Board Of Education Research Articles

Evaluation of the Subjects Related to Alevism and Bektashism of Religious Culture and Moral Knowledge in Course Books

Subject of the Study; Examining the content of Alevism and Bektashism in the Religious Culture and Moral Knowledge textbooks. The scope of work; It consists of 7th grade textbooks of Planet Publishing and 12th grade textbooks of Gün Publishing, which were prepared as a result of the curriculum created in 2018 and approved by the Ministry of Education Education and Discipline Board with the decision of 78 numbers on May 28, 2018. Likewise; Alevism and Bektashism are only covered in 7th and 12th grade DKAB textbooks. Our problem in the study is to evaluate the aspect of the content related to Alevism and Bektashism in the Religious Culture and Moral Knowledge curriculum. Alevism and Bektashism, in the 5th unit of the 7th grade Religious Culture and Moral Knowledge textbook and in the 3rd units of the 12th grade Religious Culture and Moral Knowledge textbook, under the title of Sufi Interpretations in Islamic Thought, he had a detailed knowledge area called “Alevism and Bektashism”. It has been brought together with students from many frameworks and a comprehensive content has been created. It is necessary to make the books a correct information content and to give the students the real information they will encounter in the society. For this reason, it becomes necessary to examine the information in the books.Examining how the concepts and subjects related to Alevism and Bektashism are handled in the books, understanding and explaining Alevism and Bektashism correctly reveals the importance of our study. The aim of our study is to investigate and evaluate which concepts or peoples belonging to Alevism and Bektashism are included in the Religious Culture and Moral Knowledge books. The main sources of our work; Religious Culture and Moral Education Curriculum (Primary School 4th, Secondary School 5th, 6th, 7th and 8th Grades), Religious Culture and Moral Knowledge Curriculum (High School 9th, 10th, 11th and 12th Grades), 7th and 12th Grades. class Religious Culture and Moral Knowledge textbooks. Qualitative approach and literature review method were used in our study. When we come to the conclusion of the study; The state, by addressing the members of the tradition, reflected their understanding in the curriculum. However, we could not find an expression that would include the characteristics of all the common acceptances in all groups evaluated under the roof of Alevism and Bektashism. Criticisms such as distorting the information given by using the main sources of this Alevi and Bektashi tradition, Buyruk and Maqalat, have been blocked. In addition, the concepts of Alevism and Bektashism were evaluated as 'same', their differences were not included, and this situation was not an accurate definition. It would be beneficial for the content of the subject to be researched more comprehensively by experts and for the Religious Culture and Moral Knowledge branch teachers to be subjected to seminars and trainings in order to be informed about the subject.

Youth-led resistance to police-centred safety perpetuated by the Chicago board of education

ABSTRACT This article draws from a Cultural Political Economy framework and an abolitionist lens to examine various understandings of safety within Chicago Public Schools (CPS). We investigate how the Chicago Board of Education (BOE) uses convivial rhetoric and institutional mechanisms to erase the demands of Black and Brown students and ultimately reinforce a police-centred notion of safety. We also consider how students challenge this meaning of safety by enacting ‘generative safety,’ which we understand as rooted in an abolitionist framework that not only rejects policing but also manifests in material reinvestment and centreing the voices of Black and Brown young people.

Principles for Continuing Professional Development (CPD) Programs: A Statement by the ACPE CPD Advisory Committee

Continuing Professional Development (CPD) has received increased attention within the pharmacy profession in the United States and is recognized as a potential pathway for ongoing professional development and practice transformation. Despite potential benefits of CPD, adoption in the United States has remained limited. A CPD program accreditation pathway, including principles, guidance, and a credit system for CPD programs, has recently been approved by the Accreditation Council for Pharmacy Education Board of Directors. This commentary reviews existing literature regarding pharmacy CPD, introduces CPD program principles and guidance for CPD program providers, and describes the model for awarding CPD units.

