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Purpose: Mathematical literacy and mathematical problem-solving are crucial abilities that link mathematics content to real life applications, facilitating both mathematics understanding and mathematical processes. The present study aimed to investigate the effectiveness of the STEMEN (STEM and educational neuroscience) teaching model in enhancing mathematical literacy and problem-solving skills. Methodology: This study adopted a pre-test and post-test control group design. Among 156 Grade 9 students from a secondary school in Phayao, Thailand, 70 were randomly selected. The STEMEN teaching model was implemented in the experimental group, while the 5E teaching model, typically used in a normal classroom was employed in the control group. Two types of tests, namely the mathematical literacy test and the mathematical problem-solving test, were used as research instruments. Pre and post-data were collected from both the experimental and control groups. Repeated measures ANOVA with Wilks' lambda was employed to analyze the mean comparison for mathematical literacy and mathematical problem-solving. Findings: The findings revealed that the mean scores for mathematical literacy and mathematical problem-solving were relatively higher in the STEMEN teaching model group compared to the 5E teaching model group. These results provide insights into the effectiveness of the STEMEN teaching model in enhancing learning outcomes, particularly mathematical literacy and problem-solving in mathematics. Significance: The results of this study showed that the STEMEN teaching model was effective in increasing learning outcomes, including mathematical literacy and problem-solving. These outcomes should enable teachers to design effective and efficient instructional strategies for enhancing mathematical literacy and problem-solving in classrooms.

With this study we investigated strategies to support rural-based schools in teaching and learning during the COVID-19 pandemic. The research was conducted in 6 secondary schools in the Maune circuit, Capricorn North district of the Limpopo province, South Africa. A qualitative research approach using a case study research design was followed in the study. The population consisted of 42 school management teams (SMTs) and school governing bodies (SGBs) in the Maune circuit. Purposive sampling was used to select 18 participants. Data were collected through individual semi-structured interviews. A thematic approach was used to analyse the data. The social realist theory was adopted as theoretical framework using the concepts of structure, culture and agency as theoretical lenses. We found that the Department of Basic Education did not train SMTs and SGBs, which affected teaching and learning. We concluded that due to the unavailability of ICT infrastructure within the Maune circuit, teaching and learning during strict lockdown (coronavirus disease [COVID-19]) were impossible and difficult when learners were rotating attendance. We recommend a shift from a blanket approach to school support to conducting an intensive needs analysis for each school in order to provide appropriate and relevant support. A social realist approach to school support is also recommended, where structure and culture are considered critical attributes for school development. It will be good for policy makers, role players and stakeholders to work together towards a common goal and carry out their agential role in ensuring that the needs of marginalised learners are met in schools.

The main purpose of this study is to examine the opinions of teachers about technology leadership roles of school principals during the Covid-19 pandemic. The study, which utilized qualitative research methods, was designed as a survey study. Sample group of the study constituted of 259 teachers. Data of the study was collected with "Elementary School Principals' Technology Leadership Role Scale" and analyzed via descriptive statistics, independent sample t-test, one-way ANOVA and Mann Whitney-U test. According to the results, both elementary school teachers and subject matter teachers think that school principals successfully demonstrated the role of technology leadership roles during the Covid-19 pandemic. As a result of the analyses conducted to determine whether teachers' opinions vary according to various variables, it was concluded that there are no differences in terms of the entire scale and its dimensions based on genders and seniority of teachers. In terms of the working domain, it was seen the opinions of elementary school teachers on vision dimension are higher than those of subject matter teachers. Based on the results, some recommendations which can contribute to both implementation and theory have been developed. Accordingly, conducing researches which employ multiple data collection methods and tools to investigate technology leadership roles of school principals is considered important.

This study examines the entrepreneurial intentions of Austrian secondary school students, specifically comparing students from commercial schools with those from general education schools. We analyzed 2,329 data sets and found that subjective beliefs, primarily behavioral and control beliefs, significantly influence entrepreneurial intentions. In addition, demographic factors such as gender, language, acquaintance with entrepreneurs, and school type play a significant role in explaining the variance in entrepreneurial intentions. Our detailed analysis shows that students from commercial schools have stronger entrepreneurial intentions and subjective beliefs. Particularly notable are the differences in behavioral beliefs, where students from commercial schools find all aspects of entrepreneurship more attractive, especially job creation, taking calculated risks, and being one's own boss. The differences in control beliefs suggest that commercial school students also feel better prepared for entrepreneurial tasks, especially in identifying market opportunities, securing financial resources, and maintaining relationships. These findings are consistent with the business and entrepreneurial focus of commercial schools, suggesting that they are effectively nurturing the entrepreneurial potential of their students. In considering instructional improvements for commercial schools, whether they should further increase their focus on aspects where students from both types of schools show minimal or no significant differences.

