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Background: Integrated curriculum interventions have been suggested as an effective means to increase physical activity (PA) and health. The feasibility of such approaches in children living in deprivation is unknown. This study sought to pilot an integrated curriculum pedometer intervention in children living in deprivation on school-based PA, body fatness, resting blood pressure, motor skills, and well-being. Methods: Using a pilot cluster randomized intervention design, children (6–7 y old, n = 64) from 2 schools in central England undertook: (1) 10-week integrated curriculum intervention or (2) control (regular school-based activity). School-based PA, body fatness, resting blood pressure, motor skills, and well-being were assessed preintervention and postintervention. Results: For the intervention group, PA was higher on school days when children had physical education lessons or there were physically active integrated curriculum activities. Body fatness significantly decreased, and well-being and perceived physical competence increased, pre–post for the intervention group compared with the control group. Accelerometer-derived PA, motor skills, and resting blood pressure were not significantly different pre–post for intervention or control groups. Conclusions: A 10-week integrated curriculum PA intervention is feasible to conduct and can positively impact aspects of health in 6- to 7-year-old children in England. [ABSTRACT FROM AUTHOR]

The widespread use of generative AI tools like ChatGPT has seen significant growth. This rise prompted discussions on integrating these technologies into school education. However, the practical implementation, testing, and assessment of generative AI in primary and secondary education remained largely unexplored. This article examines the application of ChatGPT-3.5 and 4 in primary school education. A study involving 110 students aged 8–14 across grades 4–6 in two Uruguayan schools was conducted. The focus was on using generative AI for dynamic personalization of educational content during classroom lessons. In these sessions, instructional content followed the curriculum goals, and text, illustrations, and exercises were generated and dynamically adjusted based on generative AI. The findings indicate that generative AI effectively tailors school materials to match varying pupil knowledge levels. Real-time adjustments during lessons cater to individual learning needs, enhancing cognitive ergonomics. This approach not only boosts pupil motivation but also improves their performance, facilitating more effective achievement of the curriculum's learning objectives. These results suggest a promising avenue for leveraging generative AI to personalize and optimize primary school education. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the current legal reflections on the meaning and place of inclusive education within the conception of the right to education. While the recent progress on inclusive education have contributed to enhance the realisation of the right to education for many disabled children, it has had mixed results for others. Autistic children in particular appear to still suffer from poor educational experience and outcomes. This paper argues that better fulfilling the right to education of autistic children will entail abandoning the conception of inclusive education as exclusively realised in mainstream schools. Instead, it appears important to offer a variety of settings and to refocus the discussions on the notions of non-discrimination and substantial equality, quality education, and children's rights. [ABSTRACT FROM AUTHOR]

Introduction: This pilot case study paper demonstrates how school programming can be aligned and enhanced to better create a climate of peace on an elementary school campus by utilizing an integral peace leadership lens. Working collectively as a Peace Leadership Advisory Group, the elementary school leadership team, and the university research team helped to align existing programming and explore and implement new programming to create a comprehensive plan for bringing peace ideas together at the elementary school level. Methods: This pilot was a single case study that utilized Participatory Action Research. Data were collected through observation, survey, and interviews with school leadership and analyzed using thematic analysis, descriptive statistics, and grounded theory methods, respectively. Results: The pilot study revealed that the efforts to build peace on campus were successful overall, with students and staff having a positive experience with peace programming throughout the academic year. Discussion: The findings indicate that aligning existing programming as a way to frame a culture of peace and then supplementing that programming with additional activities serves as a way to unite a campus around the idea of peace. [ABSTRACT FROM AUTHOR]

Political involvement differs according to youngsters' social background, but the role of students' own educational pathways in that social gradient is less clear. We investigate whether track position and the school composition mediate and/or moderate the social gradient in the development of students' political involvement. Examining schools in Ghent (Flanders, Belgium), Barcelona (Catalonia, Spain) and Bergen (Norway) – we investigate whether these determinants for change in political engagement during upper secondary education differ between educational systems. Results from multilevel conditional change models show that the role of social background in changes in political involvement matters across the studied educational systems, but the role of track and school composition varies. In Barcelona, all the impact from social background on the increase in political involvement can be accounted for by track position, whereas in the Flemish system, the increase in political involvement is higher among those in academic tracks if they have low social background rather than high. There is more variance between schools in Ghent, and ethnic school concentration is associated with a smaller increase in political involvement there. The Norwegian system has little between-school variance and small differences between tracks. [ABSTRACT FROM AUTHOR]