An inter-specialty cancer training programme curriculum for Europe

IntroductionMultidisciplinary and multi-professional collaboration is vital in providing better outcomes for patients The aim of the INTERACT-EUROPE Project (Wide Ranging Cooperation and Cutting Edge Innovation As A Response To Cancer Training Needs) was to develop an inter-specialty curriculum. A pilot project will enable a pioneer cohort to acquire a sample of the competencies needed. MethodsA scoping review, qualitative and quantitative surveys were undertaken. The quantitative survey results are reported here. Respondents, including members of education boards, curriculum committees, trainee committees of European specialist societies and the ECO Patient Advisory Committee, were asked to score 127 proposed competencies on a 7-point Likert scale as to their value in achieving the aims of the curriculum. Results were discussed and competencies developed at two stakeholder meetings. A consultative document, shared with stakeholders and available online, requested views regarding the other components of the curriculum. ResultsEleven competencies were revised, three omitted and three added. The competencies were organised according to the CanMEDS framework with 13 Entrustable Professional Activities, 23 competencies and 127 enabling competencies covering all roles in the framework. Recommendations regarding the infrastructure, organisational aspects, eligibility of trainees and training centres, programme contents, assessment and evaluation were developed using the replies to the consultative document. ConclusionsAn Inter-specialty Cancer Training Programme Curriculum and a pilot programme with virtual and face-to-face components have been developed with the aim of improving the care of people affected by cancer.

Comparing the effectiveness of board game-based and drill-based education programs in improving Taiwanese nurses' fire safety knowledge, attitudes, and behavior: A quasi-experimental study

BackgroundFire education is currently dominated by drill-based programs, however only a limited number of participants may take part in fire drills. This gap could be addressed by the development of innovative board game-based educational programs. ObjectiveThis study sought to compare the effectiveness of board game-based and drill-based fire safety education programs in improving nurses' fire safety knowledge, attitudes, and behavior. MethodsIn this quasi-experimental study, 122 nurses were purposively sampled from a hospital in southern Taiwan. The participants were divided into two groups based on their willingness. Sixty-two nurses in the game-based group took part in an hour-long educational board game for fire safety; and 60 in the drill-based group took part in an hour-long fire drill organized by the hospital. The participants' pre- (T0) and post-intervention (T1) questionnaire scores on fire safety knowledge, attitudes, and behavior were recorded. The statistical methods included descriptive statistics and t-tests. ResultsAfter the interventions, both groups had improved safety knowledge, attitudes, and behavior. However, from T0 to T1, only fire safety knowledge was significantly higher in the game-based group than in the drill-based group, and there were no significant differences in fire safety attitudes and behavior between the two groups. ConclusionsA board game-based fire education program is similar to a tabletop exercise, and drill-based programs more accurately reflect actual circumstances. Both methods can be applied based on the educational objectives and actual educational settings. The results of this study may function as a reference for designing clinical, educational, and academic interventions for fire safety in healthcare settings.

The Associations among Dental Anxiety, Self-Esteem, and Oral Health-Related Quality of Life in Children: A Cross-Sectional Study.

The current evidence on the relationships among child oral health-related quality of life, dental anxiety, and self-esteem indicates that we need to investigate these relationships to improve our understanding of the associations. Therefore, the current research aimed to enhance this evidence and provide an overview of the participating children's oral-health-related quality of life (as measured by the CPQ8-10), self-esteem (as measured by the Coopersmith SEI-SF), and dental anxiety (as measured by the CFSS_DS) and how these child-related outcome measures interacted and were related to one another. A cross-sectional survey was conducted on a random sample of school children (n = 1900) aged 8 to 10 years. The questionnaire was collected through validated self-report measures: dental anxiety, COHRQoL, and self-esteem. Structural equation modelling (SEM) was used to test the strength of the association of our model to explore the relationships among these three psychological constructs. The moderating effects of age, gender, location, and the educational board were analysed for their possible influence on these relationships. Significant relationships between COHRQoL and child dental anxiety and between COHRQoL and SE were detected. The relationship subscale between COHRQoL and child dental anxiety was 0.24, (p < 0.001). A stronger correlation between COHRQoL, and SE was found, with B = -0.77, (p < 0.001). Although the association between CDA and SE was small, it was statistically significant (p = 0.03). These findings provide some important background information for designing effective educational programs for children.

