Covid-19 and online classes: Measuring Indian parents' attitude towards online classes at kindergarten and junior school level

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.

A Documentary Review on Private School Human Resource Management During Disruption Era

This preliminary study aimed to identify attributes for observed and latent variables. A documentary review was employed to investigate the attributes for latent variables, namely technological integration, disruptive leadership, and organizational transformation while the observed variable was human resource management during the disruption era. The findings revealed that there are six attributes for human resource management during the disruption era, four attributes for technological integration, five attributes for disruptive leadership, and four attributes for organizational transformation. All these variables and their attributes are going to investigate using structural equation modeling in order to explore relations between observed and latent variables.

Report on the Condition of Education 2023. NCES 2023-144

The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics;preprimary, elementary, and secondary education;postsecondary education;population characteristics and economic outcomes;and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For "The Condition of Education 2023": At a Glance, see ED628291. For the "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]

At the Confluence of COVID-19 and Anti-Black Racial Violence: Exploring Independent Schools' Diversity, Equity, and Inclusion Practice

The COVID-19 pandemic and heightened awareness of police violence against Black Americans in 2020 reverberated throughout educational institutions including private, non-religious schools. This survey study (n=242) sought to understand the impact of these crises on independent schools' Diversity, Equity, and Inclusion (DEI) leaders. Results indicate that while 45% of included schools had a robust DEI practice pre-2020, these crises created an environment of these competing crises. Many schools experienced reductions in resources and increasing resistance to DEI. Overall, pre-2020 robustness of a DEI practice did not predict school responses to the crises. Implications for DEI policy and leadership are discussed. [ FROM AUTHOR] Copyright of Journal of School Choice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Editorial

We are presenting you this issue of ABAC ODI JOURL Vision . Action. Outcome with ten articles on topics on managing innovation in teaching on various levels and disciplines such as the arts, language, and film ;as well as research articles on organization development interventions that generated change on organizations .Hui Tan and Laura Brahmakasikara's article " A Blended Learning Design to Improve Non-Music Students' Knowledge of Chinese Traditional Music in Hunan Agriculture University” is a quasi-experiment research that determined how blended Chinese Traditional Music Appreciation Course using Superstar Learning Application improves the Chinese traditional music knowledge of non-music majors.The article "Factors Influencing the Use of Ubiquitous Learning in Higher Education in Sichuan, China in the Aftermath of Covid-19 Pandemic” by Meizi Huang utilized confirmation factor analysis and structural equation modeling on data analysis . Results showed that intention to use has the strongest effect on actual system use;effort expectancy, facilitating conditions, and social influence except performance expectancy has positive affect the intention to use u-learning.Zhao Lina and Laura Brahmakasikara's article " Adopting a Blended Learning Approach for Teaching Chinese Classical Dance” explored the effectiveness of the blended Chinese classical dance course in improving the dance performance of dance students at the College of Art and Design at Guangdong University of Petrochemical Technology, China."An Application of Video Recording Technology to Enhance the Key Leader Engagement Performance at SWCS” written by Timothy Guy Burgess involved the introduction of video recording technology into a classroom of military students to enhance Key Leader Engagement (KLE) performance. The research determined the effectiveness of using video recording technology in improving the students' level of performance in the Special Forces Warrant Officer Technical and Tactical Certification at the U.S. Army Special Warfare Center and School.Jianjun Xue and Watana Vinitwatanakhun's article " Improving Students' English Proficiency by Enhancing the Motivation through Organization Development Intervention— An Action Research Study of a Local University in China” discusses how organization development interventions enhance students' language learning motivation . Results show that language learning motivation has significant impacts on students' language proficiency.The article " Reflective Coaching for the Development of Pedagogical Content Knowledge of Biology Teachers in Thailand” by Nunnapat Thilaworrakan and Ladapa Ladachart is qualitative research that explored the effects of reflective coaching on developing pedagogical content knowledge (PCK) of biology teachers regarding cell biology. The article authored by Thida Tin and Papitchaya Wisankosol on "Enhancing Supportive Leadership, Affective Organizational Commitment, and Work Engagement: A Participatory Action Research Approach” reports how work engagement and affective commitment were enhanced through organizational development interventions (ODI) at the Gold Power Company Limited (GPCL). The results indicate that the use of ODI improved supportive leadership . affective organizational commitment, and work engagement .The article of Mohammad Shazzad Hossain and Chompu Nuangjamnong on the "Development of E-Readiness Scale in Blended Learning in Filmmaking Program for a Private University in Bangladesh – Initial Stage” develop a unified scale to assess the higher education institute's e-readiness that will identify their strengths and weaknesses and formulate a plan for creating an e-learning environment. The results indicated that the compiled instruments are good to excellent and that the institutional e-readiness scale could assess the e-readiness of other universities in Bangladesh.The research " Improving EFL Students' Critical Thinking Skills through Organization Development Inter ention Strategies at Zhejiang Yuexiu Univers ty in China” by Chen Yang and Joanne C. Preston is a quasi-experimental design that determined the effectiveness of Organization Development Intervention(ODI) in developing second-year EFL students' CT skills in a private university in China. The findings reveal that collaborative learning is useful in developing the students' CT skills, while instructors need to utilize various techniques to foster team members' collaboration skills.The 10th article by Thein Than Toe and Somchai Tantasanee on "The Impact of Organizational Learning and Organizational Innovation on Organizational Performance: A Case of an Internet Service Provider in Myanmar " is a mixed method research that showed that organizational innovation has greater impact on organizational performance than organizational learning;organizational learning impacts organizational innovation . The qualitative findings implied that the organization chosen for the research must take on initiatives to promote organizational learning and innovation .The contributions of our authors to this issue are valuable for knowledge sharing of their research on various disciplines and methodologies. We hope that their research will be beneficial to our readers and as support in furthering future related research .