Background: Low academic achievement and low educational attainment in adolescence is associated with higher risks of internalizing disorders later in life. However, less is known regarding if these associations vary over time across cohorts. The aim of this study was to investigate temporal changes in the association between academic achievement or educational attainment and subsequent inpatient treatment for internalizing disorders among Swedish youths. Methods: Register data on all students graduating from compulsory school in Sweden between 1990 and 2010 (N = 2 252 703) were used. Students were followed for a maximum of 8 years using discrete time proportional hazard models. Internalized disorders were measured by specialized inpatient psychiatric care for depression or anxiety disorders. Academic achievement was measured by grades at the end of compulsory school, and educational attainment by completion of upper secondary school. Results: The positive association between inpatient treatment for internalizing disorders and both low compulsory school achievement and non-completion of upper secondary school became stronger in more recent cohorts. The results were completely driven by girls and native-born youth. Conclusions: Low compulsory school achievements and failure to complete upper secondary school has become more important risk factors for inpatient treatment for internalizing disorders, particularly in native-born youth and girls. More research is needed to establish whether youth with internalizing disorders increasingly fail in school or whether low achievement has become more harmful for mental health. [ABSTRACT FROM AUTHOR]

The article deals with the issue of teaching fire protection in elementary schools in the Czech Republic. The area of fire protection is one of the key areas that everyone should be familiar with and it is important to teach children how to prevent fires and how to face fires in case of danger. Thus, this article analyses the current approaches of elementary schools to teaching fire protection and compares the data obtained with approaches in teaching abroad. The obtained comparison is complemented by conducting a questionnaire survey, which underpins the current trends and possibilities of modernising the teaching itself. The results are presented in the form of graphs and the design of a potential application based on the presented mobile applications available on common mobile platforms. The conclusions of the study are summarised in the final chapter, which points to the need to expand fire protection education and the use of modern technologies. [ABSTRACT FROM AUTHOR]

It can certainly be argued that there is no other method in pedagogical research with a more controversial development. Almost always, tests have had ardent defenders and opponents, there are mutually exclusive evaluations of them not only as a research method, but also as a means, a method of verification and evaluation of educational achievements. There is no doubt, however, that the tests have a very serious scientific basis, that many scientists from different countries worked and continue to work on their development and validation. In the literature and among specialists, there is no consensus on the question of when didactic tests arise. Depending on the conceptions of their essence and way of use, their historical development is also determined. If the term “test” refers to the various types of exams, then we can talk about tests since ancient times. If we consider the test as a scientific method of measurement, then its beginning must be sought only in more recent times. A new stage in the development of tests is related to the understanding and requirement that the test should now be a tool of scientific research, which in turn leads to the development of a special methodology for checking its qualities. In this connection, two main concepts are raised and developed - for reliability and validity of the results. The methodology of testing these qualities of the test was significantly advanced by Karl Pearson, who incorporated correlation theory and methodology into the testing of said qualities. The Frenchmen A. Binet and T. Simon created in 1905 a test for checking intellectual abilities and they were the first to check its qualities even before they had created it definitively. A significant contribution to the development of test theory and methodology was made by Charles Spearman, who combined the psychological theory of tests with the theory of physical measurements and correlational methods. As a result, the first method of checking the reliability of the test appeared, namely its division into parts A and B and the correlation between them. [ABSTRACT FROM AUTHOR]

The need for reform of Bulgarian education has long been accepted by everyone. The reform of education is not the “good forgotten old”, but an alternative to education, which also implies continuity. The role of education in Bulgaria in the new century is determined by the tasks that stand before us, assimilation of the values of the democratic and legal society, of the market economy, of the standards of the Euro-Atlantic and European structures. In the modern world, education is imposed as the most important factor for ensuring a new quality of management, economy and society, for increasing the influence of human capital and building the knowledge society. Children are the only starting “material” of education, the main resource and basic capital of society today and in the future. If we want to be a competitive country, we must emphasize education as the main element for building a modern European state with knowledgeable, linguistically literate, mobile and competitive individuals with a high sense of self. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

This study aims to study the factors contributing to sexual abuse of children in Malaysia. This study uses the nominal group technique (NGT) approach in determining the list of factors for victims and predators, involving six experts from six different institutions that are directly involved with the issue of child sexual abuse (CSA). The findings of the study show that there are four factors that reach the highest value (86.7%) for the victims, which are naivety and lack of knowledge, family problems, unsafe environment, and social media. As for predator factors, two factors were rejected because they reached a low value, namely the factor of "wanting to try" (60%), and mental health issues (66.67%). Finally, the highest predator factors found are family crisis and upbringing style, with each reaching a value of 83.33%. The findings of the study show that several factors in the occurrence of sexual abuse against children can be identified. This matter needs attention so that this problem can be controlled and prevented from spreading in the community. The NGT method shows an effective and acceptable methodology for solving the problems of this study. [ABSTRACT FROM AUTHOR]

Abstract Background Low academic achievement and low educational attainment in adolescence is associated with higher risks of internalizing disorders later in life. However, less is known regarding if these associations vary over time across cohorts. The aim of this study was to investigate temporal changes in the association between academic achievement or educational attainment and subsequent inpatient treatment for internalizing disorders among Swedish youths. Methods Register data on all students graduating from compulsory school in Sweden between 1990 and 2010 (N = 2 252 703) were used. Students were followed for a maximum of 8 years using discrete time proportional hazard models. Internalized disorders were measured by specialized inpatient psychiatric care for depression or anxiety disorders. Academic achievement was measured by grades at the end of compulsory school, and educational attainment by completion of upper secondary school. Results The positive association between inpatient treatment for internalizing disorders and both low compulsory school achievement and non-completion of upper secondary school became stronger in more recent cohorts. The results were completely driven by girls and native-born youth. Conclusions Low compulsory school achievements and failure to complete upper secondary school has become more important risk factors for inpatient treatment for internalizing disorders, particularly in native-born youth and girls. More research is needed to establish whether youth with internalizing disorders increasingly fail in school or whether low achievement has become more harmful for mental health.

