Environmental characteristics, nutritional and executive functions in children of 6 to 7 years

This study aimed to analyze the socio-environmental characteristics, executive and nutritional functions in children aged 6 to 7 years, from public schools in Alagoas, Brazil. A quantitative, cross-sectional and descriptive study was performed involving 64 children of the mentioned age group, from public schools located in Alagoas: Maceió, on the coast; Major Isidoro, in the hinterland and Palmeira dos Índios, in the country. Such analyzes were made through the application of neuropsychological tests and anthropometric assessment with children and food and socio-environmental surveys with their parents. As for the type of housing, 100% were made of masonry, with a bathroom present in 98.4%. All children reported with the habit of bathing in the river / lagoon, presented some pathology. There was no significant difference between cities in terms of the sociodemographic characteristics evaluated, with the same result occurring with the factors associated with the occurrence of diseases in children. The subtests of WISC-IV, were below the average in all municipalities, and the TAC and SCC were classified within the average. However, even though the ranking were divided between below average and average, it is possible to identify from the subtests of WISC-IV, that the general IQ showed a cognitive level below the average. There was also no significant difference in the anthropometric assessment (weight, height, BMI and IMCI) between the evaluated students. The average weight was 23.3 kg to 25 kg, the height between 1.23 m to 1.24 m, the BMI between 16.4 to 17; the IMCI from 2.8 to 3.0. Children were classified within the average. Regarding micronutrients (Ca, Fe, K, Mg and Na, and vitamins A, C, D, B1, B9 and B12) and calories, there was also no significant difference between the cities evaluated. The same occurred with macronutrients (proteins, carbohydrates and lipids). This study showed that in general there was no difference between the students of the three municipalities. Probably, even though they are all public schools and from different cities, children have similar social conditions.

Attitudes of primary school teachers towards e-learning in teaching Arabic and the obstacles they face

The study aimed to identify the trends of primary stage laborers towards e-learning in teaching the Arabic language, and the obstacles they face from their point of view. The study relied on the descriptive and analytical approach, and the study population consisted of (170) male and female teachers working in public schools in Jerash governorate. The study sample (75) male and female teachers, who were chosen randomly. The results of the study showed that the attitudes of primary school teachers towards e-learning came at a positive level, with an arithmetic average (3.61), and the obstacles facing primary school teachers in e-learning came with a high degree, with an arithmetic average (3.84). The study recommended giving attention to providing electronic learning tools to include all schools, connecting all schools to the Internet and providing computers in proportion to the number of students in schools, and the study also recommended the necessity of dissolving all obstacles in e-learning, in terms of providing Internet labs in schools in proportion to the number of students and courses Scholastic.

Development and Validation of Teachers’ Assessment Belief of Mathematical Thinking Instrument

<p style="text-align: justify;">This study was conducted to corroborate in understanding the teachers’ beliefs about assessment practices. The prior studies related to teachers’ assessment beliefs in mathematics have been done to assess teachers’ beliefs in the general context of mathematics teaching. This study developed an instrument to assess teachers’ assessment beliefs of mathematical thinking. The research aimed to develop and validate a scale of assessment beliefs of mathematical thinking by using the confirmatory factor analysis. The first draft of the scale contained 25 items. The sample of the study consisted of 537 mathematics teachers from public schools in Oman. The instrument was a questionnaire with a 5-point Likert scale. The scale was validated by asking a number of experts in mathematics educational measurement and evaluation. Exploratory and confirmatory factor analysis was applied to test the model of assessment beliefs of mathematical thinking scale using AMOS 25.0. All constructs had acceptable reliability. The model had a good model fit for the assessment beliefs of mathematical thinking scale which obtainable from the fit indices tests. The findings revealed that all fit criteria indices were realized. The results also showed acceptable validity and construct reliability for the scale.</p>

iPad’s contributed to enhance inclusion of students with visual impairment in public schools

