Case Still Not Proven: a reply to Cecile Wright

Introduction: Current school teaching methods including distance learning may have adverse health effects in children. Objective: To assess health effects of online education in students of comprehensive secondary schools and gymnasiums. Materials and methods: We developed a questionnaire to establish the impact of distance learning on the functional state and health of students comprising three sections: educational activities, daily routine and self-rated health. In May 2020, 3,026 fifth to ninth-year students from eight comprehensive schools and five gymnasiums of the city of Nizhny Novgorod, including 1,430 boys and 1,596 girls, filled out the questionnaire and their answers were then analyzed using IBM SPSS Statistics software, version 5.1. Results: Distance learning included online and offline classes (70.7 % in total) and self-study assignments, the latter being more common in the comprehensive schools than in the gymnasiums. The majority of the respondents from the schools (73.4 %) and gymnasiums (67.0 %) noted a greater amount of homework during e-learning compared to offline education. They also reported less time spent outdoors and much more passive leisure. Complaints of increased back and wrist pain and headaches were more frequent in the students of comprehensive secondary schools. Conclusions: Our findings show that distance learning changed the way of life of all the children surveyed. We observed an increased screen time, the prevalence of static activities, and the development of musculoskeletal and eye disorders. The comprehensive school students noted more negative consequences of online learning compared to their peers studying in the gymnasiums.

In recent years, a lot of attention has been paid to internal audit problems in comprehensive schools. Seeking to analyze information about internal audits carried out in comprehensive schools, the information, which has been analyzed, is presented on websites. Results obtained during the research showed that schools encounter difficulties before presenting Internal audit data on website as well as while processing the obtained data and apparently, there is a lack of concrete directions about how this process has to be carried out. It is obvious, that Internal audit methods are applied ineffectively, it is not clear how information has to be presented and what information should be announced in public. The research showed that the content of presented information is not exhaus-tive, does not represent school evaluation process, schools do not tend to show on websites at what level they evaluated their activities, most frequently only the weakest, strongest points or areas re-quiring improvement are pointed out. This article presents research results, which reveal comprehensive school Internal audit in-formation on websites presentation nuances. After carrying out the research, we can assert that: • There is no common system in comprehensive schools of how to present information on school website about internal audit, access to direct information requires additional time and ef-forts. • The dominating data presentation form is text. This form is most frequently used by town basic and comprehensive schools. Town gymnasiums use more advanced forms for disclosing in-ternal audit information (slides, tables, charts). • Only one out of 100 comprehensive schools presented information on performed internal audit, which corresponds to Internal audit methods of recommendatory type of information presentation about carried out Internal audit report. • Internal audit methodics in comprehensive school is not treated as important, seeking to inform the consumer about the quality of school activities, because 99% of information can be evaluated as not sufficiently exhaustive or not exhaustive. School location does not have influence on information quality. • 84 schools did not point out which year Internal Audit methodics they were using, the con-sumer has to analyze the presented information himself. • 67 schools did not indicate which year the audit was carried out, therefore analyzed meth-ods presented to the consumer can be interpreted differently as current year indicators, as previous year ones and so on, it becomes complicated to judge about the quality of school, information in itself loses actuality and seizes being informative. • Out of 100 schools, which carried out Internal Audit processes, only 12 schools were pre-sented with activity assessment results. Information dissemination in schools connected with Inter-nal Audit results is not treated as a very important source for disclosing the quality of school activi-ties. • Schools before presenting Internal Audit data on website face difficulties while processing the obtained data and apparently, there is a lack of concrete directions about how this process has to be carried out, the way information has to be presented and what data have to be pointed out seeking to reveal the school quality. Key words: internal audit, comprehensive schools, evaluation process, school quality.