The low learning outcomes of students in interpreting the rules in the school and home environment need attention. This is caused by the teacher's teaching methods, which are less varied and interesting. This study aims to develop Pancasila monopoly media to improve PPKn learning outcomes. The study applies the 4D development model, which stands for Define, Design, Development, and Dissemination. This model was chosen because the stages of implementation are divided in detail and systematically. The analysis is descriptive of quantitative and qualitative data obtained through observation, interviews, and direct measurements in the field. The results of the media expert assessment obtained a score of 93.7% with very good criteria, and the material expert obtained a score of 96.2% with very decent criteria. Student learning outcomes increased to 82.32 from the previous score of 42.50. The increase was 39.8%. While the control class that did not use media increased its score from 49.05 to 75.48. The results of the N-Gain test obtained an average difference in the experimental class of 39.8 with an n-gain of 0.76 and a moderate criterion, and the effectiveness interpretation obtained a score of 76.50 with a fairly effective criterion. While the control class with an average difference of 26 obtained an N-Gain score of 0.52 on the moderate criterion and an effectiveness level of 52.35, a less effective.

Abstract This study explored the nuanced perceptions of teacher involvement among adolescents and teachers, shedding light on its distinct impacts on adolescents' behavior and emotional well-being—a relatively under-explored area in the Indian educational landscape. It aims to unravel how differing perceptions of teacher involvement from both parties influence adolescents' behavior and emotional problems. Employing a mixed-methods approach across two studies, involving the same group of participants, the research utilized the Adolescents’ Behavioral and Emotional Problems Scale (ABEP) and Teachers Involvement and its Impact Scale (TI) for quantitative analysis, alongside semi-structured interviews with adolescents, teachers, and parents for qualitative insights. Results reveal that while teacher involvement perceived by adolescents significantly affects their behavior and emotional well-being, teachers' assessment of their involvement lacks significant impact. Themes from interviews underscore the pivotal role of teacher behavior, including public critique and preferential treatment, in influencing students' emotional wellness and academic engagement. Additionally, the study underscores the significance of teacher performance evaluation and job security concerns in shaping positive teacher-student dynamics, particularly for academically challenged students, whose difficulties may strain interactions further. The findings stress the importance for educators in Assam to prioritize fostering supportive relationships with students, actively listening to their perspectives, and addressing their individual needs for a conducive learning environment.

Abstract Background Awareness-raising and education have been identified as strategies to counter the taboo surrounding death and dying. As the favoured venue for youth education, schools have an essential role to play in informing future decision-makers. However, school workers are not comfortable addressing the subjects of death and dying, which, unlike other social issues, have no guidelines to influence awareness of these subjects in youth. Objectives To systematically explore the knowledge and practices on raising awareness about death and dying in schools, the viewpoints of the people involved (young people, school workers; parents), and the factors that either promote or hinder awareness practices. Method The scoping review method of Levac and Colquhoun (Implement Sci 5(1):69, 2010) will be used. Using a combination of keywords and descriptors, a body of literature will be identified through 15 databases and through grey literature searches, manual searches, consultation of key collaborators, and the list of relevant literature. Publications since 2009 will be selected if they relate directly to awareness-raising about death and dying in schools. Writings will be selected and extracted by two independent people, and conflicts resolved by consensus. The extracted data will be synthesized using a thematic analysis method. Experts from a variety of disciplines (health sciences, humanities, social sciences, and education) will be consulted to enhance the interpretation of the preliminary results. Results will be presented in narrative form and will include tables and diagrams. Conclusion The results of this scoping review will contribute to the development of educational practices adapted to young people and to the identification of future avenues of research on awareness of death and dying.

The concept of leisure was approached for the first time in Romania by M. Epuran and attributed this to the development of physical exercise practices in all social categories and age groups to cope with physical inactivity and excessive demands from occupational activities. The control group aims to emphasize the effectiveness of practicing physical exercises within the included physical education classes in the school curriculum, and in the research group we included students who participated in regular and organized activities in their free time. Based on the data collected on the physical activity of boys and girls, the level of development of psychomotor skills was assessed by using the following tests: 50-meter speed running, endurance running 800/1000 m, ball throwing, standing long jump, push-ups, trunk lifts, back extensions. The experimental group showed a better level of physical fitness at applied tests due the fact that practice more organized physical activity during the free time. Based on the results obtained in the research, taking into account the reason proposed in the elaboration of this work, we came to the conclusion that secondary school students from rural areas that practice physical exercises in their free time in an organized way and it becomes a habit for them to practice physical exercises independently and recreationally.

