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Objective: To describe the characteristics of papers presented at medical student conferences of Sociedad Científica Médico Estudiantil Peruana (SOCIMEP - Peruvian Medical Student Scientific Society) between 2017 and 2019, as well as the factors related to their publication. Materials and methods: An observational, cross-sectional, bibliometric, retrospective and secondary-source study based on the books of abstracts of papers presented at scientific conferences between 2017 and 2019. The data were analyzed with the Stata Statistical Software: Release 13 using descriptive statistics. In the multivariate analysis, prevalence ratios were calculated with a 95 % confidence interval and p < 0.05 in the crude and adjusted analyses. Results: From a total of 447 papers, 170 (38.0 %) were completed research studies, 168 (37.6 %) research protocols and 109 (24.4 %) case reports. In addition, 233 (52.1 %) authors came from a university in Lima and 183 (40.9 %) were from public universities. Moreover, 376 (52.1 %) papers had an advisor among the authors, 332 (88.3 %) of whom were physicians. The frequency of publications accounted for 11.4 %. The prevalence of original-article publications was 131 % higher (aPR: 2.31; 95 % CI: 1.22-4.37, p = 0.010) and 63 % lower (aPR: 0.37; 95 % CI: 0.17-0.81, p = 0.014) among papers presented in 2019 compared to 2017, thus being statistically significant, with p < 0.05. Conclusions: One out of 10 abstracts of papers presented at SOCIMEP conferences was published; however, this number is still low. Among the factors associated with the publication were presenting a research paper as an original article and in 2019. The results of this study will help the university leadership to strengthen research through strategies and/or programs linked to the student scientific production. [ABSTRACT FROM AUTHOR]

Objective: To assess differences between traditional paper bag ordering and online ordering from primary school canteens in terms of menu, usage and lunch order characteristics.Design: A cross-sectional study.Setting: New South Wales (NSW) primary schools that offered both paper bag and online canteen ordering.Participants: Students (aged 5-12 years) with a lunch order on the day of the observation.Results: Across the six school canteens, 59-90 % of all available items were listed on both the online and paper menus, with no significant differences in the nutritional quality ('Everyday'/'Occasional') or nutritional content (kJ/saturated fat/sugar/sodium) of menu items. In total, 387 student lunch orders were placed, containing 776 menu items. Most orders (68 %) were placed online. There were no significant differences between order modality in the quantity of items ordered or the cost of orders, or the nutritional quality of orders based on the classification system of the NSW Healthy School Canteen Strategy ('Everyday'/'Occasional'). However, nutritional analysis revealed that paper bag orders contained 222 fewer kJ than online orders (P = 0·001), 0·65 g less saturated fat (P = 0·04) and 4·7 g less sugar (P < 0·001).Conclusions: Online canteens are commonly used to order canteen lunches for primary school children. This is the first study to investigate differences between traditional paper bag ordering and online ordering in this setting. Given the rapid increase in the use of online ordering systems in schools and other food settings and their potential to deliver public health nutrition interventions, additional research is warranted to further investigate differences in ordering modalities. [ABSTRACT FROM AUTHOR]

As obesity and physical inactivity rates continue to rise in the United States, Kentucky ranks third in childhood obesity rates (10‐17 year olds) and 50th in physical inactivity. The public school environment is a logical place to examine practices and closely discern how time is spent. Federal legislation over the past 50 years has largely dictated the emphasis and priority of our public education system and how schools are funded and assessed. Recently, new federal legislation, the Every Student Succeeds Act (ESSA) of 2015, moved more power, flexibility, and accountability to the states allowing for additional funding opportunities surrounding not just reading and mathematics standardized test scores. Kentucky made promising steps toward including a well‐rounded education in their accountability plan, however; ultimately removed those measures in their revised submission to the US Education Department. We must reexamine our current priorities and policies based on evidence‐based best practices regarding health, physical activity, and academic achievement. This report outlines history, issues, and policy solutions which will move Kentucky's youth toward better opportunities for quality physical activity in our public schools within our current resources. [ABSTRACT FROM AUTHOR]

Indoor air quality is becoming one of the most important factors for public health, as people tend to spend more time indoors, either at home or at work. This paper combines the use of calibrated low‐cost particulate matter (PM) sensors with source apportionment algorithms to understand the factors that affect the indoor air quality within a typical UK school. Low‐cost optical particle counter (OPC) sensors were placed in three different classrooms within the school, measuring PM concentrations during a typical school week and the subsequent holiday period, to understand the role of occupancy within schools for air quality. When students were in attendance during school hours (09:00–15:30), the classroom with the greatest average PM levels had PM2.5 and PM10 mass concentrations of 14.4 and 51.0 μg/m3, respectively. During school hours, when students were present, all classrooms had average PM2.5 concentrations greater than 8.1 μg m−3 and average PM10 concentrations greater than 13.1 μg m−3. Notably, the English studies classroom exceeded the 24‐h WHO ambient PM10 guideline (45 μg m−3). Employing the non‐negative matrix factorization (NMF) algorithm for source apportionment revealed that between 93% and 98% of PM1 observed within classrooms derived from outdoor sources. This contribution diminished as particle size increased, with outdoor sources accounting for 74%–89% of PM2.5, and 19%–40% of PM10, respectively. The differences in classroom PM concentration and source percentages are attributed to differences in lesson activities, lesson frequency, flooring (carpeted versus hard flooring), location within the school, and proximity to outdoor sources such as roads. The approach described within the paper is easily translated to other indoor locations and could also be straightforwardly scaled due to its relatively low cost. Thereby, it allows for air quality management in locations crucial for the public health and educational outcomes of children. [ABSTRACT FROM AUTHOR]

