Data sources and methods

The development of a content standard model referred to in this research study is developing content standards for PAI subjects whose material content is still general in nature and still needs to be specified so that it can be further developed and compiled into teaching materials and/or textbooks for PAI subjects. What is meant by PAI subject content standards at the school level here refers to the Minister of Education and Culture, Research and Technology Regulation No. 8 of 2024 (Attachment Copy). These content standards can be used as a reference for the development and preparation of teaching materials and/or textbooks for PAI subjects at the elementary, middle school, high school/vocational school or equivalent levels. The aim of the study here is to develop a standard model for the content of PAI subjects at the school level is to develop a standard model for the content of Islamic Religious Education (PAI) subjects in elementary, middle school, high school/vocational school or equivalent with the target; First; Develop and formulate learning objectives, learning outcomes, and formulate competencies for PAI subject graduates, Second; develop content standard models into teaching materials and/or textbooks for PAI subjects and develop PAI material components. The approach used in this study is the development of a standard model of PAI subject content at the school level with a descriptive narrative explanation type. Data collection in this research was carried out by compiling the standard content of PAI subject content for elementary, middle school, high school/vocational school or equivalent levels, the content of which is still general in nature, so it is necessary to develop and prepare more detailed and in-depth material into teaching materials and/or textbooks for PAI subjects. The form of developing a content standard model is through assessing and reviewing PAI material into teaching materials and/or textbooks for PAI subjects that can be used at the school level. The results of research studies on the development of standard content models here include developing and compiling the content of teaching materials and/or textbooks for PAI subjects for elementary, middle school, high school/vocational school or equivalent levels, which need to include the content of learning objectives, material descriptions/scripts, and assessment/evaluation tools, as well as learning outcomes and graduate competencies. PAI subject content standards at the school level can be developed and compiled into PAI teaching materials and/or textbooks which include material components that include discussion of Aqidah Akhlak, Al-Quran-Hadith, Jurisprudence/Practice of Worship, History of Islamic Culture, and an introduction to the basics of Arabic and reading and writing the Al-Quran. Developers, compilers and teachers of PAI subjects can further develop content standards into teaching materials and/or textbooks for PAI subjects at school level. In this research study, the content of teaching materials for elementary, middle school, high school/vocational school or equivalent levels has been described which can be used as an example of developing a standard model of content at the school level.

Education is undergoing a significant transformation with the integration of technology, particularly through the adoption of e-Learning platforms. This paper delves into the pivotal role of technology in enhancing education, specifically focusing on the assessment of e-Learning effectiveness and outcomes. By synthesizing existing literature, empirical studies, and practical insights, this research offers a comprehensive understanding of the impact of e-Learning on educational practices and student outcomes. The evolution of e-Learning is traced, encompassing its historical development and contemporary significance in addressing the diverse needs of learners. Theoretical frameworks, such as the Kirkpatrick Model, provide a lens through which to evaluate e-Learning effectiveness, highlighting the importance of assessing learner reactions, learning outcomes, behavior change, and organizational impact. Drawing on a multitude of studies, the paper explores the multifaceted nature of e-Learning effectiveness, considering factors such as instructional design, technological infrastructure, and learner characteristics. Through a rigorous examination of e-Learning effectiveness metrics, including learning outcomes, student engagement, and satisfaction levels, this research underscores the transformative potential of technology-enhanced learning environments. Case studies and examples elucidate successful e-Learning implementations across various educational settings, demonstrating how innovative pedagogical approaches and technological advancements can enrich the learning experience and improve educational outcomes. Furthermore, the paper investigates the impact of e-Learning on education outcomes, including academic achievement, skill development, and workplace readiness. Comparative analyses between e-Learning and traditional instructional methods provide insights into the efficacy of technology-mediated learning approaches, revealing their capacity to foster critical thinking, problem-solving skills, and digital literacy competencies essential for success in the digital age. Key factors influencing e-Learning effectiveness, such as pedagogical strategies, technological infrastructure, and learner characteristics, are examined in depth. Recommendations are provided for enhancing e-Learning effectiveness, including the incorporation of interactive multimedia elements, educator training initiatives, and investments in robust technology infrastructure to ensure equitable access to e-Learning resources. Looking ahead, the paper identifies emerging trends in e-Learning technology, such as artificial intelligence and virtual reality, while acknowledging potential challenges in ensuring equity and accessibility in e-Learning environments. By illuminating the transformative potential of technology in education, this research contributes to ongoing discourse and informs educational practice and policy decisions aimed at optimizing e-Learning effectiveness and outcomes.

