As the international momentum of the school effectiveness movement continues, its exponents remain largely impervious to criticism. This paper argues that while they may not readily align themselves with the individualistic aspects of Conservative social philosophy, their methodology necessarily secretes an atomised social ontology. The charge of ideological commitment rests on the fact that the essentially positivist epistemology employed by school effectiveness researchers presupposes an ontology of closed systems and atomistic events. Thus any notion of the structuring of life-chances is (...) automatically ruled out of court. The reciprocity of social ontology and methodology is explored in order to account for the myopia of the school effectiveness movement. (shrink)

Climate change and environmental degradation are threatening the existence of humanity. The youth have the potential and capability to play a pivotal role in tackling these challenges. Therefore, the current study aims to examine how school and family environmental education can enhance environmental knowledge, willingness to take action, and pro-environmental behaviors among children and young people. The Bayesian Mindsponge Framework (BMF) analytics was utilized on a nationally representative dataset of 2069 Vietnamese primary, secondary, and high school students. The analysis results (...) suggest that school and family environmental education is beneficial for improving students’ environmental knowledge and willingness to take environmental actions. Notably, the effect of school education is more substantial for cultivating environmental knowledge, whereas family education has a stronger impact on raising students’ willingness than school education. Students with higher levels of environmental knowledge are more likely to conduct pro-environmental behaviors only when they are willing to take environmental actions. If students are unwilling to act, higher environmental knowledge is negatively associated with the likelihood of pro-environmental behavior. Following these findings, we call for coordinated education efforts of schools and families to cultivate students’ eco-surplus culture. The education efforts should be implemented along with exposing students to environmental settings and encouraging them to read environmental books. (shrink)

Background: Food insecurity condition challenges the availability of food, access to food, food supply stability, and food utilization. Food banks play a major role in the food aid sector by distributing donated and purchased groceries directly to food-insecure families, thus significantly impacting food insecurity. On the other hand, school meal programs are implemented in many countries to combat food insecurity among school-aged children. The synergy between school meal programs and food banks has a great potency to combat food insecurity among (...) children effectively. Aim: This study aims to examine the association between experts’ involvement—such as nutritionists, farmers, and private sectors—and community engagement, including parents and others, with the linkage between food banks and school meal programs among implementing countries. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that the involvement of nutritionists and the private sector was positively associated with the linkage between food banks and school meal programs, while farmers’ involvement showed an ambiguous association. The engagement of parents and others also showed an ambiguous relationship with this linkage. Conclusions: Findings underscore the strong need to formulate strategies for increasing the involvement of nutritionists and the private sector to successfully link the food banks with school meal programs in implementing countries, which is crucial for effectively combating food insecurity among school-aged children. (shrink)

Background: Food fortification refers to the process of adding nutrients to foods during their production. It is a cost-effective strategy with well-documented health, economic, and social benefits. Food fortification practices in school meal programs need guidance and legal support from various national policies. Aim: This study aims to analyze how various national policies—such as those related to school feeding, nutrition, health, food safety, agriculture, and the private sector—associate with the implementation of in-school food fortification among countries with school meals programs. (...) Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that food safety policy and agriculture policy were positively and significantly associated with the in-school food fortification practices, while school feeding policy and private sector policy had ambiguous relationships with these practices. Nutrition policy and health policy had a significant negative association with food fortification practices among countries implementing school meal programs. Conclusions: Findings underscore the strong position of food safety policy and agriculture policy in guiding food fortification practices in school meal programs. There is a need to re-assess the implemented nutrition policy and health policy due to their significant negative associations with these practices. Enhancing and strengthening the school feeding policy and private sector policy may increase their potencies in giving positive impacts on in-school food fortification practices. (shrink)

Over the past 45 years there has been increasing vocal opposition to religious schools, particularly in Western Europe. Only some of this opposition is related to the perception that some religious schools might be excluding the less fortunate. Much of the opposition rests on the conviction that it is no longer tenable to fund and support so many religious schools when the number of persons professing religious belief has sharply declined. This argument, buttressed by the belief that (...) Europe has undergone a profound “secularization,” maintains that religious schools are but an obsolete cultural relic to be discarded in favor of nondenominational alternatives. Relatedly, religious schools are believed to contribute to segregation and “divisiveness”: Rather than maintain a system in which persons are drawn to schools that reflect their own cultural or religious background, children ought to attend the same schools, learning from – and not only about – each other through substantive interaction. Underneath this argument lies a concern with fostering the skills and dispositions necessary for citizenship. It remains unclear, however, whether religious schools are more guilty of segregation than nonreligious schools. Nor is it clear why attending a religious school would make one less capable of cultivating the skills and dispositions necessary for citizenship than nonreligious alternatives. (shrink)

This study assessed school-community relationship and school system effectiveness in secondary schools in Cross River State. Four null hypotheses were formulated accordingly as guide to the study. The study adopted descriptive survey research design. A total of 1,480 academic staff which comprised 271 principals, and 396 vice principals selected through census technique, and 813 teachers selected using simple random sampling technique, were used to elicit data for the study. “School-Community Relationship and Secondary School System Effectiveness Questionnaire (SCRSSSEQ)” was used (...) as instrument for data collection. Collected data were analyzed using descriptive statistics, while the null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation with the aid of SPSS version 21. Findings from the study revealed that: parent-teachers’ relationship, school- community use of resources, school-community communication and school-community collaboration are significantly related to secondary school system effectiveness respectively, in Calabar Municipal Area of Cross River State. It was concluded that generally that school community relationship has significant relationship with school system effectiveness respectively. Based on the findings of this study, it was recommended among others that; principals should setup active parents’ teachers’ associations in their schools with leaders of the association comprising of community members and staff of the school. This will serve as a link that binds the school to the community and will create a platform for discussing and settling disputes. (shrink)