Policy implementation has presented the Nigerian educational system with countless obstacles cum problems. This research explored the principles and problems of policy implementation reconsiderations for effective secondary school administration. The study adopted a descriptive research design. The study population was 286 principals. The study sample was 229 principals drawn through a simple random sampling, representing 80% of the population. An instrument, principles and problems of policy implementation for effective secondary school administration was utilized for data collection. Cronbach alpha established a reliability coefficient of 0.89. Mean and standard deviation were used for data collection, while a t-test was utilized to test the hypotheses at a 0.05 significance level. The researchers found that the principles of policy implementation for effective secondary school administration are founded on ensuring a positive and clear policy statement, flexibility in the policy statement, fact-based policy statement, effectiveness in policy statement communication, openness to review, and properly documented in writing. It was recommended that school principals provide copies of the school policy to all the teachers. The principals should not be subjective in implementing policy for effective school administration. The implication of the study is that principals should adopt effective principles for policy implementation.

The present article focuses upon particular findings from a mixed-methods study that examined the leadership strategies Antiguan school principals employed to incorporate technology into the teaching and learning process. The aim was to provide greater insight into these strategies, as well as, to identify some of the successes and challenges associated with the incorporation of ICT by these secondary school principals. This study was anchored by the International Standards for Technology in Education (ISTE) model, an established technology leadership theoretical framework. Qualitative data were gathered from school principals and teachers through the use of semistructured interviews (N=27). Furthermore, the qualitative data were manually coded and subjected to thematic content analysis. Regarding ICT integration, findings on leadership strategies highlighted a number of developing themes related to successes and challenges, in areas such as communication with key stakeholders, ICT resource allocation, attitude of educators towards ICT integration, and administrative activities.

Classroom assessment is essential for tracking students' progress and improving teaching and learning in the classroom. However, the lack of clear documentation to guide teachers in assessing student mastery often hinders effective communication between teachers and stakeholders about the students' progress. This study aimed to develop and test the digital classroom assessment document (CA-Do) for form one mathematics to improve classroom assessment practices. Design research and development method, based on ADDIE model, was used to create the digital CA-Do, and 55 mathematics teachers from 55 schools were sampled using stratified sampling. The data collected was then analyzed using SPSS version 27. The digital CA-Do received a satisfactory expert validity score of content validity index (1.00), and found all four tested sub-constructs (i.e., usefulness, ease of use, ease of learning, and satisfaction of use) to be of high level. There were significant differences in teachers' knowledge post-familiarization with the digital CA-Do. The study concludes that the digital CA-Do can aid teachers in recording the intervention and impact of teaching and learning information and consistently assessing pupils' mastery level. This research provides guidance to educators on how to modify their classroom assessment strategies to enhance teaching outcomes and classroom assessment methods, particularly formative assessment.

This research is motivated by the level of school resilience which is not yet good, so school principals must increase school resilience with their leadership. Therefore, this research aims to analyze and describe the leadership of school principals in setting direction, developing human resources, and redesigning organizations to increase school resilience. The method used in this research is qualitative research with an ethnographic approach, which helps provide an in-depth and detailed picture of the school's daily habits in implementing school resilience. This research uses data collection techniques in the form of observation, interviews and documentation by carrying out data analysis techniques using description, analysis and interpretation. The results of this research explain that in carrying out the three leadership roles of the school principal, namely setting direction, developing people, and redesigning the organization, through school habits (culture), private schools will be able to create a level of resilience in the school environment. Even in unfavorable conditions, school principals can survive by carrying out leadership roles using existing school habits.

This manuscript presents an exploratory mixed-methods case study examining the impact of artificial intelligence (AI) in the form of generative pretrained transformers (GPTs) and large language models on special education administrative practices in one school district in the Northeast United States. AI holds tremendous potential to positively impact administrative practices, reducing the time administrators spend collecting and synthesizing data in special education settings (Center for Innovation, Design, and Digital Learning, 2024; Marino, Vasquez, Dieker, Basham, & Blackorby, 2023). Prior to the case study, a description of systematic data collection, cleansing, and traditional methods of data analysis are presented. This is followed by a discussion of data analysis using GPTs. The importance of data synthesis and effective communication is also included. Finally, the manuscript presents findings from a school district piloting GPTs to enhance administrative effectiveness during staffing considerations, program development, and budget allocation for staff.

