Background: Longitudinal studies exploring the complex interplay between family structures and residential mobility on educational achievement and failure are lacking. We investigate the interplay between the number of residential moves during late childhood, parental education level, family living situation, and the probability of completing upper secondary education. Methodology Detailed longitudinal data for a random sample of 30% of the entire Norwegian population born 1982 to 1989 ( N = 121,247) and information on all their relocations between Norwegian (...) enumeration districts from ages 10 to 18 years were extracted from the Norwegian population registries. Family structures were grouped into four intersectional family strata defined by combining categories of parental education level (distinguishing poorly educated and well-educated families) and the family’s living situation (comparing non-intact families with intact families). We applied two-level logistic regression models, which incorporated individual and family contextual factors, to estimate possible differences in completion rates of upper secondary education. Results Non-completion of secondary education (which constitutes 29% of the study sample) increases incrementally with the number of residential changes across all four family structures, but this effect was not distributed evenly between the different family strata. Individuals in “well-educated, intact families” seem to be least affected by residential moves. On the other hand, the highest disadvantage of frequent moves was among adolescents in the stratum “poorly educated, intact families.” In poorly educated families the probabilities of completing secondary school among non-intact and intact families converge toward each other as the number of moves increase. About 43% of the variation in school completion may be attributed to differences between families. The highest risk of school non-completion was found among adolescents in poorly educated families, which accounted for 74% of the non-completers. Conclusion We demonstrated underlying links between residential mobility and family structures on non-completion of upper secondary education. The adverse effect of frequent moves calls for attention in schools, public health agencies, and housing policies. The findings should be considered in a life course perspective, as the accumulation of unfavorable conditions during childhood and adolescence tends to constrict future prospects in terms of health and quality of life. (shrink)

The study investigated the perceived potential of motivational strategies operating in school to impact teacher effectiveness in public secondary schools in Ondo State, Nigeria. One research question was raised and two hypotheses formulated for the study. Descriptive-survey design was adopted. Main population consisted of 304 public secondary schools in the state while teachers in the 304 schools constituted the target population. Ten public secondary schools and 200 teachers were selected through multi-stage, stratified and simple-random (...) sampling techniques and used for the study. Data were gathered using a questionnaire, validated by a professional and tested for reliability using test-retest approach, coefficient of reliability being 0.80. Data were analysed using Statistical Package for Social Sciences, frequency counts while hypotheses were tested using chi-square statistic. It was found that provision of instructional materials, improvement of school environment, assignment of add... (shrink)

This research tackled the challenges public secondary schools in Sagbayan District, Bohol, faced regarding records management. The study employed a mixed research design, combining both descriptive-qualitative and descriptive- quantitative methods. The qualitative phase involved conducting in-depth interviews and focus group discussions with relevant stakeholders involved in records management. On the other hand, the quantitative phase utilized survey questionnaires to gather data from relevant stakeholders to determine the acceptability of the proposed MIS among end-users. The first phase findings revealed (...) various challenges in records management faced by the schools, such as inefficient manual record-keeping systems, difficulties in data retrieval, and the risk of data loss due to inadequate backup procedures. These challenges highlighted the need for a comprehensive, technology-driven solution to streamline records management processes and ensure data security. The evaluation results in the second phase showed that the developed Management Information System (MIS) was well-accepted among the end users. The absence of any significant difference in the level of acceptability among the participants further validated the system's suitability for addressing their specific needs. The successful implementation of the MIS proved to be an effective solution to the records management challenges faced by the public secondary schools in Sagbayan District, Bohol. (shrink)

This study examined the perceived effects of examination special centres on teaching and learning of English language and the quality of education in Nsukka Local Government Area, Enugu State, Nigeria. The study employed a descriptive survey design. All the 123 English language teachers from 31 secondary schools, five secondary school principals, three religious priests and three traditional leaders in Nsukka Local Government Area of Enugu State, Nigeria were sampled for the study. The researchers developed a 15-item-structured questionnaire (...) for data collection from the 31 teachers; while 3 structured interview questions were used to elicit responses from the principals, religious priests and traditional leaders. Mean and standard deviation were used to analyse the data collected with questionnaire; while the oral interview was analysed qualitatively through thematic analysis. The study revealed that examination special centres have detrimental effect on the teaching and learning of English language in secondary schools and the quality of education in Nsukka Local Government Area, Enugu State, Nigeria. It was recommended among others that private and public secondary schools, and tutorial centres that have been turned into examination special centres should be closed down by Enugu State Ministry of Education. (shrink)

The purpose of this study was to examine student perceptions of teaching behavior. Additionally the aim was to examine if teacher characteristics (educational level, gender, and teaching experience) could explain differences in student perceptions of their teachers. Teaching behavior was studied from the research on teaching and teacher effectiveness perspective. Secondary students (N = 7,114), taught by 410 teachers in Spain, participated in the study. Survey data were analyzed using non-parametric tests, Kruskal-Wallis, U Mann-Whitney with Bonferroni correction, and the (...) analysis of effect sizes. Furthermore, a regression model was applied. Results showed that teaching behavior was perceived as sufficient to good, depending on the teaching behavior domain. Results indicated interesting differences between lower secondary education, upper secondary education and vocational education and training teachers. The effect size values (rU statistic) ranged between 0.43 and 0.63, highlighting the significant effect of teachers’ teaching experience on the six teaching skills domains: learning climate, efficient classroom management, clarity of instruction, activating teaching, differentiation, and teaching learning strategies. Those teachers with less teaching experience were the ones who showed higher scores. Findings from the regression model showed that educational level had a significant predictive effect on the six teaching skills domains, mainly for male teachers. However, in several domains female teachers were perceived by students to outperform their male counterparts. (shrink)