Justification of theorems plays a vital role in any rational human activity. It is indispensable in science. The deductive method of justifying theorems is used in all sciences and it is the only method of justifying theorems in deductive disciplines. It is based on the notion of proof, thus it is a method of proving theorems. In the Warsaw School of Logic (WSL) – the famous branch of the Lvov-Warsaw School (LWS) – two types of the method: axiomatic deduction method (...) and natural deduction method were developed and practiced. In this paper, both of these methods are briefly discussed with an emphasis on their historical, groundbreaking significance for logic. The axiomatic method by means of rejection (proposed by Jan Łukasiewicz – a co-creator of the WSL), which is the method of the so-called rejection proof (rejection/refutation method) in logical systems and the proving method of generalized natural deduction, which is a hybrid deduction–refutation method of proving theorems, are also outlined in the paper. The author discusses their historical significance. This paper also contains a brief mention of the most significant results which the application of the discussed methods introduced into contemporary scientific research, not only logical one. (shrink)

Increasing parts of the world population have rudimentary reading and writing skills but limited command of grammar, syntax and spelling. This functional illiteracy has detrimental effects on labor market participation, population health and political stability. Geographies of illiteracy also include affluent societies like the Netherlands, a country that is not only illustrative of a widespread phenomenon, but arguably also a bellwether of things to come elsewhere in the world if these developments are not reversed. This exploratory paper focuses on two (...) institutional spaces where the literacy crisis is conventionally addressed: schools and public libraries. We argue that while each has a contribution to make, neither institution is currently able to curtail the trend, partially because preferred literacy promotion methods are incongruent with rapidly evolving changes in the literacy landscape, especially regarding youth communication. We consider three possible responses to our current literacy crisis and conclude that efforts to curb functional illiteracy require a pragmatic and multi-pronged approach, and perhaps even some counterintuitive strategies. (shrink)

John White (2016) defends the UK private school system from the accusation that it allows an unfair form of ‘queue jumping’ in university admissions. He offers two responses to this accusation, one based on considerations of harm, and one based on meritocratic distribution of university places. We will argue that neither response succeeds: the queue-jumping argument remains a powerful case against the private school system in the UK. We begin by briefly outlining the queue-jumping argument (§1), before evaluating White’s no-harm (...) (§2) and meritocracy (§3) arguments. (shrink)

This study examined school characteristics and secondary school teachers’ work effectiveness in Abi Local Government Area of Cross River State. Specifically, the study examined the influence of school location, school population, and school ownership on secondary school teachers’ work effectiveness respectively. Three research questions were posed and three null hypotheses were formulated accordingly to guide the study. The design adopted for the study was a descriptive survey research design. A purposive sampling technique was used to select a sample of 156 (...) respondents out of a population of 549 teachers. A questionnaire titled “Teachers’ work effectiveness questionnaire” (TWEQ) was used as an instrument for data collection. Collected data were analysed using descriptive statistics, while the null hypotheses were all tested at .05 level of significance using the independent t-test statistical technique. The results of the analysis revealed that school characteristics such as location, population, and ownership, influenced secondary school teachers’ work effectiveness respectively. Based on these findings, it was recommended among others that; teachers should be motivated using intrinsic and extrinsic channels such as praises, rewards for outstanding performance, regular payment of salaries, promotion and other incentives such as improved working conditions, good classroom, and office environment, and so on, for improved work performance. (shrink)

This systematic literature review offers valuable perspectives on the challenges faced by educational administrators amidst COVID-19, shedding light on key themes and concerns that arose during this unprecedented period. By focusing on emerging trends in school leaders' experiences, this study not only informs future research but also provides guidance for academic and educational practices. Drawing upon an analysis of 16 articles from peerreviewed publications spanning the period from 2010 to 2021, this review provides a comprehensive overview of research themes, approaches, (...) settings, and school management systems related to the Covid-19 pandemic. Notably, most of the articles were published in the Journal of School Administration Research and Development, reflecting a significant scholarly interest in this topic. Additionally, almost half of the studies were conducted in the United States, indicating a geographical concentration of research efforts in this area. The analysis reveals that the primary focus of the literature centers around technological support and the professional development of teachers, highlighting the critical role of these factors in navigating the challenges posed by the pandemic. Moreover, the predominant use of phenomenological design and structured interviews among principals and school administrators underscores the qualitative nature of much of the research in this field. While this review offers valuable insights, it is essential to acknowledge its limitations, including potential biases in the selection of articles and the evolving nature of the Covid19 pandemic. Future research endeavors could consider longitudinal studies to track the long-term impacts of the pandemic on educational leadership and to identify strategies for resilience and adaptation in the face of ongoing challenges. This research contributes significantly to our understanding of the difficulties encountered by school leaders throughout the COVID-19 crisis and provides valuable insights that can inform future educational practices and policies. (shrink)

