Implementation of Alternative Delivery Mode Learning Resources Amidst COVID-19 Pandemic: Basis for Intervention Program

This study aimed to assess the implementation of the Alternative Delivery Mode (ADM) Learning Resources as a basis for an intervention program amidst the COVID-19 pandemic. The study employed a descriptive survey research design. Using a universal sampling technique, a total of 30 Learning Resource Coordinators in a selected school division in Central Luzon, Philippines participated in the survey and data gathering. The researchers also used an adapted research instrument to gather essential information for the study. With the help Microsoft Excel, the researchers tabulated and organized the data. Afterwards, the gathered data underwent descriptive statistical analysis using frequency and percentage. The study found that the ADM Learning Resources developed by teachers exceeded DepEd's total number of Most Essential Learning Competencies (MELCs). For the total number of learners who preferred modular printed learning modality, it reached 67.89%. There were 100% ADM Learning Resources provided to learners in all grade levels for the status of printed learning resources. Based on the earlier results, the researcher provided some essential recommendations, particularly an intervention program for this study.

Predictive Analysis of the Enrolment of Elementary Schools Using Regression Algorithms

— By fitting a linear equation to observable values, linear regression determines the relationship between two variables. The Department of Education enrollment data in the Philippines, specifically in the School Division of Batangas, is needed to produce modules. The data collected is from the division office, where data cleaning was applied. Deep Learning, Decision Tree, Random Forest, Gradient Boosted Tree, Support Vector Machine, and Linear Regression were used to perform the prediction, and linear regression performed the best with an absolute value of 14.465 and a relative error of 84.81%. Keywords— Prediction, Information Management, Linear Regression, Cloud Computing, LDM

Theorizing about components of teacher professional development: supports and barriers

PurposeThis paper reports on a study exploring a sustained coaching model of teacher professional development (PD). The study was undertaken with middle school teachers in a small rural school division in Alberta, Canada. The goal of the study was to theorize about the components of the sustained coaching model of PD that supported or was a barrier to teachers engaging in a year-long PD series.Design/methodology/approachA grounded theory methodology was used to theorize about the components of a teacher PD model that participants viewed as being a support or barrier to their engagement in the PD. Data were collected from two individual participant interviews: one interview at the beginning of the year and one interview at the end of the year.FindingsFindings indicate that teacher PD should include a constant community, accountability to other participants in that community, and a balance of theoretical and practical support and be provided over multiple sessions. In addition, in order for the PD to be sustainable, barriers to engaging in the PD should be minimized.Originality/valueA recognition of the complexity of the factors influencing a teacher's interaction with PD provides a lens with which to consider the potential for a teacher's engagement with PD.

Advancing Knowledge Creation in Education Through Tripartite Partnerships

The purpose of this paper is to highlight the work of one tripartite partnership with stakeholders to improve and strengthen novice teachers’ pedagogical designs using design based professional learning guided by the principles of knowledge building/knowledge creation. The tripartite partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government. Drawing upon one case, this paper analyzes the ways in which the design-based professional learning mirrored the knowledge building/knowledge creation processes highlighting the ways in which teachers worked in collaborative, collective, and connected ways to progressively improve pedagogical designs for collective knowledge building. Computer supported, networked digital technologies provided a community to develop an audit trail to keep track of progressive improvements and refinements to their pedagogical designs and to support, enable, and enhance knowledge building discourse. Design-based professional learning informed by the 12 principles of knowledge building/knowledge creation provided novice teachers with a process to work collectively as a community, progressively improving and refining their pedagogical designs, identifying the role of their pedagogical designs in their students’ work, and engaging with other teachers in their respective schools.

A - 09 The Epidemiology of Concussion in Middle School Wrestling

Objective Wrestling has among the highest concussion incidence in all high school and collegiate sports. Many children begin wrestling in middle school (MS), however, research describing concussion incidence in MS wrestling remains limited. Therefore, we sought to describe the incidence of concussion and subsequent sport time loss (TL) sustained by MS wrestlers. Methods Certified athletic trainers collected concussion and athlete exposure (AE) data for all MS wrestling practices and matches in a large metropolitan public-school division between 2015/16 and 2019/20. AE was defined as one athlete participating in one practice or match. Frequencies and proportions were calculated for diagnosed concussions by event type. TL was the number of days from date of injury to return to sport. Concussion injury rates (IR) per 1000 AEs and injury rate ratios (IRR) to compare IR between practice and matches were calculated with 95% Confidence Intervals (CIs). IRRs with 95% CIs excluding 1.0 were statistically significant. Results 43 concussions occurred across 38,297 AEs (IR = 1.12, 95%CI = 0.79–1.46). No significant difference in the concussion IR between practices (n = 33, IR = 1.11, 95%CI = 0.73–1.49) and matches (n = 10, IR = 1.16, CI = 0.44–1.87; IRR = 1.04, 95% CI = 0.51–2.11) was observed. The mean TL was 18.38 ± 8.25 days. Conclusions We observed higher practice and match concussion rates than those previously reported among middle and high school wrestlers. Additionally, our findings showed that MS wrestlers required approximately 5 more days to return to sport than reported among HS wrestlers. Further investigation of concussion risk factors for concussion and prolonged TL in MS wrestling is needed.