Starting with an initiative called Buddhicised education, there have been calls to reform Chinese Buddhism for a century. Based on documentary research of textbooks and in-depth interviews, this paper examines the reform of Buddhicised education in Hong Kong since 2000. Facilitated by the Hong Kong government's education reform, Buddhicised education has gone in a new direction. The promotion of character education and caring for the heart have become more significant than ever in addressing the daily life issues and social concerns of students. Buddhicised education can be broadly redefined as life education for whole-person development in terms of beliefs, values, morality, character, positive emotions and spirituality. Reforms have been made in both the formal and informal curricula by incorporating moral and life education, contemplative education and sustainable education, as well as taking a student-centred approach such as experiential learning. This paper also discusses the implications of Buddhist modernism and the prospects of Buddhicised education in the religious education context of Hong Kong. [ABSTRACT FROM AUTHOR]

This paper draws on research conducted in four state schools with sixth forms to problematise two flagship 'disadvantage' policy agendas in the English context: the Pupil Premium (focusing on the narrowing of attainment gaps) and widening participation (focusing on fairer university access). While such 'priority' policies necessarily incorporate the promise of change, it argues that multiple forms of incoherence militate against this, including: their relative agenda-setting power in a highly marketised system; the contested, constitutive power of different proxy indicators; competing policy preferences that under-attend to the intersections between educational opportunities and material disadvantage. In contrast, interviews with school staff highlighted the transformative potential of lived experiences of disadvantage and reinforced the importance of adopting a wider lens than that of the school. The paper concludes that the absence of an over-arching theory of change is part of 'the problem' and it suggests where the mapping of one might begin. [ABSTRACT FROM AUTHOR]

The important role of schools in supporting children experiencing bereavement is established, yet less is known about how school curricula include death as part of life and this limits our understanding of the systemic structures that shape children's knowledge and experience of death. To address this gap, this paper discusses an analysis of the Scottish curriculum to explore the extent to which death features in compulsory education for children aged 3 to 15 years. The findings show that whilst death is present across the curricula, certain types of 'knowing' death are promoted, largely situated across religious teaching, which may limit children's engagement with the multiple and complex ways in which death features across individual, social, physical, and relational domains. By integrating the concepts of death systems and death ambivalence, the paper develops new knowledge on the interplay between curricula and sense making around death in children's lives that has practical utility. [ABSTRACT FROM AUTHOR]

Background: Poverty's impact on children's academic outcome is a cause for concern in most urban Asian cities as education is viewed as one of the main channels of social mobility. Few studies examined how poor children's hope could be enhanced through school social support. Objective: This paper examines how children from low-income families' perceived frequencies and importance of social support from teachers and classmates, influence their levels of hope in academic achievement. Method: Utilizing a partially-mixed sequential design—first, with survey data from a larger study on low-income children (n = 513), this paper explores if perceived frequency of social support is associated with level of hope as well as the role of perceived importance in moderating the frequencies of school social support on sense of hope; second, to enrich the child-reported results, two in-depth focus group discussions with elementary school teachers (n = 10) were conducted. Results: Statistical analysis reveals that the frequency of social support from teachers and classmates is associated with the level of hope in low-income children. Furthermore, when teacher's support was rated important by children, there was a positive association between social support and hope. Integrating statistical results and qualitative insights, this paper extends extant literature on social support typologies with a novel category; 'support in providing opportunities for success'. Conclusion: This paper underscores the important role schools play as a source of social support for children. Such social support aids higher hope levels in low-income children which could translate into better academic outcomes. [ABSTRACT FROM AUTHOR]

Background: Schools, as social infrastructure and an integral part of society, play an essential role in creating the resilience of the community to natural disasters. This study aims to systematically review and identify and categorize the components affecting schools' resilience against emergencies and disasters. Materials and Methods: Without any time limit, we will search the PubMed, Scopus, Web of Science, and Google Scholar databases using the three keywords of "Disaster", "School", "resilience", and their synonyms according to the MeSH website terms defined in the PubMed database. The inclusion criteria will be the articles related to school resilience, schools and emergencies and disasters, and school safety and resistance to threats. There will be no restrictions on the type of documentation, and all articles, books, and conference papers will be evaluated in this study. Search syntax strategies will be defined based on the guidance of each database. The final version of EndNote X8 is used to manage databases, delete duplicate and irrelevant articles, and extract relevant articles. The evaluation and selection of articles are based on the research question and the PRISMA checklist. Dissemination: The results of this systematic review determine appropriate criteria for school resilience, which are valuable for decision-makers and politicians, researchers in the field of education, Ministry of Health and Medical Education, Welfare Organization, Red Crescent, and people interested in research in the field of students and schools, especially in the event of emergencies and disasters. Also, according to the criteria extracted from this systematic review, the difference between resilient and non-resilient schools can be shown from an international perspective. [ABSTRACT FROM AUTHOR]