Selection within the educational domain breeds a special kind of suspicion. Whether it is the absence of transparency in the selection procedure, the observable outcomes of the selection, or the criteria of selection itself, there is much to corroborate the suspicion many have that selection in practice is unfair. And certainly as it concerns primary and secondary education, the principle of educational equity requires that children not have their educational experiences or opportunities determined by their postcode, their ethnic status, first (...) language, or family wealth. Indeed educational opportunities determined by unearned advantage or disadvantage offend against basic notions of fairness. But are public schools even permitted to select their students, and if so, how can selection procedures used by schools be best structured to achieve equitable ends? In this article we delineate, describe, and defend what we believe are the essential features of selection and also why we need to pay equal attention to both the outcomes and the processes leading to those outcomes. Provided the selection is motivated and guided by the right reasons, as well as appropriately monitored, we argue that selection can be equity promoting. (shrink)

This study evaluated school quality indicators and teachers job performance in Cross River State. One research question and four null hypotheses were raised following factorial research design. Proportionate random sampling technique was employed in selecting a sample of 1,463 teachers representing 30 percent from a population of 4,878 teachers distributed across 271 public secondary schools in Cross River State. “School Quality Indicators Questionnaire (SQIQ) and Teachers’ Job Performance Questionnaire (TJPQ)” were the instruments used for data collection. Prepared data were (...) analyzed using descriptive statistics; while the null hypotheses were all tested at .05 alpha level using Pearson Product Moment Correlation and Multiple regression analyses as appropriate with the aid of Minitab statistical software v18. Findings revealed that, quality of school facilities, leadership, and supervision jointly accounted for 90.6 percent (Pred. R2 = .9063) of the total variance of teachers’ job performance; there is significant relationship between quality of school facilities (r = .478, p< .05), quality of leadership (r = .928, p< .05) quality of supervision (r = .881, p< .05) respectively with secondary school teachers’ job performance; quality of school facilities, leadership, and supervision have significant composite influence (F=4800.58, p<.05) on secondary school teachers’ job performance; quality of leadership was the highest predictor (t=45.38, p< .05) of teachers’ job performance, followed by quality of school supervision (t = 27.29, p <.05). Based on these findings, conclusions and recommendations were made for improvement. Keywords:. (shrink)

In this essay I question the liberal faith in the efficacy and morality of citizenship education (CE) as it has been traditionally (and is still) practiced in most public state schools. In challenging institutionalized faith in CE, I also challenge liberal understandings of what it means to be a citizen, and how the social and political world of citizens is constituted. I interrogate CE as defended in the liberal tradition, with particular attention to Gutmann’s ‘conscious social reproduction’. I argue (...) that CE in practice does not operate on the bases of non-repression or non-discrimination, and has weak claims for legitimacy. In fact, CE in many forms reproduces social inequalities, and contributes to the expulsion of disadvantaged students from schools and from the ranks of recognized citizens. (shrink)

This is a collection of new investigations and discoveries on the history of a great tradition, the Lvov-Warsaw School of logic , philosophy and mathematics, by the best specialists from all over the world. The papers range from historical considerations to new philosophical, logical and mathematical developments of this impressive School, including applications to Computer Science, Mathematics, Metalogic, Scientific and Analytic Philosophy, Theory of Models and Linguistics.

Background: School meal programs are not only government initiatives but also community-driven efforts. Aiming to combat food insecurity among school-aged children effectively, these programs are executed in conjunction with food bank initiatives. Various community groups play a crucial role in the success of both food security initiatives. There is a need to improve community engagement to successfully link school meal programs with food banks to build program synergy, combating food insecurity through a two-sided approach. Aim: This study aims to examine (...) community engagement in school meals program by analyzing its purposeful focus on creating jobs and income-generating opportunities for different community groups, i.e., youths, women, and others. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that the school meals program’s purposeful focus on creating jobs and income-generating opportunities for women in the community was positively associated with community engagement, thereby supporting the linkage between the programs and food banks. In contrast, providing jobs and income-generating opportunities for youths and other community groups had an ambiguous association with community engagement in school meal programs. Conclusions: Findings underscore the importance of creating jobs and income-generating opportunities for women to improve community engagement in school meal programs. Formulating strategies that empower woman’s entrepreneurship may foster their involvement and engagement in school meal programs, promising to successfully link these programs with food bank initiatives among implementing countries. (shrink)

In this book I offer a critical, comparative and empirically-informed defense of Islamic schools in the West. To do so I elaborate an idealized philosophy of Islamic education, against which I evaluate the situation in three different Western countries. I examine in detail notions of cultural coherence, the scope of parental authority v. a child's interests, as well as the state's role in regulating religious schools. Further, using Catholic schools as an analogous case, I speculate on the (...) likely future of Western Islamic schools. (shrink)

In England and Wales we have had a National Curriculum since 1988. How can it have survived so long without aims to guide it? This IMPACT pamphlet argues that curriculum planning should begin not with a boxed set of academic subjects of a familiar sort, but with wider considerations of what schools should be for. We first work out a defensible set of wider aims backed by a well-argued rationale. From these we develop sub-aims constituting an aims-based curriculum. Further (...) detail is provided here on one of the most central educational aims, to do with equipping each child to live a flourishing personal and civic life. [A later, more detailed account of an aims-based curriculum is available in Reiss, M and White J <An Aims-based Curriculum: the significance of human flourishing for schools> Institute of Education Press 2013]. (shrink)

