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Sowmini Padmanabh Kamath ◽  
Prasanna Mithra ◽  
Jayateertha Joshi ◽  
Padmanabh Kamath ◽  
Bhaskaran Unnikrishnan ◽  

AbstractCOVID appropriate behavioral measures need to be followed once school reopens. School teachers being in the forefront could substantiate the feasibility of suggested safety measures. This study aimed to assess teachers’ perceptions towards COVID appropriate behaviors for children with school reopening and compare their mean scores between public versus private schools and across school boards. We conducted an observational school-based study of teachers over two months. Perceptions were scored using a five-point Likert symmetric agree to disagree scale. Results were expressed as proportions and analyzed using an independent sample t-test. Of the 547 teachers surveyed, most (> 90%) agreed to the suggested social distancing and hygiene measures. There was a significant difference in perception scores between private versus public schools and across boards regarding i) reducing the academic syllabus, ii) adopting a cloud-based system to integrate online-offline learning, and iii) conducting meetings online. In addition, measures such as i) teaching classes on alternate days with a limited number of children, ii) arranging benches/desks to maintain six feet distance between students, iii) dealing with psychological stress by counselors, and iv) arrangement with local hospitals for medical services were significant statistically across school boards. To conclude, most schoolteachers agreed with the need for social distancing and hygiene measures for children. There was a significant difference in perceptions between public versus private schools and across boards regarding academic syllabus, integration of online-offline student learning, number of children per class, the timing of classes, student seating arrangement, and medical/psychological guidance availability.

2022 ◽  
pp. 107769582110706
Erica R. Salkin

Although the First Amendment does not guarantee student press within public schools, it does help affirm the value of such opportunities to student communities. Private schools do not enjoy such constitutional support, but may have a more powerful tool closer to home: their own school mission statements. This study coded nearly 500 private K-12 school mission statements to determine whether the priorities identified by these programs align with the documented benefits of student journalism and found a strong connection between both.

2022 ◽  
Vol 22 (1) ◽  
Maximiliano Servin-Rojas ◽  
Antonio Olivas-Martinez ◽  
Michelle Dithurbide-Hernandez ◽  
Julio Chavez-Vela ◽  
Vera L. Petricevich ◽  

Abstract Background The COVID-19 pandemic has brought unprecedented changes to medical education. However, no data are available regarding the impact the pandemic may have on medical training in Mexico. The aim of our study was to evaluate and identify the medical school students’ perceptions of the changes in their clinical training due to the pandemic in Mexico. Methods This was a cross-sectional study where a previous validated online survey was translated and adapted by medical education experts and applied to senior medical students from March to April of 2021. The 16-item questionnaire was distributed online combining dichotomous, multiple-choice, and 5-point Likert response scale questions. Descriptive and multivariate analyses were performed to compare the student’s perceptions between public and private schools. Results A total of 671 responses were included in the study period. Most participants were from public schools (81%) and female (61%). Almost every respondent (94%) indicated it was necessary to obtain COVID-19 education, yet only half (54%) received such training. Students in private schools were less likely to have their clinical instruction canceled (53% vs. 77%, p = 0.001) and more likely to have access to virtual instruction (46% vs. 22%, p = 0.001) when compared to students from public schools. Four out of every five students considered their training inferior to that of previous generations, and most students (82%) would consider repeating their final year of clinical training. Conclusions The impact of the COVID-19 on medical education in Mexico has been significant. Most final-year medical students have been affected by the cancellation of their in-person clinical instruction, for which the majority would consider repeating their final year of training. Efforts to counterbalance this lack of clinical experience with virtual or simulation instruction are needed.

2022 ◽  
pp. 45-63
Fatimah Alhashem

The social capital gap in education in Kuwait's public vs. private schools, including early stages to higher education, is a serious phenomenon that requires intervention. This chapter uses a qualitative approach to explore the rationales behind disadvantaged boys in public schools compared to their peers in private schools. Differences in school visits indicated a need for interventions directed toward students with unqualified teachers and a primitive educational paradigm. The chapter concludes with an alteration to the culture of human resources as well as building capabilities for improved outcomes among boys in public schools in Kuwait. Achieving these goals will require a strong education system enriched with highly qualified human resources teams and an insight to cultural circumstances.

2021 ◽  
Shatha Ghareeb ◽  
Abir Jaafar Hussain ◽  
Dhiya Al-Jumeily ◽  
Wasiq Khan ◽  
Rawaa Al-Jumeily ◽  

Abstract In this paper, a novel application of machine learning algorithms is presented for student levelling. In multicultural countries such as UAE, there are various education curriculums where the sector of private schools and quality assurance is supervising various private schools for many nationalities. As there are various education curriculums in United Arab Emirates, specifically Abu Dhabi, to meet expats’ needs, there are different requirements for registration and success. In addition, there are different age groups for starting education in each curriculum. Every curriculum follows different education methods such as assessment techniques, reassessment rules, and exam boards. Currently, students who transfer to other curriculums are not correctly placed to their appropriate year group as a result of the start and end dates of each academic year as well as due to their date of birth, in which students who are either younger or older for that year group can create gaps in their learning and performance. In addition, pupils’ academic journeys are not stored which create a gap for the schools to track their learning process. In this paper, we propose a computational framework applicable in multicultural countries such as United Arab Emirates in which multi-education systems are implemented. Machine Learning are used to provide the appropriate student’ level aiding shoolds to provide a smooth transition when assigning students to their year groups and provide levelling and differentiation information of pupils for a smooth transition between one education curriculums to another, in which retrieval of their progress is possible. For classification and discriminant analysis of pupils levelling, three machine learning classifiers are utilised including random forest classifier, Artificial Neural Network, and combined classifiers. The simulation results indicated that the proposed machine learning classifiers generated effective performance in terms of accuracy.

