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Inclusive schooling practices that support immigrant students with low language-of-schooling proficiency to actively participate in learning within mainstream contexts is crucial during the newly-arrived phase. The concept of reciprocal integration and its more recent evolution through the inclusive education movement, reframes school-community relationships as negotiable and re-positions young migrants as empowered navigators of new routes into school integration processes. This study conducted between 2017 and 2019 examines how four immigrant teenagers ('late arrivers' aged between 13 and 15) navigated mainstream learning in two schools during the newly-arrived phase, in two different educational contexts – France and New Zealand. A key aim is to see where educational conditions and individual learning behaviours intersect, as a way of highlighting how students respond to differing integration variables within these two school systems. Four case studies explore similarities and differences, comparing effects on students' experiences of integration. Findings identify, describe and explain a set of common best practices for newly-arrived immigrant teenagers in mainstream learning, with implications for teacher education in language-adapted approaches. [ABSTRACT FROM AUTHOR]

In this scientific investigation, the researchers have designed and developed a new model The Framework of Self-Regulated Cognitive Engagement (FSRCE) that integrates self-regulated learning (SRL) and cognitive engagement (CE), addressing the limitations of previously developed frameworks. The FSRCE model is guided by core principles, emphasizing the dynamic SRL loop, two dimensions of cognitive engagement, individual and contextual factors, ongoing adaptation, and the integration of cognitive and behavioral engagement. In the dynamic SRL loop, the model unfolds in four phases: the forethought phase, performance phase, monitoring and feedback loops, and self-reflection phase. These phases illustrate the iterative nature of SRL and emphasize the importance of CE at each stage. The cognitive engagement depth dimension measures the intensity of cognitive involvement, while the cognitive engagement strategies dimension examines the specific strategies students employ. Individual and contextual factors, including intrinsic motivation, goal orientation, self-efficacy beliefs, and external influences, significantly shape CE within the FSRCE framework. Students’ intrinsic motivation and goal orientation drive their engagement, while self-efficacy beliefs influence their ability to regulate their learning processes effectively. Continuous adaptation and optimization are central to the FSRCE model, allowing students to adjust their cognitive engagement in response to evolving task demands and feedback. It underscores the interplay between cognitive and behavioral engagement, recognizing that both dimensions are integral to achieving optimal learning outcomes, and provides students with a blueprint for active participation in their learning, optimizing their CE, and enhancing learning outcomes, thereby shedding light on the path to more effective and meaningful educational experiences.

Teachers are at the frontlines of the fight to identify and cope with child sexual abuse (CSA) among their pupils. Their methods of coping with CSA cases, both personally and professionally, are strongly influenced by their socio-cultural contexts and religious beliefs. The purpose of the present study was to investigate the experiences of Christian Arab teachers in Israel coping with the CSA of their pupils. Twelve Christian Arab elementary school teachers in Israel were recruited for the study. Semi-structured interviews were conducted, and a qualitative thematic analysis was employed based on a descriptive phenomenological-psychological approach. Two key themes emerged from the analysis: (a) The teachers' intense emotional reactions regarding the CSA of their students and the empowerment some found in handling such difficult situations, and (b) The teachers' Christian beliefs and identity strongly affected their understanding of CSA and their approach to intervention. The findings indicated the dialectical position of the teachers' religio-cultural context, particularly the duality of the Christian value of forgiveness, a powerful resource for their coping, yet with adverse implications for children's vulnerability. This unique risk should inform training teachers regarding CSA matters. Teachers must also have systems that support them and allow them to reflectively examine their coping styles. [ABSTRACT FROM AUTHOR]