This research aims to conduct research using the Research and Development (R&D) methodology to obtain an educational innovation called "online self-training program for empowering teachers' learning to foster innovative work behaviors of students" that is effective and can be applied in schools serving as the target population in disseminating research results widely. This online self-training program consists of 2 projects: (1) a teacher development project with seven self-training modules for teacher learning and (2) a teacher project that uses teachers' learning outcomes to develop students, which contains one self-training module to be used as a practice guide for teachers. The results of the experimental research in the first project found that the 14 teachers' post-test scores in the experimental group were in line with the standard criteria of 90/90 and were significantly higher than the scores from the pre-test. Moreover, the results of the experimental research in the second project found that 121 students who were the target group affected by the development had significantly higher scores from the post-test than the pre-test. Since the research results follow the specified research hypotheses, it shows that the educational innovations as the products of this research are of quality and can be disseminated for further use by teachers and students in schools that are the target population.

Visual Learning Analytics (VLA) uses analytics to monitor and assess educational data by combining visual and automated analysis to provide educational explanations. Such tools could aid teachers in primary and secondary schools in making pedagogical decisions, however, the evidence of their effectiveness and benefits is still limited. With this scoping review, we provide a comprehensive overview of related research on proposed VLA methods, as well as identifying any gaps in the literature that could assist in describing new and helpful directions to the field. This review searched all relevant articles in five accessible databases -- Scopus, Web of Science, ERIC, ACM, and IEEE Xplore -- using 40 keywords. These studies were mapped, categorized, and summarized based on their objectives, the collected data, the intervention approaches employed, and the results obtained. The results determined what affordances the VLA tools allowed, what kind of visualizations were used to inform teachers and students, and, more importantly, positive evidence of educational interventions. We conclude that there are moderate-to-clear learning improvements within the limit of the studies' interventions to support the use of VLA tools. More systematic research is needed to determine whether any learning gains are translated into long-term improvements.

The inclusion of jazz ensembles within extra-curricular instrumental music programs in secondary schools in Australia has grown exponentially in the past two decades. Despite this growth, there is a deficiency of specialist teacher training in jazz education and pedagogy in Australian tertiary institution instrumental music courses. This lack of specialist training in jazz pedagogy has left many music educators, especially early career instrumental music teachers, underprepared and underequipped to teach jazz programs successfully in their junior and secondary school settings. This article aims to synthesise and contextualise some of the key literature in jazz pedagogy and jazz ensemble rehearsal techniques for early career teachers, or those with little or no background in jazz. The topics discussed in this article include roles of instrumentation, rehearsal and performance set-ups, rehearsal techniques, the role of the jazz director, directed student listening, jazz style, language and articulation, improvisation, and repertoire. The aim is to equip instrumental music teachers with an introductory knowledge, reference to further literature, and practical examples to maximise the proficiency and potential of their jazz ensembles in junior and secondary school music programs.

Digital technology has transformed classrooms, enabling new teaching methods. With widespread personal technology, students' devices can enhance learning but also cause distractions. This research amplifies secondary students' voices, exploring how they use technology and how it should be managed. The study addresses the question: What considerations are needed for school policies on personal, digital technologies? Conducted in an Ontario secondary school with Grade 11 students, data was collected through observations, conferences, focus groups, and journaling. Findings highlight that while technology is vital for learning, it can distract users and classmates. Students want clear directives on device use and training on managing distractions. This research underscores the role of teachers in promoting responsible technology use. By involving students in policy development and providing guidance, educators can empower them to use technology effectively while maintaining academic integrity in the digital era that now includes artificial intelligence.