Introduction: Data collection using paper-based questionnaires can be time consuming and return errors affect data accuracy, completeness, and information quality in health surveys. We compared smartphone and paper-based data collection systems in the Burden of Obstructive Lung Disease (BOLD) study in rural Sudan. Methods: This exploratory pilot study was designed to run in parallel with the cross-sectional household survey. The Open Data Kit was used to programme questionnaires in Arabic into smartphones. We included 100 study participants (83% women; median age = 41.5 ± 16.4 years) from the BOLD study from 3 rural villages in East-Gezira and Kamleen localities of Gezira state, Sudan. Questionnaire data were collected using smartphone and paper-based technologies simultaneously. We used Kappa statistics and inter-rater class coefficient to test agreement between the two methods. Results: Symptoms reported included cough (24%), phlegm (15%), wheezing (17%), and shortness of breath (18%). One in five were or had been cigarette smokers. The two data collection methods varied between perfect to slight agreement across the 204 variables evaluated (Kappa varied between 1.00 and 0.02 and inter-rater coefficient between 1.00 and -0.12). Errors were most commonly seen with paper questionnaires (83% of errors seen) vs smartphones (17% of errors seen) administered questionnaires with questions with complex skip-patterns being a major source of errors in paper questionnaires. Automated checks and validations in smartphone-administered questionnaires avoided skip-pattern related errors. Incomplete and inconsistent records were more likely seen on paper questionnaires. Conclusion: Compared to paper-based data collection, smartphone technology worked well for data collection in the study, which was conducted in a challenging rural environment in Sudan. This approach provided timely, quality data with fewer errors and inconsistencies compared to paper-based data collection. We recommend this method for future BOLD studies and other population-based studies in similar settings. [ABSTRACT FROM AUTHOR]

Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies – the Monash Q Project and the University of Newcastle's Quality Teaching Rounds Project – to explore educators' patterns of engagement with research. The combination of these studies provides data from a larger and more diverse sample (n = 774) than other recent Australian studies, and integrates insights from direct and indirect approaches to investigating educators' research engagement. The analysis highlights several common themes associated with educators' research use including: the perceived credibility of different sources; the relevance and usability of research; and affordances of access to research and time to use it well in practice. Newer and more nuanced insights include: the interrelationships between collaborative and directed research use; the need for research to be convenient in terms of access and usability; the role of trusted colleagues in helping to bridge gaps between research and practice; and educators' distrust of research itself. The paper argues that these insights provide important cues as to how systems and school leaders can help educators to increase and improve their use of research in practice. [ABSTRACT FROM AUTHOR]

The paper presents a scoping review of research that has been conducted on integrated STEM programmes in Australian schools over a 10-year period (2012–2022). It aims to determine how integrated STEM is being practiced. A total of 17 papers were chosen for review. The review explored the major characteristics of research that has been conducted on integrated STEM programmes in Australian schools, the teaching strategies used to teach integrated STEM and the reported impacts of these programmes. In fifteen of the papers experts from outside the school such as scientists and engineers, usually academics, were involved. Cooperative learning, project/problem-based learning and authentic experiences were the most common teaching strategies in a field characterised by positive learner outcomes. It is evident that teaching strategies are significant in the integration of STEM. Future research should focus on addressing issues of ecological validity, sustainability and scalability to ensure as many students as possible reap the benefits of high-quality STEM education. [ABSTRACT FROM AUTHOR]

Abstract: In school, at least in the US, we were taught to multiply by hand according to a standard algorithm. Most people find that algorithm difficult to use, and many children fail to learn it. We propose a new way to make sense of this difficulty: to treat explicit computation as perceptually supported physical and mental action. Based on recent work in neuroscience, we trace the flow of arithmetic information to emphasize demands on visual working memory and attention. We predict that algorithms that make moderate demands on memory and attention will work better than others that make stronger demands. We suggest that the judicious use of spatial schemas can reduce such cognitive demands. Experimental evidence from children in an inner-city school supports this claim. Our work suggests new ways to think about instruction. The goal should be to minimize demands that present obstacles and maximize instead what human eyes, bodies, and brains do well. [Copyright &y& Elsevier]