Educational spaces are one of the most critical operations laid down with the architect, school design is a foundation to build/re-build any community. According to current financial variabilities, political crises, and continuous lack of resources, a gap between human classes is widespread, leading to extremely poor, and recently refugees' communities. Regarding to education, the problem is that traditional school buildings with fixed structures are not effective nor available to these categories with extremely low resources and barley any infrastructure, therefore, it is essential to adopt new concepts to activate the function and impact of educational spaces in these urgent communities. The study aims to create a school "system" to fulfill the task of providing educational spaces, depending on the elements of adaptability with considering social, low-cost impact according to main definitions. With implementing the child's psychological- physiological development elements, age category from 6 :13 years "Middle childhood: Early adolescence" inside the design process. In Egypt, there are several areas of extremely poor living conditions, the two highly alarming case studies are first, Upper Egypt's rural villages having the highest ratio of extreme poverty in Egypt, second, refugee camps that became part and parcel of any standing country, both representing urgent need for children's education rescue. This paper is concentrating as a beginning on first case study as it has the highest percentage of out- school children. As result, trying to fulfill the task by creating an applied school system (project-based) with the adopted criteria, suitable to selected areas main conditions. [ABSTRACT FROM AUTHOR]

While federal law requires public schools to provide students with disabilities a free and appropriate public education in the least restrictive environment, students with extensive support needs are excluded from general education at alarming rates, raising concerns about equity of access to education. Purposeful school systems in which students' needs can be met are critical to establish for schools working towards inclusion. The current study used qualitative case study methods to identify schoolwide practices contributing to the successful inclusion of students with extensive support needs in an urban elementary school. Eight interviews with school stakeholders – teachers, parents, a paraprofessional, and an administrator – were conducted. Results revealed formal collaboration structures were embedded within the school's program, offering teachers and staff consistent opportunities to work together. Four school systems were also found to be critical for the school's inclusion model, including the Multi-Tiered Systems of Support framework, instructional coaching practices, hiring, and scheduling. The study adds to the literature by detailing inclusive practices, intended to provide administrators with an example of how common systems are operationalized within an effective inclusion model. Future research to support the implementation of systems and practices is discussed. [ABSTRACT FROM AUTHOR]

This paper describes how educational communities perceive the stimulation of 21st-century skills in students. A quantitative approach was employed, following a descriptive non-experimental research design, with a sample of 692 subjects comprising teachers, students, and parents and guardians. The results reveal a perceived lack of stimulation of digital skills like robotics, electronics, and the development of mobile applications; social skills like taking a rights-based or gender-based approach; emotional skills like self-care and resilience; and cognitive skills like creative and computational thinking. In conclusion, educational communities exhibit only a moderate perception of the stimulation of 21st-century skills, which demonstrates a need to strengthen initiatives to promote these skills in the education system.

In the long history of the Catholic school in Europe, it has taken various forms, linked to local cultures and to the history, particularly religious but also political, of each state. While it is possible to account for this diversity, it is also important to highlight common features and challenges, such as secularisation and globalisation, which question the identity of Catholic schools. It is by addressing these challenges that Catholic schools will maintain an original school model that inspires the public schools of the different educational systems present in Europe. [ABSTRACT FROM AUTHOR]

This paper describes how educational communities perceive the stimulation of 21st-century skills in students. A quantitative approach was employed, following a descriptive non-experimental research design, with a sample of 692 subjects comprising teachers, students, and parents and guardians. The results reveal a perceived lack of stimulation of digital skills like robotics, electronics, and the development of mobile applications; social skills like taking a rights-based or gender-based approach; emotional skills like self-care and resilience; and cognitive skills like creative and computational thinking. In conclusion, educational communities exhibit only a moderate perception of the stimulation of 21st-century skills, which demonstrates a need to strengthen initiatives to promote these skills in the education system. [ABSTRACT FROM AUTHOR]

Educator mental health sits at the intersection of multiple pressing educational issues. We are among the first to provide estimates of school system employee (SSE) stress, anxiety, and depression during the COVID-19 pandemic. Most participants reported clinically meaningful anxiety and depressive symptoms (77.96% and 53.65%, respectively). Being in the lowest strata of family income was associated with higher stress, a greater likelihood of clinically significant depressive symptoms, and reduced intentions to continue in the same job, portending the current staffing shortages affecting schools. Supporting SSE mental health should become a policy priority. [ABSTRACT FROM AUTHOR]