Emergency Care Crisis in the United Kingdom and Ireland: Emergency Physician Exodus Looms in Wake of Pay Cuts, Staffing Shortages

The purpose of this study was to investigate the concentration and distribution characteristics of <TEX>$PM_{10}$</TEX> at high schools classrooms in Ulsan and its surroundings. This study evaluated <TEX>$PM_{10}$</TEX> levels in classrooms at 79 high schools in Ulsan from May 2008 to May 2009. The average <TEX>$PM_{10}$</TEX> level was 63.8 <TEX>${\mu}g/m^3$</TEX>, and the rate of exceeding the statutory maintenance limit was 16.0%. The average <TEX>$PM_{10}$</TEX> level was higher in general schools (64.9 <TEX>${\mu}g/m^3$</TEX>) compared to professional schools (59.2 <TEX>${\mu}g/m^3$</TEX>), and private schools (66.6 <TEX>${\mu}g/m^3$</TEX>) was higher than that of public schools (62.5 <TEX>${\mu}g/m^3$</TEX>). The average <TEX>$PM_{10}$</TEX> level (68.4 <TEX>${\mu}g/m^3$</TEX>) in general classrooms was significantly (p < 0.01) higher than that in multi-purpose ones (54.6 <TEX>${\mu}g/m^3$</TEX>), and first-year student classrooms (73.3 <TEX>${\mu}g/m^3$</TEX>) was significantly (p < 0.05) higher than that in second or third grade ones (67.6 <TEX>${\mu}g/m^3$</TEX>, 51.5 <TEX>${\mu}g/m^3$</TEX>, respectively). The <TEX>$PM_{10}$</TEX> level in schools in Dong-Gu in the vicinity of assorted industrial complexes was higher than that of schools located in other districts around the Ulsan Metropolitan Area. The regression model showed that <TEX>$PM_{10}$</TEX> level was positively associated with number of students and relative humidity.

South African pupils performed well below the TIMSS international average in 1995 and 1999 and significantly below all other countries (including the other African countries) in the 1999 study. Path analysis, namely Partial Least Square (PLS) analysis, was applied to the South African TIMSS-R data to explore the effect of contextual factors at school level and classroom level within South African schools on the aggregated pupils' performance in mathematics. The results from the combined school- and classroom-level model revealed a relationship between the location of the schools, teachers' attitudes and beliefs, teaching load, lesson planning, and class size; all of which had direct effects on the South African pupils' aggregated performance in mathematics and in total explained 27% of the variance in the mathematics scores.

To determine whether elevated light levels in classrooms in rural areas can protect school-age children from myopia onset or myopia progression. A total of 317 subjects from 1713 eligible students aged six to 14 in four schools located in northeast China participated in the study. Students received a comprehensive eye examination including cycloplegic refraction and ocular biometry, which included axial length (AL), anterior chamber depth (ACD), and corneal curvature (CC) measurement, and completed a questionnaire. The intervention arm included 178 students in two schools with rebuilt elevated lighting systems and the control arm included 139 students in which lighting systems were unchanged. Results for the two arms were compared with a Wilcoxon rank sum test, a chi-squared test or a t-test, as appropriate. Factors that might help explain any differences were explored with multivariate linear regression analysis. The median average illuminance of blackboards and desks and uniformity of desk lighting were significantly improved, however, the uniformity of blackboard lighting declined after intervention. At baseline, the mean refraction, AL, CC, ACD and myopia prevalence between the two arms were not significantly different. After 1 year, compared with the control arm the intervention arm had a lower incidence of new myopia onset (4% vs 10%; p = 0.029), a smaller decrease in refractive error among no myopic subjects (-0.25 dioptre [D] vs -0.47 D; p = 0.001), and shorter axial growth for both non-myopic (0.13 vs 0.18 mm; p = 0.023) and myopic subjects (0.20 vs 0.27 mm; p = 0.0001). Multivariate linear regression analysis showed the intervention program, lower hyperopic baseline refraction, lower father's education level, longer time sleeping and less time in screen-viewing activities were associated with less refractive shift in the direction of myopia in non-myopic children. For myopic subjects, myopia progression was significantly associated with family income only. The intervention program and older age had a protective effect on axial growth for both myopic and non-myopic subjects. The father's education level and sleep duration were significantly associated with axial growth in non-myopic children. Elevated light levels in classrooms have a significant effect on myopia onset, decreases in refraction, and axial growth; if the findings of lighting intervention are reproduced in future studies, the ambient light levels in schools should be improved.

