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State variations in school policies and strong local governance have differentiated American school districts from their neighborhoods and led to substantial variability among local education agencies across states. With a burgeoning interest in delivery systems for more equitable educational opportunities, the Multi-Tiered Systems of Support (MTSS) serve as one example of localized policies tied to federal and state regulations that influence academic and non-academic outcomes. This current study explores how local education agencies in Florida have responded to state guidelines related to MTSS and identifies key similarities and dissimilarities among local policies. By using policy and regulation information regarding MTSS practices from 77 school district websites, this study finds the largely uniform information available on Florida school districts’ web pages. This suggests that current local responses to MTSS offer limited details of how they assess diverse students, provide individualized support, and promote systemic changes. Furthermore, this study points out a pattern of mimicry in local responses to state policies, addressing a dearth of robust leadership in policy execution at the school district level. [ABSTRACT FROM AUTHOR]

The Massachusetts Innovation Schools initiative authorized educators to operate with increased autonomy and flexibility. This descriptive case study examines the early experiences of teachers in one innovation school. We explore the innovations teachers leveraged to build capacity, with particular attention to how they enacted teacher leadership and deployed new structures for professional collaboration. Findings suggest that the broader neoliberal policy context undermined their potential for the radical innovation needed to disrupt the status quo. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Results Implications for School Health Policy, Practice, and Equity Conclusions Schools play a key role in children's health. Following COVID‐19, programs that promote students' well‐being are needed more than ever. This study examines the continuation of a wellness initiative in Anchorage, Alaska, in the 2021–2022 school year.Interviews were conducted with n = 25 principals and cafeteria managers. Content analyses of the qualitative data were conducted using an immersion/crystallization approach. Codes were grouped to create themes contained under larger domains.All schools continued aspects of the wellness initiative following COVID‐19. Principals and cafeteria managers indicated: recess, movement opportunities, and longer lunch periods are important for mental health, socialization, and relationship building; COVID‐19 exacerbated previous challenges with staffing shortages; additional pressure for the academic time made scheduling the wellness initiative challenging; longer lunch periods give younger students time to eat but cause poor behavior in older students which were alleviated through supportive strategies; and 30‐minute recess and movement breaks offer more time to move, reset, and focus on schoolwork.The study underscores the importance of school administrators integrating wellness initiatives into their policies, with buy‐in from school and district leadership.This study highlights the need for and importance of school wellness initiatives following COVID‐19 extended school closures. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Results Conclusions Implications for School Health Policy, Practice, and Equity Few studies have investigated how heat impacts play from the perspective of children. The purpose of this study was to explore children's experiences of recess play during high temperatures.We used the draw‐and‐tell method to retrospectively explore the experiences of recess during hot weather among students (N = 38) between the ages of 5–12 attending four elementary schools in one school district in Arizona (United States). Students were asked to imagine themselves at recess on a hot day, select their preferred playground picture (shaded or unshaded), draw a picture of themselves in the playground, and explain their drawings. Drawings and narrations were analyzed using content analysis and constant comparative methods.Most students (89%) selected the playground picture with shade. Four themes describing students' experiences were found: (a) discomfort, (b) self‐awareness of heat affecting health and safety, (c) influence of heat on play and physical activity, and (d) adaptive strategies for managing heat during recess.Students are aware that playing outside in the heat has the potential to negatively impact their health and adapt their play to occur in the shade.Outdoor school play spaces should increase access to shade. [ABSTRACT FROM AUTHOR]

Introduction: The COVID-19 pandemic has severely impacted the health and education of learners globally. However, there is a lack of information on enablers and barriers to the implementation of comprehensive school health policies during the pandemic. Methods: This study utilized a case study design, and was conducted in the Division of City Schools of Navotas. A desk review of relevant school health policies released at the national level by the Department of Education and Department of Health during the pandemic was performed. The collected policies were classified if they were related to the Preparedness/Prevention Phase, Early Phase Response, and Chronic Phase Response. Focus group discussions and key a informant interview were conducted to determine the enablers and barriers in implementing school health programs during the pandemic. The identified themes were created deductively by using categories from Whitman's Wheel of Factors influencing Implementation of Policy and Practice. Results: Policies under the Preparedness/Prevention Phase focused on providing a comprehensive healthy school environment for learners, including Water, Sanitation, and Hygiene (WASH) in Schools. Early Phase Response policies included school closures and public health guidelines to prevent further spread of disease. The policies under the Chronic Phase/Response notably included guidelines for implementation of vaccination days and reopening of classes. Most of the factors identified were categorized under Whitman's wheel of factors. Conclusions: Despite COVID-19 restrictions, health policy implementation continued because of the collaborations, innovations, and leadership of various stakeholders. The vaccination of the public, including the pediatric population was implemented through the collaboration of various agencies. WASH in Schools was evident in policies regarding the guidelines on prevention of the spread of disease. The data provided in this study will serve as a guide to address the barriers and further strengthen the implementation of these policies. [ABSTRACT FROM AUTHOR]