The study investigated school characteristics and enrolment trend in upper basic schools in Akwa Ibom State Nigeria from 2008-2016. Two research questions were answered while two null hypotheses were also tested. The study adopted a descriptive survey research design. Census technique was adopted in selecting all the 227 public upper basic schools in the area of study. An instrument tagged “School Characteristics and Enrolment in Upper Basic Schools Checklist (SCEUBSC)” was used for data collection. Descriptive statistics (percentages) (...) was used to summarize data relating to the research questions, bar chart was used for illustrations of the enrolment pattern while independent t-test was used to test the two null hypotheses at .05 alpha level. Findings revealed that enrolment in upper basic schools in Akwa Ibom State was high in single-sex schools and boarding schools, while it was low in mixed-sex schools and day schools. Based on the findings, it was concluded that there was an upward trend in enrolment in all the schools from 2008- 2013 and a downward trend from 2015-2016. It was recommended among others that research allocation in terms of personnel and infrastructures should be evenly distributed across the state as these will reduce rural-urban migration. Keywords:. (shrink)

This paper refutes that the first written document in which the name "Kyoto school" is found corresponds to the article written by Tosaka Jun (1900-1945) and published in 1932 with the title "The philosophy of the Kyoto school". It will be shown that it was another thinker, Tsuchida Kyōson (1891-1934), who in his Contemporary Thought of Japan and China, a book originally written in Japanese in 1926 and then in English in 1927, includes Nishida and Tanabe under the name "Kyoto (...) school", thus years before Tosaka's text. The inclusion of this unnoticed source contributes to the question about the historical significance of the designation of the "school" in the lifetime of its most famous members. Paper at XXV World Congress of Philosophy - Philosophy across Boundaries, Rome, 1st-8th august 2024. (shrink)

An increasing vaccine hesitancy among parents, which has resulted in insufficient rates of immunization, provides reason to reconsider childhood vaccination practices. Studies suggest that parents' decision-making process concerning whether to vaccinate their child is highly influenced by cognitive biases. These biases can be utilized to increase vaccination uptake via changes in the choice context. This article considers childhood vaccination programmes, which involve children being vaccinated in school or daycare unless their parents actively ‘opt out’. We suggest that such programmes reconcile (...) parents' decisional authority and vaccination duties. First, opt-out childhood vaccination based in schools or daycare centres are not disrespectful of parental authority. Second, the programme aligns the default setting with a moral obligation to vaccinate one's child that most parents have. (shrink)

This study examined school administrators’ counselling and conceptual skills for effective secondary school administration in Rivers State. Two (2) research questions and 2 hypotheses were answered and tested in the study, respectively. The population of the study was the 245 public secondary schools in Rivers State, with a teacher population of 8196, from which 414 (equivalent of 5% from the population) were selected as the sample, using the stratified random sampling technique. The instrument for data collection was a validated (...) 11-item instrument titled ‘School Administrators’ Counselling and Conceptual Skills for Effective Secondary School Administration Scale’ (SACCSESSAS), with a reliability index of 0.87, designed by the researchers in the modified 4-point Likert scale model. Mean scores and standard deviations were used in answering the research questions while z.test statistics were performed and used in testing the hypotheses at 0.05 level of significance. The findings of the study show that school administrators’ counselling skills enhance effective secondary school administration through presenting opportunities for active listening to building rapport and empathy and that administrators conceptual skills enhance school effectiveness through presenting opportunities for school members to think creatively to understanding issues and solving problems. The study also found non-significant differences between the mean ratings of teachers with teaching and non-teaching qualifications on the ways school administrators’ counselling and conceptual skills enhance effective secondary school administration, respectively. It was therefore concluded that school administrators’ counselling and conceptual skills are indispensable in running effective school administration and that as ways forward adequate counselling skills should be employed by school administrators while also making sure that conceptual skills should be in regular use to achieve school effectiveness. (shrink)

This study assessed school hazards management and teachers' job effectiveness in secondary schools in Ikom Local Government Area of Cross River State. Four null hypotheses were formulated accordingly to guide the study. The design adopted for the study was ex-post facto research design. Census technique was employed in selecting the entire population of 551 teachers in the area. The instruments used for data collection were "School Hazards Management Questionnaire (SHMQ)" and "Teachers' Job Effectiveness Questionnaire (TJEQ)." Collected data were analysed (...) using descriptive statistics; while the null hypotheses were tested at .05 level of significance using Product Moment Correlation Matrix Analysis. Findings from the study revealed a significant relationship between physical hazard management, psychological management, environmental hazard management, noise hazard management and teachers job effectiveness in terms of punctuality, classroom management, instructional delivery, lesson evaluation, dressing and record keeping respectively. It was generally concluded that, school hazards management has a significant relationship to teachers' job effectiveness in secondary schools. Based on the findings of this study, recommendations were made. (shrink)

The Pneumatist school of medicine has the distinction of being the only medical school in antiquity named for a belief in a part of a human being. Unlike the Herophileans or the Asclepiadeans, their name does not pick out the founder of the school. Unlike the Dogmatists, Empiricists, or Methodists, their name does not pick out a specific approach to medicine. Instead, the name picks out a belief: the fact that pneuma is of paramount importance, both for explaining health and (...) disease, and for determining treatments for the healthy and sick. In this paper, we re-examine what our sources say about the pneuma of the Pneumatists in order to understand what these physicians thought it was and how it shaped their views on physiology, diagnosis and treatment. (shrink)