School achievement and failure have become growing political and social concerns due to the negative consequences of school failure for individuals and society. The inclusive educational movement, which calls for equal access, permanence, participation, and promotion of all students worldwide, poses many challenges for schools and school systems. As a public policy strategy, some countries have provided additional funds for incorporating non-teaching professionals such as school psychologists and social workers in regular K-12 schools. However, there is lack of research (...) on the effects of these psychosocial professionals on student outcomes. This national multilevel study explored the effect of psychologists (n= 8,469) and social workers (n= 3,524) on indicators of eighth-grade (n= 147,531) and 10th-grade (n= 106,347) students' academic achievement and dropout in Chile. A multilevel secondary analysis was performed using national records of non-teaching professionals working as school staff members, achievement scores on the national SIMCE test, and dropout rates based on official records. Results showed that after controlling for individual and school variables known to affect achievement and dropout, schools with psychologists and social workers working as staff members had lower short- and long-term dropout rates. The presence and higher number of school psychologists per school was positively associated with higher math achievement, with a reduced effect in low-SES schools. Lower-SES schools with more social workers had higher math scores. These results support policies that increase funding for school psychologists and social workers, since their incorporation partly explains better school achievement and less school failure when controlling for individual and school characteristics, but emphasize the need to further explore the mechanisms through which school achievement and failure are developed with the support of psychologists and social workers in schools. We discuss the need to regulate the type of prevention and intervention strategies from a whole-school, evidence-based approach, as well as to incorporate psychosocial training modules and comprehensive guidelines as part of professional training programs and as certified requisites for working in schools. (shrink)

Recent official publications have emphasised the need for differentiation to take place in classrooms in order to ensure that the needs of all pupils, including the more able, are met effectively. These publications list methods of differentiation which are ‘recommended’ for classroom use. This article researches the views of teachers about the value of these recommended methods of differentiation for able pupils in primary and secondary classrooms. It concludes that the teachers are more subtle in their use of the (...) methods than the official publications allow for and it suggests that no single method can be applied without understanding the context in which it is used. (shrink)

Objectives: This study aimed to provide a comprehensive understanding of all intervention for learning burnout by meta-analyzing their effects.Methods: Relevant studies that had been published up to September 18, 2020, were identified through a systematic search of the PubMed, Web of Science, the China National Knowledge Infrastructure, and Wan Fang databases. Eligible studies included randomized control trials of any learning burnout intervention conducted among students. The Jadad scale was used to evaluate the quality of the study. Random-effect meta-analyses, subgroup analyses, (...) meta-regression analysis, and sensitivity analysis were conducted. Funnel plots and Egger's tests were used to evaluate publication bias. Duval and Tweedie's non-parametric trim-and-fill method was used to adjust the effect of publication bias.Results: Of the 5,245 articles found, 39 met the inclusion criteria for the systematic review. There were 3,400 students, including 1,847 students in the intervention group and 1,553 in the control group. A meta-analysis of 44 studies showed that the interventions were effective. Subgroup analyses were conducted according to education, scales, intervention measures, and intervention time. The results showed that, compared with the control group, the learning burnout scores of undergraduates, secondary vocational students, and middle school students were significantly lower. Based on different scales, all interventions were also effective. The funnel plot was asymmetric and consistent with the results of Egger's test. The trim-and-fill method was used, and seven missing studies were merged to obtain a symmetric funnel plot.Conclusions: This meta-analysis indicated that learning burnout interventions are effective. The subgroup analyses showed that group counseling is the most widely used, exercise intervention is probably the most effective, and 8 weeks or more is the appropriate intervention time. An integrated intervention study based on the factors of learning burnout adds value. More studies are needed to supplement the results in the future. (shrink)

Is the idea that the self‐determination of all citizens influences progress towards democracy not merely a dream that breaks itself against the hard historical reality of political societies? Is not the same fate reserved for all pedagogical innovations in democratic education that depend on this great dream? It is commonplace to assert this logic to demonstrate the inapplicability of the ideas of both democracy and of democratic education. Though this argument is prominent and recurring in the history of (...) political and educative ideas, in response we can ask ourselves if the gap between the ideal and the reality is effectively insuperable and must be considered an incontestable fact. The double objective of this article is to determine explicitly the meaning and extent of this gap in the context of democracy and of education and to demonstrate that this gap is neither static nor permanent, but is susceptible to being narrowed, from generation to generation. (shrink)

Financing Public Schools moves beyond the basics of financing public elementary and secondary education to explore the historical, philosophical, and legal underpinnings of a viable public school system. Coverage includes the operational aspects of school finance, including issues regarding teacher salaries and pensions, budgeting for instructional programs, school transportation, and risk management. Diving deeper than other school finance books, the authors explore the political framework within which the schools must function, discuss the privatization of (...) class='Hi'>education and its effects on public schools, offer perspectives regarding education as an investment in human capital, and expertly explain complex financial and economic issues. This comprehensive text provides the tools to apply the many and varied fiscal concepts and practices that are essential for aspiring public school administrators who aim to provide responsible stewardship for their students. (shrink)

This article questions the effectiveness of “engagement teaching” when dealing with controversial subjects by exploring the role of fear in contemporary education about the Holocaust in the United Kingdom. It begins by assessing a governmental report about education and a series of related press reports and chain emails, whose assumption that secondary school teachers are afraid of teaching controversial subjects (in particular the Holocaust) triggered an international scandal about Holocaust education in the UK in April 2007. (...) The author argues that three forms of respectful fear or deference are undermined in Holocaust teaching: epistemological (towards historical knowledge); political (towards curricula); and intergenerational (towards teachers). The article further demonstrates that the object of fear expressed by journalists and the public was not the Holocaust itself, but the reversal of deferential relations between teachers and pupils in the school classroom and the supposition that we may not learn from history. Whereas history education is held up by policy-makers as a safeguard of social stability and of the transmission of values, the application of “engagement teaching” to controversial subjects may in fact undermine the authority of historical education and the enlightenment principles on which it is founded. (shrink)

Chile has established hybrid policies for the administrative distribution of its educational establishments, leading to significant gaps in educational results and school conditions between public, mixed, and private schools. As a result, there are high levels of segregation, and social and economic vulnerability that put public schools at a disadvantage, affecting their image and causing a constant decrease in enrollment. An abbreviated version of Luhtanen and Crocker’s collective self-esteem scale was adapted and validated for the Chilean educational context (...) because of its usefulness in studying processes of social segregation and cultural coherence, seeking to identify student perception about the appreciation of school actions in the context of belonging and identification with schools, in order to compare between groups according to types of establishment and assess the effects of school conditions on the perception of students. A representative sample of Chilean secondary students between 9th and 12th grades participated. Descriptive analyses, comparison of means between groups, confirmatory factorial analyses, and multi-group analyses were conducted to test the adjustment and invariance of the unifactorial structure of a reduced version of four items. The results indicated that the scale satisfactorily complies with the proposed adjustment indexes, presents total invariance by gender and partial invariance by administrative dependence, and allows establishing statistically significant differences in the collective self-esteem, indicating a higher score for students in the private system, and a lower score for those in the public system. These results show the negative effects of high school segregation on students’ collective self-esteem, affecting the appreciation of personal, collective, and institutional activities and the sense of belonging. Although previous research has explored some of the effects of school segregation, the present study focuses on collective self-esteem, which is closely related to identity and belonging, and allows for further innovative research on school segregation. The scale is useful as an instrument for researching social conditions of student well-being, in regards to educational management. (shrink)