School Guardians, often referred to as a “Guardian Plan,” are designated school employees permitted to carry a firearm on campus to safeguard students and employees in the event of an active attack. Although a growing number of schools in Texas are utilizing a Guardian Plan, little is known about how they function. In the present study, all Texas K-12 public school districts (N = 1,021) were surveyed to gather information on their Guardian Plan to gain a better understanding of guardians in Texas school districts. The purpose of this exploratory project is to 1) determine the prevalence of guardians in each district, 2) identify the type of training guardians receive, 3) identify guardian selection criteria, and 4) understand the level of awareness campus stakeholders have concerning guardians. [ABSTRACT FROM AUTHOR]

Introduction: This qualitative study explored the socio-cultural adjustment and re-adjustment experiences of South Korean adolescents who studied in English-speaking countries and later returned to South Korea. Methods: The study interviewed 12 adolescents (6 males, 6 females) aged 12–16 who studied in countries such as the U.S., Canada, England, New Zealand, and Australia. Results: The findings highlight the students' adjustment processes abroad, including the initial "honeymoon" phase, followed by crises like language barriers, homesickness, and difficulties in relationships with peers and teachers. Upon returning to Korea, students faced challenges with academic performance, stricter school regulations, and social reintegration, often exacerbated by biases toward those who studied abroad. Discussion: The study underscores the importance of support systems during both phases and highlights the need for educational interventions that can ease the transition both abroad and at home. This research contributes to understanding the complexities of cross-cultural adjustment and re-entry, especially in the context of adolescents' identity and belonging, suggesting sustainable education system to support students' both abroad and returning process. [ABSTRACT FROM AUTHOR]

This study examines the policies surrounding Artificial Intelligence in Education (AIED) through quantitative and qualitative methods. It explores how AI technologies are being adopted and their impact on schools. By addressing a gap in the existing literature, the study focuses on the formation, challenges, and potential of AIED policy frameworks. The current study involves 181 participants from different educational levels, using surveys, content analysis, and focus groups to collect data. The findings of this study indicate the low awareness among participants regarding AI in education and teachers are afraid to use it in teaching and learning. Additionally, teachers vary in their perceptions of AIED. Furthermore, a framework of AIED policy is provided to guide the education sector toward a moral, equitable, and efficient integration of AI tools, paving the way for enhanced educational achievements and innovation in teaching methods. Further research and improvements can be achieved by adopting AIED policy in the school context. [ABSTRACT FROM AUTHOR]

ABSTRACT This article is co‐written by a team of researchers who worked together during the pandemic to conduct parallel research projects in their home countries, collectively referencing the project as Children, Media and Pandemic Parenting. Our article consists of a series of curated thought pieces, drawing on interviews with parents in Australia, Canada, China, Colombia, South Korea and the United States. The pieces consider how family media practices gained greater degrees of nuance during the pandemic through an examination of four interlinked themes: Screen time, creativity, schooling and regulation. We discuss how the intensified presence of digital technologies in domestic life was accompanied by an intensified sense of parental responsibility, creating undue pressure to make the ‘right’ decisions while often feeling ill‐equipped to do so. We argue that parents could be better supported to make considered choices about media practices in the home if responsibilities were more widely distributed to include the likes of cultural institutions and, where appropriate (e.g., in the instance of tech companies), regulated by Government. Ideally, this support would be accompanied by the development of a range of tools that are responsive to the complex and evolving needs of families. [ABSTRACT FROM AUTHOR]

Families often cite safety as a primary reason for choosing charter schools, yet policymakers rarely evaluate charter schools on safety-related measures. This scoping review examines 25 years of empirical literature on school safety in charter schools. Using PRISMA-ScR guidelines and the PICOS framework, 44 studies employing quantitative, qualitative, and mixed methods were analyzed. Findings identified three key themes: (a) perceptions of safety, (b) prevention practices, and (c) safety incident frequency. Gaps in the literature remain, particularly in qualitative research, rural settings, educator perspectives, and safety assessment measures. Recommendations for future research to address these gaps are discussed. [ABSTRACT FROM AUTHOR]

The aim of this study is to shed light on the reform work of school leaders in Norway and their collaboration with external supporting resources to realize curriculum intentions. A number of external actors are often involved in local school processes, from initiation of a reform to the realization of actual change, during which process there can be a range of power issues, challenges, and dilemmas. This qualitative case study with interviews with four school principals makes use of a micropolitical perspective, in which leadership can be exercised by actors other than formal leaders. The findings show that school leadership and partnerships in reform work occur in complex contexts with multiple degrees of involvement, and there is a need to identify and recognize the division of power and control and the room for maneuver that school leaders have. [ABSTRACT FROM AUTHOR]

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This study was motivated by the phenomenon of juvenile delinquency observed among junior high school in Padang, where students engaged in behaviors that violated social norms and school regulations, including skipping school, fighting with peers, damaging school property, participating in brawls, and bullying. A quantitative correlational approach was employed. The sample consisted 190 students from two junior high school students in Padang using purposive sampling technique. Data was collected through a Likert-scale questionnaire assessing peer pressure, parental care, and juvenile delinquency. Analysis was conducted using multiple regression with Jamovi. The findings reveal that there is a significant positive relationship between parental care and juvenile delinquency, accounting for 25.8% of the variance; and a significant relationship between peer pressure and parental care with juvenile delinquency, accounting for 25.2% of the variance. With peer pressure identified as a factor in delinquent behavior, schools could introduce regular counseling sessions that address peer dynamics, self-esteem, and resistance to negative peer influence. Peer mentoring programs could also encourage positive peer interactions and role modeling. [ABSTRACT FROM AUTHOR]