The research aims to understand the relationship of social movements in their dimension of resistance and struggle in the formative action EFA Chico Antonio Bié. The guiding question is: how do social movements act to ensure that EFA is effectively established as an educational institution? This question is based on the condition that the school is community-based and receives no government funding. Additionally, all individuals involved in the formative process are volunteers. Interconnected with other equally important mediations, the institution is part of the network of EFAs in the state of Ceará, strengthening the struggles for the existence of such schools. They operate with a contextualized pedagogy and seek the acquisition of public policies. These elements contribute to the framework in which education is linked to a problematizing dimension, considering that the school's existence requires the involvement of different social movements through established partnerships. The research methodology is qualitative, utilizing literature review and document analysis. The results revealed that the school emerges and develops through the involvement of social movements. However, it also exposed gaps in the role of the State concerning the existence of a school in the/of the countryside.

In today’s multicultural societies, schools play a vital role in nurturing multicultural values and fostering students’ positive interethnic relations. This paper contributes to discussions about the ways of building positive school climate, interethnic relations and multicultural practices by exploring the potential of practicing mindfulness in schools. Mindfulness is defined as the process of paying attention in the present moment and non-judgmentally that can, when practiced regularly, become a state and finally, an individual’s trait. In the last two decades the effects of the mindfulness-based interventions (MBIs) on students’ cognitive and socioemotional outcomes, as well as on school climate and interethnic relationships have been studied. Although the results are not unambiguous and depend on the research design, duration and comprehensiveness of the intervention and characteristics of students, one can conclude that MBIs can have a positive impact on students’ cognitive and socioemotional functioning. Studies indicate positive effects of the MBIs on school climate, prejudice reduction, and willingness to engage in social contact with the youth of other ethnic backgrounds. Despite the potential of mindfulness, one should not overlook that we need to adopt a whole-school approach and to advocate for structural system changes to ensure positive interethnic relations in society.

This study explored the nuanced perceptions of teacher involvement among adolescents and teachers, shedding light on its distinct impacts on adolescents' behavior and emotional well-being—a relatively under-explored area in the Indian educational landscape. It aims to unravel how differing perceptions of teacher involvement from both parties influence adolescents' behavior and emotional problems. Employing a mixed-methods approach across two studies, involving the same group of participants, the research utilized the Adolescents' Behavioral and Emotional Problems Scale (ABEP) and Teachers Involvement and its Impact Scale (TI) for quantitative analysis, alongside semi-structured interviews with adolescents, teachers, and parents for qualitative insights. Results reveal that while teacher involvement perceived by adolescents significantly affects their behavior and emotional well-being, teachers' assessment of their involvement lacks significant impact. Themes from interviews underscore the pivotal role of teacher behavior, including public critique and preferential treatment, in influencing students' emotional wellness and academic engagement. Additionally, the study underscores the significance of teacher performance evaluation and job security concerns in shaping positive teacher-student dynamics, particularly for academically challenged students, whose difficulties may strain interactions further. The findings stress the importance for educators in Assam to prioritize fostering supportive relationships with students, actively listening to their perspectives, and addressing their individual needs for a conducive learning environment. [ABSTRACT FROM AUTHOR]

In the late 1980s and early 1990s, the teaching of history was liberalised in Russia. However, disappointed by the failure of the initial reforms, the Russian government soon began a new authoritarian turn in schools. Since 2000, Putin has implemented an imperial-patriotic project in which the teaching of history must serve the State. The result has been an impoverishment of the educational offer and a tightening of the cultural standards that teachers must respect. In this way, students are involved in the militarisation of society desired by the Putin's regime, according to which school is one of the privileged places for exercising social control. However, data on Russian public opinion show that the new generations have adopted a semi-passive resistance to government policy, refusing to conform to cultural and ideological dogmas in which they do not believe. [ABSTRACT FROM AUTHOR]

The aim of this scoping review was to establish the breadth of the academic literature regarding the barriers and facilitators to social work practice in schools as perceived by School Social Workers (SSWs). Following the PRISMA-ScR Scoping Review Framework, 42 articles were identified as meeting the inclusion criteria. Five interrelated themes related to the barriers and facilitators to SSW practice were identified: (1) Inadequacy of service delivery infrastructure; (2) SSWs' role ambiguities and expectations; (3) SSWs' competency, knowledge and support; (4) School climate and context; and (5) Cultivating relationships and engagement. This scoping review found that social workers perceive far greater barriers than facilitators when delivering services in school settings, with limited evidence related to the facilitators that enhance School Social Work (SSW) practice. Further research regarding the facilitators of SSW practice is needed, specifically in countries where research on this topic is emergent. [ABSTRACT FROM AUTHOR]

