The Secondary Harms of Parental Substance Use on Children’s Educational Outcomes: A Review

Parental substance use, that is alcohol and illicit drugs, can have a deleterious impact on child health and wellbeing. An area that can be affected by parental substance use is the educational outcomes of children. Current reviews of the literature in the field of parental substance use and children's educational outcomes have only identified a small number of studies, and most focus on children's educational attainment. To grasp the available literature, the method from Arksey and O’Malley (2005) was used to identify literature. Studies were included if they were empirical, after 1950, and focused on children’s school or educational outcomes. From this, 51 empirical studies were identified which examined the relationship between parental alcohol and illicit drug use on children’s educational outcomes. Five main themes emerged which included attainment, behavior and adjustment, attendance, school enjoyment and satisfaction, academic self-concept, along with other miscellaneous outcomes. This paper highlights the main findings of the studies, the gaps in the current literature, and the challenges presented. Recommendations are made for further research and interventions in the areas of parental substance use and child educational outcomes specifically, but also for broader areas of adversity and child wellbeing.

Fathers' Multiple-Partner Fertility and Children's Educational Outcomes

Fathers' multiple-partner fertility (MPF) is associated with substantially worse educational outcomes for children. We focus on children in fathers' second families that are nuclear: households consisting of a man, a woman, their joint children, and no other children. We analyze outcomes for almost 75,000 Norwegian children, all of whom lived in nuclear families until at least age 18. Children with MPF fathers are more likely than other children from nuclear families to drop out of secondary school (24% vs. 17%) and less likely to obtain a bachelor's degree (44% vs. 51%). These gaps remain substantial—at 4 and 5 percentage points, respectively—after we control for child and parental characteristics, such as income, wealth, education, and age. Resource competition with the children in the father's first family does not explain the differences in educational outcomes. We find that the association between a father's previous childless marriage and his children's educational outcomes is similar to that between a father's MPF and his children's educational outcomes. Birth order does not explain these results. This similarity suggests that selection is the primary explanation for the association between fathers' MPF and children's educational outcomes.

Level of Perceived Employability of Engineering Students in Kathmandu Valley

The discourse of employability revolves around the mitigation of mismatch between educational outcomes and the job market demand. This discourse is pertinent in engineering education as it is dedicated to producing human resources with the required employability skills. In this context, the students - to whom employability is transformed - are in the central focus. Their perceptions about their abilities in demonstrating and performing in the world of work require attention to connect education and their work. Considering this, the level of perceived employability of the engineering students studying in their final year was measured by using a self-constructed scale in a representative sample of 314 students of Kathmandu valley. The finding shows that the graduating students’ perceived employability was not consolidated and optimised to reflect on their behaviour and practices. It is at the level of ‘emergence’ and ‘presence’, which is thus not enough to see in their abilities to perform better. Therefore, the students were not able to perform as per the expectation of the market. The key implication of this study is that the gap of work-study transition stipulated to be minimised for the employability of the graduates with their exposure in the world of work.

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

Problems That Accompany School Education for Combating Socio-Pathological Behaviors

Going to school today means living a creative life worthy of a young man. The school is a living community of students, teachers, and parents. Problems arising from the school environment are very common today and are present at all levels of education. The pursuit of a quality, free, and democratic school has become a reality in many parts of the world, but due to the complexity of certain curricula, and rigorous assessment techniques, schools are sometimes still a place of coercion to learn. It is especially important to know the prerequisites for proper school education, the problems faced by students, and the measures that can be taken to prevent, reduce, or eliminate them. In order for school education to be realized in accordance with positive educational outcomes, it is necessary to organize, realize, and monitor its outcomes and results in an appropriate manner.

A proposed electronic tool for managing educational procedures, following-up teachers' performance in the classroom, and measuring their attitudes

The educational process depends on many procedures, which lead to positive educational outcomes. The research depends on modern technology in the design and development of an electronic tool that manages the teaching process in the classroom from beginning to end. The purpose of the research is to monitor the teacher's procedures by following up on all teaching procedures using an electronic tool for managing the educational process. The teacher implemented all educational lesson procedures in the classroom through the proposed electronic tool according to its prior preparation. The researcher designed a cognitive achievement test for students of the experimental and control groups to measure the effectiveness of the electronic tool. An attitude scale was applied to teachers to identify their attitude toward using the tool in monitoring procedures in the classroom to ensure the effectiveness of the proposed electronic tool in developing the educational process and enriching the academic situation. The research's results indicated that using the proposed electronic tool improved students' educational achievement by comparing the students' results in the experimental and control groups. The teachers' attitude toward using the tool was also characterized as favorable and desired. The research recommended applying the proposed electronic tool to a more significant number of teachers in different specializations, using the tool reports in overcoming problems in the classroom, and conducting more studies related to performance follow-up and observation in the classroom.

Factors Influencing Students’ Well-being on Educational Outcomes in the Indonesian Railway Polytechnic

Students’ well-being among Indonesian scholars might be still unpopular as this topic could lead to a blundered result in a certain area of disciplines. Yet, this topic is essential to reveal as it can be one of the indicators which can be taken into account on measuring the workload of students enrolling in this state-owned institution. Not only that, but this also might be an eminent output indicator for the quality of education specifically on educational outcomes. The instruments occupied in this study were interviews and surveys. Students and alumni of the polytechnic were asked to participate in this study and several key figures as well. This study applied a mixed-method research design, which is commonly accepted as there are both qualitative and quantitative parts combined in the study. The results showed that the quality of student well-being in an emotional, social, and school dimension of student PPIM is relatively at a good level. Hence, with the tight schedule and tough physical activity, the institution should pay attention to a psychological aspect.

GENDER GAPS IN ENTREPRENEURSHIP AND EDUCATION FROM THE PERSPECTIVE OF CLUSTERS OF EUROPEAN COUNTRIES

In European countries, the gender gap in entrepreneurship is persistently observed because females make up on average 30 percent of entrepreneurs. The aim of the paper is to investigate the impact of gender gaps in education at different levels (youth, higher education, adult learning and STEM education) on the gender gap in entrepreneurship, both in all analyzed European countries and in identified clusters of countries. The research is based on the cluster analysis and regression modelling of yearly panel data for 31 European countries for the period 2013–2018. Generally speaking, to the same extent, the gender gap in entrepreneurship can be explained by the gender gap in educational outcomes at different levels, mostly in early leavers and in STEM education. However, European countries are not monolithic in these aspects, as four clusters of countries are identified. Relationships between the gender gaps strongly depend on the country’s characteristics. In countries with a relatively lower level of female entrepreneurship and their education outcomes, the gender gap in entrepreneurship is affected the most significant in comparison to other clusters, by gender gaps in early leavers, higher education and STEM education. However, in clusters of countries with relatively moderate or high levels of female entrepreneurship and education outcomes, their relationships are rather limited.

Strategic Approaches to Planning School Development and Improving Educational Outcomes

The article presents an example of strategic planning of school development in order to improve educational results. The author provides arguments and justifications for the choice of specific strategic approaches from understanding the categories of "school performance", "development factors", "management team", "social capital", "innovative activity" to researching the potential of the school, specific management decisions, demonstrating the structure and content developed development models. The material of the article reflects in detail the strategy of planning the educational process in a particular school in terms of development. The model of the innovative project "Educational Navigator" is described. A model of intraschool education quality assessment is presented. The article provides examples of the results of the study.