This paper explores the issue of harmful sexual behaviour (HSB) presented by young people, advocating a preventative approach through an increased focus on primary education. The definition of HSB, contributing factors and recent prevalence among young people is discussed. Much of the research and policies explored relate directly to England and the UK, however the advocated approaches and conclusions have an international relevance. The paper establishes the damaging impacts of HSB on young people and teachers, demonstrating the serious need for action across the education system. A preventative approach advocating the important role of primary education in reducing HSB and peer on peer abuse is presented, exploring three key areas: education, pastoral support and staff support. Policies and practices comprising such an approach are critiqued, and their relevance to primary education established. The need for future research into the needs of primary education and the prevalence of HSB in pre-secondary education is identified. [ABSTRACT FROM AUTHOR]

Background/objective: Headgear designed to protect girls' lacrosse athletes is widely available and permitted for voluntary use; however, it remains unknown how policies mandating headgear use may change the sport and, particularly regarding impacts during game-play. Therefore, this study compares the impact rates and game play characteristics of girls' high school lacrosse in Florida which mandates headgear use (HM), with states having no headgear mandate (NHM). Materials and methods: Video from 189 randomly-selected games (HM: 64, NHM: 125) were analyzed. Descriptive statistics, Impact Rates (IR), Impact Rate Ratios (IRR), Impact Proportion Ratios (IPR), and 95% Confidence Intervals (CI) were calculated. IRRs and IPRs with corresponding CIs that excluded 1.00 were deemed statistically significant. Results: 16,340 impacts (HM:5,821 NHM: 10,519; 86.6 impacts/game, CI: 88.6-93.3) were identified using the Lacrosse Incident Analysis Instrument (LIAI). Most impacts directly struck the body (n=16,010, 98%). A minority of impacts directly struck a player's head (n=330, 2%). The rate of head impacts was significantly higher in the HM cohort than NHM cohort (IRR = 2.1; 95% CI = 1.7-2.6). Most head impacts (n=271, 82%) were caused by stick contact in both groups. There was no difference in the proportion of penalties administered for head impacts caused by stick contact between the HM and NHM cohorts (IPR IRRHM/NHM = 0.98; CI = 0.79-1.16). However, there was a significantly greater proportion of head impacts caused by player contact that resulted in a penalty administered in the HM cohort (IPR = 1.44 CI = 1.17-1.54) Conclusion: These findings demonstrate that mandating headgear use was associated with a two-fold greater likelihood of sustaining a head impact during game play compared to NHM states. A majority of head impacts in both HM and NHM states were caused by illegal stick contact that did not result in penalty. [ABSTRACT FROM AUTHOR]

The article reflects on the significant contributions of Martin Thrupp, a educational researcher, to social justice in education, particularly his focus on the systemic causes of educational inequalities. Topics discussed include the role of social class in shaping educational outcomes, the limitations of school effectiveness research, and the complexities of social mix and its impact on school policies and practices.

Schools and districts have long grappled with race- and disability-based exclusionary discipline inequities. Research on the topic has uncovered a variety of systems that maintain such disparities, including school policies and practices that exacerbate the problem. Researchers and practitioners have increasingly considered school context and practices as mediators of both special education and exclusionary discipline risk. Although educational leaders are often required to review policies, practices, and procedures that contribute to inequities, few tools exist for practical translation toward school-wide solutions. This case is designed to help school and district leaders translate theory and research into practical actions for transformational change. The case provides considerations for designing and implementing culturally responsive Multi-Tiered Systems and Supports within a given school context, including climate and programming. [ABSTRACT FROM AUTHOR]

This paper examines the vision, strategy and leadership support structures for Irish primary schools where leadership is specifically referenced, with focus on links to transformational and distributed school leadership. Of particular interest is how transformational and distributed leadership models could aid effective and sustainable leadership enactment in times of exceptional change. This article offers new insights into primary school and system leaders' perceptions of transformational school leadership and the factors that facilitate and/or inhibit transformational school leadership for the whole school community with a qualitative study. The overarching research question comprised: what are the perceptions of primary school and system leaders relating to the facilitating and inhibiting factors affecting the implementation of transformational school leadership, and is this model perceived to build relations with parents and the wider school community? The data highlight several factors that transcend both transformational and distributed leadership and, with previous research by these authors, inform the construction of a synthesised model of transformational and distributed school leadership for the whole school community aligned with the most recent Irish primary school policy document—'Looking at Our School 2022: A Quality Framework for Primary Schools and Special Schools (LAOS)'. The authors also accompany this model with a roadmap that may support approaches to school leadership practice for the whole school community, at the primary and post-primary levels, in Ireland. [ABSTRACT FROM AUTHOR]