The use of the NATEC P platform in the mathematics curricular component

Through large-scale assessments, the Brazilian educational system assesses the quality of its performance through a set that allows the school, in addition to knowing the knowledge of its students, to create strategies aimed at educational development. In this sense, this study aimed to analyze the results of educational assessments, specifically with regard to Mathematics, aiming to map the difficulties of students and help teachers in the development of special strategies. This study was consolidated through action research, which aimed to analyze the data collected by the NATEC P Platform, a technological resource developed by the NATEC P research group (Center for Studies in Assessment, Technology, Curriculum and Public Policy - Study Group in Assessment, Technology, Curriculum and Public Policies) from the Faculty of Sciences and Letters of Araraquara and used by a Brazilian school, in the interior of São Paulo, belonging to the state education network, of the Board of Education of Araraquara. As a result of this research, we verified that the platform has allowed teachers to be agile in pedagogical interventions through the analysis of the results presented. Thus, we intend to bring an alternative that effectively contributes to students with learning delays, through a study that allows us to analyze the potential and restrictions that technological resources can bring to education.

The state takeover of the Camden City District schools and students’ academic performance: A descriptive analysis

ABSTRACT In March 2013, New Jersey Governor Chris Christie announced a state takeover of the Camden City School District. Under state control, state appointed superintendents assumed powers customarily held by the board of education and implemented substantial changes to the district, including closing eleven district schools, eliminating more than a thousand teaching and other positions, and shifting almost half of all district students to renaissance charter schools. We examine the changes in students’ standardized test scores before and after the state takeover and find mixed results. We also find evidence that test scores for some grades were improving several years before the state takeover and that positive gains in test scores in a few subjects/grades in the period following the state takeover were occurring across all low income schools in New Jersey, not just in Camden. We address why these findings are at odds with political leaders’ positive perceptions of the takeover.

Pengelolaan arsip sebagai penunjang penilaian akreditasi Program Studi Pendidikan Islam Anak Usia Dini (PIAUD) IAIN Sultan Amai Gorontalo

Archives have an important role in providing information to users in making decisions. The management of archives in the Early Childhood Islamic Education (PIAUD) study program cannot be separated from the accreditation activities that have been periodically determined by the National Accreditation Board for Higher Education (BAN-PT). Form accreditation documents are often slumped and the archives are irregular which must be arranged, causing the Study Program Management Unit (UPPS) to have difficulty organizing and archiving the required documents. The results of the research on the Early Childhood Islamic Education (PIAUD) study program show that some archive management activities have been carried out well and some have not been carried out properly. Records management for accreditation purposes that has been carried out by the study program plays an important role because it can facilitate, expedite, and shorten the time in recovering archives when needed by either the form filling team or the assessor team.

Striving for Diversity of Leadership: Governance in UK Higher Education Institutions

