Abstract:This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building blocks of education systems and education system reform. In exploring how these three factors relate to student learning outcomes across different international contexts, this book provides a powerful framework for a more equal system.Drawing upon research and case studies from scholars, policymakers and experts from international agencies across five cont… Show more
“…It is not only related to every student's physical and mental health [5][6][7][8] but also to every family's happiness. It is a major subject related to the direction of education system reform [9,10] that we must regard the improvement of students' physical and mental health literacy as a key project of talent intelligence resources reserve and regard the health and healthy growth of students, as well as the all-round development of students' morality, intelligence, body, beauty, and labor as important cornerstones. Middle school students' health examination of the monitoring work [11,12] is a solid guarantee for students' healthy growth, and a powerful gripper is to promote students' physical and mental health; through annual student health checkups, poor vision, dental caries, overweight, and a focus on common diseases such as cardiovascular disease can get early screening, as well as early discovery, prevention, and treatment.…”
Young people’s physical and mental health is the foundation of society’s overall development and the key to improving people’s health quality. Middle school students’ physical examinations and monitoring work are a surefire way to ensure their healthy development. Poor vision, dental caries, overweight and obesity, and high blood pressure are the most common adverse health outcomes of students caused by adolescent health risk behavior factors. Researchers have been concerned about the retinal fundus vascular system, which is the only internal vascular system that can be observed in a noninvasive state of the human body. Fundus images contain a wealth of disease-related information. Fundus images have been widely used in the field of medical auxiliary diagnosis because many important systemic diseases of the human body cause specific reactions in the fundus. Aiming to solve the problem of inseparable tiny blood vessels, this paper proposes a model of retinal vessel segmentation based on attention mechanisms. In light of the retinal arteriovenous division of discontinuous challenges, the topological structure of the constraint system along with overcoming the network and topology restrictions is monitored. Finally, simulation experiments were conducted on two publicly available datasets. The findings show that the proposed method is reliable, effective, and accurate in predicting physical health risk factors in adolescent students.
“…It is not only related to every student's physical and mental health [5][6][7][8] but also to every family's happiness. It is a major subject related to the direction of education system reform [9,10] that we must regard the improvement of students' physical and mental health literacy as a key project of talent intelligence resources reserve and regard the health and healthy growth of students, as well as the all-round development of students' morality, intelligence, body, beauty, and labor as important cornerstones. Middle school students' health examination of the monitoring work [11,12] is a solid guarantee for students' healthy growth, and a powerful gripper is to promote students' physical and mental health; through annual student health checkups, poor vision, dental caries, overweight, and a focus on common diseases such as cardiovascular disease can get early screening, as well as early discovery, prevention, and treatment.…”
Young people’s physical and mental health is the foundation of society’s overall development and the key to improving people’s health quality. Middle school students’ physical examinations and monitoring work are a surefire way to ensure their healthy development. Poor vision, dental caries, overweight and obesity, and high blood pressure are the most common adverse health outcomes of students caused by adolescent health risk behavior factors. Researchers have been concerned about the retinal fundus vascular system, which is the only internal vascular system that can be observed in a noninvasive state of the human body. Fundus images contain a wealth of disease-related information. Fundus images have been widely used in the field of medical auxiliary diagnosis because many important systemic diseases of the human body cause specific reactions in the fundus. Aiming to solve the problem of inseparable tiny blood vessels, this paper proposes a model of retinal vessel segmentation based on attention mechanisms. In light of the retinal arteriovenous division of discontinuous challenges, the topological structure of the constraint system along with overcoming the network and topology restrictions is monitored. Finally, simulation experiments were conducted on two publicly available datasets. The findings show that the proposed method is reliable, effective, and accurate in predicting physical health risk factors in adolescent students.
“…The effective use of results from external assessments, according to Ehren and Baxter thus[…] requires a degree of trust where the teacher feels safe to talk about challenges in his/her work and knowledge or skills he/she lacks where effective performance management focuses on learning and improvement, instead of passing judgment and assigning blame. (Ehren & Baxter, 2020, p. 14)…”
The qualitative study on which this article reports explored how senior leaders, mathematics and Spanish language teachers (N = 72) in four high‐performing, high‐poverty, public secondary schools in Chile enact performance‐based accountability policies related to standardised assessments. These four public schools were selected because prior to when the study was conducted all were part of the Bicentennial Schools Programme led by the Ministry of Education from 2010 to 2014. The aim of the programme was to develop effective secondary schools to serve low‐income students. A thematic analysis of data produced through individual and group interviews and observations of departmental meetings shows that the enactment of performance‐based accountability involved two dimensions of learning‐centred leadership, distributed among senior leaders and department heads. An aim shared by parents, students, teachers and senior leaders was to ensure students' access to, and completion of, studies in higher education. Attaining good scores in national standardised SIMCE tests was key to meeting the vision. Collective trust among all actors and macro level trust in standardised testing served as a resource for strong collaboration to improve instruction and learning as well as teachers' collective efficacy. The discussion focuses on school‐level practices and policy‐level decisions that create conditions for the effective use of information produced from standardised assessments. A key point supported by our findings is that successful performance in external assessments is resourced by, and fosters, trust formation in schools.
“…To map the perceived use and long-term impact of the feedback, a qualitative research design was followed. Ehren and Baxter (2021) have posited that three elements-trust, accountability and capacity-are the pillars of any education system and that their interaction affects the success of educational reforms. Their interaction can be complex, however, and vary across different education systems.…”
Section: Introductionmentioning
confidence: 99%
“…Fullan and Quinn (2016) and Six (2021) have highlighted the importance of approaching accountability as a strengthening, supporting process instead of as punishment for not meeting requirements. As such, accountability can contribute to building trust and capacity (Ehren & Baxter, 2021;Six, 2021). Evaluation feedback based on clear performance criteria is intended to hold schools accountable as well as to promote learning and thus develop schools' capacity to work towards improvement (Ehren et al, 2013;Ehren, Bachmann et al, 2021).…”
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