The academic benchmarking process is broadly employed by private secondary education providers and educational stakeholders in Tanzania to examine the benefits and drawbacks of service delivery. The study explored the use of academic benchmarking in providing quality education in Tanzanian secondary schools. Employing a cross-sectional research design, data were collected from 188 participants and subsequently analysed both descriptively and thematically. The study found that the academic benchmarking process plays a significant role in ensuring the provision of quality education through internal assessment, comparisons, and the adoption of best practices from benchmarked schools. Further, the findings reveal that six types of academic benchmarking are utilized in Tanzanian secondary schools. According to the study, proper academic benchmarking in secondary schools will improve educational results among secondary school graduates. Furthermore, academic benchmarking in secondary schools affects school rankings, which reflect a school's potential to do well at the end of national examinations. The study concludes that academic benchmarking enhances the provision of quality education by influencing future performance and commitments to work on secondary schools' goals, vision, and mission. Moreover, the study provides both theoretical and practical insight to the understanding of the necessity of academic benchmarking in secondary schools.

Smartphones and tablets have permeated various aspects of life. This study explores the differences in wishes between students, parents, and teachers regarding the use of smartphones and tablets in biology classes in the upcoming school year. An online questionnaire was used for the study, which provided eight different scenarios for the use of smartphones for teaching purposes. The data were collected from 934 participants, including 465 students, 282 parents, and 188 biology teachers from various Slovenian lower secondary schools. The principal component analysis revealed the unidimensional structure of the instrument, explaining 59.7% of the variance (alpha = 0.91). The results showed that the use of smartphones and tablets for distance learning, teaching purposes, schoolwork and homework is generally desirable. There was less consensus on their use for laboratory and field work, evaluation of knowledge, and biology lessons. The main finding was that the differences between the groups were small or even negligible in terms of effect sizes. Statistically significant differences were found between the focus groups, with students and teachers expressing greater agreement than parents. These findings emphasize the importance of addressing parents' concerns and understanding the perspectives of stakeholders in order to effectively integrate smartphones and tablets into the classroom.

The objectives of this mixed-method study were to develop strategies for sustainable leadership of school administrators under the Secondary Educational Service Area Office Nakhon Phanom. There were 4 research methods: phase I) identify the components of sustainable leadership of school administrators by interviewing 5 experts and confirming factors by 5 experts, phase II) develop strategies for sustainable leadership in a focus group including 7 people, phase III) validate the appropriateness, feasibility and utility of sustainable leadership development by collected of data which comprised 84 school administrators using multi-stage random sampling, and phase IV) produce a user manual of strategies by 5 experts for validate the appropriateness of user manual. The findings were as follows: I) There were four main components in the sustainable leadership of school administrators, namely 1) depth 2) breadth 3) vision, and 4) media literacy. All of the components have appropriateness at the highest level and feasibility at the high. II) The strategies for the development of sustainable leadership of school administrators comprised a vision, 6 missions, 6 objectives, 7 strategies, 61 operational approaches, and 25 indicators. III) The appropriateness, feasibility, and utility of the strategies for the development of sustainable leadership of school administrators were at the highest level. IV) The user manual of the strategies for the development of sustainable leadership of school administrators obtained the overall appropriateness at the highest level.

This research aimed to identify the role of the secondary school in confronting cyberterrorism in the kingdom of Saudi Arabia. The research used the descriptive approach with a questionnaire to achieve the aim of this study. The questionnaire consisted of (37) statements which are distributed for four dimensions which are: the role of each teacher, the role of the school administration, the role of school courses and activities and the role of the school counselor in confronting cyberterrorism. The research revealed a great important role of the school in confronting cyberterrorism with a mean of (3.62) as it came after the role of school courses and activities which was followed by the role of the teacher, the role of the counselor, and the role of the school administration came last. In addition, the research recommended of developing the role of the school in confronting cyberterrorism by various thoughts, activities, and suggestions.

Field practice placement is a crucial part of teacher education, as it affords a real-life context, where teacher and teacher-related skills can be enacted and trained. The present study examined the associations between student teacher opportunities to learn through observation, own practice and the receiving of feedback of said practice, while in field practice placements through a teacher education programme. Chain graph models were used to analyse data from 560 Danish student teachers who had just completed field practice at one of three levels. Results showed that opportunities to learn through observation of fellow students and other teachers was negatively associated with level of field practice, and thus was reported less and less the further along students were in the programme, while opportunities to learn through own practice was positively associated with level of field practice. Opportunities to learn through receiving feedback on own practice was associated with level of field practice only via opportunities to learn through own practice. Results did not reveal gender or age-wise inequity in the opportunities to learn afforded in the field practice. Teacher education programmes could benefit from placing additional focus on opportunities to learn through observation in the later field practice placements.