Diversity of membership on boards and governance bodies in a range of sectors have been shown to be a key element in successful boards and effectively lead, monitor and advise their executive. Much progress has been made on improving gender balance on boards, including in universities and higher education institutions (HEI). However, the (scant) literature on HEI boards highlights that higher education or university boards in the UK need to do more to tackle all the other forms of under-representation where limited progress has been made on diversity, other than gender. This paper thus has two main aims, the first to locate the work on developing the diversity of UK university boards within the wider (corporate) theory and literature in this field. This is because the literature in the corporate sector is better established and therefore there is something to learn from practice in this area. The second aim is to develop a practical toolkit to expedite board diversity in higher education to bring it in line with other sectors to enable them to reflect what the OECD believe should be the role of universities: which is to be at the cutting edge of leading societal change.&#x0D; This paper reports on quantitative and qualitative data collected and analysed in order to develop a practical Board Diversity Toolkit - the first national scheme of its kind. Data were collected from 44 HEIs, representing a third of the UK’s HEIs and 104 governors to inform the development of the Toolkit. The paper discusses the issues raised in the data that might be a key barrier to achieving diversity and addressing chronic under-representation in UK Boards. This centred around deep-seated attitudes on how diversity may compromise the skills needed on Boards and importantly how to unseat these ingrained (often unconscious) attitudes if we are to achieve genuine change at Board levels. The Board Diversity Toolkit, designed as an output of work, could play a key role in changing such attitudes and develop the UK HEI sector in terms of conducting board business better, as well as meeting the need to be representative of staff and student bodies.

Republicanism and Imperialism at the Frontier: A Post-Black Lives Matter Archeology of International Relations

In the summer of 2020, International Relations (IR) scholars rushed to respond to the national and global irruptions of support for Black Lives Matter. But the relationship of ‘domestic’ racism in the United States to foreign policy and IR is long standing in the field, and non-marginal at that: in 1960, Hans Morgenthau provided a clear analysis of such connections in light of Brown vs. Board of Education. The ‘post’ in postcolonial acts as an intellectual provocation: in the aftermath of an event, how might we rethink received traditions of inquiry that prove ill equipped to explain and evaluate the event itself? The explanatory value of the ‘post’ lies in both exposing the disciplinary conventions of absence and retrieving obfuscated presences that provide alternative modes of inquiry. Picking up on Morgenthau’s lost intervention, I provide a contribution to what might be called post-Black Lives Matter (BLM) IR. I weave an intellectual archeology of the long-standing intimacy of republicanism and imperialism via the racialized concept of the ‘frontier’. I bring together the arguments and narratives of four authors who are progenitors of and/or mainstream scholars in the field: William Francis Allen, Frederick Jackson Turner, Morgenthau, and Merze Tate. I claim that this archeology of the ‘frontier’ might help us to grapple responsibly and incisively with IR post-BLM. Républicanisme et impérialisme à la frontière : une archéologie des relations internationales post-Black Lives Matter

The Early Effects of the Coronavirus Disease-19 Pandemic on Pediatric Resident Education: A National Assessment.

Residency programs must ensure resident competence for independent practice. The coronavirus disease-19 (COVID-19) pandemic disrupted health care delivery, impacting pediatric residencies. This study examines the impact on pediatric resident education. The authors conducted a mixed methods national survey of pediatric residency program directors (PDs) from May 2020 to July 2020. Data analysis included descriptive statistics, chi-square, and Wilcoxon rank sum tests. Multivariable modeling identified factors associated with resident preparation for more senior roles. Thematic analysis was performed on open-ended questions about PD COVID-19 pandemic recommendations to peers, Accreditation Council for Graduate Medical Education and American Board of Pediatrics. Response rate was 55% (110/199). PDs reported the COVID-19 pandemic negatively affected inpatient (n=86, 78.2%), and outpatient education (n=104, 94.5%), procedural competence (n=64; 58.2%), and resident preparation for more senior roles (n=50, 45.5%). In bivariate analyses, increasingly negative impacts on inpatient and outpatient education were associated with an increasingly negative impact on resident preparation for more senior roles (P=.03, P=.008), these relationships held true in multivariable analysis. Qualitative analysis identified 4 themes from PD recommendations: 1) Clear communication from governing bodies and other leaders; 2) Flexibility within programs and from governing bodies; 3) Clinical exposure is key for competency development; 4) Online platforms are important for education, communication, and support. The COVID-19 pandemic negatively impacted inpatient and outpatient education. When these were more negatively impacted, resident preparation for more senior roles was worse, highlighting the importance of competency based medical education to tailor experiences ensuring each resident is competent for independent practice.