This study aims to go into co-constructive approaches to teaching and learning in a junior high classroom in Taiwan. It studies co-construction of curriculum from the perspectives of a mathematics teacher and the students, as the teacher and the students attempted to co-construct aspects of the Classroom Level curriculum with each other. This 3-year study focuses on exploring the practices and understandings of the co-construction process between the teacher and the students when they conduct curriculum decision-making at the Classroom Level. In addition, in current curriculum reform contexts in Taiwan as well as in an active globalizing world, this study also tries to understand how the teacher and the students conduct reflective practices and what they have achieved when co-constructing curriculum at the Classroom Level. This kind of interpretive study is rarely seen in Taiwan’s junior high school classrooms. Multiple methods are used to collect research data, including participant observation, interviews and document analysis. Results of this study are as follows: I. The co-construction of curriculum at the Classroom Level initiatively focused on the selection and organization of curricular experiences, including course content, learning activities, and subject matter: accuracy, precision, clarity, consistency, relevance, and good reasoning. Nevertheless, around the final year of the study, the mathematics teacher and the students gradually infused a critical thinking perspective into the co-construction of curriculum. That is, they started trying to examine those structures or elements of thought implicit in all the reasoning: purpose, question-at-issue, assumptions, concepts, reasoning leading to conclusions, empirical grounding, objectiveness from alternative viewpoints, and implications and consequences. II. The co-construction of curriculum initiatives at the Classroom Level was achieved through continuous negotiation between the mathematics teacher and the students. In order to deal with the simultaneous but incompatible opposition of opinions between the two parties, the teacher and students gradually stayed in a module as below: (1) learn a few negotiation strategies; (2) try to find out key tactics for success; (3) create a contract; (4) perform and reflect. III. The co-construction of curriculum initiatives at Classroom Level inspired the mathematics teacher and the students to adopt a range of approaches to upgrade their reflective practice level and the tools were a starting point. The theme of the students’ reflective practice often focused on mathematics problem-solving strategies and the best effective way in calculation. On the other hand, the mathematics teacher’s reflective practice often focused on personal philosophy clarification. IV. The co-construction of curriculum initiatives at Classroom Level facilitated the empowerment of the mathematics teacher and the students as well the quality-improvement of curriculum deliberation. Based on the long collaborative process, the teacher and the students not only used the present resources inside the classroom, but also tried to seek outside resources from School Level, Municipal Level and National Level through techniques and application of network relationship management. Keywords: Co-construction, Critical Literacy, Reflective Practice, Network Relationship Management.

It has been previously shown that depression is negatively associated with the academic performance of university students. These results, however, rely on university grades and, thus, do not allow comparison of students from different educational organizations. As a result, the relationship between academic performance and depression on a population level is not well known. We use data from the Russian panel study 'TrEC' that tracks 4,893 participants since 2011. This panel is nationally representative for one age cohorts (13-14 years old in 2011). The data set includes educational outcomes of students measured using standardized tests (PISA scores and scores at Unified State Examination). In 2018, participants filled PHQ-9. At that point, many of them were in the first year of their Master's programs. The prevalence of depression (PHQ-9 &amp;gt; = 10) was 20% for women and 11% for men. We find no association between PHQ-9 scores for women and their PISA scores, Pearson's r = 0.01 (CI95% = [-0.03, 0.06]), however we find positive association for men, r = 0.16 (CI95% = [0.11, 0.20]). This corresponds to a relative risk of being depressed for the highest performing men (PISA levels 5 and 6) of 1.6. This result holds after controlling for the socioeconomic status of participants and the fact of studying at university. For those participants who study at a university, it is possible to additionally control for the selectivity of their university as the average academic performance of enrollees is publicly available information for Russian universities. We find that the personal educational outcomes rather than the selectivity of the university explain the results. It is generally believed that educational outcomes are negatively associated with depression. We find no such association for women and a positive association for men. This result might be particular to Russia or to a certain age cohort. In any case, they highlight the need for more research in this area. Key message We use data from a nationally representative panel and find that educational outcomes measured by a standardized test are positively associated with depression for young men but not for young women.