Although many studies have revealed the importance of study skills for students' first?year performance and college retention, the extent of the impact of study skills preparation on students' academic achievement is less clear. This paper explores the impact of pre?university study skills preparation on students' first?year study experiences, academic achievement and persistence. The setting for this study is a large law school in the Netherlands which attracts students from more than 100 schools for secondary education. The results show (...) that the perceived study skills preparation concerning time management and learning skills does have a positive impact on college students' first?year study behaviour and academic achievement. However, the study also shows that the impact of perceived college preparation is far less important for college retention than other factors such as satisfaction about the chosen degree programme and tutorial attendance. (shrink)

In 2018 and 2019 Cancer Research UK (CRUK) launched a controversial advertising campaign to inform the British public of obesity being a preventable cause of cancer. On each occasion the advertisements used were emotive and provoked frustration among the British public which was widely vocalised on social media. As well serving to educate the public of this association, the advertisements also had the secondary effect of acting as health promotion through social marketing, a form of advertising (...) designed to influence behavioural changes. As CRUK delivered a public health message through its campaign, the advertisements should be held according to the ethical principles which underpin healthcare in the UK. This article evaluates whether the advertisements used by CRUK in 2018 and 2019 fulfilled the ethical principles of beneficence, autonomy, non-maleficence and justice. It is found that while providing an important message, the oversimplification of obesity as being the result of personal decisions ignored the complex aetiology and served to stigmatise the target demographic, potentially disengaging them from the message. Additionally, posting cancer as the consequence of obesity invokes feelings of fear due to its connotations of suffering and premature death. Based on available evidence, the use of fear in social marketing does not create sustained behavioural change. This essay recommends that CRUK discontinue its use of such strategies in its future social marketing endeavours. (shrink)

본 연구의 목적은 도덕과 수행평가의 실행 실태를 조사하고, 교육적 효과의 영향요인 간 관계 구조를 분석하여 도덕과 수행평가의 내실화 방안을 제시하는 것이다. 수행평가 방법의 활용과 교육적 효과에 대한 이상적 신념과 실제 실행과의 차이가 지적되어왔는데, 본 연구는 이러한 차이를 확인하고, 실제 교육적 효과에 영향에 미치는 요인간의 관계를 통해 어떤 요인이 교육적 효과에 영향을 미치는가를 제안하였다. 이를 위해 중등교사 102명을 대상으로 한 설문결과를 분석하여 수행평가 실행과 교육적 효과에 대한 7개의 가설을 검증하였다. 분석 결과, 도덕과 수행평가 방법과 교육적 효과에 대한 이상적 신념과 실제 활용방법이나 (...) 도달한 교육적 효과와는 차이가 있다. 그리고 도덕과 수행평가에 관한 이론적 논의와는 다르게, 중등 교사들은 실행의 공정성을 가장 잘 실행하며, 수행평가 타당도를 가장 제대로 실행하지 못하는 것으로 지각하고 있다. 마지막으로 수행평가의 교육적 효과에 관한 구조방정식 모형의 적합도를 확인하여 영향요인을 밝혔다. 교사의 수행평가 신념 및 의지와 수행평가의 타당도만이 수행평가의 교육적 효과에 직접적으로 영향력이 있었다. 이에 본 연구는 도덕과 수행평가의 실행 이상과 현실의 괴리를 극복할 수 있는 수행평가 내실화 방안을 제안하였다. (shrink)

The “Radiography of the Teaching of University Entrepreneurship in Mexico” is situated within the context of the necessity to comprehend and enhance the pedagogical practices associated with entrepreneurship in Mexican universities. This context encompasses a global examination of entrepreneurship and its prevailing trends, as well as a detailed analysis of the entrepreneurial landscape in Mexico. The principal objective of this study is to conduct a comprehensive examination of the pedagogical approaches employed in higher education institutions (HEIs) in Mexico with (...) regard to the teaching of entrepreneurship. The objective is to establish a unified approach to entrepreneurship teaching, identify the most effective pedagogical tools for fostering an entrepreneurial mindset, and disseminate the requisite technical knowledge among educators to facilitate their integration into the classroom. The methodology employed begins with a review of secondary sources to provide a detailed overview of the global and Mexican entrepreneurship landscapes, as well as the current state of entrepreneurship education in higher education institutions (HEIs). In conclusion, the Delphi technique is employed to conduct interviews with experts directly involved in the teaching of entrepreneurship in various HEIs, with the objective of collecting and synthesizing their opinions on the subject matter. The research yielded a “Teaching Model of Entrepreneurship in the University,” which is based on the identified approaches, models, and methodologies. The teacher plays a pivotal role in the teaching of entrepreneurship in higher education institutions (HEIs). The findings indicate that in Mexico, the probability of success or opportunity for entrepreneurs is significantly influenced by the material conditions of the individual, which are shaped by their social stratum and geographical location. Furthermore, data indicates that all HEIs endeavor to impart instruction on entrepreneurship. However, due to significant disparities between private and public institutions, smaller or more remote ones may lack the capacity and resources to do so effectively. Therefore, this results in heterogeneity in the teaching of entrepreneurship, which could condition the chances of success for those wishing to become entrepreneurs. Consequently, the necessity was identified for all entrepreneurship teachers in HEIs in Mexico to be able to achieve a robust and comprehensive process of teaching entrepreneurship, whereby students can develop their entrepreneurial skills at an early stage, as well as the creation of companies at a later stage. (shrink)

This book examines the significance and meaning of undergraduate online learning using a hermeneutic phenomenological study, asking what is lost when there is no face-to-face contact and exploring the essence of technology itself. Drawing on data from undergraduate students across various higher education institutions, including both interview recordings and written reports of their lived experiences, the author seeks to uncover the essence of the phenomenon by engaging with themes around the philosophy of technology and the purpose of post-secondary (...) education, using Heidegger's essay The Question Concerning Technology as a crucial interpretive lens. Rather than offering generalized conclusions, it presents a basis for further understanding of the experience of online learning, and ultimately asks whether the efficiency afforded to undergraduates by online classes or degrees can ever replace what is learned in a classroom with other people. Providing a novel approach to the topic of online learning which centers the concept of experience, and drawing links to current conditions and pedagogy in online higher education, it will appeal to scholars working across education and philosophy with interests in higher education, technology and education, phenomenology of education and philosophy of education. (shrink)

In this volume we will focus on how educators in high schools (grades 9-12) can incorporate the teaching of ethics effectively across all disciplines.

