ABSTRACT
In this report, a nationally representative sample of kindergarten through 12th grade (K-12) public school principals were asked about their experiences with covering classrooms and hiring staff. In the spring of the 2021-2022 school year, which coincided with the coronavirus disease 2019 (COVID-19) omicron variant surge, most principals struggled to keep classrooms consistently staffed and many reported that hiring had become more challenging since the previous school year. Principals indicated that a lack of substitute teachers -- not an increase in open teaching positions -- was the main reason for classroom coverage shortages. In addition to day-to-day coverage issues, most principals reported that teacher vacancies were on the rise. Most of these principals believed that vacancies had grown more difficult to fill than in the prior school year, largely because of declining applicant counts. Principals' preferences when hiring teachers lend further insight into potential drivers of hiring challenges. A large majority of principals expressed strong preferences for like-minded teachers whose mindsets aligned with the vision and culture of the schools. Few principals prioritized the diversity of the educator workforce at their schools.
ABSTRACT
Affective computing (AC) has been regarded as a relevant approach to identifying online learners' mental states and predicting their learning performance. Previous research mainly used one single-source data set, typically learners' facial expression, to compute learners' affection. However, a single facial expression may represent different affections in various head poses. This study proposed a dual-source data approach to solve the problem. Facial expression and head pose are two typical data sources that can be captured from online learning videos. The current study collected a dual-source data set of facial expressions and head poses from an online learning class in a middle school. A deep learning neural network using AlexNet with an attention mechanism was developed to verify the syncretic effect on affective computing of the proposed dual-source fusion strategy. The results show that the dual-source fusion approach significantly outperforms the single-source approach based on the AC recognition accuracy between the two approaches (dual-source approach using Attention-AlexNet model 80.96%;single-source approach, facial expression 76.65% and head pose 64.34%). This study contributes to the theoretical construction of the dual-source data fusion approach, and the empirical validation of the effect of the Attention-AlexNet neural network approach on affective computing in online learning contexts.
ABSTRACT
PurposeThe current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.Design/methodology/approachA convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation.FindingsThree hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research.Research limitations/implicationsFurther studies may put efforts towards improving these three outcomes synchronously.Practical implicationsBased on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE).Originality/valueThis study established the empirical linkages between school trusts, emotional well-being and job performance.
ABSTRACT
This study aimed to examine the effect of distance education on the level of educational achievement of children during the Corona period in ten primary schools in the Emirate of Dubai. To achieve the objectives of the study the researchers adopted the descriptive analytical approach. The quantitative method of data collection had been applied using the electronic questionnaire tool consisted of four main axes for data collection and had been distributed to the study sample consisted of 190 students' parents and administrators selected by using simple random techniques. The results of the study indicated that the participation of students in the educational process, and in the establishment of appropriate educational programs and applications for the transmission to distance learning have contributed to reducing the negative effects of the process of shifting from traditional education / face-to-face education classroom teaching to virtual classroom (ZOOM).The study recommended the need for strengthening distance education mechanisms, which contribute in developing the student's interests, tendencies, attitudes, concentrating on the study material, and using of safe and secured electronic devices to increase the search for additional information to reach the correct knowledge. Also, the school administration should have good e-learning plan ahead with required financial credits that will help in overcoming the crisis and mange distance learning processes to reach future objectives successfully. © 2022 Owner/Author.
ABSTRACT
Education plays a critical role in promoting preventive behaviours against the spread of pandemics. In Japan, handwashing education in primary schools was positively correlated with preventive behaviours against COVID-19 transmission for adults in 2020, during the early stages of COVID-19. The following year, the Tokyo Olympics were held in Japan, and a state of emergency was declared several times. Public perceptions of and risks associated with the pandemic changed drastically with the emergence of COVID-19 vaccines. We re-examined whether the effect of handwashing education on preventive behaviours persisted by covering a longer period of the COVID-19 pandemic than previous studies. A total of 26 surveys were conducted nearly once a month for 30 months from March 2020 (the early stage of COVID-19) to September 2022 in Japan. By corresponding with the same individuals across surveys, we comprehensively gathered data on preventive behaviours during this period. In addition, we asked about the handwashing education they had received in their primary school. We used the data to investigate how and to what degree school education is associated with pandemic-mitigating preventive behaviours. We found that handwashing education in primary school is positively associated with behaviours such as handwashing and mask wearing as a COVID-19 preventive measure but not related to staying at home. We observed a statistically significant difference in handwashing between adults who received childhood handwashing education and those who did not. This difference persisted throughout the study period. In comparison, the difference in mask wearing between the two groups was smaller but still statistically significant. Furthermore, there was no difference in staying at home between them. Childhood hygiene education has resulted in individuals engaging in handwashing and mask wearing to cope with COVID-19. Individuals can form sustainable development-related habits through childhood education.