Across Eastern Germany, many castles and stately homes were used as shops, schools or community buildings during the GDR. Since the 1990s, many of them have been turned into museums. This paper discusses the challenges of dealing with the history of socialist reuse in East-German heritage buildings comparing the former Prussian castles of Schönhausen (Berlin) and Rheinsberg (Northern Brandenburg). The comparison is based on five in-depth semi-structured interviews providing insights into the considerations of curatorial decision makers. It shows that there is still a high sense of uncertainty in how to address the GDR past, in particular when the role of the building was not clearly political. Personal recollections of the recent past lead to uneasiness in addressing this part of history. At the same time, the paper shows how attitudes have changed over time. Today, the GDR past is increasingly seen as an opportunity to connect to a wider audience and foster a more participatory and democratic memory culture. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a mixed-methods study which investigates the socio-cultural impacts of UK gendered school sport uniform and the role uniform plays in shaping female school sport experiences. Drawing on an extensive analytical survey with over 400 women of all-ages and 8 interviews with women aged 18–24, it explores how school sport uniform directly impacts female sporting experiences and participation in physical activity, and how uniform policy could be changed to promote greater female sport participation. Gendered school sport uniform continues to operate as a socio-spatial mechanism that names, frames and positions young people in heteronormative school sport spaces. This paper assesses how gendered school sport uniform contributes to the disciplining of the 'ideal feminine body' in schoolgirls and the construction of behavioural gender binaries in sport. The data reveal gendered sport uniform influences the development of a 'fear of masculinisation' in sport and common athletic-feminine identity tensions in teenage girls. The research finds gendered school sport uniform plays a major role in the high drop-out rates of teenage girls in school sport and offers practical insight into how policy could be changed to promote inclusivity, comfort and greater female sport participation. This paper proposes redesigning traditional gendered school sport policy to focus on 'enabling' participation has huge potential to transform female embodied and psychological experiences of school sport and increase school sport participation and enjoyment. [ABSTRACT FROM AUTHOR]

Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children's argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children's argumentation and a critical role the teacher played in eliciting and steering the children's argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children's intertextual argumentation as a powerful heuristic process and tool to enrich students' learning. The paper concludes some classroom argumentation teaching practices based on the research findings. [ABSTRACT FROM AUTHOR]

As homophobia, transphobia and biphobia continue to permeate local and global contexts, the role of allies has been recognized as beneficial in supporting equity for LGBTQI+ communities. The concept of LGBTQA+ allyship has also been controversial, with some stakeholders disagreeing about who is an ally and what this role entails. In the academic literature, there is also a scarcity of knowledge examining the interrelation between LGBTQA+ allyship and activism. This paper focuses on deepening historical and cultural understandings regarding the nexus between LGBTQA+ allyship and activism. Underpinned by queer, trans, feminist and intersectional lenses, the paper delineates the LGBTQA+ ally movement and the importance of moving beyond reductionist paradigms to adopt a systemic approach to inclusion, especially in school communities. The paper unpacks diverse definitions of allyship, from those associated with mobilizing the power and privilege of straight, cisgender individuals, to the concept of allyship which includes resilient leadership within LGBTQA+ communities, as well as those, which negotiate and transform fixed and reductive boundaries of gender and sexuality. Recommendations are made for developing LGBTQA+ ally intersectional programmes, characterized by collaborative, expansive and affirmative work. [ABSTRACT FROM AUTHOR]

Addressing sexting in sexual health education classrooms is one way of supporting young people to become good sexual citizens and to emphasise respect and consent in their sexual practices and in their lives. While a fair amount of research has worked with youth to understand their motivations for sexting, less research has been conducted with in-service teachers to understand their perspectives, pedagogical approaches, and beliefs regarding young people and sexting. Set in this context, this paper discusses findings from interviews with Canadian teachers who were teaching a new Ontario Health and Physical Education curriculum that included discussions of sexting. Our findings suggest that many teachers are still engaging discourses of risk, shame and blame when they talk to their students about sexting. Likewise, longstanding gender norms and stereotypical sexual scripts are evident in the ways in which many teachers both understand and teach sexting. Some teachers, however, are engaging in more promising pedagogical practices that frame sexting as having a range of uses, outcomes, and purposes, painting a more holistic picture of young people's sexting landscapes. Findings from this paper may be useful for educators and policymakers creating sexting curriculum for young people in educational settings. [ABSTRACT FROM AUTHOR]

Examines the central arguments of 'Working Paper 36: Religious Education in the Secondary School,' published by the Schools Council. Its critique of Christian confessionalism in education; Its advocacy of a phenomenological approach to religious education; Its strategy for developing tolerance among adherents of different religions or none.

Background: The objectives of the study were to develop web-based Spanish and Catalan versions of the EQ-5D-Y, and to compare scores and psychometric properties with the paper version. Methods: Web-based and paper versions of EQ-5D-Y were included in a cross-sectional study in Palafolls (Barcelona), Spain and administered to students (n = 923) aged 8 to 18 years from 2 primary and 1 secondary school and their parents. All students completed both the web-based and paper versions during school time with an interval of at least 2 h between administrations. The order of administration was randomized. Participants completed EQ-5D-Y, a measure of mental health status (the Strengths and Difficulties Questionnaire), and sociodemographic variables using a self-administered questionnaire. Parents questionnaire included parental level of education and presence of chronic conditions in children. Missing values, and floor and ceiling effects were compared between versions. Mean score differences were computed for the visual analogue scale (VAS). Percentage of agreement, kappa index (k) and intraclass correlation coefficient (ICC) were computed to analyze the level of agreement between web-based and paper versions on EQ-5D-Y dimensions and VAS. Known groups validity was analyzed and compared between the two formats. Results: Participation rate was 77 % (n = 715). Both formats of EQ-5D-Y showed low percentages of missing values (n = 2, and 4 to 9 for web and paper versions respectively), and a high ceiling effect by dimension (range from 79 % to 96 %). Percent agreement for EQ-5D-Y dimensions on the web and paper versions was acceptable (range 89 % to 97 %), and k ranged from 0.55 (0.48-0.61, usual activities dimension) to 0.75 (0.68-0.82, mobility dimension). Mean score difference on the VAS was 0.07, and the ICC for VAS scores on the two formats was 0.84 (0.82-0.86). Both formats showed acceptable ability to discriminate according to self-perceived health, reporting chronic conditions, and mental health status. Conclusions: The digital EQ-5D-Y showed almost identical VAS scores and acceptable levels of agreement on dimensions. Both formats demonstrated acceptable levels of construct validity. Availability of the Spanish and Catalan web-version will facilitate its use in HRQOL assessment and in economic evaluation. [ABSTRACT FROM AUTHOR]