The emergence of a national system of comprehensive education heralded the advent of ’pastoral care' as a specified structure and organisation strategy in secondary schools. In its tripartite form of vocational, educational, and personal guidance, pastoral care has been conceived to meet the growing needs of all pupils in an age of social and technological change. The study investigates, analyses, and evaluates pastoral care with special education pupils in the first year of a comprehensive secondary school. Pastoral care is designed to diagnose needs and to help pupils - irrespective of ability and personal advantage - develop good relationships and cope with problems and adjustment. Children with special educational needs experience difficulty in mental, physical, cognitive, or emotional functioning, and may require additional help compared with their peers in the ordinary classes. Teachers perspectives of pastoral care, and of special education, may vary markedly within a comprehensive school. Definitive statements as to what constitutes the most effective system of pastoral care, where special education classes exist, cannot be expected. Nevertheless, it is hoped the evidence and arguments offered in the study will help to support the viewpoint that children with special educational needs in the first year of a comprehensive school require a well organised pastoral care system, with clearly defined aims, objectives, responsibilities, and with ample resources of time, teaching staff, and facilities allocated to it to function effectively. Pupils are of equal worth: where there is segregation, pastoral care must ensure the progress of all pupils is monitored to achieve proper pupil placement. The suitability of those entrusted with pastoral and managerial responsibilities would be paramount in contributing towards a meaningful system. It was hoped the investigation would show how useful a subjective, illuminative evaluation of pastoral care can be in highlighting its strengths and weaknesses, and in providing an opportunity to bring about change that should be of mutual benefit to teachers and pupils in that organisation.

The article is devoted to the consideration of the main elements of professional training of fine arts teachers, as well as issues of strategic planning to improve the quality of methodological training. The author identifies one of the serious problems of teaching fine arts in comprehensive schools and its holistic study in the context of the tasks of the federal educational standard, namely, insufficient attention to the correlation of common key components of pedagogical activity and specific tasks of teaching fine arts.

Mr. Springer is the most caring teacher. If he would yell, he would say sorry and stuff like that. He would say, I'm sorry for and he would explain why he was yelling and everything, not like a lot of teachers at my old school. They would just yell and not say sorry. -Nathaniel, seventh grader Nathaniel and his fellow students are all too familiar with having teachers yell at them. The vast majority of these students have a long record of disciplinary infractions and academic failure, and they have all been expelled from their comprehensive schools for committing zero tolerance offenses. They are the kids that most teachers wish would disappear to make it easier to teach the rest. They are the casualties of increasingly strict discipline policies, and they present a challenge to public education to better meet their needs. Teaching these students presents a host of difficulties for which even the most skilled teachers may be unprepared. This article examines instruction at a school for expelled middle school students and illustrates the practices of its most and least effective teachers. Though the study described here focuses on a school serving expelled students, lessons learned apply to all teachers and administrators working with disaffected young adolescents. Understanding where Nathaniel goes to school Nathaniel is one of the 20,883 students expelled from a California public school during the 2008-2009 school year (California Department of Education, 2009a), and he belongs to the 1.9% of California secondary school students assigned to alternative schools for disciplinary reasons during that same year (California Department of Education, 2009b). Due to the increasing number of violent incidents on school campuses, zero-tolerance policies have proliferated among school districts across the United States (Casella, 2003; The Civil Rights Project, 2000). These policies serve the purpose of removing student offenders from comprehensive schools but do not adequately address the educational needs of these students after expulsion. In California, expelled students are sent to community day schools (CDSs), where only general legislative guidelines apply to daily school practices and little is known about what actually occurs to educate students (Gillson, 2000). The lack of knowledge in this area is especially troublesome since students like Nathaniel are disproportionately at risk of dropping out of school, are likely to become involved with the justice system, and are likely to become both victims and perpetrators of violence (Ingersoll & LeBoeuf, 1997). Successful early intervention with these students can recuperate significant lost revenues as well as human potential (Levin, 2009). This study focuses on middle schools because young adolescents are experiencing an especially vulnerable life transition during which positive intervention efforts can yield tremendous results (Barr & Parrett, 2001; Skiba et al., 1997). Because CDSs are uniquely positioned to provide such interventions, this study aims to add to our knowledge of the possibilities and limitations of current CDS practices by getting an in-depth look at classrooms in one average school.1 Data collection for this study occurred at Vista Hermosa Community Day School in a large, urban district in southern California (all names are pseudonyms). The district serves more than 50,000 students, with at least 100 attending the CDS throughout the course of a given school year. While the school is divided into two sites-one serving high school students and the other serving middle school students-data collection occurred only at the middle school site. The school shares the charge that comprehensive middle schools have in addressing students' maladaptive behavior to reengage them in school. Lessons learned in this qualitative case study resulted from 75 hours of observations in seven teachers' classes and school-wide meetings; 17 interviews of students; 33 interviews of teachers and administrators; and analysis of relevant school documents, district information, and student records. …