Background: Awareness-raising and education have been identified as strategies to counter the taboo surrounding death and dying. As the favoured venue for youth education, schools have an essential role to play in informing future decision-makers. However, school workers are not comfortable addressing the subjects of death and dying, which, unlike other social issues, have no guidelines to influence awareness of these subjects in youth. Objectives: To systematically explore the knowledge and practices on raising awareness about death and dying in schools, the viewpoints of the people involved (young people, school workers; parents), and the factors that either promote or hinder awareness practices. Method: The scoping review method of Levac and Colquhoun (Implement Sci 5(1):69, 2010) will be used. Using a combination of keywords and descriptors, a body of literature will be identified through 15 databases and through grey literature searches, manual searches, consultation of key collaborators, and the list of relevant literature. Publications since 2009 will be selected if they relate directly to awareness-raising about death and dying in schools. Writings will be selected and extracted by two independent people, and conflicts resolved by consensus. The extracted data will be synthesized using a thematic analysis method. Experts from a variety of disciplines (health sciences, humanities, social sciences, and education) will be consulted to enhance the interpretation of the preliminary results. Results will be presented in narrative form and will include tables and diagrams. Conclusion: The results of this scoping review will contribute to the development of educational practices adapted to young people and to the identification of future avenues of research on awareness of death and dying. [ABSTRACT FROM AUTHOR]

This article focuses on a school-family partnership programme that has been implemented in French schools to prevent learning difficulties among migrant children, taking their specific needs into account. It consists of a series of three to four sessions, gathering migrant parents, their children and members of the teaching staff, one interpreter (or several) and one mediator, where each participant is invited to talk about their own personal history of migration and share stories and narratives in different languages. The content of the sessions is analysed to show the impact and the processes of change, both for the children as well as for the parents and the educational staff. It seems that such sessions reinforce relationships between the educational teams and the families, helping children of migrants build bridges between their native tongue and the language used at school. By valorising their own language and culture, the programme ultimately stimulates learning at school. These sessions are also useful to help children become more familiar with their parents' life stories, thus contributing to the transmission of trans-generational elements that are often undermined by migration. The sheer pleasure of storytelling contributes to reinforcing children's narrative skills. [ABSTRACT FROM AUTHOR]

In recent years, there has been an increasing interest in student and teacher voice in education. What distinguishes 'teacher voice' or 'student voice' from simply reflecting participants' views as a source of data is the placement of participants in an empowered participatory position. It is the positioning of their voice as consisting of more than a process, and as something with value and power that extends voice engagement as one beyond that of informant. While research might focus on either student voice or teacher voice in isolation, there are few studies that position voice as something with power, and integrate the perspectives of both groups as being views that matter. This systematic review investigates and describes the nexus between student voice and teacher voice in educational research over 25 years and provides a framework for identifying the extent to which certain views and perspectives are prioritised in research, and whether the participatory function of the positioned research is doing what it sets out to do. [ABSTRACT FROM AUTHOR]

Objectives: Increasing childhood health literacy (HL) is a crucial means of improving health outcomes and reducing preventable deaths globally. Understanding how to best support children's HL development in schools is essential. However, identifying pedagogical strategies that develop children's HL relies on a fit-for-purpose measure. Currently, no universally accepted approach for measuring HL among children exists. The purpose of this paper was to propose and discuss how a curricular approach to assessing children's HL could provide a means to overcoming the challenges with existing children HL measures. Design/Methods: The discussion is framed by the key components of assessment – outcome of interest, and collection, analysis and interpretation of data – and is underpinned by contemporary HL and educational research. Setting: The Australian Curriculum is used to discuss the approach in practice. Results: A curricular approach to HL assessment suggests that HL assessment may work best when it is relevant to the child and their context, is integrated with other areas of the curriculum, allows children to demonstrate a wide range of HL skills and contains an element of open-endedness. Measurement could be guided by a rubric (underpinned by a taxonomy), and interpretation of scores consistently aligned with the learning intentions outlined in the curriculum. Conclusion: A curricular approach provides a contextually adaptive framework from which HL assessment tools for children can be developed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

In the present paper, we research the phenomenon of early school leaving through the biography of school leavers. The participants were 14 individuals (five females and nine males) who had left school early before completing secondary education. The interviewees' discourse highlighted the mediating factors and the reasons for leaving school. Also, early school leavers are a heterogeneous group of individuals, where the diversity of their family's cultural capital has shaped different inclusion conditions in the Greek educational system. According to the typology of Nairz-Wirth and Gitschthaler, we identified four types of early school leavers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Estudios sobre Cuerpos, Emociones y Sociedad is the property of Revista Latinoamericana de Estudios sobre Cuerpos, Emociones y Sociedad 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