2021 ◽  
Vol 32 (4) ◽  
pp. 51-62
Nisreen A. Alofishat ◽  
Sarr’a A . AlSleibi ◽  
Mohammad S. Alzboon

The study aims to identify the impact of electronic games on increasing the dropout rate among students in the basic stage in Jordan from their teachers’ point of view. The study adopted a descriptive survey method. Its community consisted of all fe(male) teachers of the basic stage in public and private schools, (First Amman, Irbid, and special education in Zarqa and Amman). The electronic questionnaire was used as a tool for the study. The results have shown that the effect of electronic games on increasing the dropout rate among students in the basic stage in Jordan was high. Besides, there are statistically significant differences due to the gender variable for males. There are statistically significant differences due to the variables of the school sector and private schools. Besides, there are statistically significant differences due to the variable of specialization and in favor of humanities. The study finally recommended to have more stringent controls by the Ministry of Education on dropout students. It has further recommended to activate the role of the educational counselor in educating students about electronic games, and hold workshops for them on how to invest time properly

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Ali Aldhaheri

Purpose The purpose of this study is to understand the predominant leadership style of school leaders in Abu Dhabi. The leadership style deployed by a school leader affects the performance of the school and its pupils. Methods for identifying the leadership style of school leaders in the UAE have varied, and it is difficult to conclude what the predominant leadership style is. Some studies have sought only to identify a specific leadership style, whilst others have focussed on a particular school type. Changes and improvements cannot be made without an understanding of the baseline leadership style. Design/methodology/approach The 36-item multifactor leadership questionnaire (MLQ)5x questionnaire (Bass and Avolio, 2004) is used to quantitatively understand the full range of school leaders’ leadership styles, with 167 respondents from across both public and private schools. Findings School leaders predominantly exhibited transformational leadership, practising transactional leadership less frequently and rarely using laissez-faire leadership. This is a positive finding for schools in the UAE; transformational leadership has been shown to result in improved subordinate and organisational performance. Differences between school leaders in public and private schools were tested and are discussed. Dimension reduction techniques were used to assess the structure of the 36-item MLQ5x but did not provide results that met minimum requirements for acceptability. Possible reasons for this are discussed. Originality/value To the best of the author’s knowledge, this paper is the first to fully explore and baseline an understanding of the predominant leadership style amongst school leaders in the UAE, identifying the full range of leadership styles – transformation, transactional and laissez-faire – in both public and private schools.

2021 ◽  
Vol 15 (1) ◽  
pp. 680-688
Arwa M. Farag ◽  
Meshal Alharbi ◽  
Mazen Alamoudi ◽  
Ghassan Alturki

Background: The perception and attitude of dental students/graduates regarding diagnosing/managing oral medicine cases are scarcely investigated. Objective: The aim of this investigation was to evaluate the level of confidence in diagnosing/managing cases of oral mucosal lesions and salivary glands hypofunction. Methods: A 29-items questionnaire descriptive survey was distributed among dental interns and sixth-year students in the city of Jeddah during March-April of 2020. Results: A total of 136 (81 interns and 55 sixth-year students) completed the questionnaire, of which 69.9% were from a government school, and 30.1% were from private schools. For oral mucosal lesions [i.e., aphthous/herpes simplex virus ulceration], the majority of government and private schools’ participants reported being confident in their ability to diagnose (88.4% and 87.8%, respectively) and provide treatment (63.2% and 56.1%, respectively). For oral candidiasis, the majority were confident in their ability to diagnose (government: 95.8%; private: 59.1%) and treat (government: 77.9%; private: 65.9%). The confidence in diagnosing lesions suspicious for dysplasia/premalignancy was high in 77.9% of government and 80.5% of private schools. Similar reporting was found regarding salivary hypofunctions (government: 93.7%; private: 90.2%). For the likeness to refer, the majority of participants were likely to refer to oral medicine, as the 1st choice, followed by oral surgery. Conclusion: Dental interns/sixth-year students seemed to have high levels of confidence in diagnosing/managing oral mucosal lesions and salivary hypofunctions. However, the partial participation and the subjectivity of reporting may have hindered capturing the full/precise picture.

Prospects ◽  
2021 ◽  
Lordina Juvenile Ehwi ◽  
Richmond Juvenile Ehwi

AbstractThe Covid-19 lockdown implemented globally to prevent the spread of the virus has led to the closure of schools. However, insight into the impact of the lockdown on private schools and the responses it has elicited is limited, especially across the African continent. This article examines the impact of the lockdown on private basic schools in Ghana and how they responded to the closure. Following “organizational ambidexterity” and qualitative interviews with nine proprietors of private schools in Ghana, the study found that the schools’ closure had a negative impact on private basic schools in five crucial ways: disruption to teaching and learning, difficulty in retrieving unpaid teaching fees, inability to pay staff salaries and statutory payments, underutilization of existing assets, and the cost of storing unused stock. The article offers suggestions to the government to support private schools that are broadening educational access at thin profit margins.

2021 ◽  
pp. 45-47
Ata. Sadaiah ◽  
Sylvia Fernandez Rao

An attempt was made in the present investigation AIM: Job satisfaction among high school teachers. OBJECTIVE: To assess the impact gender, job tenure and type of management on Job satisfaction among high school teachers. SAMPLE: A sample of 1200 high school teachers from different government and private schools in erstwhile Warangal district of Telangana state. Tool: The Job Satisfaction Scale developed by Karanam Bahaboobuvali & Vijaya Vardhani (2013) was used. CONCLUSIONS: There is no signicant impact of gender on job satisfaction among high school teachers. Teachers with long job tenure have high job satisfaction than the teacher with short job tenure and Teachers working in government schools have high job satisfaction than the teachers working in private schools.

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