Mandarin-English dual language immersion (ME-DLI) programs have been growing rapidly in recent decades. Most dual language immersion programs are not mandated by the school or district but are initiated based on parents’ demands. To better understand the need for ME-DLI programs, this study explored factors associated with ethnic Chinese parents’ decisions to enroll their children in ME-DLI programs. We collected 235 parents’ survey responses. Participants were divided into six groups based on their enrollment status when ME-DLI programs were available (currently enrolled; currently enrolled in other Mandarin language programs; not currently enrolled) and willingness to enroll when unavailable (willing to enroll; may be willing to enroll; not willing to enroll). Results revealed that parents with positive attitudes toward bilingualism were more likely to enroll or willing to enroll in ME-DLI programs, suggesting a strong connection between parents’ attitudes and their enrollment decisions. Parents in the currently enrolled group also reported higher levels of English reading frequency and more advanced bilingual skills in their children than the not currently enrolled group. However, when ME-DLI programs were unavailable, parents who reported higher child engagement in English reading were less willing to enroll in ME-DLI programs. [ABSTRACT FROM AUTHOR]

This study aimed to determine the ancillary functions and teaching performance of secondary public-school teachers at Mayamot National High School, District I-D, Division of Antipolo City during the School Year 2022-2023 which served as basis for school internal policy formulation. There were 20 teachers and 15 administrators that consisted of the school administrators, master teachers, and head teachers who answered the researcher-made questionnaire. It was revealed that both school administrators and the teachers themselves, perceived that the teachers are partly involved with grand weighted mean of 4.17 in handling the different ancillary functions such as grade level coordinators, coaches in academic and non-academic contests/sports, canteen managers, clinic teacher and other ancillary functions. Likewise, it showed that both the school administrators and teachers, despite the ancillaries assigned to them, they were still able to manage the challenges they encountered in performing their main function as teacher about instruction, material preparation, and time consciousness. Moreso, 50 percent of the teachers obtained an Outstanding, while the other 50 percent performed Very Satisfactory performance based on their IPCRF. [ABSTRACT FROM AUTHOR]

Background Methods Results Implications for School Health Policy, Practice, and Equity Conclusions Many students would benefit from trauma‐informed physical activity (PA); however, there is a lack of systematic guidance on incorporating trauma‐informed practices across school‐based PA opportunities. The purpose of this study was to generate a feasible framework for trauma‐informed school‐based PA.Framework development was guided by a modified Delphi approach, including an exploration phase and an evaluation phase. First, a multidisciplinary working group reviewed extant literature, mapping trauma‐informed practices onto the domains and components of the Comprehensive School Physical Activity Program (CSPAP). Subsequently, experts (n = 14) provided quantitative feedback on the utility and feasibility of these practices.Thirty‐three practices met pre‐determined thresholds for utility and feasibility. Across CSPAP domains, this included attending to: (a) safety; (b) positive communication and relationships; (c) empowerment, choice, and voice; (d) emotion management and skill building; (e) instructor competencies and support; and (f) cultural, historical, and gender issues.Incorporating trauma‐informed practices into existing frameworks and approaches to school‐based PA may promote uptake of practices that help meet the social and emotional needs of trauma‐exposed youth.The present output provides a foundation for generating tools and supports for incorporating trauma‐informed practices into school‐based PA promotion efforts. [ABSTRACT FROM AUTHOR]

Increasingly, debates about school mathematics curriculum and pedagogy refer to evidence. The Office for Standards in Education (Ofsted), the inspection service in England, published a series of research reviews, including one on mathematics. Using features of education review quality, we analyse Ofsted’s departure from scholarly norms, identifying a lack of transparency, weakness of research design and search strategy, and lack of rigour in the selection of evidence. Further, cited research is frequently misinterpreted and unwarranted causal claims made due to overgeneralisation and oversimplification. A specific example of this is the misappropriation of research on problem solving leading to recommendations conflicting with both the National Curriculum in England and the findings of other, more rigorous, research reviews. From this analysis, we argue that the mathematics review is an example of “policy-based evidence” and point to alternative ways that inspection evidence can complement mathematics education research to support evidence-informed policy and practice. [ABSTRACT FROM AUTHOR]

The increasing prevalence of students bringing mobile phones (MPs) to schools has led to increasing pressure on school leaders to implement effective MP policies. Although the effects of MP use have been studied, there has been no systematic review of the MP management research and policies. The aim of this study is to report on challenges and approaches to address the arising implications of MP policies in schools. Using a systematic review of international research and a document analysis of national (Australian) policy documents, this study broadens the understanding of elements contributing to the effectiveness of MP policies at schools. [ABSTRACT FROM AUTHOR]

The integration of information and communication technology (ICT) in teaching and learning (T&L) has become a necessity as part of 21st century learning. However, the present literature shows that the level of ICT skills and usage among teachers is still low. Therefore, this systematic literature review (SLR) was conducted to examine the challenges in ICT integration in T&L and identify elements in integrating ICT. The articles for the SLR were obtained from the Web of Science (WoS) and Scopus databases. Out of the 103 articles extracted, only 14 were retained for the SLR based on the exclusion and inclusion criteria. All articles were published between 2017 and 2021. The articles reviewed highlighted that teachers face many challenges ranging from professionalism, expert teaching staff, lack of competency, constraints due to school regulation, cyber threats, limited facilities and access, as well as changes in teaching practices. The review also found three main elements in the integration of ICT in school which are teaching materials, digital learning work culture. These two findings imply that there are still gaps in research on the integration of ICT into T&L. In general, this SLR provides valuable information for teachers to help them diversify T&L practices. [ABSTRACT FROM AUTHOR]