This research analyses to what extent the use of debates on literature and cross-cutting themes presented by means of journalistic texts encourages critical thinking in the compulsory secondary education (ESO), concretely within a sample of 128 participants from third year of the secondary school. Firstly, the study investigates the effectiveness of these debates for the correct establishment of literary knowledge from the chosen book, The Life of Lazarillo de Tormes; secondly, the progression (or regression) of critical thinking (...) among the students. To do so, it has been developed and validated a required tool to measure this critical capacity, taking as a starting point Watson Glaser Critical Thinking Test; even if the test was too complex and ambiguous for the level of the students, the test fulfilled most of the requirements to perform this measurement. That is why it was decided to adapt the structure of this test to a new one, Critical Competence Test (CCT), that allows a test to be carried out to assess the key aspects of critical thinking such as identifying assumptions, evaluating arguments, drawing conclusions, and problem solving. The development of the CCT is of great importance because a short test was obtained, with an approximate duration of ten minutes and an understandable language for any level as it has been formulated on purpose for Spanish speakers. All this to facilitate the study participants to carry out the test and the improvement of critical capacity that is intended to be obtained with this research. (shrink)

This paper reports the findings of a predominantly qualitative study that explored the effects of the practice of Philosophy for Children on pupils’ affective engagement.[1] From its conception, the practice of P4C has been linked to the development of caring and collaborative thinking and the study aimed to closely consider that relationship. An appropriate self-designed P4C program was implemented with 75 Year 9 pupils of Religious Education at an independent secondary school in the United Kingdom. An interpretive research (...) approach was taken and thematic analysis was appropriated to analyse the data. Findings supported the claims of previous research that P4C can foster affective engagement in many pupils, particularly those pupils who find emotional expression and interpersonal interactions challenging. A tentative conclusion reached supposes that P4C has the potential to contribute to the affective engagement of pupils, but with the recommendation that implementing a P4C program must be executed carefully and with the mindfulness that it may not have the same potential or usefulness for all pupils universally. (shrink)

ABSTRACT Recruitment into the scientific community is one oft-stated goal of science education—in the post-Sputnik United States, for example—but this obscures the fact that science textbooks are often read by people who will never be scientists. It cannot be presupposed that science textbooks for younger audiences, students in primary and secondary schools, function in this way. For this reason, precollegiate-level science textbooks are sometimes discussed as a subset of literature popularizing science. The high school science classroom and the (...) textbook are forums for exposing the public to science. The role of governments and educational institutions in regulating the consumption of these texts not only determines which books are used; it influences how they are written, read, and deemed authoritative. Therefore such science textbooks should not be seen as (at best) the disjunction of texts-for-training and books-for-popularization. A changing sense of what “textbooks” are compels a different understanding of their use in the history of science. (shrink)

Inclusive education is an educational approach that advocates the inclusion of all students in the education system, regardless of their different abilities. Since the main stakeholders of inclusive education are teachers, professional associates, and school principals, their opinion is crucial for the successful implementation of this complicated process. The aim of this study was to investigate the views of teachers, professional associates and principals in secondary schools (N=517) on the effectiveness of inclusive education implementation in (...) secondary schools in the Republic of Croatia. The results of this study show that indicators of the success of inclusive education in secondary schools include acceptance of students with disabilities by their peers, successful completion of secondary school and aspiration to further education. Teachers, professional associates and school principals believe that they are well versed in methodological adaptations and are aware of the abilities and limitations of students with disabilities. The research found a statistically significant correlation between collaboration between secondary schools and parents of students with disabilities and successful inclusive education. Professional associates were found to provide the greatest support to teachers in educating students with disabilities. There is also a recognized need for more in-service training and professional visits from mobile teams equipped by experts specializing in specific difficulties. The study highlights how important it is for the success of inclusive education to update textbooks to include inclusive and universal design. (shrink)

This article tracks the development of the Globethics.net Foundation’s work on ethics in higher education, mainly as a focus on the University administration and good practices. Ethics in university management and organisation is a center of focus since the new strategic focus of the Foundation in 2016, paying tribute to the leadership of Globethics.net Executive Director Obiora F. Ike. Prof. Dr Ike pioneered the work and laid firm foundations for its continuation and global implementation. In addition to the Globethics.net (...) resources of library, publications and online education through its academy, Globethics.net launched processes and tools to inspire and equip higher education institutions to reach true ethics excellence in their organisation as institutions. (shrink)