Development of E-Readiness Scale in Blended Learning in Filmmaking Program for a Private University in Bangladesh – Initial Stage

Although the Government of Bangladesh is pressuring all educational institutions to go online due to the COVID-19 pandemic, most of the higher educational institutes are finding it difficult to adjust to the new situation. While they have begun discussing the importance of online and blended learning, they are still waiting to return to face-to-face class once the pandemic is over. This is because they are still unprepared to embrace e-learning. This study aims to develop a unified scale to assess the higher education institute's e-readiness in Bangladesh to identify their strengths and weaknesses and formulate a plan for creating an e-learning environment. The findings of this study are based on a quantitative survey, and the study was completed using a sample size of 410 contributors 345 (84.1%) students, 34 (8.3%) teachers, and 31 (7.6%) administrators from the University of Liberal Arts, Bangladesh, a private university in Dhaka. Three separate assessment instruments were developed for the key stakeholders: students, teachers, and administrators. A systematic approach was used to create the institutional e-readiness scale with acceptable validity and reliability. The Scale-level Content Validity Index of the Averaging calculation method (S-CVI/Ave) value was 0.996, and the instruments' reliability coefficient Cronbach's Alpha was 0.949 (students), 0.935 (teachers), and 0.837 (administrators). The alpha values suggest the compiled instruments are good to excellent. This study indicates that the institutional e-readiness scale could assess the e-readiness of other universities in Bangladesh.

Shadow Education Policy in Korea During the COVID-19 Pandemic

Purpose: This study systematically reviews Korea's shadow education policies during the COVID-19 pandemic and the implications for shadow education policy development in the future. Design/Approach/Methods: In terms of approach, this policy review analyzes selected documents using the analytical framework of shadow education policies. Selected documents comprise recently revised decrees, policies, and regulations issued by the Korean Ministry of Education, as well as policy notices issued by the Korea Association of Hagwon. Data are supplemented by triangulation with news media content. Findings: This study identifies tutoring policies at the legal level in response to the COVID-19 pandemic. Government debate regarding shadow education largely centers on the closing of tutoring organizations and ensuring that online tuition fees adhere to government regulation. In respect to the expansion of the government-led shadow education partnership, the government's increasing role in education has served to restrict the shadow education market. Originality/Value: The Korean government has adjusted its shadow education policies in response to COVID-19, altering its legal and economic status. An examination of Korea's recent shadow education policies suggests future trends in the revision and development of shadow education in the country.

