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The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce "disconnects" and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full-time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.

Purpose: This article investigates the role of private supplementary tutoring in Denmark in light of the country's pedagogical traditions in schools and leisure spheres. Design/Approach/Methods: Although tutoring activities are increasing, the phenomenon is not as prevalent in Denmark as in many other countries. In this article, we look into the history of Danish pedagogy for answers as to why this is the case. In the analytical sections of the article, we include research on parental values of child-rearing, as well as findings from a pilot study on Danish families purchasing private supplementary tutoring, the public debate about private tutoring, and contemporary youth research. Findings: With a solid emphasis on democracy and equality in Danish pedagogy, the conditions for increasing private supplementary tutoring in Denmark have been challenged. However, a current focus on global competition, formal competencies, and higher academic performance among children and young people suggests that providers of private tutoring perhaps face a brighter future--also in Denmark. Originality/Value: This article addresses a new field of qualitative research on private supplementary tutoring in Denmark and may be a platform for further reflection and empirical research.

The impact of chronic absenteeism is devastating nationally as it can lead to poor academic achievement, increased dropout rates, and the school-to-prison pipeline (Balfanz & Cornfeld, 2016). The purpose of this program evaluation is to examine the attendance program at large suburban high school in the southeast United States. This program evaluation uses longitudinal data over six years, retrieved from the Department of Education's website, to show the impact of the attendance program on rates of absenteeism, specifically the percentage of students that were absent 21 or more days. Findings show that the chronic absenteeism prevention program was successful as it lowered the percentage of students that were absent 21 or more days from 13.42% in the 2013-2014 academic school year to 5.00% in the 2018-2019 academic school year.

This study explores undocumented Latinx students' college access experiences through a racist nativist framework to understand how the ideologies of racism and xenophobia underlie the possibilities of pursuing college aspirations. This article describes five particular ways in which racist nativism underlies undocumented Latinx college access experiences. These included 1) systematic lack of institutional college knowledge, 2) restricted college outreach, 3) instilling fear in pursuing college aspirations, 4) discriminatory financial aid policies and practices, and 5) contradictory rhetoric of "deservingness" of educational and life opportunities. This paper supports an understanding of undocumented Latinx student educational processes at the intersection of systems of marginality, as the practices, policies, and structures in higher education are microcosms of larger societal ideologies and inequities.

In 2017, the state of Michigan operated, and continues to operate, in an unstipulated policy environment related to undocumented students. There is no higher education commission or policy coordinating body in Michigan nor has the state legislature passed any legislation related to undocumented students or students who are DACA-eligible. Under this unstipulated policy environment, postsecondary institutions have the discretion to establish their own admissions policies and practices, including tuition and financial aid guidelines for undocumented students. Some institutions have stated their public support of these students through what they identify as inclusive and supportive institutional practices via their websites. However, these polices have created a nebulous environment which has created additional barriers for undocumented and DACA-eligible students trying to access postsecondary education. The lack of clear and consistent financial aid and admission policies across the state has resulted in a convoluted environment for undocumented and DACA-eligible students in applying to institutions. In this paper, we highlight how a group of undergraduate and graduate University of Michigan student researchers, both documented and undocumented, developed an instrument to analyze institutional policies related to in-state resident tuition, admission, financial aid, as well as the availability of dedicated student support services for undocumented and DACA-eligible students in the state of Michigan during the Fall of 2017. The data for this project has been turned into a website with updated (as of 2020) and available at https:// uleadnet.org/mi-undocu-map.

In recent decades, a growing body of work casts light on Black girls' schooling experiences to inform the emerging field of Black girlhood studies. Our theoretical review applies intersectionality as a guiding analytic framework to synthesize literature in this emerging field. We specifically highlight the macro and microlevel domains of power (interpersonal, cultural, structural, and disciplinary) in U.S. K-12 schools shaping Black girls' schooling experiences. The data were drawn from a systematic search of 75 research articles. Our analysis indicated that schools perpetuate racial containment through the policies and practices they maintain as well as the cultural artifacts, objects, and people that coalesce to influence school culture, the instructional practices and curricula Black girls encounter, and the social scripts and covert messaging that dictate how Black girls claim agency in school environments. A key contribution of this review aims to situate power--a central concept in intersectionality--to offer new insights and directions for research on Black girls.