School policy positions of extreme right-wing and populist actors are increasingly disseminated via social media. The article discusses the methodological potentials and challenges of qualitative content analysis methods for their systematic investigation using the example of the AfD's school policy. In an examination of knowledge on the topics of right-wing populism and social media as well as our own research experience, it is argued that the triad of content-related statements, linguistic peculiarities and the contextualization of individual topics opens up the possibility of reconstructing the difference between what is meant and what is said and thus, in addition to content-related positioning, strategies such as the instrumentalization or emotionalization of school policy issues can also be deciphered. [ABSTRACT FROM AUTHOR]

In Baden-Württemberg, the green-red led state government presented a draft revision of the education plan at the end of 2013, which met massive protests from parents and teachers. The Christian Right opposed the reform proposal. Although the original aim of the protests to prevent a new versionwas not achieved, the government toned down the focus on sexual diversity in 2016. In the protests, the Christian Right joined forces with right-wing populist actors. The aim of this article is to analyse the connectivity of right-wing Christian school policy positions with right-wing populist narratives. [ABSTRACT FROM AUTHOR]

The special issue "Right-wing Populism and School" by Rita Nikolai and Eva Matthes examines the influence of right-wing populist parties on education policy in Germany. It shows that educational institutions are increasingly confronted with right-wing positions. The contributions analyze right-wing populist arguments and attitudes towards educational topics, with a focus on the educational policy field of schools. It is emphasized that educational science should engage more with this topic. [Extracted from the article]

There are considerable challenges when using difference-in-differences (DiD) analysis of ecological data to estimate the effectiveness of public health interventions in rapidly changing situations. The authors demonstrate the shortcomings of DiD methodology for estimation of the effects of public health interventions, using the example of estimating the effectiveness of school mask mandates in reducing SARS-CoV-2 infection. Background: There are considerable challenges when using difference-in-differences (DiD) analysis of ecological data to estimate the effectiveness of public health interventions in rapidly changing situations. Objective: To discuss the shortcomings of DiD methodology for the estimation of the effects of public health interventions using ecological data. Design: As an example, the authors consider an analysis that used DiD methodology and reported a causal reduction in COVID-19 cases due to the maintenance of school mask mandates. They did alternate analyses using various control groups to assess the robustness of the prior analysis. Setting: School districts in the greater Boston area and Massachusetts during the 2021-to-2022 academic year. Participants: Students and school staff. Measurements: Changes in COVID-19 case rates in districts that did and did not lift mask mandates. Results: Important potential confounders rendered DiD methodology inappropriate for causal inference, including prior immunity, temporal variation in rates of infection, and changes in testing practices. The racial composition and income of intervention and control groups also differed substantially. Compared with maintaining the mask requirement, dropping the requirement was associated with anywhere from an increase of 5.64 cases (95% CI, 3.00 to 8.29 cases) per 1000 persons to a decrease of 2.74 cases (CI, 0.63 to 4.85 cases) per 1000 persons, depending on choice of control group and whether students or staff were examined. Limitation: Ecological data were used; detailed data on all potential confounders were unavailable. Conclusion: Alternate analyses yielded estimates consistent with a wide range of both negative and positive associations in COVID-19 case rates after removal of mask mandates. The findings highlight the challenges of using DiD analysis of ecological data to estimate the effectiveness of interventions in divergent intervention and control groups during rapidly changing circumstances. Primary Funding Source: None. [ABSTRACT FROM AUTHOR]

Policies exist to regulate the use of restraint and seclusion so that they are only implemented when necessary and following appropriate standards and procedures. These policies often focus on students with disability. This qualitative study explored school leaders' understanding, use and perspectives of the Restraint and Seclusion Policy mandated for Victorian government schools, in relation to primary school-aged children with disability. Reflexive thematic analysis was undertaken on interviews conducted with eight leaders from six Victorian government schools. Five themes were developed: (i) Perceptions about behaviours of concern; (ii) Complex policy complicates implementation; (iii) Many factors determine policy implementation; (iv) Reporting is required but stressful; and (v) Support is important and includes, but is not limited to, professional development. Results indicate the Policy was valued but complex. School ethos, educator ideologies and understanding of behaviour, and the physical environment impacted policy implementation. Leaders felt the most effective approach to reducing restraint and seclusion use was preventing challenging behaviour through proactive and holistic approaches. Reporting was necessary but the process often felt arduous and judgmental for educators. The Restraint and Seclusion Policy was valued but needs to be user friendly and supported with professional development about understanding the policy, behaviour and disability. [ABSTRACT FROM AUTHOR]

The article advances an emergent framework for conceptualizing the relationship between principal leadership and education policy implementation. Based on a qualitative study of school principals and policy implementation in Region X of the Philippines, findings suggested that the way in which policies were interpreted and implemented at the school level was influenced by a variety of intrinsic and extrinsic dynamics and these were shaped in situ by individual, school and community inhibitors and facilitators. These motivations and localized contexts were critical to implementation, and compelled principals to ignore, monitor, or implement education policies as a priority. [ABSTRACT FROM AUTHOR]