The research investigates the organizational dynamics of learning-in-crisis (LiC) in five Hungarian education institutions in the light of the COVID-19 pandemic with a focus on digital competence building, and the influence of organizational perception of contextual factors. The path of organisation-level learning that takes place as a result of the crisis event was analysed along two factors: the extent of perceived impact and the relevance of the rare event. Results of the qualitative, interview- and observation-based research show that learning willingness is different in the face of an identical external impact, influenced by organizational and financial capacity, as well as autonomy and stakeholder maturity for change. The depth of learning is related to the strategic and cultural fit with the sought-after competence, as well as field of knowledge and the presence of parallel crises. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

Bullying in schools is an issue that has drawn significant attention in the last 15 years from researchers, educators, and policymakers. Bullying can have different forms, including physical, verbal, or even cyberbullying, each with implications not only for the victims, but also for the bully and the school environment. In spite of different types of measures that have been implemented, the problem is still persistent, affecting students' mental health and furthermore potential mental disorder in adulthood. The article plans to explore the prevalence of the phenomenon, highlights on factors that can be triggers and on proposal of effective intervention strategies in order to better understand the dynamics of the phenomenon. It also talks about the new face of bullying, the cyberbulling, enabled by nowadays constant access of teenagears to technology. [ABSTRACT FROM AUTHOR]

The article was created on the basis of exploration conducted in accordance with the methodology of historical socio-pedagogical research. The initiator and promoter of this research was Helena Radlińska - the creator of Polish social pedagogy. Post-war experiences of moral crisis, to which prof. Helena Radlińska drew attention in the years 1946-1947, can today activate and inspire pedagogical communities, especially socio-pedagogical ones. Every war implies negative consequences in the economic and energy spheres. These processes are the subject of numerous analyses, debates and activities in the international arena. Much less attention is paid to the social effects of war. In this context, the selected subject of the moral evil of war appears to be an important and consistently relevant issue. It is therefore worth analysis, research, and discourse leading to corrective actions based on intentional influence in the sphere of moral education (moral upbringing). The aim of the article is to present Helena Radlińska's concept of counteracting the moral consequences of the war from a historical perspective. It may also be an encouragement for further scientific research aimed at searching for theoretical and methodical foundations for the practice of activities included in the field of upbringing, educational, caring, assistance and cultural activities, as well as promoting the culture of truth, goodness, and beauty in everyday social life of the 21st century. The last paragraph of the conclusion, which outlines the types and kinds of issues for further analysis and scientific research, maybe an inspiration. [ABSTRACT FROM AUTHOR]

Copyright of Scientia Paedagogica Experimentalis is the property of ICIWO 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

BackgroundThe World Health Organization (WHO) has recommended strategies and actions to enhance awareness and understanding of AMR. Gaps in AMR awareness remain in Jordan, particularly among the youth.AimTo describe our programmatic approach to AMR education across Jordanian governorates among school-aged children.MethodsOur approach depicts the development of comprehensive health messages, pilot and expansion phases in schools, and pre- and post-session knowledge assessments.Results2,700 students across 30 schools reached with AMR health messages. Gained knowledge was assessed in 932 students, revealing significant improvements in understanding the importance of consulting a doctor before taking antibiotics, the relationship between nutrition and immunity, the dangers of sharing medicines, and proper handwashing techniques. The average expenditure was approximately $8.55 per student.ConclusionThe intervention underscores the critical role of targeted educational initiatives in improving AMR awareness among youth, emphasizing the need for sustained and scalable approaches to combat AMR effectively.

IntroductionPediatric patients with complex cardiac diagnoses are at increased risk for physical, cognitive, and developmental complications. Formalized school support [i.e., individualized education programs (IEPs), Section 504 Accommodation Plans (Section 504 Plans)] that addresses the needs of these patients is necessary, and hospital-based school programs (HBSPs) have the potential to bolster the acquisition of academic support. In this pilot study, we look at the impact of one such HBSP.MethodsRetrospective demographic and school support data for pediatric cardiac patients were analyzed.ResultsOur sample included 29 pediatric cardiac patients spanning two academic years. These patients had 100 HBSP encounters and 82 inpatient and 12 outpatient encounters, with 68.9% of patients having multiple encounters in a single year and 44.8% of patients being seen in both years. The HBSP made recommendations for patients to receive IEPs (N = 8) and Section 504 Plans (N = 13). The patients also submitted requests for medical homebound(N = 27), obtaining releases of information (N = 39), submitting medical reports (N = 10), and completing certificates of incapacity (N = 7). Statistical analyses revealed no significant relationships with patients entering or receiving a recommendation for an IEP or Section 504 Plan in any of their encounters with the HBSP on the basis of sex, race/ethnicity, school level, or rates of encounters in this sample.DiscussionSimilar to previous studies, these patients had high rates of IEPs/Section 504 Plans in place and continued to receive school recommendations through the HBSP. A high use of the HBSP was seen in the total number of encounters and communications (i.e., submitting to the school of record requests for classroom placement changes via medical homebound). Working with the HBSP provided access to information, formal support recommendations, and communication between medical and school settings in the form of changes in school status.