The purpose of our study is to explore the nexus between trans students' experiences with pronoun usage and naming practices through campus interactions and navigations of campus. Grounded in a Deleuzian conception of becoming, our analysis explores the multiple and simultaneous ways that pronoun use effects trans student's experiences on campus. As a theoretical orientation, becoming centers the multiplicitous and entangled narratives, experiences, and negotiations of pronoun usage and naming practices with the trans students in our studies, disrupting the dominant culture. Our study's findings contribute to the literature on trans collegians' experiences navigating genderist campus environments, as well as theoretical and methodological considerations for centering trans, nonbinary, and agender student narratives. Specifically, our analysis of student narratives emphasized the ways in which students simultaneously experience isolation and affirmation, the ways in which policies designed to affirm and support trans students could also work to silence them, as well as how students practiced resilience and built relationships within these contexts.

Using a narrative inquiry methodology, grounded by the polymorphous paradigm and institutional betrayal as a conceptual framework, I highlight the experience of seven college student sex workers. I explore their perceptions of and engagement with their colleges/universities and the faculty, staff, and administrators that run them. Specifically, I sought to understand how they make meaning of their invisibility on campus and I inquire about what they think institutional support means and how it could manifest for them. Findings include the reality that these college student sex workers have little confidence in their institutional leaders to understand them, they view their campus as places where they are always already not welcome, and they had little vision for how their institutions could be supportive. I conclude with recommendations for educators and administrators and discussion of implications.

This article examines how three relatively recent decisions enacted and upheld by Pennsylvania lawmakers have increased racial disparities in education funding and are helping to explode what Ladson-Billings has termed the educational debt. We find that districts with the highest concentrations of Black and Latinx students are profoundly underfunded. We find that these districts spent $2 billion less than they needed--according to calculations lawmakers enacted into state law in 2008--for their students to have a chance to meet the standards the state set for them. We also find that these districts would have received an additional $1.4 billion in state aid to help them address this underfunding if lawmakers had not abandoned a 2008 formula and an additional $918 million in state funding if lawmakers had used current formulas to distribute their two largest subsidies to school districts. We find that a vast majority of children in Pennsylvania are harmed by these policies. We also find that Black and Latinx students are being particularly shortchanged. We find that districts with the largest proportions of Black and Latinx students are harmed at substantially higher rates than districts with the lowest proportions of Black and Latinx students, even after we restrict our comparison to higher-poverty districts.

The Prevent Duty requires universities in the United Kingdom to identify and report students who might be seen as 'vulnerable' to radicalisation. Since its introduction in 2015, the duty has been subject to increasing empirical research in the education sector. However, there has been limited research that specifically explores Muslim students' perceptions of Prevent in British universities. This paper directly addresses this gap in research by drawing upon the qualitative experiences of 25 university students who self-identified as 'British Muslims'. Individual, semi-structured interviews were transcribed and analysed using Thematic Analysis. The findings demonstrate the securitisation of higher education and 'policing' of Muslim students. The paper draws on Pantazis and Pemberton's use of the 'new suspect community' thesis in order to examine participants' views and experiences. When analysing the data, three particular themes are especially prominent: as a tool of 'surveillance', Prevent hampers freedom of speech, threatens student activism and forces Muslim students to hide their Muslim identity to avoid being labelled as 'radical' or 'vulnerable' to terrorism. It will be concluded that the 'surveillance' function of Prevent is problematic on the grounds that it renders universities 'modern-day panopticons'.

Digital marketing of unhealthy foods and beverages to children and adolescents is pervasive, highly effective, undermines healthy eating, and contributes to health inequities. Expanded use of electronic devices and remote learning during the COVID-19 pandemic has increased the urgency for policy interventions to limit digital food marketing in schools and on school-issued devices. The US Department of Agriculture provides little guidance to schools for how to address digital food marketing. Federal and state privacy protections for children are inadequate. Considering these policy gaps, state and local education authorities can incorporate strategies to reduce digital food marketing into school policies for: content filtering on school networks and on school-issued devices; digital instructional materials; student-owned device use during lunch; and school use of social media to communicate with parents and students. Model policy language is provided. These policy approaches can leverage existing policy mechanisms to address digital food marketing from a variety of sources.

Background: Schools have become a primary access point for mental health services to cover the gap between need and service utilization that has long existed, particularly among vulnerable populations. This study aims to identify the profiles of comprehensive school mental and behavioral health system (CSMBHS) needs and examine related characteristics. Methods: We used the 2019 National Survey of Drug Use and Health (NSDUH) collected from a nationally representative sample in the United States. The sample included 6th through 12th-grade adolescents who had received CSMBHS services in the last 12 months (N = 1346). The study conducted latent class analysis and multinomial logistic regression using Vermunt's 3-step approach. Results: The analysis identified 3 profiles of student CSMBHS service need: depression needs (42%), multiple endorsements in most needs (depressed, friend, and school problems; 6.5%), and low endorsement (51.4%). Findings suggest that the profiles differed by age, a lifetime major depressive episode, family income, and use of other mental health services. Implications for School Health, Policy, Practice, and Equity: Emphasis should be placed on proactively identifying student needs and advocating for appropriate interventions based on student needs. Conclusions: The study reveals important information regarding how schools best support students in need and in seeking services.