Background: Overnutrition, undernutrition, and micronutrient deficiency present a major global public health challenge due to food insecurity. Micronutrient deficiencies are prevalent among children and result in impaired intellectual growth. Policy guidelines at the national level are essential for the success of micronutrient supplementation programs for children during school feeding. Aim: This study aims to analyze how various national policies guiding the school meal programs—such as those related to school feeding, nutrition, health, food safety, agriculture, and the private sector—associate with the (...) implementation of in-school micronutrient supplementation among countries with school meals programs. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that school feeding policies were positively associated with in-school micronutrient supplementation, while nutrition policy had a negative association with these practices. Both associations were only moderately reliable. Policies on health, food safety, agriculture, and the private sector had ambiguous relationships with micronutrient supplementation among countries implementing school meal programs. Conclusions: Findings highlight the evidence of school feeding policy’s positive association with micronutrient supplementation in school meal programs, indicating effective policy guidance on these practices. There is a need to re-assess the implemented nutrition policy due to its negative association with these practices. Enhancing and strengthening the national policies on health, food safety, agriculture, and the private sector may increase their potencies in supporting in-school micronutrient supplementation among countries implementing school meal programs. (shrink)

As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The ultimate charge: the (...) school is a product of outdated ways of distributing knowledge and expertise, determined by primitive technologies of the past. Adieu school. This book advocates the acquittal of the school. It argues that many of the allegations against the school are motivated by an age-old fear and even hatred toward one of its radical but essential characteristics: that the school provides ‘free time' and transforms knowledge and skills into 'common goods', and therefore has the potential to give everyone, regardless of background, natural talent or aptitude, the time and space to leave their known environment, rise above themselves and renew (and thus change in unpredictable ways) the world. This defence of the school starts from an investigation of what makes a school a school and pinpoints why the school has value in and of itself. It reveals the various attempts to rob the school of its scholastic character, that is, to tame the school. The ultimate aim is to elaborate a touchstone that helps to defend as well as to re-invent school. -/- Jan Masschelein and Maarten Simons are members of the Laboratory for Education and Society, KU Leuven. They share an interest in research on the public dimensions of education and are currently elaborating a philosophy of schooling. (shrink)

The Introduction outlines, in a concise way, the history of the Lvov-Warsaw School – a most unique Polish school of worldwide renown, which pioneered trends combining philosophy, logic, mathematics and language. The author accepts that the beginnings of the School fall on the year 1895, when its founder Kazimierz Twardowski, a disciple of Franz Brentano, came to Lvov on his mission to organize a scientific circle. Soon, among the characteristic features of the School was its serious approach towards philosophical studies (...) and teaching of philosophy, dealing with philosophy and propagation of it as an intellectual and moral mission, passion for clarity and precision, as well as exchange of thoughts, and cooperation with representatives of other disciplines.The genesis is followed by a chronological presentation of the development of the School in the successive years. The author mentions all the key representatives of the School (among others, Ajdukiewicz, Lesniewski, Łukasiewicz,Tarski), accompanying the names with short descriptions of their achievements. The development of the School after Poland’s regaining independence in 1918 meant part of the members moving from Lvov to Warsaw, thus providing the other segment to the name – Warsaw School of Logic. The author dwells longer on the activity of the School during the Interwar period – the time of its greatest prosperity, which ended along with the outbreak of World War 2. Attempts made after the War to recreate the spirit of the School are also outlined and the names of followers are listed accordingly. The presentation ends with some concluding remarks on the contribution of the School to contemporary developments in the fields of philosophy, mathematical logic or computer science in Poland. (shrink)

Background: Food biofortification practices in agricultural sectors involve the process of employing biotechnology to enhance the nutritional content of crops during their growth process. Biofortification makes foods even more nutritious and highly functional for addressing malnutrition among children. These practices in farming industries need guidance and legal support from various national policies to support high-quality supplies of school meals fully. Aim: This study aims to analyze the association between various national policies and the implementation of food biofortification practices in agricultural (...) sectors among countries implementing school meal programs. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that food safety policy was positively associated with food biofortification practices in agricultural sectors among countries implementing school meal programs. In contrast, nutrition policy had a significant negative association with these practices. Additionally, policies of school feeding, health, agriculture, and the private sector had unclear associations with food biofortification. Conclusions: Findings underscore the strong position of food safety policy in guiding food biofortification practices in agricultural sectors among countries implementing school meal programs. There is a need to re-assess the implemented nutrition policy due to its significant negative association with these practices. Enhancing and strengthening the policies of school feeding, health, agriculture, and the private sector may increase their potencies in giving positive impacts on food biofortification practices in agricultural sectors to ensure high-quality school meal supplies. (shrink)

The main aim of this study was to evaluate the effects of school heads’ new normal leadership on collaborative school culture. To achieve this aim, the researcher conducted a survey to a number of school principals and teachers inFukuoka and Hiroshima Prefectures during the school year 2020-2021. The data were collected and processed using the Statistical Packages for Social Sciences. Results indicated that the three (3) variables of new normal leadership of school heads affect the collaborative school culture in varying (...) extent as shown by the obtained B Coefficients 1.170 (adaptability), 1.132 (decision-making), 0.430 (planning and implementation). This means that for every unit improvement in the new normal leadership mentioned could generate a 1.170, 1.132, 0.430 increase on collaborative school culture. A closer look at the obtained Beta Coefficients, one could infer that of the 3 variables of school new normal leadership, it was the ‘adaptability’ that exert a greatest influence (Beta=1.170) on the collaborative school culture. The R able to denote multiple correlation coefficient between the different variables as a predictor of the dependent variable. It could be noted that the R is .895 which indicated a level of prediction while R2 figure is a statistical measure on closeness of the data in regression line as the coefficient of determination or simply the coefficient of multiple determination for multiple regression. It can be indicated that the explanatory powers of the dependent variable of 0.698 implies that 69.8% or 70% of the variation in new normal leadership is accounted by changes in the collaborative school culture. Furthermore, results of analysis of variance revealed an F ratio equal to 1.642 with an associated probability equal to .000.Since the p-value is lower than the significance level set at 0.05, the null hypothesis is rejected. It may be safely concluded that the new normal leadership of school heads produce significant combined effects on collaborative school culture. (shrink)