Bullying poses a substantial challenge to the educational and social development of children in Sierra Leone. This conceptual analysis explores the critical roles of teachers, parents, community leaders, and other stakeholders in preventing and addressing this issue. It emphasizes the importance of a multi-faceted approach by examining the complexities of bullying within the Sierra Leonean context. The conceptual analysis differentiates between prevention, intervention, and postvention strategies, outlining specific actions aimed at both bullies and victims. Effective bullying prevention strategies include teacher training, parent involvement, and community collaboration, while intervention efforts focus on immediate support for victims and appropriate consequences for bullies. Additionally, postvention actions are discussed to support recovery and healing for those affected. It highlights the need for sustained efforts, data-driven approaches, and policy development to create a safer and more inclusive learning environment for all students in Sierra Leone.

The widespread use of generative AI tools like ChatGPT has seen significant growth. This rise prompted discussions on integrating these technologies into school education. However, the practical implementation, testing, and assessment of generative AI in primary and secondary education remained largely unexplored. This article examines the application of ChatGPT-3.5 and 4 in primary school education. A study involving 110 students aged 8–14 across grades 4–6 in two Uruguayan schools was conducted. The focus was on using generative AI for dynamic personalization of educational content during classroom lessons. In these sessions, instructional content followed the curriculum goals, and text, illustrations, and exercises were generated and dynamically adjusted based on generative AI. The findings indicate that generative AI effectively tailors school materials to match varying pupil knowledge levels. Real-time adjustments during lessons cater to individual learning needs, enhancing cognitive ergonomics. This approach not only boosts pupil motivation but also improves their performance, facilitating more effective achievement of the curriculum’s learning objectives. These results suggest a promising avenue for leveraging generative AI to personalize and optimize primary school education.

IntroductionThis pilot case study paper demonstrates how school programming can be aligned and enhanced to better create a climate of peace on an elementary school campus by utilizing an integral peace leadership lens. Working collectively as a Peace Leadership Advisory Group, the elementary school leadership team, and the university research team helped to align existing programming and explore and implement new programming to create a comprehensive plan for bringing peace ideas together at the elementary school level.MethodsThis pilot was a single case study that utilized Participatory Action Research. Data were collected through observation, survey, and interviews with school leadership and analyzed using thematic analysis, descriptive statistics, and grounded theory methods, respectively.ResultsThe pilot study revealed that the efforts to build peace on campus were successful overall, with students and staff having a positive experience with peace programming throughout the academic year.DiscussionThe findings indicate that aligning existing programming as a way to frame a culture of peace and then supplementing that programming with additional activities serves as a way to unite a campus around the idea of peace.

IntroductionTo increase the population's ability to handle emergencies, life-saving maneuvers should be universally acquired as an automatic skill starting from school through frequent and practical retraining. Teachers could be ideal multipliers, but it is necessary to design pathways that train and motivate them, since Basic Life Support and Defibrillation (BLSD) skills are not part of their academic curricula. This study explores innovative training solutions and facilitating factors to enhance BLSD education in schools by focusing on the training and motivation of teachers.MethodsIn the 1st year, an in-service training program for teachers was provided and assessed in a lower middle school in central Italy. The study compared the skills of a group of students trained by teachers with those trained by certified instructors, immediately after the course and 6 months later. Both the procedural skills and the quality of cardiopulmonary resuscitation (CPR) were evaluated, through a hands-on simulation. Over the next 5 years, the project was expanded to three more schools, and a field study was conducted where researchers monitored the teachers in their classroom work, supporting them in resolving critical issues.ResultsQuantitative assessments showed significant differences in student abilities immediately after the course, which diminished after 6 months. Qualitative evaluations indicated that teachers, initially reluctant, gained confidence and effectively taught BLSD skills. Over 5 academic years, the project expanded to additional schools, training 5,661 students in life-saving maneuvers with a ratio of 1 teacher for every 111 trained students, over the whole period of time. Sustainability factors included regular retraining of teachers, continually updated and free didactic materials and equipment, internal coordinators, allowing teachers the freedom to structure a customized course schedule in terms of timing and delivery methods.ConclusionThe study highlights the effectiveness of trained teachers as BLSD knowledge multipliers. Standardizing teacher training, including follow-up retraining, is crucial, but flexibility in student training is beneficial, allowing adaptation to the specific needs of schools. Future research should focus on the long-term sustainability of chain training in larger areas, identifying strategies to overcome organizational and motivational barriers.

The clinical illustration presented here showcases the psychotherapeutic benefits of art therapy for children experiencing separation anxiety. Its containing quality facilitates the reconstruction of internal and external boundaries and fosters a sense of personal integrity. By stimulating creativity, imagination, and the projection of internal fears, art therapy enables children to process and express their emotions effectively, leading to improved emotional regulation and coping mechanisms. Separation anxiety can give rise to social and academic adaptation difficulties, which are often associated with learning challenges and academic failures. Based on this, we concluded through an experiment that introducing art therapy, as a form of mental health care for these children, is highly beneficial for improving their well-being.