The Internet of Things (IoT) is playing an important role in the development of cars, smart homes and schools. Schools are using IoT technology to enhance student learning, digitize traditional learning and improve academic performance. IoT is rapidly replacing the traditional school system with a modern, smart and safe school system. Several modern education systems are presented in the literature. The difficulty of choosing a smart and safe school system while evaluating the respective merits of different school systems has long been a concern for educators. In this study we proposed a hybrid multi-criteria decision-making method (MCDM) to address the selection Problem. To rank the different smart school systems and evaluate the value of the required parameter, two MCDM-based methods are used: Entropy and TOPSIS (Technique for Preference Ordering by Similarity to an Ideal Solution). Twelve beneficial features were considered that represent the fundamental positive characteristics required to create an intelligent education system. Ten different educational systems are considered as alternatives in order to carry out an evaluation. Entropy is used to measure the importance of each criterion and TOPSIS is used to rank the school systems. In this paper, we propose how the concepts of Entropy and TOPSIS can be used to address the challenge of selecting a safe and smart school system based on IoT. Our investigation selected the IoT-based school system that was found to be the smartest and safest out of a set of schools. Finally, we discuss the evaluation of the proposed research. • Review IoT applications in education and transform traditional schools into smart, secure systems. • Apply hybrid techniques to select a smart and secure school system. • Determine key components of IoT-based school systems via literature analysis. • Use entropy to measure criteria importance and TOPSIS for ranking alternatives. • Identify and prioritize a smart, secure school system in this research. [ABSTRACT FROM AUTHOR]

Access arrangements are the way in which awarding bodies for public examinations in England, such as the General Certificate of Secondary Education, make reasonable adjustments for students with special educational needs and disabilities. SENCos have expressed concerns about the onerous nature of managing requirements for access arrangements, both administratively and practically, but there has been little explanation of why an apparently straightforward process proves so challenging. In this study, the development of a whole‐school system to improve the administrative and practical management of access arrangements is used to seek to understand how the requirements set (and re‐set) annually interact with school systems and processes to render the administration of access arrangements potentially complex, time‐consuming and unpredictable. Scotland's flexible, school‐led framework of requirements for the management of public examination assessment arrangements is highlighted as potentially more fit‐for‐purpose for the organisation of statutory reasonable adjustments for educational assessment. [ABSTRACT FROM AUTHOR]

The link between climate change and growing poverty levels makes communities more vulnerable to catastrophes, reducing community resilience to disaster consequences. Development practitioners, planners, and researchers must find novel techniques to build community resilience in the face of an ever-growing hazard in such a circumstance with a spectrum of risk and catastrophe. As a result, the focus of this study was on how school systems, as significant social institutions, might effectively minimize disaster risk in communities. People's standards, beliefs, and behaviors are greatly influenced by societal institutions. After the family, the school is the second most significant socializing institution, in charge of shaping people's attitudes, knowledge, behaviors, specialized skills, and values in order to ensure social conformity. The prospect of using school systems to increase catastrophe risk reduction in poor areas of Greece was specifically addressed in this study. The study confirmed that the school curriculum has a positive and significant relationship with disaster risk management. Many advantages are realized, according to the research, if catastrophe risk mitigation is made a priority in Greece's educational systems. Learning about ideas such as civil protection and incorporating disaster risk management into school curricula are both viewed as vital in enhancing disaster risk management. [ABSTRACT FROM AUTHOR]

In this article, I will argue in favour of international comparative approaches in studying immigration and school education. After describing organizational frameworks of international comparisons, major results and disputes, I will put forward three arguments. (1) In many studies different groups of origin are compared within one country. To gain new insights, the focus from either the micro-level of the students and their families or the meso-level of groups should be shifted to the macro-level of national policies by comparing the situation of the same group of origin (also taking into account their socio-economic composition) in different countries. (2) Implementing this approach, the integration context theory and the migrant integration policy index MIPEX are examples and could be used as stepping stones for further research and policy-learning. (3) Initial teacher education in many countries, especially in Europe, has not yet taken on the necessary pivotal role as incubator for future teacher professionalism in an age of migration and diversity where cultural, linguistic and religious responsiveness are an important part. [ABSTRACT FROM AUTHOR]