School burnout can be defined as consisting of exhaustion due to school demands, cynical, and detached attitude toward one’s school, and feelings of inadequacy as a student ( Kiuru, Aunola, Nurmi, Leskinen, & Salmela-Aro, 2008 ; Salmela-Aro & Näätänen, 2005 ; Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002 ). The first aim of the present study was to examine the extent to which schools differ in school-related burnout. Moreover, the aim was to examine the extent to which school-related and background factors are associated with school burnout at the school level and at the individual level. The participants were 58,657 students from 431 comprehensive schools and 29,515 students from 228 upper secondary schools who filled in a questionnaire measuring their school burnout, school-related variables (i.e., negative school climate, positive motivation received from teachers, support from the school), and background variables (i.e., gender, grade-point average, socio-economic status, and family structure). The results revealed only small differences between schools in school burnout. Among the comprehensive school students the results at the school-level showed that negative school climate typical of the school was positively related, while support from school shared among school members was negatively related to school-related burnout. Among upper secondary school students, in turn, positive motivation received from teachers typical of the school was negatively related to school-related burnout. At the individual level, negative school climate was positively related, and support from school and positive motivation received from teachers were negatively related to burnout among both the comprehensive and upper secondary school students. In addition, girls and those with lower GPA experienced higher levels of school burnout compared to boys and those with higher GPA.

URING THE PAST DECADE comprehensive schools have become gradually accepted as a part of the English educational scene. Last year the writer, while still a serving teacher in one such school in the London area, completed a piece of research which had extended over some six years, following the fortunes of two groups of nearly 400 youngsters, one which entered the school in 1957 and another which entered in 1959.* The purpose of the enquiry was to establish what relationship existed between the social class background of the pupils, their sex, their measured ability at entry, and the extent to which they profited from the opportunities, cultural and academic, offered by the school. A growing volume of literature is accumulating on the comprehensive school in theory and in practice.' Much of it has necessarily, in the light of public interest, been preoccupied with questions of the educational efficacy of the schools. Some few students have concerned themselves with the social implications-the social attitudes of pupils, for example. Very few people have explored the possibilities of the comprehensive school for examining the well-known differences in the extent to which boys as opposed to girls, middle class as opposed to working class children, the bright as opposed to the dull, avail themselves of the opportunities before them.2