Investigating school performance and competencies, especially on leadership, received a considerable attention in the past. In fact, there have been multitudes of evidence that leadership can impact school performance, student achievement, or outcome. Also, there was no single measurement of school performance. This study examined the influence of leadership and core behavioral competencies on the school performance of school heads. This was to build a new model of school performance. Using an explanatory research design, it administered a survey questionnaire to (...) 192 randomly chosen school heads from the 37 districts of Department of Education Division of Surigao del Sur. Also, it used data mining for the performance ratings of school heads from the division office. Regression analysis tested three hypothesized models of school performance where leadership and core behavior competencies serve as independent variables. Results showed that leading people was a significant predictor of school performance. Thus, leading people can best explain the school improvement as a proposed model. The results have implications for future research, leadership practice, and theoretical development of school performance model among school heads. (shrink)

In his writings on school choice and educational justice, Harry Brighouse presents normative evaluations of various choice systems. This paper responds to Brighouse's claim that it is inadequate to criticise these evaluations with reference to empirical data concerning the effects of school choice.

Many philosophers argue that religious schools are guilty of indoctrinatory harm. I think they are right to be worried about that. But in this article, I will postulate that there are other harms for many individuals that are more severe outside the religious school. Accordingly the full scope of harm should be taken into account when evaluating the harm that some religious schools may do. Once we do that, I suggest, justice may require that we choose the lesser (...) harm. To simplify matters, I focus my attention on the stigmatic harm done to Muslims, and the role that Islamic schools might be expected to play in mitigating that harm. If the full weight of stigmatic harm is factored into the ethical analysis concerning Islamic schools, then I suggest that there are sufficiently weighty pro tanto reasons for Muslim parents to prefer an Islamic school over the alternatives, notwithstanding the potential indoctrinatory harm. (shrink)

In this paper I examine in detail the continued – and curious – popularity of religious schools in an otherwise ‘secular’ twenty-first century Europe. To do this I consider a number of motivations underwriting the decision to place one’s child in a religious school and delineate what are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic schools. I then argue that institutional racism is an explanatory variable that empirical researchers typically avoid, (...) though it informs both parental assessments of school quality as well as selective mechanisms many mainstream religious schools use to function as domains of exclusion. I then distinguish between religious schools in a dominant position from those serving disadvantaged minorities and argue that the latter are able to play a crucially important function other schools only rarely provide and hence that vulnerable minorities may have reason to value. (shrink)

Background: The school meals program has multiple objectives of education, nutrition, and value transfer. To ensure achieving the goal, total quality management (TQM) is implemented in the school meals program. Supply chain issues pose significant challenges to TQM implementation in the program execution. Aim: This study aims to examine national and international capacities in supply chain management by analyzing the variety of food items delivered through the school meals program. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge (...) Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that the method of obtaining supplies, whether through in-kind donations from local, regional, national sources, or national food reserves and purchasing from neighboring or distant countries, had a significant positive association with the variety of food items included in school meals or snacks. Conversely, obtaining supplies in-kind from neighboring or distant countries had a significant negative association with the food variety. Additionally, purchasing supplies from local, regional, or national food reserves had an unclear association with the food variety. Conclusions: Findings underscore the importance of supporting the World Bank and World Food Programme’s recommendation to rely more on local resources and capacities. Enhancing supply chain management at the national level is crucial for developing a long-term and sustainable school meals program. (shrink)

This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting materials (...) for philosophy in schools, the making of the Australasian journal, and more recent events. Our purpose is to create further interest in exploring this complex and rich history. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among ‘friends’, where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position helpfully (...) assists in resolving the quandary. To conclude, I ask the provocative question whether parental motives – but also their school choices – actually matter if the inequitable outcomes seem to remain unchanged. (shrink)

School administrators are mandated to take the instructional leadership roles. On this premise, a study assessed the extent of instructional leadership practices of public elementary school administrators in El Salvador City Division, Philippines. Also, it explored their actual practices, challenges encountered, and the ways they overcome the challenges in practicing instructional leadership. It employed a mixed-method research design. It administered the adopted assessment tool on instructional leadership to 15 school administrators and 12 of them were involved in the individual interviews. (...) This was conducted between the last quarter of 2019 and the first quarter of 2020. Descriptive statistics were used to describe the extent of instructional leadership practices. Also, it analyzed the actual practices, the challenges encountered, and the ways of overcoming these challenges using thematic narrative analysis. Results revealed that public school administrators have always practiced the four domains or strands of instructional leadership to a very high extent. Providing the technical assistance, conducting clinical supervision, and innovating teaching and learning emerged as themes of their actual practices. These administrators had encountered challenges in dealing with teachers’ attitudes, conflicting schedules and activities, and teachers’ resistance to changes. They overcome the challenges by trying to meet the competency standards, adapting and modifying the existing programs, contextualizing teaching and learning, and inculcating the value and benefits of class observation. Looking at the findings from the lens of deliberate practice theory, it was concluded that school administrators have indicated they have acquired knowledge and a high level of understanding of their instructional leadership roles. But despite of this, they still met challenges and have tried their best to manage them. This study presented some doable and practical recommendations to the Department of Education (DepEd) and concerned offices which may benefit both the internal and external stakeholders of the schools. (shrink)