We explored secondary school principals' knowledge of suicide prevention programs, their perceptions of the logistical and cultural barriers associated with suicide prevention program adoption, and their justification for adopting (or not adopting) suicide prevention programs in their schools. Principals, as positional leaders of schools, can lead the adoption and support of school-based suicide prevention programs for their students. Using a phenomenology framework, we conducted semi-structured interviews of eight secondary school principals working in public schools in the south-central United States. The principals readily identified the importance of supporting students' mental health to enhance their learning as a justification for implementing suicide prevention programs for their students. They shared how limited staffing, time, perception of school responsibility for student mental health, and lack of knowledge of available suicide prevention resources were logistical, cultural, and knowledge barriers to adopting suicide prevention programs for students. Our research has profound implications for practice.

School leaders have a significant impact on student outcomes; however, there has been a shift from viewing school leadership as the actions of an individual, to seeing leadership as a collaborative endeavour, including in Aotearoa New Zealand. The traditional heroic model of leadership is making way for a new leadership paradigm which considers leadership as the actions of many rather than the few and promotes the construct of distributed leadership. This research study, using an interpretive qualitative design, focused on the experiences of secondary school principals in their attempts to distribute leadership. Moreover, the study aimed to connect principal's interpretations of distributed leadership with their practice of the construct. The findings highlight the challenges in defining and enacting distributed leadership. Nine recommendations for principals who are considering distributed leadership as a tool for effectively distributing leadership and improving student outcomes are presented. These are designed to provide principals with a starting point when considering distributed leadership and to stimulate further discussion on the topic.

We investigated the professional competencies, encompassing both knowledge and management practices, employed by secondary school leaders in Cameroon. A total of 73 principals from both public and private francophone-sector establishments participated in this study, providing responses to a comprehensive 38-item questionnaire. Employing exploratory factor analysis, we identified five distinct factors (competencies) associated with these principals. The findings reveal that, beyond the conventional competencies linked to their pedagogical responsibilities and the management of material and financial resources, school principals have also acquired and refined skills pertinent to the effective management of school communities and the promotion of diversity within their respective educational institutions.

The objective of this study was to study the composition and indicators of innovative organizations of secondary schools under the Office of the Basic Education Commission using research papers study principles and concepts. Then, data was collected, analyzed, and synthesized to obtain the composition and indicators of the innovative organization of secondary schools under the Office of the Basic Education Commission. The tools used to collect data included document notes and assessment forms for the suitability of elements and indicators by confirming elements and indicators from 9 experts. Among the informants are notable people. Three expert groups' credentials are ascertained by Purposive Sampling: Group 1: Academic staff members in postsecondary education establishments who hold a Ph.D. in education, educational administration, or a related field and are assistant professors or higher. Group 2: Educational Administrators having a Ph.D. in Education and a minimum of five years' experience in the field. Group 3 consists of school administrators who have at least five years of experience managing schools and a doctorate in educational administration. The results of the study showed that 1) the innovative organizational composition of secondary schools under the Office of the Basic Education Commission consisted of 5 components: (1) Vision and Strategy, (2) Organizational Structure, (3) Organizational Culture, (4) Human Resource Development and (5) organizational communication. 2) Elements and indicators of vision and strategy are most appropriate, 3) Elements and Indicators of organizational structure are most appropriate, 4) Elements and Indicators of Human Resource Development and 5) Elements and Indicators of corporate communication are most appropriate.

This article reports on a systematic review of research studies published from 2010 to 2021 on the use of apps for learning in the secondary English as a Second Language (ESL) classroom. We extracted relevant information such as the studies' country/region, research design, sample size, students' age, apps' names to conduct a thematic analysis to associate the types of apps and their learning outcomes. The findings suggest that quiz apps support vocabulary acquisition, puzzle apps support vocabulary and grammar learning, platform apps support reading and writing development, augmented reality apps support increased engagement, and virtual reality apps support development of listening and speaking skills. The factors involved in the effective use of apps for learning in the English classroom include the use of quality apps to support the teacher's pedagogy, the profile and readiness of students to engage in digital learning, and the recognition that a classroom ecology is needed for effective integration of digital resources for teaching and learning.

