Orbis Scholae最新文献_第2页

School Attendance Problems in Scotland and Spain: Variations in Recording, Reporting, and Using Data 苏格兰和西班牙的入学问题：记录、报告和使用数据的差异

Orbis Scholae Pub Date : 2023-06-22 DOI: 10.14712/23363177.2023.11

Mariola Giménez-Miralles, C. Gonzálvez, M. Klein, E. Sosu

{"title":"School Attendance Problems in Scotland and Spain: Variations in Recording, Reporting, and Using Data","authors":"Mariola Giménez-Miralles, C. Gonzálvez, M. Klein, E. Sosu","doi":"10.14712/23363177.2023.11","DOIUrl":"https://doi.org/10.14712/23363177.2023.11","url":null,"abstract":"School attendance problems (SAPs) are a worldwide concern due to their significant impact on students’ development. SAPs may vary across countries depending on the effectiveness of policy measures for prevention and care, the functioning of the educational systems, and the cultural and social environments, among others. According to the latest PISA results, 6.5% of Spanish students were absent from school once or twice per week. In Scotland, school absence rates increased from 7% to 8% from the 2018−2019 to 2020−2021 academic year even after accounting for COVID-19 related absences. This paper draws on official documents and statistics to investigate SAPs in Spain and Scotland, considering differences in the structure of the education system, approaches to recording absences in schools, strengths, and weaknesses of each system. It sets the scene by describing the educational context, the conceptualization of absenteeism, recording procedures, reporting issues and data in Spain and Scotland. The paper demonstrates that these countries have different ways of reporting and making this information available. Finally, comments on lessons learned and suggestions for policy and research relating to absenteeism are considered.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45315366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Recording, Reporting and Utilising School Absenteeism Data in Finland: Work in Progress 芬兰学校缺勤数据的记录、报告和利用：正在进行的工作

Orbis Scholae Pub Date : 2023-06-12 DOI: 10.14712/23363177.2023.10

Iines Palmu, T. Virtanen, Eeva-Liisa Markkanen, Johanna Sergejeff

{"title":"Recording, Reporting and Utilising School Absenteeism Data in Finland: Work in Progress","authors":"Iines Palmu, T. Virtanen, Eeva-Liisa Markkanen, Johanna Sergejeff","doi":"10.14712/23363177.2023.10","DOIUrl":"https://doi.org/10.14712/23363177.2023.10","url":null,"abstract":"School attendance problems (SAPs) among young people in compulsory education appear to be increasing in Finland. A recent report showed that, according to school personnel, there are at minimum 4 thousand (2−3%) lower secondary students with SAPs, and the problem is perceived to be growing. To tackle SAPs, local action plans have been developed, most commonly by schools or education providers. Going forward, a key issue for schools and education providers is the way in which data on school attendance/absence is gathered and used. This paper provides and overview of the current approaches to recording, reporting, and utilizing school absenteeism data in Finland. In addition, we present the recent development work initiated to respond to identified challenges in these areas. Current challenges concerning SAPs are: (a) creating shared definitions/categories of problematic school absenteeism, (b) updating and clarifying national guidelines concerning the recording and reporting of absenteeism, (c) creating a shared systematic data collection procedure to collect local and national statistics, and (d) developing the utilisation of evidence-based practices at school and municipal levels.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47627830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Recording and Reporting School Attendance and Absence: International Comparative Views on Attendance Statistics in Sweden, Germany, England, and Japan 记录和报告学校出勤和缺勤:瑞典、德国、英国和日本出勤统计的国际比较观点

Orbis Scholae Pub Date : 2023-06-07 DOI: 10.14712/23363177.2023.9

Susanne Kreitz-Sandberg, Åsa Backlund, U. Fredriksson, J. Isaksson, Maria Rasmusson, Malin Gren Landell

{"title":"Recording and Reporting School Attendance and Absence: International Comparative Views on Attendance Statistics in Sweden, Germany, England, and Japan","authors":"Susanne Kreitz-Sandberg, Åsa Backlund, U. Fredriksson, J. Isaksson, Maria Rasmusson, Malin Gren Landell","doi":"10.14712/23363177.2023.9","DOIUrl":"https://doi.org/10.14712/23363177.2023.9","url":null,"abstract":"There is general consensus on the negative consequences of school non-attendance, but from an international comparative perspective, it is surprising how few studies have compared school attendance problems (SAPs) in different societies and education systems. In this article, SAPs are analysed through the lens of official statistics in four countries with different education systems: England, Japan, Germany (represented by two federal states), and Sweden. The purpose of this article is to investigate which data on school attendance and absence are available in four different countries and to facilitate a comparison between school attendance statistics and possibly different conceptualisations of SAPs. The article analyses statistics and official data collected by national school authorities and education agencies. Backgrounds within systems are provided and differences between the countries are analysed. England and Japan provide official data to the public on a regular basis, while Sweden and most federal states in Germany do not. A lower threshold for how much absence is considered problematic is found for Japan, England, and Thuringia (one of the investigated German federal states) compared to Sweden and Berlin (the other German federal state under study). Due to differences in recording and reporting school attendance, it is not possible to compare the quantitative extent of the problem or trends regarding SAPs across the four countries based on the available official school statistics.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46732004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Review on Chinese and International Research About Transition to School 中外学校转型研究综述