Death, Taxes, and Tuition Increases

The US economy essentially froze for a period in 2020, with nearly 40 million Americans filing for unemployment and crippling uncertainty in many sectors, particularly in higher education.2 A global pandemic forced academic leaders to rethink education delivery, and pharmacy schools responded to meet the changing needs of the health system.3,4 The growth in pharmacy education (increased number of schools and increased enrollment for existing schools) in the United States over the past few decades has been previously documented.5-7 Additionally, costs to pharmacy students have increased through consistent tuition and fee inflation.8,9 In financial accounting terms, total revenue is a simple function of units sold and price per unit. DISCUSSION Pharmacy School Tuition From 2019 to 2022 Pharmacy school tuition data for three consecutive fiscal years (2019-2020, 2020-2021, and 2021-2022), published by the American Association of Colleges of Pharmacy (AACP) Office of Institutional Research and Effectiveness, was used to extract pharmacy school characteristics and tuition/fee information.10 This period was selected to observe cost changes before and during the COVID-19 pandemic, as 2019-2020 budgets were determined prior to any knowledge of the significant economic impact that would ultimately begin in the US in March 2020. During that same period, private school out-of-state cost increases were not statistically different than public school increases (p=.06), but more private schools increased out-of-state costs (p=.006). [...]public health needs during the pandemic required more clinicians to support testing and vaccination programs, making it more difficult for some schools to retain clinical faculty who recognized higher market demand for their skills.

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools. Less is known about teacher experiences in these alternatives. We explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n = 798) in May 2022. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support were significant predictors in each model. Private school teachers experienced greater job satisfaction and morale than traditional public school teachers;charter school teachers had greater levels of morale. © 2023 Taylor & Francis.

State of the Art of Mobile Learning in Jordanian Higher Education: An Empirical Study

A new approach to learning is mobile learning (m-learning), which makes use of special features of mobile devices in the education sector. M-learning is becoming increasingly common in higher education institutions all around the world. The use of mobile devices for education and learning has also gained popularity in Jordan. Unlike studies about Jordan, there are many studies that thoroughly analyze the situation of m-learning in other countries. Thus, it is important to understand the current situation of m-learning at Jordanian universities, especially in light of the COVID-19 pandemic. While there have been some studies conducted prior to COVID-19 and a few studies after COVID-19, there is a need for a comprehensive study that provides an in-depth exploration of the current situation, student adoption, benefits, disadvantages, and challenges, particularly following COVID-19. Therefore, this study utilizes a sequential exploratory mixed research method to investigate the current state of the art of m-learning in Jordanian higher education with a particular focus on student adoption, benefits, disadvantages, and challenges. Firstly, the study explores the existing literature on m-learning and conducts 15 interviews with educators and learners in three Jordanian universities to gain insights into their experiences with m-learning. The study then distributes a survey to students at four Jordanian universities, representing both public and private universities, to generalize the results from the qualitative study. Additionally, the study investigates the relationship between student enrollment in public/private universities and the adoption of m-learning. The study came to the conclusion that students have a positive opinion of m-learning and are also willing to use it. However, there are a number of disadvantages and challenges to its adoption. Additionally, there is a relationship between student enrolment in public/private universities and the adoption of m-learning. These findings have important implications for institutions that want to incorporate m-learning into their undergraduate and graduate degree programs, as they aid decision-makers in these universities in creating frameworks that may be able to meet the needs of m-learning.