Education policy has long been analyzed as a cycle where various actors influence different stages. However, few such studies have focused on identifying and interrogating the specific moments that shape an education policy's overall equity trajectory. This article uses Bowe, Ball, and Gold's policy cycle as an exploratory theoretical framework, focusing on the historic Review of Funding for Schooling (2011) in Australia, which evaluated the nation's school funding policy. The authors concentrate on the Context of Text Production phase of its policymaking process, and consider the implications for equity. From this work, the authors highlight two "critical moments" that they argue significantly influenced how the appointed panel approached equity. Their theorizing of a "critical moment" offers valuable insights for researchers and stakeholders seeking to understand or influence education policy. [ABSTRACT FROM AUTHOR]

A number of popular commentaries in recent years have contended that the emergence of an advanced, platform-oriented digital economy marks the end of capitalism as such. This paper evaluates these claims from theorists such as Mckenzie Wark and Yannis Varoufakis. Ultimately the paper suggests that a more useful and plausible alternative to them is to be found in the Regulation School assertion that 'platform capitalism' constitutes a new 'regime of accumulation': a successor to 'Fordism' and 'post-Fordism'. The paper explains the historical origins of this approach, arguing for its continued usefulness and its compatibility with important recent developments in institutional, technological and media sociology. It explains the compatibility of an approach characterising 'platform capitalism' as a new regime of accumulation with a range of other perspectives on both 'platformization' and contemporary capitalism, and discusses both recent changes to popular music culture and broad trends in populist politics in recent decades as exemplifying cultural, social and political features of platform capitalism. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) and big data methodologies have provided a vast possibility of applications in different public policy sectors. AI and big data provide essential innovations in school teaching and learning practices, curriculum, and management in education, transforming the entire formulation and implementation of education policy. The possibilities of AI in education present a high potential for improvement but a series of new risks and threats that question the benefits of adopting AI in education. This article discusses the possibilities and limits of artificial intelligence in education, observing the institutionalization of new governance practices in education that emerge with digital technologies. To discuss these new governance practices, we deal with the Beijing Consensus on artificial intelligence in education and the challenges of building new education governance. In addition, we discuss potential impacts of AI on education, with a special focus on social justice. [ABSTRACT FROM AUTHOR]

Educational innovation is a key concept for policymakers, school leaders, and families, but its conflicting aspects make it hard to define clearly. This study explores how pro-innovation narratives are created within Spanish educational policies and how these narratives are received in schools. Using principles of critical discourse analysis, we examined a corpus of ten texts from three different discursive fields with a tailored analytical approach. This paper focuses specifically on findings related to regulations and the private school involved in the study. The results reveal a strong connection between Spanish educational laws and the political environment in which they were developed. Additionally, the study identifies new, economically-driven definitions for key concepts like education, quality, and innovation. A major conclusion is that today's "innovative" schools align with the principles of educational neoliberalism. In this context, the concept of innovation reflects lawmakers' goals, which school leaders endorse. At the school level, administrators adopt a self-promotional discourse that often appears contradictory and propagandist. [ABSTRACT FROM AUTHOR]

This study examined the sanitation culture among senior high students. This study sampled one hundred and twenty (120) students from four different senior high schools in the Keta municipality, Ghana. A census survey was conducted to select the respondents. A questionnaire was used to gather data from the respondents. It was revealed that students were involved in solid waste disposal practices; nonetheless much needs to be done so that males do not apportion blame on females as generators of more solid waste, but each will be the others keeper and ensure that their safety in school is not jeopardized because of poor sanitation. On the effects of improper solid waste disposal practices, respondents identified unclean environment, flooding, the spread of diseases, breeding mosquitoes and other rodents among others are evident results. It was recommended that the Municipal Assembly provide the necessary equipment for wastes disposal and enforce the process of waste recycling so that schools will be environmentally friendly for teaching and learning. A student ‘vigilante’ group should be formed to monitor and supervise the observance of rules and regulations on sanitation in schools within the dormitories, classrooms and school compound. The school management should package seminars and workshops to enlighten and change the psyche of students towards proper methods of waste disposal. [ABSTRACT FROM AUTHOR]

The increasing concerns of the impact of the Programmes for International Student Assessment (PISA) on education policymaking along with its global reach call for the need of evaluating PISA's impact on student learning. However, most extant studies focus on arguing its impact at the policy level, without taking a further look into it at the local and school levels. This paper empirically investigates the impact of PISA on student learning in schools in a local Chinese context, that is, the Fangshan District of Beijing, through engaging local stakeholders' perspectives. Based on the interviews with local educational policymakers and practitioners, the findings reveal that PISA has motivated substantive local policy initiatives aimed at improving student learning, which have been enacted in schools to varying degrees. In many of these initiatives, some PISA concepts were incorporated in different ways. We discuss PISA's impact on the local educational policy and propose a provisional mechanism of its impact on student learning in schools. [ABSTRACT FROM AUTHOR]