In many countries of the world, courses on religious teaching start from preschool and continue from first grade until the last grade. Regarding the scope and models of these courses there are different applications in various countries. As for our country, the Religion Culture and Moral Knowledge course is compulsory with the 24th article of the 1982 Constitution. Although, in the relevant paragraph of the constitution, the expression of “Religious culture and moral education is among the compulsory courses taught (...) in primary and secondary education institutions” is wide enough to cover both primary and secondary education, this course is taught from the 4th grade of primary school in practice. In the 19th National Education Council held in 2014, a recommendation was made for teaching the Religion Culture and Moral Knowledge course at the 1st, 2nd and 3th grades of primary school. However, there is no experience and educational background related to religious education at these classes. It is obvious that primarily academic studies that will form the basis of this field are needed. Based on this idea, this study aimed to examine a religion course given at the 1st and 2nd grades of primary school through a sample textbook. Accordingly, Mein Islambuch 1/2 textbook prepared for Muslim children in Germany was analyzed by document analysis in terms of its content features. Analysis themes determined in this direction were as follows: “Individual and Social Focused Issues”, “Belief in Allah-Creation Issues”, “Faith-Worship Issues”, “Prophets-Qur’ān Issues” and “Religions-Holidays”. The main question of the research was: “What are the content features of a religious textbook for Muslim students written at primary school levels?” With the results revealed by this research, it is expected to shed light on the studies to be carried out for a course likely to take place at these grade levels in our country. Basic findings of the study, obtained within the scope of the five analysis themes, are as follows: Within the scope of individual and social focused issues, emphasis was identified that Muslim students living in a multicultural society should recognize and introduce their own identity while trying to recognize their interlocutors. It is also emphasized in the book that although there are disagreements with siblings and friends from time to time, they should discover each other’s common aspects. In addition, it was also seen that an ideal Muslim family life is depicted as family elders are valued, parents and children share domestic responsibilities, the family spends time together effectively, and the children can perform some works independently. In the context of belief in Allah-creation issues, the names and attributes of Allah are given and illustrated by various visuals, verses and poems supporting the subject that Allah created the whole universe and possesses infinite power and might. It is also stated in the book that it is impossible to see God by eye but based on what He created His power can be seen and felt. It was determined that this content is presented in a level and scope in which seven-toeight-year-old children can recognize and discover the universe with their own experience, in accordance with their age, experience and level of development. (shrink)

Public education finance in China plays an important role in education equality. This study investigated two mediation effects with a generalized structural equation model that comprised the mediation effect of shadow education at the school, family, and individual levels and the moderating role of education finance. There was a strong association among heterogeneity factors, shadow education, and educational results, with shadow education playing a mediating role in math and English courses. Individual heterogeneity differences (...) had a negative impact on equality in educational results through access to additional shadow education opportunities, while heterogeneous factors were mediated through shadow education, causing financial moderation effects, in turn affecting inequality in educational results. Finally, the moderation degree and direction of education finance varied significantly, with a greater moderation effect on household-level factors that lead to unequal educational results. Targeted efforts are required to regulate shadow education, which is key to the development of the education system. (shrink)

The main aim of this article is to use the case study of comprehensivisation to examine the role of party activists as policy entrepreneurs and public intellectuals during the period 1950–1965. The intention is to widen the traditional notion of the public intellectual in order to better evaluate policy-making processes within the Labour Party. It will be argued here that these figures were also policy entrepreneurs, who actively created and advocated new policy solutions, not just unconnected idea merchants (...) hawking impractical or ignorable ideas without a clear strategy. Previously, Labour policy on comprehensivisation was viewed as a ‘missed opportunity’, a case study of ambivalent policymakers lacking vision. However, this article demonstrates that, over a long period of time, a methodical policymaking process considered and adopted a position that advocated a more comprehensive schooling system. In this process, the sustained activities of Fabian Society and NALT members, acting as policy entrepreneurs within the Labour Party’s policymaking organs to transform often non-committal and vague conference resolutions into a usable policy solution. (shrink)

Reading difficulties that are not addressed at the primary level continue to exist at the secondary level with serious consequences. Thus, it is important to provide struggling students with specific reading support. In particular, many students with learning disabilities and emotional behavioral disorders demonstrate reading obstacles and are at risk for motivation loss. A multiple baseline design was used to evaluate the effects of a motivational reading racetrack as peer-tutoring on the word reading skills of secondary students with (...) LD with and without EBD. The intervention was conducted through 4–5 baseline and 16–18 reading units three times a week for 15 min over 8 weeks. The results showed positive effects indicating a highly effective treatment. In addition, follow-up results were also promising. Our findings indicate that this multicomponent intervention has a positive effect on the word fluidity of low-achieving students in secondary education with LD and/or EBD. (shrink)

Experiences of contact with nature in school education might be beneficial for promoting ecological lifestyles and the wellbeing of children, families, and teachers. Many theories and empirical evidence on restorative environments, as well as on the foundations of classical pedagogical approaches, recognize the value of the direct experience with natural elements, and the related psychological and educational outcomes. In this work we present two studies focusing on the contact with nature in outdoor education interventions with primary and (...) class='Hi'>secondary school students in Italy. A questionnaire measuring connectedness to nature, psycho-physical wellbeing, pro-environmental attitudes, students’ life satisfaction, pro-social behavior, empathy and anxiety was completed before and after the education program by the participants to the intervention group and by students of a control group. The students in the intervention groups participated in environmental education programs consisting in guided activities in contact with the nature during four visits in one of two natural protected areas. The students in the control groups attended the same schools as the intervention group but they were not involved in the environmental education program. The students in both the groups completed the questionnaire in the same weeks of the year. Findings show that taking part to the outdoor education program has positive outcomes on psycho-physical wellbeing, on connectedness to nature and on pro-social behavior of students in the intervention group, compared to the control group. The implications related to the effectiveness of outdoor education interventions and future directions of research and practice in environmental psychology and education are discussed. (shrink)

Neo-Aristotelian forms of character education often draw on literary sources as materials, although rarely poetry. This article offers retrospective reflections on a poetry-based character-education intervention, conducted in an Icelandic secondary-school setting. Having run into practical difficulties during the implementation phase, the challenges of implementation were reflected upon through consultation with ten subject experts who shared their views about the enablers and barriers encountered when running such an intervention. The interviews yielded a rich data set, which often took (...) interviewees beyond the boundaries of a poetry-based curricular context to focus on more general conditions for effective, character-inspiring school-work. Through thematic analysis, four themes were identified: freedom, time, creativity, and wonderment. Of these four, creativity had been identified in advance as an interview theme, meaning that the researchers expected to find it. The remaining three provide an insight into how, according to the interviewees, the ideal Icelandic school system should be designed. The theme of freedom addresses both negative and positive aspects of the current state of affairs, while the theme of time mostly reflects negative aspects of the Icelandic curriculum. The theme of wonderment has solely positive connotations in the minds of interviewees, and is the core of this analysis because it seems to hold the key to the question: what factors would enable an effective intervention of the sort under scrutiny here? This theme is analysed in detail, and some specific and general educational implications are elicited. (shrink)