‘Sinawe' [we are with you]: Local churches as change agents in the lives of traumatised youth

The church has a key role to play in addressing the chronic levels of grief and trauma experienced by the youth in South Africa. It has a biblical mandate to bring hope and healing and has a unique station within South African society that positions it to bring about real transformation. ‘ Sinawe' (Zulu for [we are with you]) is a programme developed by Scripture Union South Africa to equip local churches as change agents through a relational youth ministry model that engages trauma, grief and holistic needs, both physically and spiritually. This is an important first step for churches wanting to reach and minister to young people. The South African church has an important and legitimate role to play in the lives of young people. Research indicates that although the church is considered by local residents as an important community resource, it remains ineffectual in intentional community-based youth ministry that leverages significant opportunity. This research identifies the church as an important community change agent and encourages church leaders to step into the open gap to reach local young people while providing the methodology with which to do so. This research paper examines the current South African social context, outlines a theological mandate for church involvement and presents a methodology for a supportive and effective approach to community engagement in the lives of young people led by local churches. Interdisciplinary: The article is relevant to the following disciplines within theology;missiology, family and youth ministry and pastoral care. It also has interfaces with education and sociology.

Impostor Phenomenon in Undergraduate and Doctor of Pharmacy Students at a Small Private University

Objective. The purpose of the study was to observe the prevalence of impostor phenomenon among students attending Ohio Northern University and to assess secondary factors that impact the severity of this phenomenon. Methods. Using the validated Clance Impostor Phenomenon Scale, the incidence of impostor phenomenon was assessed at Ohio Northern University. We hypothesized that students enrolled in the Ohio Northern University College of Pharmacy would demonstrate more intense levels of impostor phenomenon than students enrolled in other majors within the university. Results. Of the approximately 3100 students at the university, 391 students (12.6%) completed the survey and qualified for the study. Students for this study were recruited via email. This method was used for two reasons;it was the best way to reach the entirety of the student body, and, at the time of the study, students were transitioning from campus to home due to the COVID-19 pandemic. Out of a total possible score of 100, all colleges scored an average impostor phenomenon score between 68 and 75. These scores were interpreted as "frequently experiences impostor feelings." No significant differences in scores were found by college, gender, ethnicity/race, year in school, or specific major. Conclusion. Impostor phenomenon is common at Ohio Northern University and does not discriminate by college, age, gender, race/ethnicity, year in school, or academic major. There is a need for external intervention to educate students on the impact of impostor phenomenon and to reduce this impact. Interventions should be targeted to all students enrolled at the university regardless of educational program or other demographics.

Unequal literacy development and access to online education in public versus private Panamanian schools during COVID-19 pandemic

National and international tests have yielded low reading comprehension results for education in Panama, although there is limited information regarding literacy development and performance. There are wide gaps in social inequality, access to technology, and public versus private school achievement. Considering this, after a year off from regular face-to-face classes and a partial transition to online education due to the COVID-19 pandemic, the present study utilizes existing data to carry out a pre-post comparison of the reading performance of fourth (n = 167) and sixth (n = 164) grade students in the province of Panama employing a subsample stratified by educational system for comparability (Mann–Whitney U test, α = 0.05). The pre-post comparison was also carried out independently in both the public (n = 235) and private (n = 106) systems, as well as an additional comparison of the average weekly hours of online academic engagement in both systems during the pandemic in fourth (n = 117) and sixth grade (n = 109). The results support a significant decrease in reading performance. Based on the comparative analysis, findings indicate that public school students interacted online with their teachers significantly less than their private schools' counterparts;and that, in the same sample, only the public-school students exhibited a significant decrease in reading speed by phonological and lexical route with a medium effect size compared to pre-pandemic standards, greater than those reported in other contexts. This highlights the need to develop effective strategies to narrow the existing educational gaps in the country, which seem to have widened due to the pandemic, with particular emphasis on reading performance in primary school. Copyright © 2023 Cubilla-Bonnetier, Grajales-Barrios, Ortega-Espinosa, Puertas and De León Sautú.