This paper analyzes the role of families facing the disruption caused by the shutdown of school facilities due to the health crisis caused by the SARS - C o V -2 virus, based on the premise that the reflection of conflicts and the debate about how to deal with them allows us to attain and build institutional learning. It shares the findings of the research “Reception, experiences and practice of the 'Learn at Home strategy' during the emergency of COVID -19. A study from heterogeneity”, whose purpose was to describe the actions carried out in adapting schools to teaching in an emergency, from the point of view of the actors and intended to build knowledge from the analysis of this crisis, thinking about its implications and acknowledging potential learnings for the daily life of the schools. [ABSTRACT FROM AUTHOR]

The term ethos is common within schools, describing culture and 'feel' of the institution. Ethos is also a contested term, and one that becomes more problematic the more one tries to understand it. Because ethos is founded within philosophical, structural and geographical aspects of the community and associated power balances, it is argued here that it provides an opportunity to study one aspect of the Bordieuan field of power, more specifically doxa. This paper posits that it may be beneficial to consider the term ethos through the lens of doxa, specifically when considering elite schools, and that doing so helps to further link the research into elite English boarding school ethos and discussions surrounding power, inculcation, authority, elitism and class within such schools. An analysis of the Head's Welcome from the websites of English independent boarding schools was undertaken, which identified both institutional and sector‐wide doxa, which were used to construct descriptive pictures of legitimation. [ABSTRACT FROM AUTHOR]

This article contributes to scholarship in Muslim geographies to show how the Prevent Duty is a racializing and securitizing policy, which exists in an already unequal school space. Through the concept of 'stickiness', it shows how the Prevent Duty creates associations of violence and extremism with gendered Muslim bodies and considers the spatial politics of Prevent Duty training. By attending to the effective nature of Prevent, this paper considers how these policy documents create negative attachments that shape how Muslim teachers experience the school space, as both the implementers and potential targets of the policy. In-depth interviews with current and former teachers working in London schools were conducted in 2018, with a particular focus on the experiences of Muslim teachers. The results indicate that when the Prevent Duty is in circulation, it creates an atmosphere in which 'Muslimness' feels under surveillance, lingering beyond the training space. [ABSTRACT FROM AUTHOR]

This paper describes and evaluates the procedure for the development and validation of the bullying victimisation scale for Pakistani young people aged 12–18 years. During phase I, a total of 60 participants aged from 13 to 17 years were selected by using a multistage sampling strategy for item generation for bullying victimisation. In phase II, empirical validation was carried out by 10 experienced clinical psychologists for the cultural relevance of the scale. In phase III, a pilot study was carried out on 20 participants for testing the layout of the bullying victimisation scale (BVS). In the final phase, a total of 780 participants were selected through a multi-stage sampling within the age range of 12–18 years (M = 14.78, SD = 1.33) and were given a demographic Proforma, BVS, and School Children Problem Scale. Factor analysis identified a three-factor solution for bullying victimisation, consisting of emotional bullying, verbal bullying, and physical bullying. The current findings have implications for psychological and educational professionals for the identification and management of social and emotional problems in children resulting from bullying victimisation. [ABSTRACT FROM AUTHOR]

The Ofsted Subject report series: Religious Education (2024) and the CoRE report (2018) critically evaluate the shortcomings of the current Religious Education (RE) curriculum in UK schools, highlighting a lack of depth and consistency that inadequately prepares students for a diverse and complex world. This paper proposes the integration of ethnographic and anthropological methods into the RE curriculum as a transformative solution to enhance pedagogical effectiveness and deepen students' understanding of religious practices. By employing these methods, the curriculum can offer a more immersive, reflective, and comprehensive educational experience, aligning RE more closely with the realities of a multicultural and multi-faith society. This integration not only enriches students' learning but also fosters greater empathy and a nuanced appreciation of religious diversity, addressing the educational challenges highlighted by Ofsted and CoRE. [ABSTRACT FROM AUTHOR]

Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a 'wicked' problem, this paper explores case studies of inter-school networks in Aotearoa New Zealand (New Zealand) and England through the lens of complexity theory. We focus on how the conditions necessary for complex emergence identified by Davis and Sumara operate and how these conditions, along with their 'enabling constraints', facilitate the emergence of new perspectives and practices that enable the achievement of network objectives. This analysis indicates that where particular forms of leadership are in place, challenges – such as fragmentation, competition and the absence of social capital – can be overcome. We argue that network leaders need to balance and bridge three overlapping leadership approaches: operational leadership, entrepreneurial leadership and enabling leadership. We conclude by exploring the implications and insights for school, network and system leaders. [ABSTRACT FROM AUTHOR]