As improving low-performing schools has become a critical strategy to achieve educational equity in China, local educational departments have implemented various school collaboration programs. Drawing on international literature and empirical data from in-depth interviews and policy documents in two Chinese urban districts, this multiple-case qualitative study examines local educational departments' roles in the school collaboration implementation. Our analysis shows that both local educational departments set clear district-wide expectations of school collaborations. While various strategies were implemented to improve low-performing schools, limited opportunities were provided for school-based educators to contribute to decision-making processes. Both districts relied more on structural changes to create conditions to improve teaching and learning, and lacked long-term investments in building professional capacity and fostering data-use cultures. Finally, local educational departments' goals of equity and school improvement were sometimes overshadowed by other political and economic priorities. This study offers new evidence on the leadership roles that local educational departments play in Chinese school reform implementation, thus responding to a scarcity of district-level empirical research in Chinese literature. It also expands the existing international research base that is largely Western-focused and not necessarily applicable to all countries, especially developing countries where school improvement efforts are often situated in conflicting policy systems.

This paper investigated project-based governance (PBG) in China's higher vocational education (HVE) with a main research question asking how PBG works in China's HVE. Using case study as a research strategy, the paper examines the application and effect of the PBG model on Chinese HVE within the analytical framework of PBG-based agency theory. Twenty-three faculty members from both administrative and academic departments in College Plateau (pseudonym) were recruited to participate in a person-to-person interviews. They were expected to share their observations and perspectives on the PBG model as applied to HVE. As supplementary materials, the Chinese government's policy documents and statistics, as well as institutional policy documents, were also looked at for a brief discussion of governance of China's HVE. The results showed that the PBG model has greatly challenged the traditional administrative, distribution and personnel systems, as well as the college-enterprise cooperation model, and academic performance of higher vocational colleges (HVCs). These changes have brought higher academic achievements and greater social resources to College Plateau. However, they have also caused many negative effects, such as homogeneity of organizations and the Matthew effect among HVCs.

Millions of students in our schools live with a parent experiencing substance use disorder. Most people with substance use disorder begin using while they are school-age. School personnel are on the frontlines of this crisis; yet our policies, practices, and social norms create barriers to witnessing and healing for these students and families. This case provides a context to explore the usefulness of compassionate leadership to support marginalized and vulnerable students and families. Both compassionate leadership and crisis intervention inform our suggestions for practice.

This research aims to examine the practices of school counsellors working in preschool education towards children's school adjustment in academic, social, emotional, and behavioural dimensions. The research is a qualitative study with participants consisting of 30 school counsellors working in preschool education. The participants were determined using the criterion sampling method, which is a purposeful sampling method. The data were collected using an interview form with four questions. These data were analysed by content analysis method. It was revealed that the counsellors carried out various practices in academic, social, emotional, and behavioural areas for the adjustment of children to school. It was found that academic adjustment activities were cooperation with the family, individual guidance, and behaviour assessment. Social adjustment activities were social skills activities, group guidance, peer support, and individual guidance. Emotional adjustment activities were individual guidance and cooperation with the family. Behavioural adjustment activities were group guidance, cooperation with the family, individual guidance, school rules, and behaviour assessment.

Background: Challenges to books are surging across the United States, and books that portray diverse human experiences are particularly targeted. Censorship has deleterious consequences, such as undermining children's intellectual freedom and influencing educators' book selections. In a climate of censorship, when educators face the realistic possibility of a challenge, diverse voices may be silenced, and real-world issues avoided. Despite the impact that book challenges have, the experiences of educators who have faced them are understudied. Purpose: This study investigates the self-reported experiences of seven educators who have been involved in book challenges within K-12 public schools within the United States. Its goal is to yield new insights about how educators perceive the experience of censorship and what resources they leverage as they defend children's right to read. It is significant because the lessons learned from these educators may be instructive for novice and veteran teachers and school librarians who are facing censorship--an increasingly likely possibility in contemporary times. It also highlights the range of forms that censorship takes within today's schools. Research Design: This research employs a collective case study design. Seven teachers and school librarians from K-12 public schools across the United States were interviewed about their experiences with book challenges and other forms of censorship. Interview transcripts were qualitatively analyzed using Pierre Bourdieu's types of cultural capital as a framework. Within-case and cross-case analyses are presented. Conclusions: Participants drew from various forms of cultural capital in their efforts to defend children's intellectual freedom, including their professional ethics, school policies, and institutional knowledge. The study emphasizes the importance of building cultural capital among pre- and in-service educators within university preparation and professional development programs. It also calls on professional groups within education and librarianship to take an organized stand against censorship.