In 1987 the 25th anniversary of Swedish comprehensive education was celebrated with a two-day seminar open to the public. At the seminar people from the schools and researchers were invited to reflect on developments since the comprehensive system was introduced. Put briefly, the speakers and discussants concluded that the comprehensive school today is a good school which could be even better. It has achieved some of its aims fully and others to a certain extent, but much also remains to be improved and to be developed in order to offer opportunities for the benefit of both pupils and society. The first basic curriculum for the new system was ready to be implemented in 1962. During the 1950s preparations for the reform were made by trying out new teaching methods and forms of organisation, as well as by a parliamentary committee responsible for putting the proposal to Parliament in 1961. In fact, the period of experimentation arose out of the work of a committee set up in 1940, but primarily of the School Commission of 1946. Like the later one, this commission was dominated by Social Democrats and Liberals. Their report was much influenced by the world situation during the preceding war years and the evils of the Nazi period. The dominant theme of the report was the democratic society, which was the title of its opening chapter. The period after the war in Sweden is often said to have been the harvest for the Social Democratic party, and the influence of its educational policy was strong in both the report and the subsequent decisions about reform. One factor behind the introduction of comprehensive schooling that included the lower secondary level was the growing demand from parents and pupils at that time for access to lower secondary education, but the main concern was with equal opportunity and equal access to education. This has implications in geographical terms as the comprehensive school means that all children wherever they live have access to schooling for nine years. The idea of equality also implies that the same school is open to all children, irrespective of social origin, and offers equal opportunities to everyone. Every child should be given the chance to develop his or her talents and abilities, and receive the preparation needed for going on to upper secondary education. As already mentioned, the idea of democracy was given primary importance by the reformers. This has a number of implications. One is that schooling is based on a conception of Man and society and the relationship between them. Man is able to take responsibility for his actions towards both himself and other people, and this view influenced both the content and the form of schooling and teaching. Furthermore, given the principle of democracy, the free choice of pupils has a crucial meaning for the school: options should be open for the pupil and his or her parents to choose freely. Election, not selection, is a fundamental concept.

Recent tendencies within assessment in comprehensive school in Nordic countries raise the question of the role of different practices of assessments, on how assessments are being used, for which purposes and the consequences of this. Assessments can be considered to be an integrated part of formal educational settings, in different forms and used for different purpose. In the chapter we will discuss and analyse the use of assessments in comprehensive school in the Nordic countries through time, as we will include different kinds of documentary and empirical studies in the argumentation. We will focus on which kinds of assessments have been used, for which purposes and the role of this in the perspective of society. More contemporary trends will be discussed, specifically the use of standardised testing. The Nordic countries differ at some points concerning the use of assessments of this character. Assessments point to and create differences between pupils and play a key role in processes of socialisation, marginalisation and in- and exclusion in society, as discussed by theorists such as Bourdieu and Bernstein. If the comprehensive school is based on the general idea of a school for all, how can different ways of practising assessment support or work against this idea? What conclusions can be drawn from the experiences in the Nordic countries?

This paper reports the findings from two large-scale national online surveys carried out in 2009 and 2010, which explored the state of history teaching in English secondary schools. Large variation in provision was identified within comprehensive schools in response to national policy decisions and initiatives. Using the data from the surveys and school-level data that are publicly available, this study examines situated factors, particularly the nature of the school intake, the numbers of pupils with special educational needs and the socio-economic status of the area surrounding the school, and the impact these have on the provision of history education. The findings show that there is a growing divide between those students that have access to the ‘powerful knowledge' provided by subjects like history, and those that do not.

the publication of a Norwegian educational yearbook intended to serve as a central work of reference on Norwegian education.* It is never easy to keep abreast of change in a rapidly developing educational system, and this well-edited volume fills a keenly felt gap. The first edition provides a general survey of the Norwegian educational scene in twenty-five articles, each written by an authority in the field. Future volumes will both keep this survey up-to-date and provide more detailed studies of particular aspects of education which seem from time to time to merit attention. A select bibliography of the most important government publications, circulars and instructions is included. Although this is useful, the selection has perhaps been too sparing, and a case could be made for a fuller list, in which the most important documents might be indicated either by asterisk or by bold type. Every aspect of Norwegian education is given authoritative, if brief coverage. There are sections -most including several separate articles-devoted to school administration, elementary education and special schools, secondary education and folk high schools, vocational schools and training, universities and other higher institutions, teacher-training, school building, education committees, research and methods and teachers' qualifications and conditions. Perhaps most interesting to the British reader is the material on the development of comprehensive education in Norway. The framework of the 1959 Folkeskole Law embraces both the old seven-year folkeskole and the developing comprehensive school, originally pioneered on an experimental basis in schools administered under the Law concerning Experiment in the School (Lov om forsek i skolen, 8 July 1954). A series of research reports has plotted progress and a new normal plan (instructions on syllabus and methods) has been produced in two successive forms. The Norwegian comprehensive school provides 9 years of compulsory education from the age of 7 to 16. The master pattern divides this period of schooling into six years of barneskole (lit. child-school), followed by three years of ungdomsskole (lit. youth-school.)t, but the 9-year school is regarded in the Norwegian mind as essentially one school. Exigencies of accommodation or difficulties of transport may divide it between buildings, and in any case several barneskoler will commonly feed one ungdomsskole; but there is felt to be a real unity of spirit, and the whole structure is regarded as a unified common school or comprehensive school.

