Hidden in Plain Sight

In this chapter, the authors discuss, humanize, and reimagine the vital need to focus on both equity and how culture matters in every aspect of GATE recruitment and retention efforts and at all levels, beginning in early childhood – identification and assessment, social-emotional, and psychological and academic needs and development. By ‘humanize,' the authors mean to educate school officials (e.g., administrators, counselors, teachers, and families) about the intellectual brilliance that resides within Black students whose gifts and talents are often overlooked, devalued, and rendered invisible in schools.

Article 19: The Right to Protection from All Forms of Violence

Article 19 defines violence broadly to include all forms of harm, encompassing physical, mental and sexual violence as well as non-intentional forms of harm, such as neglect. As such, Article 19 articulates full respect for the human dignity and physical and personal integrity of children as rights-bearing individuals. This requires a paradigm shift of caregiving and protection away from the perception of children primarily as victims. Article 19 sets out a comprehensive prohibition on all forms of violence towards children and enjoins State Parties to take all form all measures available to enforce this right. This article summarizes the four main attributes of Article 19 as follows: (1) All violence towards children is prohibited, frequency or severity of harm need not be demonstrated and violence is defined broadly to encompass all forms of violence towards children, personal, social and institutional, including physical and emotional harm as well as neglect, maltreatment, sexual abuse, and abandonment; (2) the right protects children from harm from their parents and legal guardians as well as when they are in the care of proxy caregivers, including school officials, hospital staff, daycares, sports programs, as well as custodial settings and alternative care arrangements; (3) States are required to give effect to this right through all appropriate measures: legislative, administrative, social and educational; and finally the call for comprehensive measures to eradicate violence against children is reinforced by the final attribute (4) this attribute insists that the range of interventions required to give effect to Article 19 rights includes measures to ensure effective identification, reporting, investigation, and treatment of all forms of harm to children.

New Students' Self-Adjustment at Ar-Risalah Islamic Junior High School: Roles and Supporting Factors

The purpose of this research is to determine teachers’ roles in improving students' self-adjustment and its supporting factors at Ar-Risalah Islamic Junior High School, Padang, Indonesia. This is qualitative descriptive research with data collected from teachers, students, principals, and other school officials through interview, observation, and documentation. The data collected were analyzed using reduction and triangulation processes. The result showed that the teacher had expertise as a motivator to support and trigger the student enthusiasm in adapting and learning new materials at school. Meanwhile, the inhibiting factors of the self-adjustment process were parents that have not been able to let their children go to boarding schools and teachers without psychological backgrounds, because this background are needed for better approach and intervention for children to make them enthusiasm in learning in boarding school

A study of students’ use of restraint systems in school transportation services in primary and secondary schools in northern Iran: an observational study

Background Traffic accidents are one of the leading causes of death and severe injury among child occupants of vehicles in most countries. This has led to the consideration of how to use restraint systems for students in school buses. The purpose of the present study was to determine the percentage of students’ use of restraint systems in school transportation services in 2020. Methods In the present cross-sectional observational study, seatbelt use was assessed in 400 students in school transport vehicles using a checklist. The observation team sat at their vehicle, at the nearest location on one of the three sides of the school’s entrance: they had by manually registering the variable in the checklist. They focused on exactly the first vehicle parked next to the school entrance. There were two other observers to validate the observations. Data were analyzed by SPSS software (version 21). Results The rate of using restraint systems was 11.3%, use of restraint systems in the Sport Utility Vehicles (SUVs) was significantly higher (P < 0.03), in areas with medium income (P < 0.009) and low income (p < 0.012) as well as when the students were sitting in the rear seats, using the seatbelt were significantly lower (P < 0.001). Seatbelt use in students was less in services driven by drivers over the age of 40 (P < 0.01) and more in vehicles driven by female drivers (P < 0.003) and newer vehicles (p < 0.001). Conclusion School authorities must enforce traffic safety rules for school transportation services. These rules should be taught to drivers, families, and students. A restraint system must be mandatory for all students. School officials must equip their buses with seatbelts and employ school bus assistants to encourage wearing seatbelts and prevent students from standing.