Positive behaviour for learning (PBL) was introduced to the state education sector in Queensland in the early 2000s in an effort to move schools away from use of punitive disciplinary practices towards a positive and supportive approach to student behaviour. Although around half of state schools in Queensland have received training to implement PBL, as yet no studies into the outcomes of PBL implementation in that state have been conducted. In the October, 2019 edition of Interchange an article by Paul and Cindy-lou Bleakley claimed to demonstrate a link between the widespread adoption of PBL and increasing rates of suspensions in Queensland state schools. In our article, we refute this claim and respond to several errors and misconceptions in the paper by Bleakley and Bleakley. First, we counter the claim that PBL takes a punitive approach to student behaviour and point out the ways in which PBL has been misconstrued. Next, we discuss flaws in the methodology used to assert a causal relationship between increasing rates of suspension and the introduction of PBL. To conclude, we reject the assertion that PBL replaced restorative justice as the preferred model of behaviour support in Queensland and argue that a restorative justice approach is not incompatible with implementation of PBL [ABSTRACT FROM AUTHOR]

The link between climate change and growing poverty levels makes communities more vulnerable to catastrophes, reducing community resilience to disaster consequences. Development practitioners, planners, and researchers must find novel techniques to build community resilience in the face of an ever-growing hazard in such a circumstance with a spectrum of risk and catastrophe. As a result, the focus of this study was on how school systems, as significant social institutions, might effectively minimize disaster risk in communities. People’s standards, beliefs, and behaviors are greatly influenced by societal institutions. After the family, the school is the second most significant socializing institution, in charge of shaping people’s attitudes, knowledge, behaviors, specialized skills, and values in order to ensure social conformity. The prospect of using school systems to increase catastrophe risk reduction in poor areas of Greece was specifically addressed in this study. The study confirmed that the school curriculum has a positive and significant relationship with disaster risk management. Many advantages are realized, according to the research, if catastrophe risk mitigation is made a priority in Greece’s educational systems. Learning about ideas such as civil protection and incorporating disaster risk management into school curricula are both viewed as vital in enhancing disaster risk management.

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This article offers a comparative analysis and interpretation of leadership in the four UK education jurisdictions (Scotland, Wales, England and Northern Ireland), informed by the articles in this special issue and by a project report, all outcomes of an initiative, 'Educational Leadership, Management and Administration in the United Kingdom: A Comparative Review', funded by the British Educational Leadership Management and Administration Society. The article explores the constructions of leadership in the school systems of the four jurisdictions and the purposes those constructions are fulfilling concerning the governance of education. The comparative analysis identifies four purposes – relational, institutional-reform focused, masking and space-making. This typology of purposes is used to illuminate the different emphases across the jurisdictions. A relational purpose may be discerned more strongly in Wales and Scotland, a neo-liberal institutional-focused purpose more so in England, and relational and neo-liberal threads are intertwined in Northern Ireland in the context of legacies of community divisions. At the same time in all four jurisdictions, each of the purposes is given expression alongside, intermingling with or challenging neo-liberal threads of change and the dynamic between them helps shape the context in which leaders in the school systems create and practise leadership. [ABSTRACT FROM AUTHOR]

Abstract Natural disasters may have catastrophic and long‐lasting impacts on communities' physical, economic, and social infrastructure. Slow recovery of educational services following such events is likely to cause traumatic stress in children, lead families to out‐migrate, and affect the community's overall social stability. Methods for quantifying and assessing the restoration process of educational systems and their dependencies on other supporting infrastructure have not received adequate attention. This study introduces, for the first time, a new framework to evaluate the functionality, recovery, and resilience of a school system following severe earthquake events. The framework considers both the quantity and quality of education services provided, school enrollment, and staff employment, as well as the interaction between various agents such as staff, students, parents, administration, and community. A virtual testbed community, Centerville, is utilized to highlight the application of this framework. The impact of school reopening policies on the number of students enrolled as well as the potential for homeschooling is also considered. The availability of various enrollment alternatives for students, backup classroom space and functioning utility systems, and facilitation of staff and supplies transfer between schools substantially increase the resilience of the education service.

Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/who are some school-based supports they identify? (b) What/who are some non-school supports they identify? We share data from semi-structured interviews with forty high school students. Findings reveal: teacher support in the form of pedagogical choices, individualized support, and after-school support; counseling expertise in the form of academic advisement and emotional support; effective family-school collaboration; discrete family support outside of school; and various forms of self sustenance. Implications of these findings are discussed before recommendations are made to various stakeholders in the school community with the view to improving supports of students with LD toward helping them successfully graduate.

Natural disasters may have catastrophic and long‐lasting impacts on communities' physical, economic, and social infrastructure. Slow recovery of educational services following such events is likely to cause traumatic stress in children, lead families to out‐migrate, and affect the community's overall social stability. Methods for quantifying and assessing the restoration process of educational systems and their dependencies on other supporting infrastructure have not received adequate attention. This study introduces, for the first time, a new framework to evaluate the functionality, recovery, and resilience of a school system following severe earthquake events. The framework considers both the quantity and quality of education services provided, school enrollment, and staff employment, as well as the interaction between various agents such as staff, students, parents, administration, and community. A virtual testbed community, Centerville, is utilized to highlight the application of this framework. The impact of school reopening policies on the number of students enrolled as well as the potential for homeschooling is also considered. The availability of various enrollment alternatives for students, backup classroom space and functioning utility systems, and facilitation of staff and supplies transfer between schools substantially increase the resilience of the education service. Plain Language Summary: Recovery of educational services following natural disasters is key for ensuring the well‐being of communities and for maintaining the overall social stability. Currently, there is a lack of quantifiable methodologies for assessing the restoration process of educational systems while accounting for their dependencies on other supporting infrastructure and the society. In this study, a new sociotechnical approach is devised for evaluating functionality, recovery, and resilience of a school system following severe earthquake events. The framework is applied to a virtual testbed to highlight its application. Various social and physical parameters are shown to have a substantial impact on the recovery trajectory and the overall resilience of the schools. Key Points: A new framework is devised to estimate the resilience and functionality of K‐12 schools after earthquakesThe framework considers the role played by the society on maintaining the schools' functionalityA Markov chain stochastic model, coupled with dynamic optimization, is used to model the near‐optimal school recovery trajectory of the schools [ABSTRACT FROM AUTHOR]

Research interest in comparing education took place in parallel with the study of society and social achievements. Contemporary context, in which there is interdependence and reciprocity, demands re-focusing on the role of comparative research in analyzing the structure, resources development, social function of education in relation to the position in the structure of the world. In this paper, by analyzing the methodological characteristics, with special overview to the methods, seeks to highlight the problems of comparative researches and ways to overcome them. From the theoretical point of view, changes will be considered as well as analyzing the arguments about the need to mixed-methods approach in comparing educational phenomena. At the same time it seeks to identify tendencies which reflect both directions and contradictions in the development of comparative research, as well as the factors of this development.

The aim of this chapter is to present a brief review of the main trends in the reforms of school structures in Europe that have happened over the past 25 years. The review comprises school systems in 38 European countries: the European Union member states, the European Free Trade Association countries, and some countries in South-Eastern Europe. The chapter starts with an introduction to the reasons for focusing on the school structures, and then outlines the following six main reform trends: (1) decreasing the school entrance age; (2) expanding compulsory preschool education; (3) increasing the duration of compulsory school education; (4) increasing the duration of primary education; (5) eliminating primary education as a separate level by providing single basic education; and (6) continuing the diversity of school structures. The chapter concludes with short prognoses on the six trends. [ABSTRACT FROM AUTHOR]