Assessing Transmission Risks of SARS-COV-2 Omicron Variant In U.S. School Facilities and Mitigation Measures

The emergence of the SARS-CoV-2 Omicron variant raises concerns for school operations worldwide. The Omicron variant spread faster than other variants that cause COVID-19, and breakthrough infections are reported in vaccinated people. Schools are hotbeds for the transmission of the highly contagious virus. Therefore it is crucial to understand the risks of Omicron transmission and the effectiveness of different measures to prevent the surge of infection cases. This study estimates the risks of airborne transmission and fomite transmission of Omicron variants using simulations and the data of 11,485 public and private schools in the U.S. It also analyzes the impact of different mitigation measures on limiting airborne transmission and fomite transmission risks in schools. It was found that the Omicron variant caused relatively high infection risks in schools. The risk of airborne transmission is nine times higher than fomite transmission. The effective mitigation measures can significantly decrease the transmission risk. © 2022 IEEE.

Plan de continuidad académica ante la contingencia del COVID-19: Estudio comparado entre México y España

Faced with the Covid-19 contingency, many public and private universities worldwide had to suspend all face-to-face activities and develop academic continuity plans with the objective of assuring the permanence of university formation. It is in this sense that this paper submits the results of a comparative study regarding the academic continuity plans developed by private institutions of higher learning originating from the Covid-19 pandemic. A qualitative design was used in a series of semi-structured online interviews of university professors from the University of Monterrey (Mexico) and the Francisco de Vitoria University (Spain). The analysis was carried out from a comparative point of view to determine convergences and divergences in four categories: access, availability, use and shaping of Information and Communication Technologies;academic activities;teaching-learning processes;face-to-face academic continuity. The results revealed that there are convergences in the four categories analyzed in both university contexts. It is evident that the academic continuity plans of the University of Monterrey and the Francisco de Vitoria universities share equivalent characteristics and strategies. Similarly, it is shown that both private universities developed actions within the administration departments in order to offer prompt and pertinent answers in coordination with other departments. Likewise, it became evident that both universities had continuous improvement projects prior to the contingency that allowed them an immediate response for the continuance of academic activities. Finally, this paper seeks to contribute to the literature on the effectiveness of private sector university academic continuity plans. Alternate abstract:Ante la contingencia del COVID-19, las diversas universidades públicas y privadas tuvieron que suspender todas las actividades presenciales y desarrollar planes de continuidad académica de forma diferente, con el objetivo de asegurar la permanencia de la formación universitaria. En este sentido, este trabajo presenta los resultados de un estudio comparado en relación con los planes de continuidad académica desarrollados por instituciones de educación superior privadas, a partir de la pandemia del COVID-19. Se utilizó un diseño cualitativo, a través de la aplicación de entrevistas semiestructuradas online a profesores universitarios de la Universidad de Monterrey (México) y de la Universidad de Francisco de Vitoria (España). El análisis se realizó desde una perspectiva comparada para establecer convergencias y divergencias, a partir de cuatro categorías de análisis: acceso, disponibilidad, uso y formación de las Tecnologías de Información y Comunicación;actividades académicas;proceso de enseñanza-aprendizaje;continuidad académica presencial. Los resultados revelaron que existen convergencias en las cuatro categorías analizadas en ambos contextos universitarios. Lo anterior permite evidenciar que los planes de continuidad académica en la Universidad de Monterrey y la Universidad Francisco de Vitoria tienen características y estrategias similares. De igual forma, se demuestra que ambas instituciones privadas desarrollaron acciones en el interior de su administración para dar respuestas de forma rápida, pertinente y en coordinación con los diferentes departamentos de la institución. Asimismo, se evidencia que en el caso de las dos universidades se tenían implementados proyectos de mejora continua antes de la contingencia, lo que permitió una respuesta de forma inmediata a la continuidad de las actividades académicas. Finalmente, este estudio pretende contribuir a la literatura, en relación con la efectividad de los planes de continuidad académica en universidades privadas durante la contingencia.