The Need for Occupational Therapist Eligibility for Formal Administrative Roles in Public School Systems.

In 45 of 50 states, occupational therapists are not eligible to pursue formal administrative positions in public school systems (e.g., director of transition services, special education director) on the basis of state-level legislation and credentialing. Most state boards of education, however, recognize other related service providers (e.g., speech-language pathologists, social workers) as credentialed educators. Most states require education credentials to pursue further administrative credentials and, thus, administrative positions. Occupational therapists and other stakeholders lack awareness of this issue. In this column, I summarize the issue; identify occupational therapists' qualifications for eligibility to pursue these positions; and provide solutions, primarily at the state level, to effect change so occupational therapists can be recognized as equals to their related service provider peers and use their unique skill set to influence public school communities as administrators.

Seeger Lecture, Society for Ethnomusicology Virtual Meeting 2021

Seeger Lecture, Society for Ethnomusicology Virtual Meeting 2021

Strengthening Writing Ability Among Students Learning Chinese as a Second Language Through Creative Thinking Spiral Teaching Strategy

This study investigated the effect of educational board games and the creative thinking spiral teaching strategy (CTSTS) on the learning outcomes of beginner-level Chinese language learners. Two dimensions were measured: learning outcome and writing ability. A total of 82 learners from one university in Taiwan participated in this study. Participants were non-randomly selected using convenience sampling. The participants were divided into the control group (40 participants) and experimental group (42 participants). In the control group, the teacher used the board game “Conveyance GO” as a teaching tool; in the experimental group, both Conveyance GO and CTSTS were used to teach the Chinese language. The results indicate no significant difference in learning outcomes between the groups. However, the experimental group exhibited a significantly larger improvement in writing abilities than did the control group, especially in terms of cohesion, coherence, and grammatical accuracy.

Assistance to Boarding School Boarding School Administrators in English Language Development

The relationship between the world of education and Islamic boarding schools is the same thing and is interrelated. Many things are involved and included in it. The social sphere is something that cannot be separated from Islamic boarding schools. In this advanced era, several Islamic boarding schools carry out learning developed by many groups, namely learning English, which students must also master in the current era. The method used in this service is ABCD, namely the appreciative discovery process, asset development analysis, program strategy analysis, program narrative summary, program monitoring and evaluation techniques with dormitory management partners at Islamic boarding schools. The expected target of assisting Islamic boarding school boarding school administrators in developing English is to be able to create language agents for developing English in their respective Islamic boarding schools. The assistance, material and management will be provided in developing English in Islamic boarding schools. In this way, it is hoped that after assisting Islamic boarding school administrators who become English language agents, they can develop English in their respective Islamic boarding schools.

Pemetaan Tantangan Lembaga Pendidikan HKBP Berdasarkan Teori Jobs to be Done

This article explains the challenges of Protestant Christian Batak Church (Huria Kristen Batak Protestan – HKBP) educational institutions, especially those managed by the Protestant Batak Christian Huria Education Board (BPP-HKBP). The research aims to solve the problems of mapping HKBP primary and secondary educational institutions. By using the method of field research and school data, assisted by systems thinking theory analysis, the internal problems found in HKBP educational institutions are no longer one. Still, they are already in the form of a circle: a lousy reputation reduces the number of students making schools financially weak and lacking adequate human resources and infrastructure, which brought the importance even less. The way to break the deadlock is to find a way to strengthen the reputation in the form of branding new values. The Jobs to be Done theory helps this research see that the new value proposal must be based on the needs of prospective users of different generations. The result is that the study finds that the branding theme centered on values ​​and character is the best solution to improve the image of HKBP educational institutions. This research helps improve the HKBP education institution’s management by mapping the user needs and providing answers to these needs, which could be helpful not only in HKBP but also in other educational institutions.

