Resilience and the switch to distance learning:how the secondary school girls experienced the use of information technology during the COVID19 pandemic

Abstract. In recent years, upper secondary education in Finland has undergone a plethora of changes that have increased the use of ICT in upper secondary education. Despite the general assumption that young people are digitally skilled, there is also a known digital divide, which at worst, will create a digital inequality. The coronavirus pandemic required a rapid response by global governments. As such, secondary education was shifted from traditional classrooms to virtual settings, which increased the use of ICT even more. Moreover, resilience has a well-established positive association with academic performance, and especially when facing adversities and overcoming them. Therefore, exploring the students’ experiences during the coronavirus pandemic through the lens of resilience was chosen. The research questions were as follows: How is ICT used in upper secondary school during distance education? How did teenage girls studying in upper secondary school experience distance learning during the COVID-19 pandemic? What kind of coping strategies did the teenage girls use to overcome the challenges faced when using ICT? What kind of factors of resilience are coming up when discussing the adversities related to the use of ICT in school? This thesis used qualitative research methods. Semi-structured theme interviews were conducted to determine answers to the research questions. Coping strategies related to ICT-related challenges were categorised using Brief COPE by Carver (1997), whereas factors of resilience were analysed using the READ Scale (von Soest, Mossige, Stefansen & Hjemdal, 2010). The findings were further analysed using nexus analysis by Scollon & Scollon (2004). Based on the qualitative analysis, the teenagers adapted well to distance learning. However, they were affected by their historical bodies. Reported challenges during distance education were related to teaching, communication, technology, environment, wellbeing, and examinations. In addition, all the students interviewed were analysed to possess many factors of resilience, although at different levels. For example, variation in personal competence, social resources, and family coherence came up. Regarding coping, the students were analysed to employ different coping strategies in similar situations. Moreover, distance education had an impact on which coping strategy to use. The most common coping strategy discussed were problem-focused coping. The use of coping was affected by, for example, access to social resources

MEDIATING EFFECT OF TEACHER ATTITUDE ON THE RELATIONSHIP BETWEEN LEARNING ENVIRONMENT AND PERCEIVED WELLBEING OF PUBLIC SCHOOL TEACHERS

The aim of this study was to determine the mediating effect of teacher attitude towards a physical education learning environment and the perceived well-being of public school teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 340 respondents of the study who are teachers in Physical Education in public schools (elementary and secondary) in Matanao, Bansalan and Magsaysay (MABAMA), Davao del Sur. The researcher utilized the total population technique and survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and for the mediation approach Medgraph using Sobel z-test. From the results of the study, it was found out that there is a high level of mean scores for all variables of learning environment, teacher attitude, and perceived well-being of public school teachers. Also, results revealed that there are significant relationships between learning environment and perceived well-being, between learning environment and teacher attitude, and between teacher attitude and perceived well-being of public school teachers. Further, it was revealed that there was a partial mediation on the effect of teacher attitude on the relationship between learning environment and perceived well-being of public school teachers. This implies that the learning environment conveys a good teacher attitude.  Article visualizations

The framing of truancy : a study of non-attendance policy as a form of social exclusion within Western Australia