In the age of computing, there still exist many schools that do not offer computer science courses. The reason can be esoteric to designers of interventions, curricula, and policies. This study aims to answer the research question: "What do school officials perceive as barriers to and supports for offering computer science courses at their school?" This article provides a case study of four public high schools in the state of Georgia to better understand the barriers to adopting computer science. Interviews conducted with school principals, counselors, and teachers were thematically analyzed to study each case. The pattern that emerged from these themes is framed by structuration theory, wherein the structures (school policies, resources, and courses) influence the agents (teachers, students, the community), and in turn, the agents influence the structures. This framing provides insights into what attributes can be supports for or barriers against schools offering computer science courses.

The study of the consequences of school education has proved the need for reinforcement family interventions in school education and also the need to improve the model of family-school interaction (FSI). The family and the school are two complementary educational institutions. But the emergence of digital technologies and especially the critical situation caused by the outbreak of coronavirus (COVID-19) has paved the way for their further interaction. However, both the family and the school have faced serious changes in their educational tasks and functions, and have raised questions about the possibility of upgrading the FSI and possible changes in curriculum. The present study is qualitative and the data collection tool is in-depth interview. Participators in the study are 24 teachers and parents of 6-11-year-old male and female learners who are involved in virtual education. Findings showed that virtual education in social, educational, cost-related, skill-related, emotional, and communication settings has a great impact and has created opportunities and challenges. This study also showed that in promoting family-school interaction, educational opportunities were the most significant and cost-related challenges were more than others. In addition, in order to promote family-school interaction, policies and strategies need to be identified that help in the equitable distribution of learning activities between parents and teachers and improve the model of family-school interaction according to the limited capacities of digital technologies.

The aim of this research was to set a proposed strategy for achieving institutional integrity in the University of Ha'il (UoH), Saudi Arabia, in the light of the National Centre of Assessment and Academic Accreditation (NCAAA) Standards. This was accomplished through acknowledging theoretical and philosophical frameworks of institutional integrity and their obstacles in university educational institutions and displaying the institutional standards of the National Centre of Assessment and Academic Accreditation. This research depended on the descriptive method and employed the (SWOT) Analysis to examine the status of UoH. The research confirmed that UoH implemented policies to support institutional values and research integrity. Furthermore, the university has employed mechanisms and procedures for institutional values and mentorships and has a declared policy for disclosure of information and access of necessary information to all beneficiaries. The university needs to set some mechanisms in place to ensure fairness and equality in performance assessments or to implement integrity standards in processes of employment and recruitment.

Evidence suggests that resources to address campus sexual violence (CSV) are inconsistently offered across institutions of higher education (IHE), and thus there is a need for campuses to continually assess their provision of resources and services to improve the climate and well-being of students. Conducting a periodical scan of resources provided is one way for IHE to assess their adherence to best practices. The current study describes the development of the Services, Policies and Programs Audit (SPPA) tool, created to help IHE evaluate their adherence with best practices related to the provision of services, policies, and programs on campus. The tool was piloted with 18 individuals from 12 different IHE across the country. Exploratory evaluation of the SPPA indicates that it may be a useful tool for self-examination of campus policies, services, and prevention and education efforts. Participants from the 12 IHE who participated in the pilot generally reported that the SPPA was helpful to their efforts. Interrater reliability results indicated that the position of the person who completes the tool impacts the scoring, with those who are more familiar with CSV services scoring higher. This aligns with other research indicating that it is important not only to have resources on campus to address CSV but also to ensure that the campus community is aware of them. The SPPA can potentially serve as one part of a larger toolkit used by IHE to assess their efforts to address CSV.

Colleges and universities are legally required to attempt to prevent and redress sexual violations on campus. Neo-institutional theory suggests that the implementation of law by compliance professionals rarely achieves law's goals. It is critical in claims-based systems that those who are potential claimants understand the law. This article demonstrates that (a) intended subjects of the law (colleges and universities) interpret and frame the law in very similar ways; (b) resultant policies are complex and difficult to navigate; and (c) university undergraduates in an experimental setting are not able to comprehend the Title IX policies designed to protect them. These findings suggest that current implementations of Title IX policies leave them structurally ineffective to combat sexual assaults on campus.