Strategies for Educational Service Marketing and Brand Equity Management in Educational Firms

The term marketing is closely related to the world of profit trading business. However, it is different now since marketing terms are needed in various institutions, especially in educational institutions. Researchers studied marketing strategy and brand equity management, promotion mix strategy, marketing mix strategy, brand equity management, and the impact on institutions from implementing marketing strategy and brand equity management. at YPI Ar-Rohmah Putri Malang. This study uses a qualitative approach. This research phase is divided into three stages, namely the preparation stage, the implementation stage, and the completion stage. The researcher chose the research location at the Ar-Rohma Putri Islamic Education Foundation on Jl. Jambu, Semanding, Sumbersekar, Kec. Dau, Malang, East Java. Marketing strategy for marketing services through a promotional mix at the Islamic educational institution Ar-Rohmah Putri Islamic Boarding School Malang. The promotion mix is done through advertising, personal selling, sales promotion, public relations, word of mouth. Marketing strategy for marketing services through the marketing mix at the Islamic educational institution Ar-Rohmah Putri Islamic Boarding School Malang. The marketing mix for educational services includes product, price, location, promotion, people, physical evidence, and process.

Cumhurbaşkanlığı Eğitim ve Öğretim Politikaları Kurulu ile Millî Eğitim Bakanlığının Politika Sürecindeki Rolleri

In the formation of sovereignty of states, there are three powers, namely legislative, executive and judicial. The positioning of these three forces and the creation of parliamentary, presidential and semi-presidential government systems, known as democratic government systems, are among the important subjects of political science. The way to serve its citizens, which is one of the reasons for the existence of a state, is through public policies. Government systems are highly effective and decisive in the public policy process as well as in all areas of countries. Demands for a change in the government system, which have been going on for many years in Turkey, aimed to ensure political stability by eliminating the excessive dependence of the executive on the legislature brought by the parliamentary government system and the failures of the multi-part governments in the executive. With the official implementation of the Presidential Government System in Turkey as of 2018, the administrative structure of the executive was established with the Presidential Decree No. 1 on the Presidency Organization. The educational system within the process of education policies, the organizational structure, duties and powers of the Presidential Education and Training Policies Board and the Ministry of National Education in the context of the executive power are regulated in this Decree. In the process of education policies, the Presidency Education and Training Policies Board as the decision maker and the Ministry of National Education as the policy implementer have their presence as policy actors in the Presidential Government System. In this study, the effects and roles of the Presidential Education and Training Policies Board, which has the same duties and powers as the National Education Council, which is not included in the Decree on the Presidential Organization, in policy formulation and implementation are evaluated. In this study, which aims to reveal the roles of the Presidential Education and Training Policy Board and the Ministry of National Education in the policy process, the "document review" method was used. Keywords: Presidential Government System, Public Administration, Public Policies, Education Policies, Education and Training Policy Board, Ministry of National Education, National Education Council.

The recognition of prior learning (RPL) as pedagogical practice: tensions and affordances in assessment

ABSTRACT An effective system of Recognition of Prior Learning (RPL) requires assessment processes that are appropriate for the nature of the experiential learning being assessed. Otherwise, potential candidates may be discouraged from engaging in RPL applications and therefore not benefit from the lifelong learning opportunities available. It has been argued that foregrounding RPL as a specialised pedagogical practice, and not just as assessment, can help in this regard. This article draws on the conceptualisation of RPL as ‘pedagogical pragmatism’, as developed by Pokorny et al. (2017), and asks how this might look in practice and how might it help in creating assessment processes that reflect the epistemological particularity of prior experiential learning. A cohort RPL project that ran in ten Education and Training Boards (ETBs) in Ireland, in partnership with the Irish Defence Forces (DF) in 2018 to 2019, provides the basis for the research. A key theme in the results is the integrated nature of RPL assessment in its design and operation, and the way in which formative and summative assessment are brought into productive relation and understanding the affordances in assessment can help drive practice forward.