Purpose: The purpose of this study was to investigate the extent to which some selected parental factors influence career development among form four students in Isinya Sub-County.Methodology: The study adopted a descriptive survey. The population of the study was all the 572 form four public school students in Isinya Sub-County. The study focused on all the nine public secondary schools from Isinya Sub-County to carry out the survey while proportional random sampling technique was used to sample the (...) students. The researcher used a sample of 114 students from the target population. Questionnaires and interview guides were used as the instruments for data collection. Statistical Package for Social Sciences (SPSS) software was used to analyse the data. Pearson correlation was test relationships between variables and their significanceResults: Results indicate that the father’s education level was significant and negatively correlated with the students career choice (r = -.067, p = 0.0445) at 0.05 significance level. Parent child relationship is of paramount importance as it reinforces positive affirmations on the students that help them excel in life. Thus, most parents / guardians of told the students that they are proud of them. Majority of the parents encouraged students to ask questions about different careers.Unique contribution to theory, practice and policy: The study recommends that parent child relationship should be embraced as it is of paramount importance in reinforcing positive affirmations on the students that help them excel in life. Parent child relationships influences students attitude positively and gives them confidence in their career choice. (shrink)

ObjectiveTo determine the effects of learning interventions aimed at optimizing the quality of physical education on psychomotor, cognitive, affective and social learning outcomes in children and adolescents.DesignA systematic review and meta-analysis.Data SourcesAfter searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021.Eligibility Criteria for Selecting StudiesWe included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified (...) learning domains in youth at school.ResultsOne hundred and thirty five studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium. When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40. Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes followed by affective, social, and cognitive learning outcomes. A minority of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development.ConclusionThe interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered. (shrink)

Physical activities are generally accepted as promoting important psychological benefits. However, studies examining martial arts as a form of physical activity and mental health have exhibited many methodological limitations in the past. Additionally, recent philosophical discussion has debated whether martial arts training promotes psychological wellbeing or illness. Self-efficacy has an important relationship with mental health and may be an important mechanism underpinning the potential of martial arts training to promote mental health. This study examined the effect of martial arts training (...) on the psychological construct of self-efficacy. A total of 283 secondary school students with a mean age of 12.76 (SD = 0.68) years were recruited to complete a time-limited (10-session) martial arts intervention, which was examined using a randomised controlled trial. Univariate ANOVAs found that the intervention improved the experimental group’s self-efficacy compared to the control group, which was sustained at follow-up. Regression analysis indicated that socio-educational status moderated this outcome. These findings support the martial arts-based intervention’s potential to improve self-efficacy and promote wellbeing through physical activity. Martial arts training may be an efficacious psychosocial treatment that can be used as a complementary approach to promote mental health. (shrink)

Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid who are studying a Bachelor’s Degree in Physical Activity and Sports Sciences and a Master’s Degree (...) in Teacher Training for Secondary Education and High School were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education. Its effect was also examined bearing in mind students’ sex, age and educational profile. Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability. (shrink)

In the context of the new paradigms of the knowledge-based economy, education and the quality of the educational system is becoming one of the strongest factors of influence. Decisions regarding the financing of education have a particular impact on the level of expenditure in the pre-university system and on the organization of the system of study courses. Furthermore, they are closely linked to the economics and accounting of pre-university education institutions. The existence or lack of material resources (...) can greatly influence the teaching activity process and implicitly the results achieved by the system. This paper aims to examine the consequences of certain decisions regarding funding in education, student achievement in pre-university education using data on government spending in the world relative to a single student, the level of salaries in secondary education and the number of students per teacher and the student's test scores. The authors chose the quantitative research methodology using the multiple linear regression model with dependent and independent variables to test the extent to which certain parameters of the funding process can influence the results achieved by students in standardized tests. The research results show that decisions regarding the financing of education in terms of salaries and the level of funding based on the standard cost per student have a direct impact on the achievements of the students and also, on the scores achieved by students. (shrink)

An investigation into the assessment of the moral components which were developed by John Wilson, is reported. Tests fox the classroom measurement of two components were developed. The components were; PHIL(CC), the claiming of concern for other persons as an overriding, universal, and prescriptive principle in moral decision making; and; GIG, knowledge of factual information which is relevant in making moral decisions which subjects face. The test development exercise was undertaken at a time when public interest in moral (...) class='Hi'>education was growing. The recent demand for moral education in Auckland is reviewed. Over the last fifteen years, since the Currie Commission Report, reports by committees investigating the purposes of schools have increasingly emphasised moral and social education as school objectives. The Department of Education appeared to be sympathetic towards the cause of moral education. The submissions made by the public during the Educational Development Conference suggested that, in general, parents and citizens were prepared to consider innovative programmes in social or moral education, although there was little agreement on what form such training or education should take. A number of teachers were supporters of moral education. The primary purpose in constructing tests for Wilson's components was to provide an instrument which would assist in the evaluation of moral education curriculum projects in Auckland secondary schools. Evidence concerning descriptive, content, domain selection, construct and concurrent validity is presented. Kuder-Richardson, retest and criterion-referenced reliability studies were undertaken. It is claimed that an instrument with sufficient validity and reliability has bean produced for the summative evaluation of curriculum projects, and the diagnostic investigation of class groups using the test as a criterion-referenced measure. Auckland intermediate and secondary school pupils were surveyed, using the tests produced and punch card recording in an attempt to identify significant variables. Over 1,100 children completed the tests under controlled conditions. Significant variables identified using the test for PHIL(CC) were socio-economic level for twelve-year-old children, and intelligence for sixteen-year-old children. The effect of schooling appeared to be significant at all levels. Age does not appear to markedly increase children's concern for others. Age was related to performance in the knowledge test. Older children knew more. Other significant variables for GIG were socio-economic level (middle levels performed better) and the effects of schooling. There was some evidence that females know more than males. In both tests it appears that there is considerable interaction between the variables. Suggestions for the further development of the tests are given. (shrink)

This study investigates the influence of teacher competence on 3rd?grade students? reading achievement in public and independent schools in Sweden. The data come from the Swedish participation in PIRLS 2001 (Progress in Reading Literacy Study 2001) and comprise some 10,000 students. Students in independent schools achieved better on the reading test than did students in public schools, but when parents? education was controlled for, the effect on students? achievement of school type disappeared. Teacher certification for teaching in (...) the early grades had a strong effect on students? mean reading test scores in both school types, while no significant effects of teacher experience, age, gender, in?service training or cooperation could be established. Though school type had no influence of itself, it was a mediating factor for both parents? education and teachers? education. These effects, however, worked in opposite directions. (shrink)