The primary-to-secondary school transition is a milestone for children because of the multiple changes they must navigate. Although most adjust successfully, approximately 30% of children have difficulties during this transition. Intersecting identities are also likely to influence how children navigate the adjustment of the school transfer, but there have been no syntheses of existing evidence relating to the impacts of intersectionality. We conducted an integrative review using eight databases (Education database, ERIC, ProQuest Education, PsychInfo, Scopus, SocIndex, Sociology Database, and Web of Science) and searched for quantitative or qualitative studies that examined how intersecting identities impact children's self-concept, mental health, and adjustment of the primary-to-secondary school transition. We initially identified a total of 3,193 studies through database searches, with 1,790 remaining after deduplication. After we screened the titles and abstracts, 83 studies were included for full-text screening, of which eight met the review criteria. The studies included in the review were published between 2000 and 2018; no studies were found after 2018. Syntheses of the included studies (three quantitative studies, four qualitative studies, and one mixed methods study) revealed three themes: (1) academic and social discord; (2) defining and constructing negative identities; and (3) the female body. Our findings from the review highlighted how children with minority intersecting identities are faced with additional challenges during the transition to secondary school and how these can have negative ramifications for their self-concept, mental health, and adjustment to the transition. Future research needs to be directed away from prioritizing identities, such as gender and ethnicity, to include intersectional identities.

This research is the scenarios of educational administration of secondary schools in Thailand during the next decade (A.D. 2022-2031) by using EDFR research techniques, The research objectives were 1) To study the current conditions and problems of educational administration of secondary schools in Thailand 2) To study the scenarios of educational administration of secondary school in Thailand during the next decade (A.D. 2022-2031). The research results can be summarized as follows: I) The current state and problems of educational administration of the secondary school in Thailand overall practice is at a high level when considering each aspect, there are practices at a high level in all 8 aspects: 1) Planning and quality assurance 2) Academic affairs 3) Student affairs 4) Human resources 5) Administrative work 6) Finance and supplies 7) Building and environment services and 8) Community work and affiliate networks. As for the educational administration problems in Thai secondary schools, the overall practice is at a low level, when considering each aspect, there is a low level of practice in all 8 aspects: 1) Planning and quality assurance 2) Academic affairs 3) Student affairs, 4) Human resources, 5) Administrative work, 6) Finance and supplies, 7) Building and environment services, and 8) Community and affiliate networks. II) The scenarios of educational administration of the secondary school in Thailand during the next decade (A.D. 2022-2031) have 49 possible trends as follows: 1) Planning and Quality assurance 7 trends 2) Academic affairs 11 trends 3) Student affairs 8 trends 4) Human resources, 9 trends, 5) Administrative, 4 trends, 6) Finance and supplies, 5 trends, 7) Building and environment services, 3 trends, and 8) Community and affiliate network 2 trends.

Ethical intelligence is the strength of a transformational society. As a change agent, the school leader is expected to be a representative figure of ethical standards. Unfortunately, they are criticized for their unethical activities. Therefore, drawing on the concept of ethical leadership, this study aims to construct the meaning of ethics as they have lived with it, thereby exploring the transformational influences of ethical strengths. Adopting a narrative inquiry research design, lived narratives were generated from four principals of secondary level (Grades 9-12) selected purposively. The narrative data were analyzed and interpreted using Starratt's (2004) theoretical framework of ethical leadership of care, justice and critique. This study explored ethics as the mutual value of individual, institutional and social institutions. Human potentiality is the power of ethical intelligence that derives toward transformation. This finding shed light on the importance and execution of ethical abilities. It shares ethical knowledge, values and skills among individuals, schools and communities. It also portrays ethical sensitivities, which are the core foundation of a transformative society with rational personalities.

Purpose: This paper explores the potential of students' participation in the HW educational intervention programme based on participatory methodologies in promoting their environmental citizenship. Design/methodology/approach: Using a quasi-experimental design, 126 students were randomly assigned to the intervention and control groups and filled out questionnaires before and after the HW intervention to evaluate environmental citizenship dimensions. Findings: The psychometric properties of a 16-item instrument to measure youth environmental citizenship were validated. After the HW intervention, the students' intervention group had a significant improvement in their sense of environmental efficacy. Research limitations/implications: The cross-sectional design of this study does not allow causal inferences to be made; further research should conduct longitudinal studies. Practical implications: Schools must promote educational experiences where students have opportunities for reflection and action in interaction in a climate of openness to dialogue and diversity with the involvement of different actors.