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).]
ABSTRACT
Children's engagement with the internet has exploded. From education to social media, companies have offered products and services that-far from being mere distractions for children-have increasingly become necessities. These necessities are most keenly felt in the EdTech world. As companies in the United States rely on the verifiable parental consent required by the Children 's Online Privacy Protection Act (COPPA) to collect and use minors' data, reviewing boilerplate waivers of liability and consent forms for children's online activities has thus become part of parenting. This piece argues that under the common law tradition of protecting the best interests of the child, when it comes to protecting children's digital privacy, relying solely on parental consent is insufficient and ill-suited. This work compares parental consent forms for children's online activities to parental waivers for tort liability for physical injuries suffered by children. In the latter, courts have not reached a consensus on whether such contracts are enforceable or altogether void. However, most courts have struck down such waivers as against public policy in commercial settings. By relying on courts ' decisions regarding the role of parents in protecting the best interests of the child when faced with a child's physical injury, this piece argues that public policy should have to force to override parental consent as it pertains to the protection of a minor's digital privacy and their use of EdTech tools. It thus encourages lawmakers at the federal and state levels to move away from a parental consent apparatus and instead put forward new measures for the protection of children's digital privacy. It further illustrates that, despite COPPA, common law privacy torts are not fully preempted. Adopting the approach proposed in this work will also motivate companies to be more vigilant towards handling minors' data to avoid potential lawsuits. It will further encourage a market for competition between socially responsible companies that would prioritize children's privacy over an endless list of corporate interests.
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.
ABSTRACT
The COVID-19 pandemic had a significant impact on medical care and medical education in Peru. In response, the Peruvian American Medical Society (PAMS), a charitable medical organization based in the USA, pursued its medical and educational missions in Peru by adopting virtual learning technology. We developed closer collaborative relationships with several medical schools and the Peruvian Association of Medical Schools (ASPEFAM) while offering a faculty panel of twenty-four members to provide lectures and multidisciplinary webinars in Spanish. We conducted 19 webinars including COVID -19 and non-COVID-19 related topics that over the last two years attracted 14,489 participants from 23 countries. They were the foundation for twenty publications in Peruvian medical journals. Our clinical investigations competition was positively received as was our pilot project on research mentorship. The COVID -19 pandemic had a positive effect on the educational mission of PAMS in Peru.
ABSTRACT
The COVID-19 pandemic impacted the educational experiences of diverse student populations throughout the country and among Virginia public schools. English Learners (ELs) had a unique set of needs and services prior to the pandemic, and potentially were more vulnerable to pandemic-related disruptions in typical school operations than other student groups. We analyze statewide, student-level administrative data on the composition of the EL population, the identification for and reclassification out of EL services, and the exit of ELs from public school enrollment in kindergarten through grade twelve between the 2010-11 and 2020-21 school years to examine changes between the pre-pandemic period and first post-pandemic onset year (2020-21). Our key findings include the following: (1) Following the onset of the pandemic, the number of students classified as EL decreased for the first time in a decade. Specifically, whereas the number of students classified as EL increased by 26.0% (25,171 more students) between 2010-11 and 2019-20, the number of students classified as EL decreased by 3.2% (3,852 fewer students) between 2019-20 and the first post-pandemic onset year (2020-21). (2) There was a 21.6% decline (6,223 fewer students) in the number of Virginia K-12 public school students newly identified for EL services in 2020-21 as compared to 2019-20. The drop in new EL identification occurred across student groups, but was largest among Hispanic students, economically disadvantaged students, and ninth graders. (3) The number of EL students reclassified as fully English proficient decreased by 57.3% (8,169 fewer students) in 2020-21 as compared to the pre-pandemic period. This decline is nearly three times the size of the previous largest year-to-year change. The drops in reclassification among ELs occurred across student groups and were somewhat larger among Hispanic and economically disadvantaged students. (4) EL students' exits from Virginia public schools in the post-pandemic onset were a continuation of pre-pandemic trends and did not meaningfully vary by race/ethnicity, economically disadvantaged status, or disability status.