Within this comparison of comprehensive schools in the western part of the Federal Republic of Germany and general polytechnic secondary schools (POS) of the former GDR, the author first summarizes the historical background of these schools. After pointing out structural as well as curriculum issues he finally analyzes why there is a “relative backwardness” of West Germany in the area of comprehensive schools and what the chances for comprehensive schools in a United Germany are. (DIPF/ ssch)

This year, the scientific conference "Natural Science Education in a Comprehensive School - 2023" was held in its usual format. It is worth mentioning that during the Covid-19 pandemic, three conferences were held remotely, in 2020, 2021 and 2022. This two-day conference focused on science and technology education, which is a recent priority in society. There is a need to improve the teaching of science subjects and technology at all levels of general education. Particular attention should be paid to early science education. Ensuring adequate science and technology education means providing children with an education that teaches them to reason, think logically, explore, be creative and active. The plenary session of the conference was international and very interesting. A total of four keynote speeches were presented during this session. It is clear that the Plenary "bridged" different continents - Africa, Latin America, Europe. Professor Andris Broks discussed systemic issues in science and technology education, with a particular focus on the major challenges and changes of the present. Speakers from South Africa and Brazil shared their experiences in organising research activities for future teachers. Experiences from both countries in the training of science teachers were explored. The plenary also discussed developments in science education in the updated General Curricula in Lithuania. Informal discussions at the conference focused on educational experiences during the pandemic. All participants acknowledged that education in a pandemic is significantly more difficult. This is especially true for various non-formal education activities, or activities that take place outside the regular classroom (e.g. various project activities, research activities, etc.). Participants, especially those who are more or less regular attendees, stressed the importance of a "live" meeting. After all, informal communication has the main purpose of enabling a person to understand and be understood. This cannot be achieved in an online (remote) conference. It was hoped that the work of the conference would continue. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2023&issue=20002 Keywords: national conference, practical work, science education, science teachers, science pedagogy

Se estudia en este artículo la trayectoria de la política educativa en España desde los primeros pasos de la restauración de la democracia hasta nuestros días. Partiendo de la situación heredada del régimen franquista, se desarrolla la tesis de que esa política ha girado en torno a tres grandes asuntos. Por una parte, la escolarización, por otra, el conflicto entre el Estado y la Iglesia por el control del sistema educativo y, en fin, la cuestión de la denominada calidad de la educación. Tras examinar el proceso que conduce a la plena escolarización hasta los dieciséis años, se analizan las circunstancias en las que se desarrolla la pugna entre la enseñanza pública y la privada, las posiciones que al respecto mantuvieron los principales grupos políticos y sociales, así como el pacto implícito que provisionalmente resolvió la confrontación y configura la actual estructura de la educación en España. En cuanto a la mejora de la calidad, se analizan las dos grandes estrategias desarrolladas en estos años, la que llamamos reforma pedagógica – vinculada al modelo de la escuela comprensiva – y la que identificamos como gestión empresarial de la escuela, relacionada con la hegemonía del pensamiento conservador y la mundialización de la política educativa.

This paper is based on an intensive questionnaire and interview study of about 800 middle and lower stream children in a large, urban, multi‐racial, comprehensive school in the West Midlands. It presents data on the nature and extent of career aspirations and shows that childrens' horizons are, to a large extent, limited to the possibilities available in their local environment. The data are analysed using correlation and stepwise regression procedures and the major determinants of career aspirations are discussed. Comparisons are made between the sexes and between the children of different ages. Doubt is cast on a number of popular theories of occupational aspirations and implications for careers guidance are suggested.