This study aims to explore in greater depth the role of implementing childfriendly schools, parental involvement in enhancing the effectiveness of childfriendly school policies and practices, and evaluating the challenges that arise in the implementation of child-friendly schools. This qualitative descriptive exploratory research utilizes the content analysis method. Purposive sampling was used to select five teachers, including the headmaster, three parents, and forty-seven students who participated in this study. Data was collected through semi-structured interviews and non-participant observations to explore the policy and practice of the child-friendly school, focusing on affectiveness and challenges in the teaching and learning process. The research results highlight the importance of a comprehensive and inclusive approach to early childhood education (ECE) to support the effectiveness of child-friendly schools, as well as the importance of ongoing evaluation, adaptation, and collaborative efforts in implementing and maintaining childfriendly schools in globally quality ECE efforts. The implications of this study offer valuable insights for educators, policymakers, and researchers in improving and adjusting the child-friendly school model in various educational settings. This study contributes to the evolving discourse on childfriendly schools by providing understanding about the successes and challenges faced in a specific context. [ABSTRACT FROM AUTHOR]

Background: Active commuting to school (ACS) can be an important source of physical activity for children. Schools are an important setting for policy-related ACS promotion. The purpose of this study was to examine the association between school policies and ACS, and to assess whether this relation varied by grade. Methods: This cross-sectional study used data from schools recruited to the Safe Travel Environment Evaluation in Texas School study (n = 94). The percent of trips made by active travel modes was measured through tallies among third to fifth grade classrooms from 5 school districts in Central Texas in 2018–2019. School ACS policies and practices were measured through 8 survey items aggregated into a score. Linear mixed effects models were used to assess the association between policies and ACS. Results: School health policy surveys and ACS data were collected from 69 elementary schools. An average of 14.6% of trips to/from school was made using active travel modes. Schools with higher numbers of policies had significantly higher percentages of students using active travel modes (P =.03), and for each additional policy, the predicted percentage of trips made by active travel modes was 1.46% higher. There was a significant interaction effect between school policy and grade, with stronger correlations among higher grades (P =.002). Conclusions: Results from this study demonstrate a correlation between the school policies designed to support walking and biking and ACS. Results from this study can be used to justify the use of school-based policy interventions to promote ACS. [ABSTRACT FROM AUTHOR]

Although there is awareness of the impact of grief on survivors' well-being, almost no research exists on the impact of death on sports team bereavement. The present study surveyed 40 members of athletic teams (coaches, staff, and athletes) from various levels to determine what happens in the aftermath of a team member's death. Findings of the survey indicated that many of the respondents experienced acute grief responses affecting performance, which memorialization and community support was helpful whereas the news media was often not. In addition, a need for appropriate resources and a school bereavement policy specific to student athletes was seen. In line with the dual process model, the responses indicated use of both emotion focused and restoration focused coping. Implications of the findings suggested that addressing bereavement needs for athletes, and their coaches was tantamount to mitigating some of the complications associated with disenfranchised grief. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND METHODS RESULTS IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY CONCLUSIONS When well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states.We conducted a mixed‐methods implementation study in which we visited each school 3 times over 1 school year, collecting observational, interview, survey, and focus group data. Qualitative data were coded thematically and analyzed across schools. Quantitative data were tabulated and aggregated over time and across schools.We observed improvements in aspects of recess quality at each school, with three schools demonstrating the most progress. Quantitative data showed null effects in aggregate; however one school demonstrated significant improvements. Four criteria contributed to the quality and sustainability of recess reform: staff engagement, integration with other programs, student leadership, and recess communications.Program implementation research often refers to “buy‐in” as a key ingredient to successful adoption. We provide a tool that helps to operationalize buy‐in in the recess context.Changing the recess environment requires individual and institutional commitment to valuing recess as an important learning environment. School administrators must lead the change process and create institutional infrastructure to support success. [ABSTRACT FROM AUTHOR]

This study provides empirical insights into the perceptions and agency of navigators who provide school selection assistance and this NGO’s unique insider–outsider status. As semi-private actors, navigators offer an important bridge between two kinds of social capital: the informal types of trust and legitimacy that families rely on, and the skills, knowledge, and networks necessary to access higher-quality schools in choice policy contexts. Data for this study are derived from an exploratory case study, including 13 in-depth interviews, documentary and social media analysis, and informal conversations. The findings illustrate the benefits and shortcomings of NGO information support in choice policy contexts. [ABSTRACT FROM AUTHOR]

This research aims to understand distributed leadership (DL) in special school settings. It differs from existing studies that have been focused on mainstream school settings. Unlike prior research primarily focused on mainstream schools, this study explores these leadership structures within the unique environment of special schools. Consequently, it provides new insights into the implementation and effects of DL in this distinct educational context. The research is based on mixed methods research of convergent parallel design involving semi-structured interviews, questionnaires, examination of school policies, and focus group session. Special schools in the United Kingdom were used as case studies. Among other findings, the research found that common knowledge and experience were shared by practitioners in special schools. In addition, contrary to existing studies indicating that workload and pressure are key issues that are detrimental in mainstream schools, the findings of this research did not identify similar concerns. Furthermore, it found that special schools have higher numbers of Teaching Assistants (TA) with a certain degree of independence in their roles when compared to experiences reported in mainstream schools in existing literature. An implication of these findings for the management of special schools is the identification of a ready, competent and flexible workforce capable of delivering its objectives. [ABSTRACT FROM AUTHOR]