This study came to complete the role that previous researchers began by focusing on strategic planning and linking it to an effective school administration in secondary public schools in Saudi Arabia to reach results and recommendations that may benefit principals, supervisors, and workers in the field of education. The study used the descriptive analytical approach and developed a questionnaire as an instrument, which was administered to 122 school principals from public schools in Saudi Arabia. The (...) results concluded that the five areas each received a very high relative weight, and this reinforces the importance of school principals using strategic planning in their schools because of its great benefit in increasing the effectiveness of school administration. The findings showed no statistically significant differences between the averages of the study sample’s estimates on the role of strategic planning in increasing the effectiveness of school administration due to years of experience, as all school principals need strategic planning because of its importance and because of its novelty, which limits the number of years of service. (shrink)

The transition to distance education has led to deterioration in the health of teachers and students. The purpose of the study was to identify controlled factors of the educational environment, the impact of which in an emergency situation due to a pandemic on infectious disease can be influenced by the administration of general secondary education institutions. Material and methods: 339 teachers and 828 parents of general secondary schools of Mykolaiv region (Ukraine) took part in research from (...) May to June 2021. The research tool was a self-administered survey questionnaire.The study found that social networks were the leading source of information on the COVID-19 pandemic situation for educators. The vast majority of educators indicated that they follow certain rules of conduct in order not to get sick. Most respondents admitted that they experienced weakness, mood swings, depressed thoughts, anxiety and tension due to the situation with the COVID-19 pandemic. Mostly more fatigue, hypodynamics and impaired vision were considered by teachers as manifestations of deteriorating physical condition. Manifestations of psychological deterioration, according to teachers, were greater aggression, agitation, signs of depression and emotional instability. The key factors in preventing the deterioration of teachers’ health in the event of an infectious disease pandemic, which can be influenced by the administration of general secondary education institutions, include: reducing the workload of teachers during distance education; conducting professionally oriented education of teachers in the field of health technologies; increasing the level of information competence of teachers; improving the technological base of schools for distance learning. (shrink)

Academia is a competitive environment. Early Career Researchers (ECRs) are limited in experience and resources and especially need achievements to secure and expand their careers. To help with these issues, this book offers a new approach for conducting research using the combination of mindsponge innovative thinking and Bayesian analytics. This is not just another analytics book. 1. A new perspective on psychological processes: Mindsponge is a novel approach for examining the human mind’s information processing mechanism. This conceptual framework is used (...) to construct models in studies. The framework is highly flexible and widely applicable for many different types of information processes. The mindsponge approach can help researchers discover interesting ideas or even formulate their very own theories when investigating psychosocial phenomena. This approach brings a fresh wind to the current landscape of social sciences and humanities (SSH). 2. Easy-to-follow analysis protocol: The Bayesian Mindsponge Framework (BMF analytics) is useful in terms of computing and visualizing power but also easy to learn and apply. Contrary to being intimidating, the Bayesian analytics section of this book is presented in a reader-friendly manner with a detailed yet clear step-by-step procedure. Examples are from published BMF articles, allowing readers to immediately practice the method and quickly create their own applications. With educational purposes in mind, the book is very suitable for ECRs who are looking to innovate their research methods. 3. Advocating for low-cost, high-quality research: Doing science can be very costly. Mindsponge innovative thinking and BMF analytics help produce impactful studies using openly available data on online repositories. This is based on the authors’ previous works and experiences. The book presents examples of employing the open R package bayesvl on secondary data from different sources. With less financial constraints, researchers can have more freedom of thought to pursue their curiosity and creativity. ECRs in low- and middle-income countries may find this aspect crucial in their careers. 4. Support and collaboration: The authors share their insights from experiences in the academic publishing system to help readers get through the processes of manuscript writing and peer-reviewing more easily. The authors are also ready to support other researchers with further inquiries and collaboration opportunities at the following website, mindsponge(dot)info. This book is for: a) ECRs whose only abundant resources are their innovation capacity and strength of will; b) Researchers in SSH who want to explore a novel approach to thinking and study conducting; c) Low- and middle-income countries’ researchers looking for a cost-effective research protocol; and, d) Innovative thinkers who want to turn their interesting thoughts into good publications. (shrink)

Seeking consensuses from the public is difficult, this also applies to the heritage sector, particularly in heritage preservation. ‘What, why and how to preserve?’ are the core of debates in the field and the differ- ences between points of views are basically due to the difference in valuation. In order to know everyone’s needs, views and expectations better and for sustainability, involving the community for preservation be- comes fundamental. Education, an experience which does not only provide opportunities for (...) enlightenments and widening horizons, but also introduce various concepts in terms of moral, ethical and social through systematic instructions. Having such great impact to community, promoting heritage education can be an effective approach awakening public consciousness on heritage preservation, and thus, enhancing people’s responsibility towards heritage, for both tangible and intangible, and developing a sustainable future for heritage through public engagement. However, it is necessary to understand the structure or the level of engagement prior setting the goal for heritage education. A model for classifying the level of engagement from performance is proposed for clarification and appraisal. This model is part of the research project of Community Engagement with Heritage in Macau which has an intention to examine its level of community engagement and give suggestions. This essay will first discuss community engagement, then classify the levels of engagement with models and lastly argue heritage education can elevate the level of community engagement which ultimately achieves the aim of heritage preservation. (shrink)