Orbis Scholae Pub Date : 2023-05-23 DOI: 10.14712/23363177.2023.8

Shu-jing Cui

引用次数: 0

Povolání učitel – ceněné, ale nedoceněné: Změny profese začínajících učitelů v České republice 教师职业——被重视但被低估：捷克共和国初级教师职业的变化

Orbis Scholae Pub Date : 2023-05-15 DOI: 10.14712/23363177.2023.7

Vítězslav Lounek, Jan Kohoutek, Marián Sekerák

{"title":"Povolání učitel – ceněné, ale nedoceněné: Změny profese začínajících učitelů v České republice","authors":"Vítězslav Lounek, Jan Kohoutek, Marián Sekerák","doi":"10.14712/23363177.2023.7","DOIUrl":"https://doi.org/10.14712/23363177.2023.7","url":null,"abstract":"The article focuses on the drop-out of graduates of teacher-training programmes from their teaching profession as a little-explored phenomenon in the field of higher education research. Using selected data from the Absolvent 2018 (Graduate 2018) survey, a comparison was made between the target group (graduates of teachers’ fields of studies) and all other respondents to the survey. The analysis of latent classes, distinguishing graduates on the basis of their declared personal and work-related reasons for leaving the teacher profession, shows a cumulative effect with the remuneration playing a major role. Using logistic regression, the influence of family origin and the nature of the study on the probability of drop-out is investigated as well. Graduates of the full-time form of study leave the profession less often than graduates of combined and distance teachers’ programmes. It is also shown that graduates of the three traditional research-oriented universities (Charles University, Masaryk University, Palacký University Olomouc) do not leave the profession more often than their counterparts from other higher education institutions. Completion of English language teaching programs, as well as mathematics, physics and ICT with a focus on teaching also reduces the probability of leaving the teacher profession.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44355468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Searching for Consistency in Attendance Data Recording, Reporting, and Utilization in the USA 在美国寻求考勤数据记录、报告和利用的一致性

Orbis Scholae Pub Date : 2023-05-02 DOI: 10.14712/23363177.2023.6

P. Graczyk, Carolyn Gentle-Genitty, Amber Humm Patnode, Sara E. Moulton

{"title":"Searching for Consistency in Attendance Data Recording, Reporting, and Utilization in the USA","authors":"P. Graczyk, Carolyn Gentle-Genitty, Amber Humm Patnode, Sara E. Moulton","doi":"10.14712/23363177.2023.6","DOIUrl":"https://doi.org/10.14712/23363177.2023.6","url":null,"abstract":"According to the United States Department of Education (USDOE), 16% or over eight million kindergarten through twelfth grade students in the US missed 10% or more school days during the 2017−2018 school year. This is approximately 18 of 180 days required. We know this because schools are mandated to report their attendance data to their respective states and to the USDOE. There are concerns around accuracy and consistency because each state is allowed to compile data in their own way and report only select metrics to the USDOE to comply with federal guidelines. The consistency on federal metrics, nonetheless, allows for similar analyses at the federal and state levels and comparisons across states. To best understand what is reported, we report on data compiled by the National Center for Education Statistics (NCES) housed in the Institute of Education Sciences, the science branch of the USDOE, and describe how attendance data are collected, reported, and used at the national level. We share similar findings for two representative US states − Connecticut and Indiana − to highlight similarities and differences between them, and their “best practices.” Key results from these multiple levels of analyses are then discussed, with the goal of informing research, practice, and policy related to school attendance, so that students of all ages and from all backgrounds are provided the opportunity to obtain optimal benefits from schooling throughout their school careers.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44593855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Odchody učitelů z profese: Přehledová studie 离开教师行业：回顾研究

Orbis Scholae Pub Date : 2023-03-23 DOI: 10.14712/23363177.2023.5

Yvona Kostelecká, Eva Valášková Vincejová

引用次数: 0

What Does School Attendance Mean in Japanese Compulsory Education Schools? Analysing the National Annual Report 日本义务教育学校的出勤率意味着什么?分析国家年度报告