The connection between schools and society is often idealized to such an extentthat the educational system is thought to be the source of new and progressive ideas by which society makes its advances. The reality is quite different. It is the schools that reflect the ideas of society. This book seeks to investigate this issue via the work of Ivan Illich through a critical analysis of Illich’s writings.

With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by the (...) GoK to equip teachers with ICT skills for good results in English, Kenya National Examinations Council (2022) contends, overall performance in English for the past 5 years falls short of the average mean of 50% and relentless effort from teachers is still required. The purpose of this study was to investigate the influence of teacher level of ICT application skills on implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study used descriptive research design. A sample of 44 principals, 88 teachers of English and 345 form three students across the 50 public secondary schools in Kakamega North Sub-County, Kenya, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that there were teachers who neither participated in ICT workshops (67.1%) nor attended conferences on choice of teaching and learning materials (47.1%), a gap pointing on teachers. Interviews and FGD results show, teacher level of ICT application skills is crucial if quality results are to be realized. The study found a significant association between teacher level of ICT application skills and implementation of English curriculum in school. The study concluded, teacher level of ICT skills in teaching of English is a major concern. (shrink)

As Bhaskar (1989:1) argues, we need to take philosophy seriously because it underwrites both what constitutes science and knowledge and which political practices are deemed legitimate. At present, the field of educational research internationally is witnessing a pragmatist trend, whereby practical education research is carried out without reference to ontological and epistemological concerns. For David Reynolds, a leading UK school effectiveness academic, '[p]recisely because we did not waste time on philosophical discussion or on values debates, we made rapid progress' (1998:20). (...) Equally, for Teddlie, '[t]he orientation of many in the US is to do rather than to reflect […] In reality many practitioners are currently interested in what could work at their school […rather…] than in ruminations about social inequalities associated with different socioeconomic classes' (Teddlie and Reynolds 2000:27). The purpose of this chapter is not only to reclaim critical realist social philosophy for educational research, but also to reclaim reality from the positivist and statistical methodology that underpins School Effectiveness Research (SER) and to make clear the difference that realism makes by virtue of its critical explanatory power in unmasking the ideological nature of SER and its adoption by New Labour. (shrink)

Many profess a belief in the importance of school integration. In this essay I argue that the evidence tells against the sincerity of this belief.

This research was conducted at 15 government schools in Addis Ababa. The objectives of this research are to identify principal style and its effect on academic achievement. The “Leader Behavior Description Questionnaire” (LBDQ) formed by Halpin (1966) was used. Meanwhile Academic achievement was measured using the “School Certificate Examination Results from 2017-2020. A total of 191 teachers and 15 principals from government school in Addis Ababa were randomly chosen. Pearson correlation was used to analyze the data. To support data (...) obtained from questionnaire given 10 teachers were interviewed. The results showed that most of the school leaders adopt a democratic style of leadership. There was a significant correlation between the structure of task-oriented leadership style and students’ performance in the examinations. Correlation analysis also showed that principals practice task- oriented structure and consideration-oriented structure in relation to their work responsibilities. Furthermore, findings also showed that majority of the principals are more likely to practice consideration-oriented leadership style compared to structure-oriented leadership style. (shrink)

Qualitative data of a 'failing' junior school are used to highlight the ways in which a particular Local Education Authority (LEA) responded to 'serious weaknesses' outlined by a team of Office for Standards in Education inspectors and how staff mediated such LEA intervention. Such mediation will be theorised via the employment of analytical dualism, whereby structure and agency are held to be irreducible emergent strata of social reality. The purpose of this paper is not to complement and buttress the ideological (...) nature of school effectiveness research, but to provide a micro insight into current mediation of macro-level policy. (shrink)

School boosters are tax-exempt organizations that engage in fundraising efforts to provide public schools with supplementary resources. This paper argues that prevailing forms of school boosting are defeasibly unjust. Section 1 shows that inequalities in public education funding in the United States violate John Rawls’s two principles of domestic justice. Section 2 argues that prevailing forms of school boosting exacerbate and plausibly perpetuate these injustices. Section 3 then contends that boosting thereby defeasibly violates Rawlsian principles of nonideal theory for (...) rectifying injustice. Thus, boosting should be presumptively either made illegal or substantially reformed. Finally, Section 4 responds to potential objections. (shrink)

In her latest book, The End of Progress, Amy Allen embarks on an ambitious and much-needed project: to decolonize contemporary Frankfurt School Critical Theory. As with all of her books, this is an exceptionally well-written and well-argued book. Allen strives to avoid making assertions without backing them up via close and careful textual reading of the thinkers she engages in her book. In this article, I will state why this book makes a central contribution to contemporary critical theory (in the (...) broader sense), after which I pose a few questions. These questions are not meant to prove that there are any serious problems with her argumentation. Instead, they are meant in the spirit of dialogue and allow her to elaborate her work for her audience. (shrink)