ABSTRACT
The Covid-19 pandemic has jolted educational organizations and their stakeholders. Mobility between countries is a requisite feature at international schools, with students and educators shifting between home, host, and intermediary countries. Stakeholders are diverse in international schools, representing transcultural interests, giving rise to complex needs and considerations for school leadership. This article explores a subset of data from a study on educator acculturation in international schools that unpacks the effects of, and responses to, the pandemic by sojourning educators at international schools in Southeast and East Asia. Effects on students were not examined. Findings include adaptive responses, mobility barriers and role/school precarity, spikes in acculturative stress, and creative problem-solving. These effects have generated substantial leadership enigmas. Implications include an urgent need to activate adaptive leadership practices, including contingency planning and action research projects aiming at experiential learning from different stakeholder groups in international schools.
ABSTRACT
Access and use of computer-based educational technology within K-12 schools have been steadily increasing since the 1980s (Cuban, 1993;Delgado et al., 2015;Penuel, 2006), including more school districts providing every student with a device (1:1) after the year 2000 (Gray & Lewis, 2021;Harper & Milman, 2016;Penuel, 2006;Zheng et al., 2016). Despite this steady increase in devices, information systems, and learning platforms within schools, growth of information technology (IT) staff positions has not grown proportionally with technology and has resulted in a staff capacity issue for district technology departments (CoSN, 2021;Gao & Murphy, 2016;Kentucky Department of Education, 2017). This issue was exacerbated by the emergency switch to distance learning as a result of the COVID-19 pandemic, which relied on devices and online systems for learning to continue and further strained the technology departments (CoSN, 2022a, 2022b;Rauf, 2020;White, 2020).Since computers were introduced to these educational institutions, schools and districts have positioned students as technical and pedagogical supports for educational technology (National School Boards Association, 2002;Van Eck et al., 2001). Commonly known as student tech teams (STTs), this type of program is still frequent today within schools and there is a wealth of practitioner-created resources on the topic. Yet, studies on these programs are absent from the decades of research on technology integration within K-12 schools (Peterson & Scharber, 2017).This dissertation was designed to fill this void within the literature, provide a foundational understanding of STTs within K-12 educational technology initiatives, and identify practical strategies for school educators and leaders. Using a philosophically pragmatic lens and an ecological framework (Zhao & Frank, 2003), this explanatory sequential mixed-methods study (Creswell & Plano Clark, 2011) explored the following research questions:* How are student technology teams structured within K-12 school ecosystems?* What is the role of student technology teams within K-12 technology integration initiatives?Results from the study indicated that STTs are structured as work- and project-based courses, assistantships, and extracurriculars that can support the technical and instructional needs of staff and students within a school or district environment. STTs also provide opportunities for students to collaborate and create by tinkering with technologies and developing products that interest them while building their digital literacy skills. No two STTs are structured the same;however, staff and students' technical and instructional needs are common programmatic focus areas across STT environments.The role of STTs within K-12 technology integration initiatives is to give students autonomy, unique experiences, and opportunities to learn while serving the school and/or district community. The role of STT, as well as the benefit to its student members, is shaped by the coaches, tech department, and administrators' intentionality and mindset related to the capacity of students. Secondly, the STT's role is also shaped by the school and district's technology, schedules, and location. The findings of this study contribute to and extend the current understanding of educational technology initiatives, student tech teams, computing education in schools, and ecological framing of educational technologies. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Each student selected books during the last week of school and during the last days of the summer program, so that they had access to books when school was not in session. Since book ownership is an important motivator for reading, the students kept their books and were treated to one additional book on the last day of the program, when they took a field trip to a bookstore. Study Design Reallocating school resources required a research focus with data collection and analysis for continued approval of summer program funding. The mixed-methods design of the study included quantitative data (e.g., registration, attendance, STAR reading scores, Likert scale questions on student and parent questionnaires) and qualitative data (e.g., student focus groups, open-ended questions on student and parent questionnaires). Parents' written consent and students' assent were provided for STAR reading, focus group, and questionnaire data collection each summer.
ABSTRACT
Social media has revolutionised human interaction globally especially on the informal front. This paper proposes that the social media facility could be ‘tamed' to help bridge the educational divide that is apparent especially in developing countries such as Zimbabwe and that was magnified by the Covid-19 pandemic. The pandemic split education provision along income lines with those from the higher income bracket accessing educational instruction virtually even during such an ‘emergency' while those from the low income group were literally on sabbatical, virtually excluded. The obtaining scenario threatens realisation of Sustainable Development Goal Number 4 by 2030 as planned by the United Nations. The particular goal is aimed at ensuring "inclusive and equitable quality education and promote life-long learning opportunities for all”. In some instances, some candidates get to the examination room so inadequately prepared that the situation can be described as de facto exclusion. In order to assist Covid-19 pandemic affected learners and to uplift education quality in low income communities, this paper recommends the provision of a tablet per class/grade that should be viewed as a learning/teaching tool. The class teacher can use the tablet to download material, show educational videos to the class, audio/video record learners for educational ends, receive educational materials from the Ministry and its partners and avail these in an interesting multimodal manner to the learners.