The route to well-being at workplace: examining the role of job insecurity and its antecedents

PurposeThe current study focuses on the role of antecedents to prevent perceived job insecurity and mitigate its negative impacts on work-related well-being. The study examined variables of the resourceful environment (effective organizational communication and involvement), conserved resources (perceived employability and emotional exhaustion) and resource loss (job insecurity) by drawing on the Conservation of Resources (COR) theory for predicting the work-related well-being adding the moderating role of boundaryless career orientation.Design/methodology/approachA sample of 306 salespersons of pharmaceutical companies working in Pakistan was obtained. The hypothesized relationships were tested through structural equation modeling in SmartPLS.FindingsThe results confirmed showed that the organizational communication, employee involvement and perceived employability reduce the perceived job insecurity;however, the emotional exhaustion was positively related. It also confirmed the moderating effect of boundaryless career orientation on relationship of job insecurity and well-being.Practical implicationsTo make employees engaged, the organizations are required to involve employees by sharing knowledge, information and power to make decisions, value their opinion and ensuring the employability. Further, salespersons having a preference of a boundaryless career proved to mitigate negative impact of job insecurity on work-related well-being.Originality/valueMany empirical studies have identified that the perceived job insecurity is one of the major concerns affecting employee's well-being. However, few studies simultaneously have sought to prevent the perceived job insecurity among employees. The findings are important in developing the understanding that how salespersons perceive their capabilities and the work environment of the organization, this perception;resultantly, can influence their behaviors particularly the work engagement dimension of well-being.

Association of Junk Food Consumption, Daily Screen Time and Daily Physical Activity with Overweight and Obesity among School Children Aged 8-10 Years- A Cross-sectional Case-control Study

Introduction: The prevalence of obesity among school children in Kerala is on a steady rise. Consumption of food with high glycaemic index, change in sleep patterns, reduced physical activity and the use of screen has been linked to obesity in children. Published literature on this association is scarce from urban Thiruvananthapuram, hence, the present study. Aim(s): To identify the association of various risk factors such as frequency of junk food consumption, dietary preferences, physical activity and daily screen time and weight related disorders among school going children (8-10 years) in Thiruvananthapuram. Material(s) and Method(s): The present cross-sectional case-control study was conducted in one Rural Government School (Venjaramoodu Government Upper Primary School) and one Urban Private School (S.N. Public School, Chenkottukonam) of Thiruvananthapuram, Kerala, India, and enrolled school going children aged 8-10 years with higher than recommended Body Mass Index (BMI) for age as cases, age and gender-matched children with normal BMI as controls. Participants with BMI above 23rd and below 27th adult equivalent for age and gender were considered overweight and those above 27th adult equivalent for age and gender were considered as obese. A structured questionnaire was sent home with the children, and the parents were requested to answer the questions along with written informed consent. Socio-demographic parameters, anthropometric measurements were obtained by trained staff, dietary habits, and details regarding physical activity and screen usage were collected. Variables were categorised according to the standard recommendations by World Health Organisation (WHO) and Indian Association of Paediatrics (IAP). Variables were expressed as frequencies and the tests of significance used were Chi-square test and Odds ratio, to express the strength of association between parameters. A p-value <0.05 was considered statistically significant. Result(s): The mean age of cases and controls was nine years. A total of 708 school children were screened and 352 participants (175 cases and 177 controls) were enrolled in the present study. The BMI of cases was 29.3 kg/m2 and of controls was 20.2 kg/m2. Higher than recommended screen time (p<0.001), more frequent junk food consumption (p<0.001) and lack of physical activity (p<0.001) were found to be significantly associated with obesity and overweight. Dietary preference was not associated with obesity or overweight and obesity and overweight was more common in children studying in private schools (p<0.001). Conclusion(s): Reducing screen time, reducing junk food consumption and increasing physical activity will help in reducing the prevalence of life style diseases among school children. Further evaluation is necessary to determine the factors contributing to the increased prevalence of these disorders in private schools.Copyright © 2023 Journal of Clinical and Diagnostic Research. All rights reserved.