The study aimed to reveal the role of administrative creativity in solving school problems in the schools of Sana'a Governorate, and to determine whether there are statistically significant differences between the average ratings of the study sample members regarding this role. The study adopted the descriptive survey method, and used a questionnaire consisting of 28 items that was applied to a sample of 87 male and female principals who were selected randomly. The study reached a number of results, the most important of which is that administrative creativity plays an important role in solving school problems in secondary schools, as the overall average of the responses of the study sample members for various fields was (4.20), with a degree of importance of "very high". At the level of fields, the field of "school problems related to strategic planning" ranked first with an average of (4.28), followed by "solving problems related to systems and regulations" with an average of 4.23, then "student care" with an average of 4.19, while "communication with the family and community" ranked fourth with an average of 4.15. The results of the study also showed that there were no statistically significant differences in the fields of strategic planning, student care, and communication with the family according to the educational qualification variable. However, there were differences in "school systems and regulations", in favor of males, and the results also showed differences in all fields according to the experience variable, which means that the number of years of experience affects the appreciation of the importance of administrative creativity. Based on the results, the study recommended the need to focus on developing the creative abilities of educational leaders and providing a school environment that encourages innovation and renewal. [ABSTRACT FROM AUTHOR]

This paper extends the scholarship on attainment grouping by focusing on the policy initiatives of streaming and subject‐based banding (SBB) in Singapore. The study is framed by the concept of pragmatic perfectionism, which refers to the continuous and ideals‐oriented drive to improve a system through practical, incremental and paradoxical measures. It is argued that SBB is aligned with setting by giving students the flexibility and choice to study different subjects at varying levels. Mixed‐attainment grouping is also evident, where students are grouped in mixed‐form classes for selected subjects. However, SBB may have inadvertently maintained between‐school segregation for elite and non‐elite schools by supporting the existing policy of school posting based on students' exam scores. This paper contributes to the diverse formulations, adaptations and justifications surrounding attainment grouping. The study also illustrates the usefulness of pragmatic perfectionism in foregrounding the potential and tensions in educational policymaking. [ABSTRACT FROM AUTHOR]

AbstractObjectives: This review aimed to map and synthesize existing literature on sex and reproductive education policy implementation in primary and secondary schools in Asia and Africa. Methods: Database searches yielded 24 relevant articles, which underwent thematic analysis. Results: Most studies were conducted in Africa and looked at barriers to implementation. Studies assessing implementation showed it was incomprehensive. Barriers were: policy/curriculum issues, societal opinions, teaching discomfort, lack of educator training, and lack of sufficient economical support. Conclusions: Based on the limited evidence, a cultural shift to reduce stigma seems necessary, alongside teacher and student involvement in policy formulation and implementation monitoring. [ABSTRACT FROM AUTHOR]

Deaf education has been a constant object of academic research, since there is tension over which educational approach will bring good results and, in the meantime, public policies have been guiding educational processes so that there is quality education for all. Its implementation, evaluation and inspection process has been a challenge for several Brazilian regions, therefore this theme is justified, because, in the face of this dark moment, deaf people urge for equitable education. Therefore, new educational behaviors need to enter the scene. After the readings and analyzes carried out on the corpus involved, it was found that, in the results presented in these works, the existing policies are not meeting the reality of the regions of the states involved, despite there being advances, but not so significant, due to the immensity that governs the singularities of a population that has a nationally recognized sign language, Libras. Another significant point concerns the constituent elements of teacher training policies and school curricula of educational systems. [ABSTRACT FROM AUTHOR]

Do celebrities exercise power over policy making? It can seem that they do, at least in the way the media reports their political activities. We need to think only of the coverage of the footballer Marcus Rashford's seemingly successful campaign to get the Johnson administration to change its policy on free school meals. But are such accounts to be trusted? This is a question whose answer has implications for how we understand and judge contemporary democracy. Celebrities, after all, are unelected and unaccountable. This article asks, therefore, whether it is plausible to claim that stars of popular culture are to be counted amongst the politically powerful. [ABSTRACT FROM AUTHOR]

The purpose of this review is to explore the position of LPS within the field's knowledge base, and consistent with the mode of analysis I used in my previous review of LPS, I pose three guiding questions: (1) what was the scholarly contribution of LPS in recent years (2017 onwards)? (2) What is the unique scholarly contribution of LPS within the knowledge base of educational leadership field? (3) What should be the scholarly contribution of LPS in the next decade? A rejoinder to these questions may shed light on the ways in which journal papers generate academic knowledge. [ABSTRACT FROM AUTHOR]

Taking into account that the sustainability of policies is usually measured through the funding that is linked to them, this article analyzes the repositioning of normal schools within the national educational normativity, the participation of the normal education community in the design of the policy addressed to them, and the fluctuations of their federal funding. Although the recognition achieved by the normal schools in the new regulations is fundamental, the analysis of their approved and accrued budget over a decade reveals how the normal schools have managed to gain appropriation of the means to obtain resources, but lack strong interlocutors to intercede for them in their negotiation, which places them on a disadvantageous position in periods of contingency such as those faced during the 2018-2024 administration. [ABSTRACT FROM AUTHOR]