While most people take seeing and hearing for granted, for the many children with unidentified mild to moderate vision or hearing problems it is a very different matter. Most 'problem learners' may suffer from vision problems, while hearing impairment is linked to a range of poor educational outcomes. This paper looks at identifying the scale of the problem and what schools can do to address it. [ABSTRACT FROM AUTHOR]

Recent years have witnessed growing acceptance of gender and sexuality diversity in Australia; yet, its inclusion in the school curriculum remains contentious. Despite evidence to the contrary, there is a commonly held belief that parents consider the inclusion of such topics inappropriate. In the light of this, this paper focuses on an analysis of three qualitative items from an Australian national survey of parents of children attending government-funded schools. Informed by the responses to these questions, we sought to better understand the concept of age-appropriateness present in the discourses deployed by a (minority) number of Australian parents who did not support gender and sexuality diversity-inclusivity in the curriculum. Thematic data analysis identified three key themes used by parents to warrant gender and sexuality diversity curriculum exclusion based on age inappropriateness: namely, inclusion is 'confusing'; children are too 'immature'; and children are too 'easily influenced'. [ABSTRACT FROM AUTHOR]

This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers' age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the tant has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative 'who' in the 'how' to teach sexuality education. [ABSTRACT FROM AUTHOR]

26% of the students in Swedish compulsory school have an immigrant background. To support the simultaneous development of their language proficiency as well as their academic skills and knowledge, several measures may be implemented by schools. This study focuses on one of those measures, namely multilingual study guidance, and illustrates the perspectives of multilingual study guidance tutors regarding their pedagogical collaboration with mainstream teachers for multilingual support. A purposeful sampling with a maximum variation was chosen to obtain the highest possible representativeness. Thereafter, twelve individual, thematical interviews were conducted. To discuss the categories arising from the abductive analysis, in 2003, Bronstein's model on the influences of interdisciplinary collaboration, focusing on the professional role, was used. The study forms part of a wider research project which aims to get a more in-depth view of multilingual support in Swedish compulsory schools. In this paper, however, only results concerning multilingual study guidance tutors and their views on their pedagogical collaboration with mainstream teachers as well as their professional role and work responsibilities are presented. The results show that multilingual study guidance tutors struggle with professional identity issues. The pedagogical collaboration therefore depends heavily on educational and individual aspects. The findings suggest that in order to increase and improve pedagogical collaboration a more uniform educational path is required, which includes general subject education as well as official steering documents, and a final diploma. [ABSTRACT FROM AUTHOR]

Walking to school promotes the health of school‐aged children. The safety and comfort of the walking environment are lacking in China due to the prioritization of motorized traffic. This paper focuses on the choice of walking routes for school‐aged children commuting in old urban areas of China. A walking route choice model is constructed by combining a weighted Voronoi diagram and the closest facility analysis in ArcMap. The walking route choices of school‐aged children from home to school and the flows along routes are analysed. Based on the model results, targeted design suggestions for updating existing street spaces are proposed. [ABSTRACT FROM AUTHOR]

This article examines how trauma and affective injustice permeate the school life trajectory of a female student (Sofia) in Argentina. The study is theoretically grounded in the field of trauma studies in education and contributes to this literature by attending to affective injustice, a concept that has not received much attention yet. This study foregrounds Sofia's experience of affective injustice and demonstrates that this concept is crucial in further understanding students' experiences of affective trauma in school. Assembling rich materials (report cards, interviews, psychologists' reports, social media posts, autobiographical texts) that span over a period of 17 years, the study uses qualitative perspectives to show how Sofia understands and experiences affective injustice in various phases of her school life. In particular, these experiences are presented in the form of an assemblage of expressions showing how Sofia communicates her claims of affective injustice using varied means and resources ranging from linguistic, behavioural, biographical, creative, emotional, bodily, and artistic expression. The paper concludes with a discussion of the educational implications of the study. [ABSTRACT FROM AUTHOR]

Background: Randomised, cluster-based study designs in schools are commonly used to evaluate children's physical activity interventions. Sample size estimation relies on accurate estimation of the intra-cluster correlation coefficient (ICC), but published estimates, especially using accelerometry-measured physical activity, are few and vary depending on physical activity outcome and participant age. Less commonly-used cluster-based designs, such as stepped wedge designs, also need to account for correlations over time, e.g. cluster autocorrelation (CAC) and individual autocorrelation (IAC), but no estimates are currently available. This paper estimates the school-level ICC, CAC and IAC for England children's accelerometer-measured physical activity outcomes by age group and gender, to inform the design of future school-based cluster trials. Methods: Data were pooled from seven large English datasets of accelerometer-measured physical activity data between 2002–18 (> 13,500 pupils, 540 primary and secondary schools). Linear mixed effect models estimated ICCs for weekday and whole week for minutes spent in moderate-to-vigorous physical activity (MVPA) and being sedentary for different age groups, stratified by gender. The CAC (1,252 schools) and IAC (34,923 pupils) were estimated by length of follow-up from pooled longitudinal data. Results: School-level ICCs for weekday MVPA were higher in primary schools (from 0.07 (95% CI: 0.05, 0.10) to 0.08 (95% CI: 0.06, 0.11)) compared to secondary (from 0.04 (95% CI: 0.03, 0.07) to (95% CI: 0.04, 0.10)). Girls' ICCs were similar for primary and secondary schools, but boys' were lower in secondary. For all ages, combined the CAC was 0.60 (95% CI: 0.44–0.72), and the IAC was 0.46 (95% CI: 0.42–0.49), irrespective of follow-up time. Estimates were higher for MVPA vs sedentary time, and for weekdays vs the whole week. Conclusions: Adequately powered studies are important to evidence effective physical activity strategies. Our estimates of the ICC, CAC and IAC may be used to plan future school-based physical activity evaluations and were fairly consistent across a range of ages and settings, suggesting that results may be applied to other high income countries with similar school physical activity provision. It is important to use estimates appropriate to the study design, and that match the intended study population as closely as possible. [ABSTRACT FROM AUTHOR]