Truancy is a product of socially constructed knowledge. The final product of this knowledge provides insight into the defining features of current societal beliefs, values and fears, becoming a powerful framing influence for definitions of acceptable patterns of school attendance and behaviour. In this sense, the perceived incidence of truancy within a community has far more impact on the creation and enactment of public policy associated with young people who do not regularly attend school than the incidence itself. This does not deny the incidence of truancy, nor the empirical data indicating correlates of truancy, illiteracy, crime, poverty and unemployment. Truants do exist. How these students and actions are perceived, however, and the consequences for all stakeholders (both personal and public) are constructed through the particular perceptions of youth, school nonattendance, and crime. The focus of this study was to identify the ways in which cultural factors have influenced popular and academic constructions of truancy, and subsequent creation and enactment of public policy associated with truancy. A model was developed for identifying the framing influences for public policy associated with any socially defined construct, directing the identification of three defining cultures for the framing of truancy. Ethnographic methods were used to \u27read\u27 the culture of compulsory education through the interactions and decision making processes within stakeholding institutions in Western Australia. Four education districts were included in the study, with a particular focus on inter-agency processes within one of these districts. Participation in and observation of the whole gamut of policy in practice within an education district allowed a demystification of the policy and practice associated with students who both reject or are rejected by the school system. Access to district databases provided non-attendance data for 30,000 students over the eighteen month period of the study. Less than two per cent of students were defined as chronic truants, of whom a disproportionate number were Aboriginal students. The proportion of students defined as at educational risk through chronic truancy was remarkably similar to the proportion of students excluded from their education through behaviour management processes, including the disproportionate number of Aboriginal students defined as violent and abusive. Although there was little indication of a gender difference in truancy patterns (except for the over representation of adolescent Aboriginal girls), the suspension and exclusion data show an overwhelming proportion of boys defined as Attention Deficit Hyperactive Disorder reported by female teachers as evidencing major behaviour problems. Three cultures were identified as the major influences on the current framing of public policy associated with non-attendance. These cultures reflect community beliefs in punitive measures, a systemic reluctance to take responsibility for pedagogical and resource issues and perceptions of difference based on ethnicity and student behaviour. Such a framing of public policy associated with re-integration of recidivist offenders inevitably perpetuates a culture of social exclusion. There seems little chance for change in the production of public policy associated with these students within current community (and institutional) constructions of difference, responsibility and social justice. Re-framing cultures built on foundational beliefs, powerful public perceptions and images to reflect mediation, natural justice and cultural awareness is an enormous task for any community. However, such a shift in the framing influences for the creation of public policy would encourage the enactment of current legislative and regulatory frameworks associated with non-attendance to reflect inclusion and equity

Third-Grade Students’ Poor Performance on the Math Section of the Stanford Achievement Test at Chapel Hill Elementary School: An Instrumental Exploratory Qualitative Single-Case Study

The purpose of this instrumental exploratory qualitative single-case study was to explore the understanding of the principal, teachers, and parents related to the poor performance on the math section of the Stanford Achievement Test and the related factors of self-determination and self-efficacy of third-grade students in a private Christian elementary school in a city (pseudonym, Chapel Hill) in the Western United States. The theory guiding this study was Bandura\u27s social cognitive theory, which is the foundation of self-determination theory, academic self-efficacy, and school-related parental monitoring. This case study contained a purposeful sample of ten participants (one principal, four teachers, and five parents). Although the themes of professional development, mathematics performance, and student learning were prevalent for teachers, paren-ting was primarily applicable to parents. Positive psychology was present for all participants. The cultural environment influenced and was linked to all other themes. The findings indicated that poor performance was related to students lacking motivation in third grade to learn math and maintain their skills successively in elementary school. Possible causes of these findings were inadequate synchronized effort between teachers and parents and a lack of student discipline despite math drills offered in the curriculum enforced by rules and supported by manipulatives. Parents needed to dedicate themselves more adequately to student learning. The influence of the cultural environment had implicitly adverse effects on student regulation and academic achievement. Suggestions were given on how teachers, parents, and educational policymakers can leverage self-determination and self-efficacy-related theories to help them improve students\u27 learning outcomes. Implications for educational (reform) policies were given

ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION

The purpose of this study was to examine three phenomena, 1.) the classroom struggles and successes of students and teachers participating in a place- and community-based curriculum; 2). students personal geographies: their experiences, perspectives and interpretations of their homes, school, community and city; and 3.) interactions between community-based curriculum and students\u27 geographies. This study goes to the intersection of place-based curriculum and students\u27 geographies to explore the interactions that exist between these phenomena. Grounded in critical spatial, feminist standpoint, and constructivist theories, this study draws upon scholarship in Children\u27s Geographies, place- and community-based education, and critical spatial studies. The Second Tuesday Project (STP), a community-based research and service project at Jefferson Center High School, a public, urban high school in a large Midwestern city, is the focus of the curriculum study. Students in the Human Services Course participated in the STP which required they study a community issue/problem by volunteering at a related community organization and using more traditional research methods. Qualitative research focused on three strands: 1.) a STP curriculum study, 2.) case studies of students\u27 geographies, and 3.) analysis of interactions between the STP and students\u27 geographies. Data collection included participant-observation in the Human Services Course, interviews with teachers and students, and focus group sessions with participating students. Curriculum study highlighted a program struggling with identifying, articulating and sharing its overarching goals and objectives but also a program creatively and successfully breaking down logistical barriers between the school and the broader community. Students\u27 geographies highlighted issues of race, class, and diversity through their very rich and complex experiences of place. Interactions between the curriculum and students\u27 geographies varied: from significant changes to students\u27 sense of place to little or no influence at all. Causes for the variation were primarily issues with the quality of curriculum, field experiences, or student engagement and preparedness. Implications for educators include the need for clear curricular goals and objectives and flexible approaches to integrating classroom and community learning contexts. The study also demonstrates the pedagogical potential of Children\u27s Geographies theories and methods.\u2

The silent experiences of young bilingual learners : a small scale sociocultural study into the silent period

This ethnographic study focuses upon the experiences of a small number of early years bilingual learners' during the emergent stage of English language acquisition - the silent period. Building upon historical understandings of sociocultural theory, Vygotsky (1986), Lave and Wenger (1991), Wenger (1998), Rogoff (2003) and Gee (2004) provide the platform upon which the evolution of sociocultural learning theory is applied and tested out in relation to the interconnectedness of the spoken mother tongue, thought, and learning. Legitimate peripheral participation is examined as a workable concept through which to explore the initial learning trajectory of an emergent bilingual learner whilst negotiating participation within, through and beyond the early years community of practice during the silent period. A multi-method ethnographic approach to data gathering adopts Flewitt's (2005) `gaze following', as an alternative means of participant observation through which to identify silent participation within an early years setting. Additional ethnographic methods include unstructured interviews with bilingual and monolingual participants, which are interspersed with significant auto-ethnographic accounts. Funnelling the data through thematic analysis facilitates both the emergence of significant patterns and the `encapsulation' of significant data within vignettes. Sociocultural theory is tested out against the research findings through the analysis of nine selected vignettes. The findings present the silent period as a crucial time for learning; distributed through a synthesis of close observation, intense listening and copying. Examining the silent period through a sociocultural lens tentatively reveals silent participation as a significant but lesser acknowledged contribution to the early years community of practice

Technology and its impact on parental involvement in K-12 education

The purpose of this study is to examine the impact technology, specifically the Student Information System’s (SIS) parent portal has on parent involvement in K-12 education. Parents who participated in the study were asked questions in the fields of special education; social economic status; parent workshops; use of technology, including the parent portal; parent beliefs; parent–teacher relationships; and their involvement in schools. The data were collected from parents of K-12 students through a survey and was analyzed to determine if there were relationships between variables as well as to show two-way relationships and path analysis. Based on the findings, it can be concluded that technology-focused parent education workshops, as well as workshops on parent–teacher relationships, will have an impact on parental involvement in student learning. The workshops should embrace parent background characteristics and prior school experiences. These findings may assist schools and districts on how to approach strengthening the relationships between parents and schools by utilizing technology, specifically the SIS’s parent portal, as a tool to assist our parents with being involved in their student’s education journey

Computer education: new perspectives

Computer technologies were introduced into educational contexts over two decades ago and while there is some argument about the extent to which computers have realised their potential, they have undoubtedly had a significant impact on education. A look into any school will reveal computers being used widely by clerical staff, teachers and children. It is clear that computers are here to stay, but it is less clear as to how effectively they are being used in the learning process. Teachers not only need to use computers but they need to use them well, and in order to do this they must understand what computer technology can offer and the ways in which such technology can be used in teaching and learning