Policy evaluation is essential to determine the success of the policy implementation in achieving its objectives. For evaluation purposes, a set of valid and reliable instruments is needed in order for the data could describe the object being measured. It is necessary to use a child-friendly school assessment instruments (CFS-AI) when the child-friendly policy is implemented. This research aimed to develop a measurement instrument of child-friendly school policy and program in elementary school with the Context, Input, Process, and Product (CIPP) evaluation model. The research used a quantitative-qualitative approach as suggested by Onwuegbuzie (2010), which an assessment instrument developed with mixed-methods analysis. The sample of this research consist of teachers, principals, parents, and community members around the school. The data were analyzed by Exploratory Factor Analysis (EFA) using the SPSS program to determine the validity and reliability of an instrument. The results showed the child-friendly school assessment instrument (CFS-AI) developed in four assessment aspects has fulfilled the requirements of validity and reliability. It implies that CFS-AI has fullfilled the standards to measure the success of the implementation of child-friendly schools in elementary schools. This instrument is comprehensive, precise, and consistent to measure the implementation of child-friendly school policy.

In this paper we used natural language processing to review hundreds of thousands of negative student reviews of their teachers submitted to the website RateMyTeacher.com. Our analysis identified several issues raised by students when rating teachers poorly, which adds to the literature that defines "bad teachers" from the student perspective. We also identify the language students used to describe these issues and notice a clear distinction between the language used to address teaching-related complaints and behavior perceived as unfit for teachers. We argue that digital forums can be valuable tools for schools and conclude with suggestions and examples of the type of policies that may be derived from this type of analysis of a digital forum for students.

Dr. Trish Hatch has served as a leader in school counselor policy and advocacy for over 30 years. As a co-author of the ASCA National Model, Dr. Hatch has worked tirelessly to establish school-based policies to promote the profession of school counseling at the district, state, and federal levels. This interview serves to provide readers with insight on the importance of advocacy and understanding how to navigate political systems to affect policies that influence the profession of school counseling.

Retention policy is an important guiding principle implemented by academic institution to promote students' development, yet evidence is unable to disentangle how the effect of retention policy varies by the outcome in student's intellect and morality. This study gathered the views and perspectives of students in relation to the retention policy of the college. This study used the qualitative-phenomenological method. Seven participants who gained the lowest general percentage average were purposively selected. In-depth interviews were conducted to obtain the pertinent information. Results revealed that retention policy was a source of encouragement for students to perform well and it was a necessity to develop and enhance students' cognition. However, few students mentioned that the retention policy was a source of stress because they needed to comply with the standard requirements imposed by the college. They reiterated that the policy discriminated against slow-learners. The findings implicate that concrete actions may be done to address the misconception on the retention policy. Strong academic support and resources may be offered to address students' needs especially to those who were at-risk. Retention policy will remain a challenge to all students if the academic institution is not fully equipped to respond to the needs of the students.

This paper used data from a multi-institutional study of community colleges developing and implementing degree reclamation strategies (adult reengagement and reverse credit transfer) to understand and unpack the factors that influence implementation and capacity development. The data come from seven colleges that are implementing equity-focused degree reclamation strategies aimed to reduce the population of "some college, no degree." The research team used an interdisciplinary lens to identify these factors drawing from literature on capacity-building. Prior to the start of implementation, researchers surveyed institutions and institutional stakeholders to assess baseline capacity, and they tracked institutional participation and engagement in the strategy development and implementation process. This paper highlights findings from this research to identify which factors are most related to implementation variation and strategy outcomes.

Objective: To assess the characteristics of campus populations who were opposed to a vape-free campus policy and examine factors associated with opposition to a vape-free campus policy among those who indicated support for a tobacco-free policy. Participants: Faculty, staff, and students (N=2210) in a Midwestern university participated. Methods: Individuals were invited to a campus-wide online survey about the tobacco-free policy on campus in spring 2018. Pearson's X[subscript 2], t-test, and binary logistic regression were used for analysis. Results: Age, gender, current tobacco use, perceived harmfulness of e-cigarettes, and perceived harmfulness of secondhand smoke were significantly associated with opposition to the vape-free campus policy. Conclusions: Our data highlight the importance of various demographic factors that are associated with opposition to the vape-free policy. The current field needs to use informative approaches to improve knowledge of overall tobacco in health campaigns and public health programs on campus and within community outreach programs.

The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School of Ragunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students' parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.