This paper finds out whether a higher degree matters in school performance, and in demonstrating leadership and core behavioral competencies among school heads. This was conducted to support the existing and future policies of the Department of Education and interested funders for the scholarship and advanced studies of school heads. Using a cross-sectional method, it involved 192 randomly selected participants. Data on school performance was obtained at the office of Surigao del Sur Division, while data on competencies were gathered through (...) the self-administered assessment tools developed by the Department of Education. These data were analyzed using descriptive statistics and analysis of variance. Results revealed that there was no significant difference in the school performance of school heads. This implies that the highest degree obtained is not a guarantee for better school performance. As found, those with doctorate degrees had a very high and consistent demonstration in all dimensions of leadership and core behavioral competencies. As unveiled, there were significant differences in the demonstrated competencies based on the highest educational qualifications. These imply that obtaining the highest degrees can allow school heads to acquire, develop, and demonstrate the competencies consistently better than their counterparts. Results have implications for DepEd officials, funders, and policy-makers. (shrink)

Management of school-related variables and teachers’ job effectiveness in secondary schools in Calabar South Local Government Area, Cross River State was the main thrust of this study. Four research questions were raised, and four hypotheses were formulated to direct the study. The descriptive survey design was adopted for the study while the total population of 208 secondary school teachers in Calabar South Local Government Area were selected for the study using census technique. A questionnaire titled “Management of School Related (...) Variables and Teachers’ Job Effectiveness in Secondary School Questionnaire (MSRVTJESSQ)” designed by the researcher was used as an instrument to collect data from the respondents. The null hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation, Independent t-test, and One-Way Analysis of Variance statistical techniques where applicable. It was found that; managing class size, school management style, and school location has a significant influence on teachers’ job effectiveness respectively in Calabar South Local Government Area of Cross River State. It was recommended amongst others that; school principals should ensure that they adopt a more contingent management style where different situations will warrant the use of the different technique; the recommended teacher-pupils’ ratio of 1:35 should be maintained. (shrink)

This study investigated problems of school management and secondary school students' academic performance in Calabar Education Zone of Cross River State. Two null hypotheses were formulated to guide the study. The study adopted an ex-post facto research design. Proportionate stratified sampling technique was employed in selecting a sample of 3616 students out of the population of 18, 078 students. "Problems of School Management Questionnaire (PSMQ)," and Senior Secondary Mathematics Achievement Test (SSMAT) were the instruments designed by the researcher, were used (...) for data collection. The data collected were analysed using descriptive statistics; while the null hypotheses were tested at .05 level of significance using population t-test and multiple regression analyses where applicable. Microsoft Excel 2016 spreadsheet program was used in the analysis of data. Findings from the study revealed among others that; secondary school students' academic performance in Calabar Education zone is significantly high, disciplinary control, classroom management, and teachers' motivation significantly influence secondary school students' academic performance respectively. Based on these results, conclusions were drawn and recommendations were made. (shrink)

The pandemic disrupted educational systems globally, prompting the need for alternative learning modalities like online, modular, and blended learning. The SLCP, particularly within the context of a school in Region 8, integrates these modalities to address essential learning competencies. This research paper aimed to evaluate the school Learning Continuity Plan (LCP) through its School Continuity Learning Plan Program using (CIPP) model of evaluation. Employing a qualitative design, data were gathered through purposive interviews with 1 non-teaching personnel, 1 department head, and (...) 3 teachers and an analysis of the approved LCP road-map. Findings revealed comprehensive alignment with the evaluation model domains, though certain areas required revisiting for improvement. The study advocated for the administration's holistic consideration, especially recognizing teachers as front line contributors to the LCP. Their pivotal role in the design and planning phases was emphasized for the effective mechanization of the school LCP. Hence, it was concluded that educational administrators should prioritize collaboration with teachers and consider their perspectives to enhance the overall quality and functionality of the LCP. Moreover, the study recommended organizational consideration, valued teachers in school LCP, prioritized health, integrated modalities, and emphasized quality learning with metrics in LCP. (shrink)

The chaotic situation of today’s VUCA (volatility, uncertainty, complexity, and ambiguity) and TUNA (Turbulent, Uncertain, Novel, Ambiguous) world is bringing more and more active and passive reforms, including positive and negative aspects, that reform business models. Educational institutions are not exceptional. Regarding the nature of educational institutions’ operation in today’s rapidly changing context, school leaders also need to raise concerns similar to those of business managers from other industries: “How do their institutions continuously renovate to adapt to tomorrow’s world?” Thus, (...) based on organisational learning theories, this project aims to establish a framework to evaluate educational leadership’s influence on the organisational knowledge circulation effectiveness within the K-12 education context. The study combines a structured literature review, bibliometrics analysis, and high-order structural equation model analysis on the survey for teachers among Vietnamese public and private K-12 schools. First, this project proposed and validated a toolset to measure educational leadership as a combination of principalship and teacher leadership. Second, it revealed new insights about the impacts of educational leadership, knowledge circulation, and school culture on teachers’ job satisfaction. The project also offers insights into teachers’ professional development activities across various school types and grade levels in Vietnam, which contribute to further continuous renovation of Vietnamese K-12 schools, and diversify the corpus of educational leadership studies. This project’s results extended the applications of organisational learning theories in K-12 education, as well as can be adopted to establish further knowledge management frameworks in other settings such as higher education or vocational education. (shrink)