The theme of equity in the classroom is particularly relevant and necessary in the current context of education. The choice of this theme is motivated by several important factors that underline the need for a systematic and rigorous approach in the study of educational equity.

This research aims to describe the framework for developing competitive strategies for schools using “Clarinet” (clustering and networking) models, as well as to assess the feasibility of the development guide for competitive strategies in “Clarinet” models. This research uses a qualitative approach with the Research and Development (R&D) method by Borg and Gall. Data collection is conducted through questionnaires, documentation studies, in-depth interviews, and Focus Group Discussions (FGD). Data collection is done through documentation studies, interviews, questionnaires, and focus group discussions. The data analysis is conducted through the triangulation of techniques and sources. The results show that the validation test for the feasibility of the model and competitive strategies by education management experts yielded 88%, and marketing management experts yielded 96%. The research results indicate that the trial of the competitive strategy product using clustering and networking models is approximately 94% (very good/very valid). It is concluded that the competitive strategy within clustering and networking models is worthy of implementation to enhance the interest of students.

This research attempts to describe several things including, (1) design of literacy and numeracy programs in elementary schools, (2) implementation of literacy and numeracy programs, (3) supporting factors for literacy and numeracy programs and (4) obstacles in implementing numeracy literacy programs. This study used descriptive qualitative method. The research results obtained include; (1) the design of the literacy and numeracy program at SD Negeri 17 Pontianak Kota District is generally carried out by adapting to the content related to literacy and numeracy contained in the independent curriculum and the 2013 curriculum which is currently being implemented in schools; (2) the results of the implementation of the literacy program have been implemented in 3 ways, namely habituation, learning and development; (3) supporting factors come from program targets and the government which helps facilitate literacy and numeracy programs, and (4) obstacles found in the form of low interest in reading and writing among literacy and numeracy program targets in schools. Thus, literacy and numeracy programs need to be implemented with various preparations and considerations so that they can run optimally for students and are of course in line with the applicable curriculum.

This article addresses a contemporary phenomenon of deep concern: the educational integration of migrant children in school environments, derived from geopolitical situations, specifically in countries such as Venezuela. This social problem has provoked an important exodus of citizens who migrate from their territories of origin to other countries in America, such as Colombia, Chile or the United States. For this reason, this research addresses, from the analysis of various documents, the multiple legal, pedagogical, social and cultural conditions that affect the guarantee of the right to education for migrant children, from an intercultural approach. It is concluded that the pedagogical practices for the inclusion of migrant children in the school environment lack differentiating methodologies, according to the origin and life experiences of the migrant population.

Our article describes the relationship between museums and schools as a policy of democratisation of French culture, a policy that has encouraged the ministry of education and the ministry of culture to work together in designing arts and cultural learning programmes in museums and in schools. The case study of the implementation of the national policy of democratisation of culture by the municipality of La Rochelle is an important consideration that can help us to understand how the locality of public policy implementation in France can contribute specific characteristics to the cultural development and management of museums and schools. Arts and culture learning in museums aims to bring students into direct contact with museum collections. The aim is to give students real-life experiences, encouraging them to easily express or talk about them, both in the classroom and beyond. Learning in museums is designed to build sensitivity to emotions and impressions that arise when dealing directly with museum objects, when looking at the shape, colour or material of museum objects. Students will comment and express their experiences. This is the virtue of the learning process.

Sports, with their various social manifestations, exhibit racist structures and incidents. Physical education (PE) has the potential to serve as an environment to combat racism, but it can also perpetuate and (re)produce racist attitudes and behaviors. This study aimed to conduct a systematic review of national (German) and international literature concerning racism and anti-racism within the context of PE specifically from a students' perspective. The research methodology followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standard and encompassed a four-step process: (1) searching 11 electronic databases using 70 keyword combinations in both German and English; (2) selecting studies based on five predetermined inclusion criteria; (3) evaluating the quality of selected studies using established appraisal tools; and (4) conducting descriptive and template analyses. Of 5,213 publications, 16 met the inclusion criteria, demonstrating diverse theoretical frameworks and methodological approaches. Five themes were constructed: "How racism is understood" (1); "What students experience," encompassing discriminatory incidents in PE, sports, and daily life classified as racial stereotypes, prejudices, and everyday racism (2); and "What physical education teachers (3)/Institutions (4)/researchers (5) can and should do." These themes provided recommendations for teachers, institutions, and researchers, including training and curriculum reforms. While valuable international literature was identified, no German PE specific publications were found emphasizing the necessity of a local (German) survey to comprehend students' experiences, knowledge, and potential for anti-racism efforts. Such insights are crucial for shaping teacherrelated training programs and policy demands in an informed and targeted manner. [ABSTRACT FROM AUTHOR]