ABSTRACT
The 62nd annual conference of the Association of Collegiate Schools of Planning (ASCP) met from Nov 2-5, 2022 in Toronto, Canada. The conference brought together nearly 1,200 planning educators, researchers and students affiliated from more than thirty countries. Attendees were composed of approximately 700 faculty and more than 400 students. There were nearly 250 sessions including presentation of research papers, roundtable discussions, workshops, career information sessions and mobile sessions. The conference was the first in-person conference after two years of virtual convenings due to the COVID-19 pandemic. Local hosts for the conference included the University of Toronto, Toronto Metropolitan University and York University. The focal theme of the conference was "(re)shaping the inclusive city: engaging indigenous and immigrant voices, histories and lived experiences."
ABSTRACT
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.
ABSTRACT
This article reports on the perceptions of academic resilience of Grade 8 and Grade 9 learners and their teachers in low socioeconomic township schools. Learners from township schools experience many risk factors that can impede their academic success and careers. A lack of resources is one of the risk factors experienced by the learners. During COVID-19, where an online or hybrid learning model was relied on for teaching and learning, most township schools relied on the rotational learning model instead. The study's main aim is to evaluate and understand the learners' perceptions of their academic strengths, future aspirations and motivation, and to compare their perceptions with those that emerged from their teachers' blind evaluations. The participants were teachers (n = 8) and learners (n = 12) from two purposively sampled township secondary schools. Data-generation instruments included semi-structured interviews for learners and a self-constructed Likert-type-scale questionnaire for teachers. Content analysis was used to analyse the data. The findings suggest that risk factors to academic resilience exist within the family and the school environment. Lack of parental support and school security, poor teacher-learner relationship and unemployment were frequently mentioned. However, factors that can enhance academic resilience were also identified within the family, school and community. Risks and protective factors affecting learners' immediate threats and needs were identified. Access to technology and the need for technological advances were not identified as resources or risks. Future research should examine the relationship between resilience, academic resilience, career aspirations and the role of technology in education. © 2023, OpenED Network. All rights reserved.
ABSTRACT
Covid-19 turned the world upside down. What started as an impossible situation turned into a problem with new possibilities. Individuals, families, communities, and states worked tirelessly to restore balance to overworked systems. Using semi-structured interviews with teachers and administrators, this high school social worker set out to examine how COVID-19 challenged staff to rethink current educational practices like home visits. This qualitative ethno-infused phenomenological study examines the experiences of home visits by a school social worker during COVID-19. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
With the development of society, the health and well-being of children and adolescents are receiving increasing attention from the government and scholars. The implementation of the health (promoting) school construction plan has a significant effect on promoting students' health and well-being, which is especially important in the normalized stage of COVID-19 epidemic prevention and control. The study summarizes the importance of health (promoting) schools for students' health and well-being, reviews the development of health (promoting) school construction in China, and proposes countermeasures and recommendations to further promote health (promoting) school construction in China in the light of the new era.
ABSTRACT
This edited volume records the amazing transformations brought about by leaders in legal education and legal profession. It captures experiences and experiments in the governance of law schools and legal profession during the COVID-19 pandemic as case studies;ideas which helped in resilience and which could show the way forward;the psychological, philosophical, and sociological aspects of the transformation;and the spiritual and material sources of motivation of the leadership. The contributions are along the following themes --- The shifting idea of law school: systems and processes;The "new normal” in legal profession;Psychological, philosophical, and sociological aspects of transformation;Experiences from global regions and countries;Legal education and legal profession in a post-COVID world. Through these five themes, and the eighteen contributions, the volume seeks to answer questions like --- how the educational and professional leaders adapted to the circumstances by building a "new normal”? How and to what extent their own legal education and professional experiences informed their actions during the Pandemic? How they re-imagined ambitions and reordered systems and processes? What type of guidance and support they received from the state and regulatory bodies? How they guaranteed the well-being of students, faculty, and staff during the Pandemic and the transition? How they upheld professional values and ethics when contexts of their application collapsed. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.