Challenges to Remote Instruction During the Pandemic: A Qualitative Study with Primary Grade Teachers in India.

The COVID-19 pandemic has profound implications for education of young children worldwide and especially for children in developing economies like India. This article presents a qualitative study that explored the challenges that private school teachers in low budget, mid-ranged, and high fee charging private schools faced in two cities in India. All the private schools in this study also followed the government mandate to reserve 25% of seats for children from low-income families. During the school closure, remote instruction was employed in schools where participating teachers taught. Teachers faced challenges related to parental involvement and children's participation in remote instruction. Parental involvement challenges included parental lack of access to technological devices and no or minimal access to internet for their children to participate in remote instruction activities. Parental lack of support due to their low technological literacy and literacy in general, lack of fluency in the English Language, as well as lack of time also contributed to their children's low participation in remote instruction. Teachers faced challenges in implementing remote instruction with children from different socio-economic backgrounds; however, the challenges were greater with families from low-income backgrounds. The study's findings suggest that governments around the world need to ensure children's access to digital tools and internet services which are essential elements in children's participation in remote instruction. For children in families where parents are unable to support their children's education at home, other support services may be instituted to take the pressure off of parents. Future studies may explore the 'learning loss' that may have resulted from the long school closure during the pandemic.

Teachers' Perspectives of the Sudden Shift Towards Online Learning: Challenges and Future Lessons

—Traditionally, teaching math using English as a foreign language creates many challenges because learners may not have yet acquired the skills they need to understand the lesson. The study aimed to identify the challenges faced by teachers of math in English when course instruction shifted to online because of the COVID-19 pandemic. Also, the study presents three essential lessons from this experience from the teachers' perspectives. During the COVID-19 outbreak, all schools abruptly switched to Online Education. Most participants in the study had never done online teaching before the pandemic and were unfamiliar with using technology. The researchers used a mixed methods approach, incorporating the following two ways of gathering data: a questionnaire and face-to-face semi-structured interviews. The questionnaire consisted of two parts: (1) English language challenges and (2) access to technology. The questionnaire was administered to a sample of 50 female teachers, followed by structured interviews. The interview consisted of one question about the most important lessons learned, and the data were analysed using SPSS Statistics. The findings indicated that the English language and a lack of technology constituted obstacles for teachers. According to the participants, they identified three future lessons. The researchers provide recommendations to teachers, students, and governments. © 2023 ACADEMY PUBLICATION.

The Perceived Effects of the Onset of the COVID-19 Pandemic: A Focus on Educators' Perceptions of the Negative Effects on Educator Stress and Student Well-Being

The COVID-19 pandemic resulted in an urgent pivot to remote learning, causing many challenges for teachers and school administrators. The current study sought to better understand the extent to which the perceived negative impacts of COVID-19 on U.S. educators and their students varied as a function of staff role (teacher vs. administrator), school level (elementary vs. secondary school), and type of school setting (public vs. private), as reported through a national survey of educators conducted in June through July of 2020. Using data from 608 educators (n = 481 teachers and n = 127 administrators;48% elementary;85% public school), we examined educators' perceptions of negative impacts on their personal lives, professional lives, and students' lives;major challenges;and stress in various domains. Findings suggested an overall high level of concern across domains. Investigation of educator subgroup effects suggested elementary educators and administrators were most concerned about the negative impacts on students.Impact StatementEducators, including teachers and administrators alike, experienced significant negative impacts of the COVID-19 pandemic on their work-related stress concern about students, and their own well-being. Some subgroups, like elementary educators, those working in public schools, and teachers (compared to administrators), may require additional assistance in managing stress, and supporting students, both academically and with regard to their social-emotional needs.