A - 10 Concussion Rates and Sports Participation Time Loss in Sex-Comparable Middle School Sports

Objective High rates of concussion in sex-comparable sports have been reported at the high school (HS), however, research examining concussion rates and time loss, in middle school (MS) sports is limited; therefore, we investigated concussion rates and time loss (TL) in sex-comparable MS sports. Methods Concussion and athlete exposure (AE) data was collected for all MS sponsored events in a metropolitan public-school division between 2015/16–2019/20. AE was defined as one athlete participating in one sport-event. TL was defined as the number of days between the injury and return to sport dates. Injury rates (IR) per 1000 AEs with 95% confidence intervals (CI) were calculated for sex-comparable sports (baseball/softball, basketball, soccer, & track). Injury rate ratios (IRR) with 95% CIs were compared IR between sexes. CIs excluding 1.0 were considered significant. A Mann–Whitney U test compared mean TL between sexes. Results 76 concussions (IR = 0.35/1000AEs, 95%CI: 0.27–0.43) occurred across 215,074 AEs. Girls had a higher IR (0.48, 95%CI: 0.35–0.62, n = 52) than boys (0.22, 95%CI: 0.13–0.31, n = 24; IRR:2.18, 95%CI:1.34–3.53). Girls had a greater mean TL (20.27 ± 16.96 days) than boys (13.67 ± 5.66 days, U = 282.5, p = 0.04). Conclusions Within sex-comparable sports, girls had nearly twice the IR, and took nearly 7 days longer to recover than boys. IR differences between sexes in MS and HS athletes were consistent, however MS girls needed nearly one-week longer to recover than HS girls, while MS and HS boys were similar. Further inquiry into MS sport concussion rates, sex differences, and subsequent TL is warranted.

Educational Leaders’ Perceptions and Uses of School Climate Data

National interest in using school climate as an accountability measure makes it important to understand how school leaders view and make use of school climate data. The purpose of this study was to investigate how school and district administrators use climate data in Virginia, where a statewide school climate survey is annually administered. School principals ( N = 283) completed surveys concerning their use of the school climate results for their school. Simultaneously, semi-structured interviews were conducted with school division leaders and school administrators ( N = 10) to deepen our understanding of how the school climate results were being used. Qualitative content analysis was used to identify patterns in the data. Study results reflect a consensus by educational leaders on the utility of receiving school climate data in order to make data-based decisions to improve outcomes for students. Participants provided thoughtful and constructive feedback on the importance of student relationships, perceptions of student subgroups, comparing their data with other schools, and ways to facilitate data-based decision-making. Participants also expressed a desire for additional support in understanding statistical results and generating recommendations for school improvement. These findings suggest that increasing the clarity and comprehensiveness of school climate data reports and providing support for interpreting the results will increase educational leaders’ ability to use school climate surveys.

Physical Restraint, Seclusion, and Time-Out Rooms in Canadian Schools: Analysis of a Policy Patchwork

The intended purpose of physical restraint, seclusion, and time-out rooms in schools is to intervene in a crisis when the behaviour of a student poses an immediate or imminent, and significant threat to physical safety. While the use of physical restraint, seclusion, and time-out rooms is intended to provide protection from immediate physical harm, there is increasing concern that these practices are being used more broadly and that individuals with disabilities are disproportionately subjected to their use. In spite of the importance of this issue, there is a dearth of research analyzing the policy landscape of physical restraint, seclusion, and time-out rooms in Canadian schools. In order to explore this issue, a comparative analysis of publicly available provincial and territorial education documents was conducted. The analysis revealed that in many Canadian provinces and territories, policies and accountability structures on the use of physical restraint, seclusion, and time-out rooms in schools are inconsistent or non-existent. Further, the terminology used to describe seclusion is variable and often conflated with time out, and the conditions under which such practices may be used in some instances are subjective, which may contribute to a broad interpretation of what is deemed acceptable practices in schools. This analysis draws attention to the need for the development of clearly articulated provincial and territorial standards for the use of physical restraint, seclusion, and time out, as well as the need for regulatory and enforcement mechanisms at the school, division, and ministry levels in order to ensure the emotional and physical well-being of all.