Predictors Affecting the Level of Work Satisfaction in Relation to the Job Performance Among Secondary School Teachers in the Division of Zambales During SY 2020-2021

The research aimed to determine the Predictors Affecting the Level of Work Satisfaction in Relation to the Work Performance Among Secondary School Teachers in the Division of Zambales During SY 20120-2021. The descriptive research design were used with survey questionnaire as the data gathering.The study was limited on predictors affecting the level of work performance as to teaching hours, salary/remuneration, school officials/administrators, peer/colleagues, student factor, work environment and community supports predictors respectively. The respondents of the study were Secondary Teachers in the Division of Zambales. The findings revealed that the teacher-respondent is a typical female in her early adulthood, married, Roman Catholic, Mathematics major, Teacher 1, BS degree with masteral units of education and had been teaching for almost a decade. The teacher-respondent agreed on the predictors affecting the level of work performance as to teaching hours, salary/remuneration, school officials/administrators, peer/colleagues, student factor, work environment factor and community support. The teachers were rated “Very Satisfactory” on their level of work performance. There was a significant difference on the assessment towards salary/remuneration when grouped according to civil status, religion and highest educational attainment; on school officials/administrators when grouped according to position/designation. There was significant difference on the assessment of the teacher-respondents towards predictors affecting the level of work satisfaction. There was no significant relationship between the work satisfaction predictors and the level of work performance as reflected in the IPCRF performance rating.

Distance Learning Delivery Modalities Implementation, Resilience Quotient, and Work Performance of Teachers: A Correlational Study in The Philippines

The study assessed the relationship between the dimensions of Distance Learning Delivery Modality (DLDM) implementation, resilience quotient, and work performance among public secondary teachers in the 5 City Schools Divisions in Laguna for the school year 2020-2021. Eight Hundred Fourteen (814) public school secondary teachers responded to the study. The global outbreak of COVID-19, a highly contagious coronavirus type, poses unprecedented challenges, particularly in education. Like everyone else, teachers face challenges that test their resilience. The researcher employed the descriptive-correlational research design and researcher-made questionnaire for the Level of DLDM implementation and work performance while an adopted questionnaire in measuring the teachers’ resilience quotient at work. Mean, standard deviation, Pearson r and Multiple Linear Regression Analysis were the statistical tools utilized to analyze and interpret the data gathered. Findings revealed that the teachers were implementing the DLDM properly, they were very resilient at work, and their work performance was very satisfactory. The teachers' level of DLDM implementation and resilience quotient affected the teachers' work performance. Four (4) domains of the teachers' resilience quotient, namely finding your calling, staying healthy, interacting cooperatively, and living authentically, and the design construct of the DLDM Implementation significantly predict the work performance of the teachers. School officials and administrators in the teacher training institute may design and conduct different training programs for the teachers that may enhance their level of resilience quotient and work performance in the new normal. Other elements that may predict teacher performance must be investigated in the future.

Sex as Boys’ Fame, But Girls’ Shame: Adversarial Adolescent Gender Roles and Gender-based Violence in Guyana

Gender-based violence (GBV) is a significant issue for youth in Guyana, particularly among young women. Yet, discussions about sex, dating, and violence rarely occur at the community level. To understand the heightened risk for GBV with youth in Guyana, we utilized a critical qualitative design to explore adolescent dating violence with adolescents (14–16 years old), parents, and school officials in a public secondary school in Guyana. In total, 36 racially and religiously diverse participants from low to middle-income households participated in focus groups ( n = 30) and interviews ( n = 6). Discussions centered on dating in adolescence; community awareness of dating violence; gender, racialization, and class in relation to dating violence; and dating violence prevention in schools and family settings. Our results revealed that heteronormative, adversarial gender roles in Guyana are enacted in adolescent relationships in ways that contribute to violence. Two important factors emerged in relation to femininity: female respectability related to sexuality; and the relationship between clothing, sexuality, and social class. Masculinity for adolescent boys was centered on reproducing normative assumptions about femininity and explaining the use of violence through pathologizing race. Participants were also asked to identify gender roles that adolescent boys and girls should embody in relationships, which revealed possibilities for overcoming adversarial roles in relationships. We propose that adolescent GBV prevention initiatives consider long-standing and deeply embedded ideas within gender norms that are connected to sexuality, class, and race. Without accounting for these systemic factors, GBV prevention initiatives and programs may inadvertently perpetuate traditional definitions of masculinity and femininity that contribute to violence.

Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi’s Public Schools, 1913–1940

Background/Context: Current historical understanding of Hawaiʻi’s territorial period celebrates American education as a crucial influence on the islands’ political development. In particular, the territory’s public school system represents an essential institution for spreading democratic freedom, fostering social mobility, and, more importantly, establishing America’s presence as a positive influence on Hawaiʻi’s political destiny. There has yet, however, to be a critical look at how White territorial school leaders used the public school system as a settler colonial institution with the intent of producing a compliant non-White population accepting of the nation’s racially stratified social, political, and economic systems of inequality. Focus of Study: Making Hawaiʻi American was about controlling the islands’ past and determining its future. Cultivating consent, as this article contends, was a critical strategy to reach this end. White school officials used their uncontestable authority to uproot local history and social systems and replace them with narratives affirming American exceptionalism and racial segregation. Throughout the territorial period (1900–1959), they designed and supported formal and informal schooling practices and policies to inculcate Hawaiʻi’s majority nonwhite students with American values, norms of behavior, and political beliefs to socially engineer acceptance of White American authority and racial hierarchy. Through repetition and enforcement of these practices and policies, they sought to replace the unfavorable local memory of American involvement in the forced 1893 overthrow of Queen Liliʻuokalani and Native protests over U.S. annexation in 1898 with an affirmative, progressive narrative justifying America’s presence and jurisdiction as a beneficent enterprise. Research Design: This article brings historical inquiry to this topic and uses archival materials from the University Archives and Pacific-Hawaiian Collections at the University of Hawaiʻi at Mānoa. Those include the entire collection of the Hawaii Educational Review, correspondence and memos produced by schoolmen (White male school officials and administrators), and newspaper clippings. It also draws on secondary literature to help further contextualize this topic. Conclusions/Recommendations: The history of White educators in territorial Hawaiʻi reveals how public education under their leadership constituted a colonizing project designed to limit student opportunities and determine their futures. The challenge for scholars and educators is not to consign such histories to mere reflections on past mistakes but to identify how forms of oppressive education continue to manifest in schools today and impact student lives.

Pembentukan Karakter Peduli Sosial Melaui Pembelajaran IPS

This study aims to determine some of the methods of teachers in an effort to form a character of social care in the learning environment at school and the environment where students live. The method used in this research is descriptive qualitative, namely describing or describing the situation at MI P2A Meri about the learning carried out by the teacher in shaping the character of social care through social studies learning. The population used was grade 4 students of MI Meri totaling 30 students and the sample taken for research based on the Slovin formula was 28 students. The instrument used in this study was the research guideline grid with P2A as an indicator of the character of social care. The research results obtained in the formation of social care character of MI P2A Meri through integration of subjects and integration of school culture. Integrase subjects by including character values, help each other, like to share with others on lesson plans. Making student inspirational figures so that students become stronger in social care. The integrity of the school culture that is carried out is to provide service facilities in social activities, including 1) sharing food with friends, 2) thanking school cleaners, 3) lending stationery to friends who do not, bring or do not have one. 4) collect money and goods for victims of natural disasters, 5) visit homes for orphans and the elderly, 6) respect school officials. 7) help a friend who is in need of help. 8) donate blood. By participating in the learning and school culture program, students will get used to social care for their respective students