This study aimed to examine cross-sectional and longitudinal associations between dietary intake and educational outcomes (EO) in Australian first-year university students. This cross-sectional and longitudinal study measured outcomes of interest at three points over 1 year. Measures included self-reported dietary patterns and dietary intake via a three-day estimated food record. Objective EO (corresponding semester grade point average (GPA), overall GPA and graduation status) variables were extracted from academic records. Cross-sectional and longitudinal associations were examined using regression models and generalised estimating equations, respectively. A large university in Queensland, Australia. Participants (n 80) were first-year students who had completed high school in the previous year. Some significant associations were found with semester GPA, including: (a) moderate positive associations between serves of vegetables and semester GPA at time point 2 and over time; and (b) a weak negative association between Na intake and semester GPA at time point 2. Although insignificant, meaningful negative associations were found between alcohol consumption and semester GPA at time point 1 and over time. Some significant associations were also found with graduation status, including: (a) a positive association between meeting Australian carbohydrate recommendations and graduation status; and (b) a negative association between Fe intake and graduation status, both at time point 1. Both cross-sectional and longitudinal findings highlight positive associations between vegetable intake and EO and negative associations between alcohol consumption and EO. Further relevant work is needed with larger, more variable samples in demographic, dietary and EO characteristics.

Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncover their relation with generic learning outcomes. Methodology/Approach: Using a scoping review study, 22 studies were subjected to qualitative analysis. Findings/Conclusions: The design elements were related to authenticity, structure, and agency, and learning outcomes in the cognitive, affective, metacognitive, and socio-communicative domain. Confidence and communication skills were the most often included learning outcomes, followed by teamwork and problem-solving. The design elements that were most prominently present across learning outcomes were related to individual agency within group work during the activity and authenticity represented in interactions with peers. Further, we identified seven patterns about how design elements relate to generic learning outcomes. Implications: Addressing the design of experiential learning environments on a more fine-grained level is needed to increase insights of which generic learning outcomes are being fostered, and to enhance comparability of research findings within and between types of experiential learning environments.

Socioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students’ learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools’ mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES.

This study examined the respective roles of personal and environmental factors in youth violence in a nationally representative sample of 7548 postmandatory school students and apprentices ages 16-20 years in Switzerland. Youth violence was defined as having committed at least one of the following in the previous 12 months: attacking an adult, snatching something, carrying a weapon, or using a weapon in a fight. Different ecological levels were tested, resulting in a three-level model only in males (individual, classroom, and school) as the low prevalence of female violence did not allow for a multilevel analysis. Dependent variables were attributed to each level. For males, the classroom level (10%) and the school level (24%) accounted for more than one third in interindividual variance. Factors associated with violence perpetration in females were being a victim of physical violence and sensation seeking at the individual level. In males, practicing unsafe sex, sensation seeking, being a victim of physical violence, having a poor relationship with parents, being depressed, and living in a single-parent household at the individual level; violence and antisocial acts at the classroom level; and being in a vocational school at the school level showed a correlation with violence perpetration. Interventions at the classroom level as well as an explicit school policy on violence and other risk behaviors should be considered a priority when dealing with the problem of youth violence. Furthermore, prevention should take into account gender differences.

Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. The study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) the relative contribution of specific predictors to reading fluency and orthographic spelling within the sets of student, classroom, and school characteristics, and (3) whether the contribution of student, classroom, and school characteristics differs for reading fluency and orthographic spelling. Participants were 789 German third-grade students from 56 classrooms in 34 schools. Students completed an intelligence test and a questionnaire assessing self-control. Reading fluency and orthographic spelling performance were assessed using standardized achievement tests. Multilevel structural equation modelling was used to control for the hierarchical structure of educational data. Variances in students' reading and spelling skills were in large part explained by student characteristics (>90%). Classroom and school characteristics yielded little variance. Student-level intelligence and self-control were significantly related to reading fluency. For orthographic spelling, student-level intelligence and self-control, class-average intelligence, and, at the school level, the socio-economic status of the school's neighbourhood were significant predictors. Future research needs to investigate relevant classroom and school factors that may directly and indirectly relate to academic outcomes.

This chapter focusses on how data from monitoring systems, such as assessment results, can be used as a form of feedback. Teachers and school leaders can use this feedback in their decision making at school and classroom level.

This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students’ perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics) and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered. Keywords : mathematics achievement, multilevel analysis, secondary school, Uganda