Background study: Computer‐assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts. Objectives: This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools. Methods: The meta‐analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results. Results: The findings of the meta‐analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size. Conclusions: The study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills. Lay Description: What is already known about this topic: Computer‐Assisted Pronunciation Training has emerged as a valuable tool for L2 pronunciation learning.The variables that may affect the using of Computer‐Assisted Pronunciation Training include settings, educational level and CAPT tools. What this paper adds: The study drew on a meta‐analytic framework to examine the overall effect of using a computer in learning pronunciation in different settings and in different educational levels with the help of different tools.The meta‐analysis consisted of 31 primary studies reported results obtained from experimental vs. control group design. Implications for practice and/or policy: Language instructors are requested to incorporate CAPT in their teaching of L2 pronunciation.The integration of CAPT can be to any educational stage (i.e., schools, colleges, etc.).To optimize the benefits of CAPT, instructors should consider integrating videos, games, and other multimedia elements into their teaching practices. [ABSTRACT FROM AUTHOR]

This paper takes on and explores the disturbing and perhaps counter-intuitive notion that the university is the place where the intellect goes to die. This idea is explored alongside Georges Bataille's suggestion that the death of thought might actually be a worthy pursuit and only thought which seeks its own limits is worth striving for. The deleterious effects of the university upon thought are nonetheless contrasted to Bataille's own attempts to take thought to the point of its expiration. The key difference between the 'teaching of death' that Bataille has in mind, and the enactment of the death of thinking that the university achieves is this: Bataille seeks, however impossibly, to bring death "into the field of vision". Academic knowledge production, by contrast, with its systematism, its rigor, its proceduralism and its subsumption by work, merely abandons the thinking subject to the inevitable result, which for Bataille, is unthinking servility, a premature, utterly suppressed, and domesticated, death-in-life. [ABSTRACT FROM AUTHOR]

This paper problematizes the experience of temporality in school education and explores its potentialities, examining the implications for educational justice in and for qualitative research. In a first stage, we develop a pars destruens of how the experience of temporality takes place as a transversal dimension of school activities. Using phenomenological perspective as theoretical and critical lens, we show that the objective of this approach is to organize time and experience in a standardized, contradictory, and tense manner; at the same time, we describe a pars construens of the experience of temporality, endowed with a horizon of possibilities: the school as free time that contributes to questioning certain aspects in relation to temporality as a project of progress in education, without failures, without different rhythms. These approaches propose a link between experience of temporality and educational justice that we discuss in the conclusion. [ABSTRACT FROM AUTHOR]

How do we teach for human dignity in a context where life is, generally speaking, not treated as precious? How do we carve spaces for humanity amidst inhumane contexts? In this paper, five experienced teachers share how they work from the cracks to expand spaces for human dignity in their schools. They write and act as teacher-philosophers, dually considering it means to teach for human dignity and practically speaking how it can be done. [ABSTRACT FROM AUTHOR]

World university rankings use the weight-and-sum approach to process data. Although this seems to pass the common sense test, it has statistical problems. In recent years, seven such problems have been uncovered: spurious precision, weight discrepancies, assumed mutual compensation, indictor redundancy, inter-system discrepancy, negligence of indicator scores and inconsistency between changes in ranking and ‘Overall’. These issues render the validity of ranking results suspect. Moreover, discussion on problems in world university ranking has been conducted mostly at the verbal level with little substantiation of supporting statistics. It is argued that discussion on ranking issues needs statistical evidential support. Modifications to the approach of processing ranking data are suggested. [ABSTRACT FROM PUBLISHER]

Electricity consumption in buildings is one of the major causes of energy usage and knowledge of this can help building owners and users increase energy efficiency and conservation efforts. For Pacific Island countries, building electricity demand data is not readily accessible or available for constructing models to predict electricity demand. This paper starts to fill this gap by studying the case of schools in Fiji. The aim of the paper is to assess the factors affecting electricity demand for grid-connected Fijian schools and use this assessment to build mathematical models (multiple linear regression (MLR) and artificial neural network (ANN)) to predict electricity consumption. The average grid-connected electricity demand in kWh/year was 1411 for early childhood education schools, 5403 for primary schools, and 23,895 for secondary schools. For predicting electricity demand (ED) for all grid-connected schools, the stepwise MLR model shows that taking logarithm transformations on both the dependent variable and independent variables (number of students, lights, and air conditioning systems) yields statistically significant independent variables with an R2 value of 73.3% and RMSE of 0.2248. To improve the predicting performance, ANN models were constructed on both the natural form of variables and transformed variables. The optimum ANN model had an R2 value of 95.3% and an RMSE of 59.4 kWh/year. The findings of this study can assist schools in putting measures in place to reduce their electricity demand, associated costs, and carbon footprint, as well as help government ministries make better-informed policies. [ABSTRACT FROM AUTHOR]