This study aimed to identify the extent iPad’s contributed to enhance inclusion of students with visual impairment (partially) in public schools. The study used the descriptive and analytical approach. The population consisted of (160) students who received iPad device within the “vision project” implemented at UNRWA schools in Gaza strip. The study used a questionnaire prepared and adapted by the researcher, to measure degree of iPad’s contribution to inclusion in general and at three dimensions: academic, psychological, and behavioral. Results showed the level of iPad’s contribution to enhance inclusion among students with visual impairment was high, with an average of 2.70 and a relative weight 90%. Concerning the three dimensions, results showed the academic attained as average of 2.77 with relative weight 88.6%, however in the second dimension (psychological) the mean was 2.98 with relative weight 99.3%, lastly for the third dimension (behavioral), the mean was 2.67 with relative weight 89.0%. This indicated high level of iPad’s contribution to enhance inclusion of students with visual impairment at public schools specifically at UNRWA schools. The study recommended use iPads for best inclusive practices.

Psychological and Occupational Pressure Among Female Teachers in Light of the Coronavirus Disease Pandemic and Coping Strategies

<p style="text-align: justify;">This study aims at identifying the level of psychological and professional stress in light of the Coronavirus disease (COVID-19) pandemic. It adopted descriptive and analytical methodologies. Two scales were prepared: one scale for psychological and professional stress and the other for coping with psychological and professional pressures. The study sample consisted of 608 female teachers at public schools in Al-Kharj province, Kingdom of Saudi Arabia (KSA). The results show a moderate level of psychological and professional stresses. The findings show statistically significant differences in teaching experience variable. The differences were in favour of female teachers with experience of less than 5 years. However, no statistically significant differences were found on the variable of academic qualification. It was found that female teachers had followed strategies to cope with psychological and professional stresses including resorting to faith, connecting with other teachers and students, planning different strategies, seeking help from others and managing time. The study recommends arranging training courses for female teachers to develop remote teaching skills and using various technologies and applications in this field particularly during the ongoing COVID-19 pandemic.</p>

Effects of Mindset, Democratic Parenting, Teaching, and School Environment on Global Citizenship of Ninth-grade Students

<p style="margin-left: 21.3pt; text-align: justify;">This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.</p>

Antiracist Curriculum and Digital Platforms: Evidence from Black Lives Matter

In this paper, we examine the impact of racially charged events on the demand for antiracist classroom resources in U.S. public schools. We use book requests made by teachers on DonorsChoose, the largest crowdfunding platform for public school teachers, as a measure of intent to address race-related topics in the classroom. We use the precise timing of high-profile police brutality and other racially charged events in the United States (2010–2020) to identify their effect on antiracism requests relative to a control group. We find a significant increase in antiracism requests following the killing of George Floyd in 2020 and a null effect for all other events in the decade. We also find an increase in requests for books featuring Latinx, Asian, Muslim, and Jewish cultures, suggesting that a focus on equality for one group can spill over and yield culturally aware dialogues for other groups as well. Event studies suggest that local protests played a role in motivating some of the teachers to post these requests. In just four months following George Floyd’s death, $3.4 million worth of books featuring authors and characters from marginalized communities were successfully funded, reaching more than half a million students. Text analysis of impact notes posted by teachers suggests that hundreds of thousands of young students are being engaged in discussions about positive affirmation and cross-cultural acceptance. This paper was accepted by D.J. Wu, information systems.

Improving the accessibility to public schools in urban areas of developing countries through a location model and an analytical framework

The location of primary public schools in urban areas of developing countries is the focus of this study. In such areas, new schools and modification of the current schools are required, and this process should be developed using rational and broad supporting tools for decision makers, such as optimization models. We propose a realistic coverage location model and a framework to analyze the location of schools. Our approach considers the existing schools and their resizing, the best locations of the new schools that may have different capacities, population coverage, walking distances and budget provisions for building and updating schools. As a case study, we assess the current primary school network in Ciudad Benito Juarez to provide managerial insights. Through the proposed framework, we analyze the current locations of schools and decisions to be made by considering future scenarios in different time periods. The proposed model is quite flexible and easy to adapt to new considerations, allowing it to be applied to regions in developing countries under similar conditions.