Orbis Scholae Pub Date : 2023-03-08 DOI: 10.14712/23363177.2023.4

Naoki Maeda

{"title":"What Does School Attendance Mean in Japanese Compulsory Education Schools? Analysing the National Annual Report","authors":"Naoki Maeda","doi":"10.14712/23363177.2023.4","DOIUrl":"https://doi.org/10.14712/23363177.2023.4","url":null,"abstract":"School absenteeism in Japan has become a serious psychosocial issue over the past few decades. According to the national survey conducted annually by the Ministry of Education, Culture, Sports, Science and Technology − Japan (MEXT), the number of students with school attendance problems (futoko) in compulsory education schools has been the highest since the government introduced the current data collection format in 1991. All Japanese compulsory education schools collect data on attendance and absence each day. The obtained data in each school are collected by MEXT via local education boards, which are eventually reported as annual national data. However, in recent years, data classification and interpretation of school attendance and absenteeism have become more complicated, which may constitute a limiting factor for appropriate measures for school absenteeism in Japan. The current study showed the situation of school absenteeism in Japanese compulsory education schools using the annual data reported by MEXT, and it examined matters of data classification and interpretation. The author proposed that two main categories of attendance/absence be used, namely: (a) class attendance in mainstream schools, and (b) class nonattendance in mainstream schools.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48366367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chile: Universal Collection, Open Access, and Innovation in the Use of Attendance and Absenteeism Data 智利：考勤和缺勤数据的普遍收集、开放获取和使用创新

Orbis Scholae Pub Date : 2023-03-07 DOI: 10.14712/23363177.2023.2

Carolina Soto Uribe, Marcela Marzolo, Yanira Alée, MaryCatherine Arbour

{"title":"Chile: Universal Collection, Open Access, and Innovation in the Use of Attendance and Absenteeism Data","authors":"Carolina Soto Uribe, Marcela Marzolo, Yanira Alée, MaryCatherine Arbour","doi":"10.14712/23363177.2023.2","DOIUrl":"https://doi.org/10.14712/23363177.2023.2","url":null,"abstract":"In Chile, attendance is recognized as an important component of school quality and educational equity. The Chilean education system has clear, standardized definitions that apply country-wide, and a good registration system for school attendance that compiles national databases containing student-level, daily attendance, absences, and withdrawals for all children attending public schools. Moreover, these data are publicly available via open access, which allows the entire education community and the Ministry of Education access to all schools’ data in an organized, centralized manner. These data contribute to ongoing scholarship about the impacts of attendance and absenteeism on education outcomes. In practice, schools use attendance data to monitor progress toward goals. The Ministry of Education uses data to calculate and pay school subsidies that are linked directly to average monthly attendance in accordance with Chilean law, and to classify schools into categories of education quality. Chilean Fundación Educacional Oportunidad uses attendance data and continuous quality improvement methods to promote attendance and prevent chronic absenteeism with more than 150 schools via a regional Learning Network. Meanwhile, the Learning Network fills an important gap by repurposing the nationally reported data to calculate and focus on individual-level attendance and by creating opportunities for practitioners to learn together how to promote attendance and prevent chronic absenteeism. This paper describes the context of Chile and its educational system; the definition, recording, reporting and use of attendance data; and the methods, outcomes and lessons learned by the regional Learning Network.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49013523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Jakou školou jsme: newsletter jako nástroj utváření identity školy

Orbis Scholae Pub Date : 2023-02-27 DOI: 10.14712/23363177.2023.3

Lucie Škarková, Jana Kratochvílová

{"title":"Jakou školou jsme: newsletter jako nástroj utváření identity školy","authors":"Lucie Škarková, Jana Kratochvílová","doi":"10.14712/23363177.2023.3","DOIUrl":"https://doi.org/10.14712/23363177.2023.3","url":null,"abstract":"V současnosti neutuchající trend zakládání soukromých škol vede i výzkumníky k prozkoumávání jejich identity a sebeutváření. V příspěvku se zabýváme tím, jak můžeme porozumět postupně se utvářející a prezentované identitě nově založené soukromé školy. Identitu školy zkoumáme se zřetelem ke skutečnosti, že jde o jev komplexní, významně procesního charakteru. Nahlížíme ji skrze newsletter, moderní formu přímého marketingu, kterým škola komunikuje se svými příznivci v on-line podobě. Datový materiál, který newslettery nabízejí, byl využit pro objasňování budování identity školy, která newslettery komunikovala s potenciálními zájemci a následně s rodiči svých žáků. Utvářenou identitu školy odhalujeme prostřednictvím kvalitativní obsahové analýzy informačních bulletinů. Výsledky induktivní analýzy poukazují na čtyři stěžejní charakteristiky identity: škola otevřená, spolupracující, sebeinspirující a osvětová, které se prolínají v ústřední kategorii kolektivní identity „škola jako mraveniště“. Charakteristiky kolektivní identity zkoumané školy jsou přenositelné i do jiných škol a výsledky výzkumu tak přinášejí inspiraci, jak je možné k budování identity školy přistupovat, v čem spočívají limity a co může kolektivní identita školy přinášet do komunikace všech aktérů školy.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41622207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0