The present paper explores all the cultural references (CRs) and sensitive elements (SEs) found in the English and Arabic subtitles of the two films available on Netflix, entitled: "عسل أسود" (Bittersweet) and "Holidate," examining the subtitling strategies adopted for translating them and analyzing the translation issues associated with their translations. The paper uses a mixed method, conducting both quantitative and qualitative analyses. The paper claims that different CRs and SEs found in the two films under study have been translated, using diverse subtitling strategies. Their translations in both the two films have caused translation loss, particularly in the cultural references attached thereto. Such loss is mainly due to the inappropriate use of the subtitling strategies adopted for the translation of CRs and SEs. Certain translations of CRs and SEs are justifiable due to different factors, such as multimodality, time and space restrictions, cultural religious sensitivity, translator ethics, and so on. [ABSTRACT FROM AUTHOR]

The focus of this paper lies in our special interest in women leaders and those aspiring to leadership positions in schools and other educational contexts within Australia. Leadership is a gendered concept, and due to a myriad of factors including conscious and unconscious bias, and the challenges of balancing career with other life commitment, the reality is that women's career journeys are different from men's. Women's unique career trajectories have implications for achieving their leadership potential. In addition to reviewing some of the extant literature in the area of women in educational leadership, we share our experiences and reflections based on our research and the leadership development programmes we have run for women mainly in Australia. These programmes have reinforced to us their value, place, and contribution to enhancing women's capacities for leadership. In this paper, we address the following four key questions as they pertain to women leaders within the Australian context: (1) Why a focus on gender and leadership? (2) What are some of the barriers impeding women leaders? (3) Why is it important to have multiple faces of leadership? (4) Why is women's leadership development everyone's responsibility? [ABSTRACT FROM AUTHOR]

The AV1 robotic device has a growing evidence base, both internationally and in the UK, for supporting pupils with physical/emotional health needs. The device allows pupils to access their school lessons remotely through telepresence technology. Previous papers have highlighted the growing relevance to the education field, although, to date, there is no published UK academic research. In consideration of this, the purpose of the present paper was to explore the views of school staff who have trialled the AV1 device in the UK. Semi-structured interviews were held with 10 staff members from different school settings before data were analysed thematically. Key themes related to potential for impact, opportunities/challenges, and wider socio-economic considerations. Implications are considered in relation to (1) future research and professional practice, and (2) the introduction of a proposed implementation framework to support practitioners when trialling the AV1. [ABSTRACT FROM AUTHOR]

Inspired by new feminist materialism, this paper seeks to reimagine existing knowledge of girls, sexuality and playgrounds by considering how the socio‐material reality may unlock girls' capacities for what is possible through play. Focusing on semi‐structured interviews of girls (aged 12–13), the paper draws attention to the playground as an 'assemblage' of human and non‐human matter that connect to illuminate other ways of being, feeling and doing. We argue that the assemblage not only creates spaces for girls to disrupt hetero‐patriarchal ideologies but simultaneously serves to reinforce them. Interventions require attention to the oppressive materialities that underpin play. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of a study that involved collaborative action research with primary schools (5–11-year-olds) in one city in the South of England. The study focused on exploring how inclusion in schools can be promoted through an engagement with student voice. Data analysed involved detailed lesson observations, fieldnotes from meetings between teachers and children, interviews with teachers and children and notes from network meetings. The findings of the study suggest that inclusion can be promoted in schools when (1) a dynamic process of making students heard is employed by: using participatory student voice activities; valuing what students say through a process of dialogue; and moving into actions; and (2) when adult mindsets are open to such ideas and make these mindsets explicit through specific behaviours. The paper concludes by arguing that primary school children are not only able to be engaged in such processes, but more importantly, can throw a different light to collaborative efforts to become more inclusive in schools. [ABSTRACT FROM AUTHOR]

Using CiteSpace to draw a keyword co-occurrence knowledge map for 1,048 research papers on the quality of higher education from 2000 to 2014 in the Chinese Social Sciences Citation Index database, we found that over the past 15 years, research on the quality of Chinese higher education was clearly oriented toward policies, and a good interactive relationship formed between research and policy. Looking at research topics, apart from macrodiscussions of the spirit of several educational reforms, the relevant topics are mainly focused on higher education quality issues in the massification stage, issues of higher education academic management, issues of student cultivation, and issues of ensuring and evaluating higher education quality. Of these, issues of ensuring and evaluating higher education quality have continually been the mainstream of research on Chinese higher education quality, and there has been an increasing trend of emphasizing ensuring internal quality within schools, emphasizing student participation, and evaluating the effectiveness of student learning. Scholars had a renewed focus on the topics of higher education academic management and student cultivation after 2010, and truly improving the quality of higher education will become a future hot topic of study, however there is an urgent need for further study. [ABSTRACT FROM PUBLISHER]