 112 cases in 2320 students and staff; School-B identified 25 cases (2.0%) in 1400 students and staff. Most cases were asymptomatic and none required hospitalization. Of 69 traceable introductions, 63 (91%) were not associated with school-based transmission, 59 cases (54%) occurred in the 2 weeks post-thanksgiving. In 6/7 clusters, clear noncompliance with mitigation protocols was found. The largest outbreak had 28 identified cases and was traced to an off-campus party. There was no transmission from students to staff. CONCLUSIONS: Although school-age children can contract and transmit SARS-CoV-2, rates of COVID-19 infection related to in-person education were significantly lower than those in the surrounding community. However, social activities among students outside of school undermined those measures and should be discouraged, perhaps with behavioral contracts, to ensure the safety of school communities. In addition, introduction risks were highest following extended school breaks. These risks may be mitigated with voluntary quarantines and surveillance testing prior to reopening.