Background: In this study, we aimed to investigate the effects of a mindfulness program including Mindfulness-Based Stress Reduction on the mental health of student teachers when offered at their educational institution in a real-life context.Methods: A parallel randomized controlled trial was conducted among self-selected student teachers at a Danish undergraduate program for teacher education in the autumns of 2019 and 2020. Participation was not recommended in case of clinical depression or a diagnosis of psychosis or schizophrenia, abuse of alcohol, (...) drugs, and/or medicine. Randomization was performed by a Statistician who was blinded to the identity of the students. Data was collected using self-reported questionnaires. The primary outcome was a change in perceived stress 3 months from baseline. Secondary outcome measures were symptoms of anxiety and depression, well-being, resilience, mindfulness, and thoughts and feelings during rest. The effects were analyzed according to the intention-to-treat principle using mixed-effect linear regression models. Mediating effects of mindfulness skills on the mental health outcomes were explored using structural equation modeling.Results: The study group included 67 student teachers with 34 allocated to the intervention group ; and 33 students allocated to a waiting list control group. At baseline, mean Perceived Stress Scale scores were 18.88 in the intervention group and 17.91 in the waiting list control group. A total of 56 students completed the questionnaire at a 3-month follow-up. Statistically significant effects of the intervention were found on perceived stress, symptoms of anxiety and depression, well-being, and on three of seven resting-state dimensions. No effects were found on resilience or mindfulness. Statistically significant mediated effects via resting-state dimensions were found.Conclusion The findings suggested that offering a mindfulness program at an undergraduate program for teacher education could significantly improve the mental health among self-selected students within 3 months. Results of mediation analysis supported the hypothesis that some of the effects might be explained by reduced distracting thoughts.Clinical Trial Registration: [www.ClinicalTrials.gov], identifier [NCT04558099]. (shrink)

Over the past few decades, public anxiety about how people interact with science has spawned cycles of discourse across a wide range of media, public and private initiatives, and substantial research endeavors. National and international STEM (science, technology, engineering, and math) education initiatives and research have addressed how students interact with science and pursue careers in STEM fields. Researchers concerned with adult interaction with science have focused on factors that influence how citizens gather and interpret scientific knowledge (...) and form positions on scientific issues, applications, and/or policy in a politicized democratic milieu. Building from research on how the public interacts with science in and outside of formal education, this study focuses on attitudes toward science among students in 4th, 7th, and 10th grades and their parents. Little research to date has paired the STEM experiences of adults with their children. We find that the extent to which parents are positively oriented toward science significantly shapes their children’s attitudes toward science. Furthermore, between 7th and 10th grades, students with parents holding positive orientations toward science are more likely to sustain positive attitudes toward science. Since the foundation for most adults’ interactions with science develops in the K-12 environment, we demonstrate that the foundation, as expressed in adulthood, may directly affect the ways the next generation of students interacts with science. We offer insights into the importance of developing student learning into the social scientific research on public understanding of science and how important scientific issues of today interplay with society. (shrink)

Recent policy reports documented that a growing group of students in secondary education could perform better given their expected performance. Studies showed that school performance is related to a range of social-emotional factors, including self-awareness, self-management, social awareness and responsible decision making. However, experimental studies in schools on the relation between these factors and school performance are scarce and results are mixed. This study used a randomized field experiment to examine whether self-reflection on school behavior of underperforming (...) class='Hi'>secondary school students affected their school performance (GPA), school engagement and self-concept. The sample comprised 337 9th grade students (M = 15.74 years old; SD = 0.58) from 18 secondary schools in the Netherlands. The intervention was designed in co-creation with teachers, to be as close to school practice as possible. Underperformance was measured using achievement test scores from both primary and secondary school, supplemented with teacher and parental assessments. Different model specifications were estimated to perform the analyses, and test for robustness of findings. The results showed that for treatment compliance, students with higher school motivation were approximately 29 percent more likely to comply. Students who reported higher levels of self-concept of school tasks were 17 percent less likely to comply. No significant effects of the treatment were observed on students’ GPA, school motivation, hours spent on homework or self-concept of school tasks. The treatment showed a negative effect on self-concept of leadership skills. (shrink)

The study examined the impact of students’ absolute age-position at the time of testing by grade level and gender on their achieved level of mathematics, reading and science performance. An analysis was conducted based on a sample of 11,500 15-year-old pupils in the United Arab Emirates who participated in the OECD’s Programme for International Student Assessment 2012 study. In support of an absolute age-position effect it was found that the youngest age-at-test student grouping demonstrated significantly lower levels of mathematics, reading (...) and science performance than their older peers. It was also shown that grade level had a significant influence on the demonstration of functional knowledge by same-aged students. Lastly, the female students attained significantly higher levels of mathematics, reading and science performance than their male counterparts. (shrink)

The conceptualisation of schooling is often based on “ideal children” in “ideal situations.” However, in determining the level of participation for children who are considered vulnerable in schooling, it is important to understand the lived experiences of these children. In this study, migrant children (particularly undocumented ones) in South Africa are the focus, and their lived experiences were considered through reflections from their parents and teachers. Data were collected using semi-structured interviews, and analysed using a constant comparative method of qualitative (...) analysis within a grounded theory approach. The study found that challenges affecting migrant children’s schooling include the lack of documentation, language barriers, issues of transition and adaptation (discrimination), and the inability to access further education. Strategies were identified to address the challenges, including schools liaising with the Department of Home Affairs, implementing cultural diversity programmes within the school, and through deliberate inclusive programmes. (shrink)

The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as (...) class='Hi'>effective in terms of satisfaction with the intervention, and changes in students’ attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability. (shrink)

Due to their role as a centre of knowledge and character development,public higher education institutions serve as the best platform for emphasisinghealth communication messages and promoting a healthy lifestyle. Highereducational institutions’ employees should have good physical and mentalhealth to enable them to demonstrate good values to the students. Thus,the social cognitive theory was specifically selected to take a closelook at how a conducive environment and knowledge influence employees’intention towards the tobacco-free policy. This study used the partial leastsquares and (...) structural equation modelling software to examinefactors influencing the adoption of tobacco-free policy among employeesin a Malaysian higher education institution. It also measured the impact ofworkplace health promotion on employees’ intention to comply with tobaccocessation regulations. Statistical results confirmed that all three constructsof employees’ environment, self-efficacy, and knowledge have a significant influence on employees’ intention to adopt the tobacco-free policy. The resultsof the study contribute to a better understanding of the effectiveness of highereducation institutions’ tobacco-free policy in Malaysia. The findings are usefulfor policymakers, higher education institutions, and practitioners in enhancingtobacco cessation policy in Malaysia. Limitations and suggestions for futureresearch are also included in this paper. (shrink)

In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most (...) adherents in Western liberal democracies that are the focus of this article. The fifth and most important section ‘‘Reasonable pluralism and the inclusion of religious ideals in public secondary schools’’ provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules. (shrink)