This study investigated the effects of 3D model building activities with block codes on students' spatial thinking and computational thinking skills. The study group consists of 5th grade students in a secondary school in the Central Anatolia region of Turkey. For the study, a pretestposttest control group was utilized within the experimental design. A total of 66 students participated, 23 in the experimental group and 43 in the control group. While the activities prepared on the Tinkercad platform were applied in the experimental group, the courses were taught using the traditional teaching method in the control group. The study covers a period of three-weeks in the course information technologies and software. The study used the computational thinking levels scale and spatial thinking test scales as data collection instruments. The data was analyzed using both descriptive statistics and independent samples t-tests. Based on the study findings, there were no significant differences observed in the levels of computational thinking skills levels and spatial thinking test scores between the experimental and control groups.

The digitalisation and datafication of education has raised profound questions about the changing role of teachers' educational expertise and agency, as automated processes, data-driven analytics and accountability regimes produce new forms of knowledge and governance. Increasingly, research is paying greater attention to the significant role of digital intermediaries, 'in-between' edtech or State authorities and the classroom itself, in educational transformations. School data infrastructures, understood as comprising diverse sociomaterial elements including teachers, data, software, standards and pedagogical practices, is one such intermediary through which teacher expertise and agency is reconfigured. In this paper, I focus on teachers' involvement in processes of data infrastructuring in which people, platforms, systems and tools come together to create, enable and maintain data flows. Drawing on a sociomaterial ethnography of a secondary school in England, I analyse the work of a school data office in the behind-the-scenes work of data infrastructuring. The findings detail the significant labour and expertise involved in data infrastructuring, the dynamic, expanding and bespoke nature of the school data infrastructures that emerged, and processes of decontextualising and recontextualising numbers. The paper argues that the work of data infrastructuring undertaken by and through the school data office was an intermediary process which worked to both de-professionalise and re-professionalise teachers in new ways. In the process, this created new kinds of educational data experts and expertise, who gained significant influence and power within and beyond the school, both challenging and reinforcing existing organisational and governing power flows.

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.

Equal opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy where some forms of education are considered better than others, whereas the latter requires that they are all considered valuable. This paper presents a case study of a secondary school in the Netherlands that pursued both interpretations of equal opportunities and made systemic reforms to achieve this. Building on interviews, focus groups and participant observation with students, staff and management, the paper analyses the tension these actors experienced between the two interpretations of equal opportunities. It is argued that this stems from a societal context that endorses the first interpretation of equal opportunities but aligns less with the second interpretation. The analysis shows that individual institutions like schools have limited power to shift narratives surrounding educational tracks, especially when these do not align with prevailing trends in society. Additionally, the paper underlines the value of applying analysis of different interpretations of equal opportunities, which is usually undertaken by theoretical work, to empirical data.

Digital technology is profoundly transforming various aspects of life, thus highlighting the need to enhance digital literacy on a national scale. In primary and secondary schools, artificial intelligence (AI) education plays a pivotal role in fostering digital literacy. To comprehensively investigate the variables influencing AI education in primary and secondary schools, a dynamic system model was constructed based on the CIPP (Context, Input, Process, and Product) education evaluation model. We employed a mixed-method research approach, combining both qualitative and quantitative methods, to thoroughly investigate the influencing factors and perform predictive and simulation experiments. Firstly, we construct a system framework for AI education in primary and secondary schools based on CIPP model, utilizing qualitative methods such as literature review and expert interviews to identify influencing factors and define the system's boundaries. Secondly, we collect 814 questionnaire responses from 12 primary and secondary schools and employ Structural Equation Modeling (SEM) for quantitative analysis to explore the relationships between these influencing factors. Finally, these relationships are utilized to construct a System Dynamics model, allowing for an in-depth exploration of the development trends in AI education in primary and secondary schools through predictive analysis and control simulation. Controlled simulations allow us to predict and validate factors that influence the level of AI education development, aiding in the identification of high-leverage elements. Our findings underscore that AI education in Chinese primary and secondary schools is still in its initial stage with insufficient developmental momentum. Through controlled simulation results, it is found that the development of AI education in primary and secondary schools is influenced by both external systems and internal student systems, with national policy serving as the fundamental driving force. Among these influencing factors, societal factors play a predominant role in the external environment, followed by school factors, while the students' level of learning engagement is identified as the most crucial factor within the internal system. Based on the results of prediction and simulation studies, recommendations for improvement are proposed, including policy reforms and collaboration between schools and enterprises.

Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a 'wicked' problem, this paper explores case studies of inter-school networks in Aotearoa New Zealand (New Zealand) and England through the lens of complexity theory. We focus on how the conditions necessary for complex emergence identified by Davis and Sumara operate and how these conditions, along with their 'enabling constraints', facilitate the emergence of new perspectives and practices that enable the achievement of network objectives. This analysis indicates that where particular forms of leadership are in place, challenges -- such as fragmentation, competition and the absence of social capital -- can be overcome. We argue that network leaders need to balance and bridge three overlapping leadership approaches: operational leadership, entrepreneurial leadership and enabling leadership. We conclude by exploring the implications and insights for school, network and system leaders.

In this paper, I examine the tensions that a school principal experienced in reconciling performative priorities with equitable practices in a government secondary school in a low Socio-Economic Status suburb in Victoria, Australia. I use the notion of paradox to explore how the principal navigated contradictions and tensions. I aim to provide a more nuanced understanding of sense-making processes, agency, and capacity for action in the face of resource constraints, competing priorities and conflicting options in educational spaces. Drawing on Deleuze and Guattari's notions of 'striated spaces' and 'lines of flight', I discuss how the principal worked simultaneously within and against inadequate resourcing and performativity pressures to cater for the more complex needs of a group of marginalised students in his school. I highlight the tensions that arose from this work. These tensions remained mostly unresolved, setting in motion an ongoing cycle of compliance, compromise, contradictions, and contestation. The findings show the complex interactions between material realities, punitive modes of accountability, self-discipline, and subjectivity. I conclude by discussing the need for an equity-informed policy agenda driven by a positive mode of accountability to enable equitable practices in school leadership and management.

This essay analyses the implementation of a work-based learning policy in upper secondary schools in Italy. The policy aims to improve student orientation and enhance their soft skills. Based on two ethnographic research studies in Italy, this essay utilises Pierre Bourdieu's theoretical framework, particularly the 'field' concept, to examine how this policy has been implemented in different tracks of the Italian school system in a peripheral region. The policy has challenged the autonomy of the scholastic field, primarily advocated by teachers and students in the dominant pole, represented by the classical and scientific lyceums. The policy has been translated into a series of projects in museums, libraries and third-sector associations in this field segment. These initiatives reinforce students' citizenship values while highlighting their detachment from manual work. In the dominated pole of the field, represented by vocational schools primarily located in the suburbs of large cities and rural areas, the policy has been well received as it aligns with the expectations of teachers and students. However, due to the prevalence of small family companies, planning truly formative work-based learning experiences becomes challenging. Consequently, this leads to an early, albeit tense, socialisation of students within the hierarchical order of small companies.

This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two-source survey design with self-report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub-dimensions ("idealized influence," "inspirational motivation," "individualized consideration" and "intellectual stimulation") and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed.

Background: Despite emerging evidence for the effectiveness of school-based suicide prevention programmes worldwide, there are few being implemented in the United Kingdom, and their social validity (i.e., the feasibility, acceptability, and utility) is not yet known. Aims: We aimed to conduct a scoping study to determine: (1) the social validity and potential benefits of school-based suicide prevention interventions, (2) the perceived need for such interventions, and (3) barriers and facilitators to implementation. Sample and Methods: A total of 46 participants took part. Semi-structured interviews were conducted with mental health professionals (N = 8), school staff (N = 8), and parents whose children had experienced suicidal ideation/behaviours (N = 3) in England. Focus groups were also completed with children and young people (N = 27) aged 15-18 across three state secondary schools. Data were analysed using thematic framework analysis. Results: Three themes were identified: (1) the need for and importance of suicide prevention in children and young people, (2) schools as a setting for delivery, and (3) key components of suicide prevention programmes. Conclusions: Participants overwhelmingly agreed that there is a need for a greater and more consistent emphasis on school-based suicide prevention. School appears to be an acceptable location for suicide prevention, and participants felt discussions about suicide should begin at the start of secondary school. However, there are potential barriers that need to be considered, including tailoring for neurodiversity, challenging cultural/family beliefs and stigma, managing personal experiences of suicidal thoughts or previous bereavement from suicide, and a lack of existing training for school staff.

This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's 'three educational scenarios' (Young & Muller, "European Journal of Education," 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential 'knowledge work', provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's ("Journal of Curriculum Studies," 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.