The study was based on classroom interaction to identify linguistic choices among participants to understand concepts of science. Two classes of 7th grade students of a private sector school were observed during classroom teaching of a unit taught in nine sessions. The study employed mix method approach with convergent parallel mix method design. Quantitative data was based on students' conceptual understanding measured through pretest post-test procedure using a worksheet based on concepts of the unit observed during teaching. The qualitative data was based on classroom audio recordings during teaching of this unit completed in nine sessions, each session was equal to 40 minutes. Paired sample t-test was used to analyze quantitative data while NVivo software was used to analyze text data based on audio recordings. Some significant words, questions words, styles and phrases were identified in the text of classroom interaction followed by productive discussion which enhanced students understanding of science. The findings also highlighted the importance of linguistic choices made during classroom interactions played role in students' participation and their learning opportunity. [ABSTRACT FROM AUTHOR]

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven's Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed. [ABSTRACT FROM AUTHOR]

Across European countries, the expansion of education has increased during the 20th century the opportunities of young people’s access to and within schooling, but it has not reduced socioeconomic and cultural inequality both in term of labour market’s entry and participation to the democratic public life. This paper proposes an analysis of the ways in which education systems are institutionalised in Europe and the effects of this institutionalisation on educational inequality, young people’ labor market entry and the promotion of their active citizenship: three hot topics in the EU agenda framing the implementation of the European knowledge societies. Educational inequality becomes particularly evident at the transition point from lower to upper secondary education as this passage confronts young people with new (adult) expectations, status and practices and contributes to their positioning in a segmented labor market and an unequal society. Therefore, our special focus is set on the kinds of transitions foreseen in the education systems of the eight countries participating to an EU-funded research project on the Governance of Educational Trajectories in Europe (GOETE). The aim is to highlight how different the tasks of education are interpreted through the systemic structure of the different national education systems.

Aim: Educational Psychology Services (EPS) have played a key role, alongside our partners, in the training and implementation support of restorative approaches (RA). This article aims to investigate the impact EPS has had on the implementation of RA activities across North Ayrshire Council (NAC) schools. Rationale: The rationale for this study was to measure the influence that the training in RA, and supporting activities provided by the EPS and our partners, had on the day-to-day practice within NAC schools. Methods: From October 2015 until January 2017 a total of 50 primary schools and nine secondary schools had senior school management representation on a two-day RA 'Training for Trainers' and a half-day follow-up recall session aimed at supporting the creation of individualised and context-based implementation plans. Subsequently, schools were offered opportunities for follow-up implementation support; these have been employed in a variety of different contextually appropriate ways. Findings: Primary instrumentation using questionnaires based on Thorsbourne's (2013) model of implementation revealed quantitative data suggesting that schools have achieved levels of implementation to varying degrees (78 per cent first order change, 55 per cent second order change, 40 per cent third order change). Triangulation with three other secondary data sources is indicative of an increased number of staff having restorative conversations, and of ongoing embedding of RA in schools. Conclusions: The benefits of partnership work, authority strategic support and flexibility of within-school implementation planning are recognised. Challenges to implementation, next steps and the unique role of the educational psychologist are also discussed. [ABSTRACT FROM AUTHOR]

Student bullying behaviour is a long-standing concern in New Zealand schools. International studies consistently show high rates of student reports of this behaviour. Research suggests that bullying behaviour is a socioecological and systemic phenomenon that is best addressed via systems-based and multifaceted approaches implemented using collaborative processes. Less is known about the most effective components of these multifaceted approaches. This article analyses New Zealand Wellbeing@School survey data to suggest ways forward for schools. A multilevel model was used to associate two student and two teacher measures from the same schools. The findings indicate that a mix of school-wide actions were associated with lower levels of student aggressive and bullying behaviour. Five sub-groups of actions are discussed in the light of recent New Zealand and international research. The article concludes with a call to locate anti-bullying approaches within a multifaceted and holistic framework which has the overall aim of promoting wellbeing and healthy social relationships. A holistic approach enables schools to foster protective factors such as belonging, and address risk factors that influence bullying behaviour, as well as a range of desirable education and health outcomes for young people. [ABSTRACT FROM AUTHOR]