Quality Of Education Programs Research Articles

Turn-over and Retention Among Head Start Educators

AbstractEducators shape the quality of early education programs and are essential to children’s learning and healthy development. However, the early childhood education field is often challenged in retaining educational staff. Using a descriptive research design this study explores turnover and retention through the voices of Head Start and Early Head Start education staff. Education staff identified retention factors to be, holding a job with meaning and purpose that made a positive difference for children, families and communities, access to professional development opportunities, and positive connections with colleagues. While, low wages, high volumes of paperwork, complex caseloads, lack of recognition, weak onboarding, teacher preparation practices, and lack of voice in program changes, were identified as turnover factors. Despite low wages educators voiced they are more likely to stay when their growth and relatedness needs are being met. Overall turnover and retention were influenced by an organization’s systems, practices, and working conditions and how well these met the human core needs of its staff.

학급긍정훈육법을 활용한 초등 교육과정 연계 인성교육 프로그램 개발

Objectives The purpose of this study is to develop a character education program linked to the elementary school curriculum using positive classroom discipline. Methods The research method used to conduct this study was the ADDIE model, a representative ISD model. A design strategy was derived through requirements analysis such as literature analysis, case analysis, and expert interviews, and a draft of the program based on the design strategy was developed. An expert formative evaluation was conducted using FGI. Based on the results of the expert formative evaluation the program was modified and supplemented to produce the final version of the program. The final version of the program was verified for validity in five categories. Results The results of this study are as follows. First, a program design strategy was derived through literature analysis, case analysis, and needs analysis. Second, based on the program design strategy, a draft character edu-cation program using PDC was designed. Third, the final version of the program was derived through expert for-mative evaluation of the draft program. Fourth, as a result of verifying the program with a feasibility test tool, it was overall evaluated positively that the character education program using PDC had explanatory power, usefulness, validity, understanding, and universality. Conclusions As a result of the above research, it is expected that the character education program linked to the elementary curriculum using PDC developed in this study will be a useful program that can be used immediately by teachers in elementary schools. However, since this program consists of content suitable for use in upper grades, it is necessary to develop a program for lower grades of elementary school with easier questions and activities.

Leadership as service: developing a character education program for university students in Spain

AbstractThis paper describes the development and implementation of a character education program at the University of Navarra. The Leadership as Service Program has been developed in collaboration with the Oxford Character Project, and has adapted its Global Leadership Initiative to the Spanish context. The purpose of the Leadership as Service Program is to help students develop a sense of personal purpose, and virtues that are specific to leadership, such as prudence, humility, gratitude, resilience, and service. The methodology of the program follows the seven strategies of character education and includes a mentoring program. In order to adapt the Global Leadership Initiative to the Spanish context, the Leadership as Service Program was integrated as much as possible into the fabric of the University of Navarra by means of (1) facilitating a new initiative to develop workshops on purpose; (2) incorporating an existing mentoring program; (3) positioning local actors as experts, and (4) dialogue with stakeholders within the university. First results indicate that the Leadership as Service Program makes a valuable contribution to the ethical and professional development of students, which corroborates with the findings of the Oxford Global Leadership Initiative.

Тестирование коммуникативных компетенций владения русским языком

The article discusses the problem of methodology and methods for assessing the communicative competencies of adult native speakers of Russian. Communication skill is one of the major soft skills within university education. To assess the development of this skill, a valid and convenient tool is needed. The aim is to to create a set of tasks to assess the communication skills of adult native speakers of Russian, to test it on a focus group of students, as well as to study sociolinguistic factors affecting test results (age, major, etc.). This article describes the principle of creating a methodological complex, which includes: an algorithm for assessing communicative competencies, sets of test tasks to assess the level of spoken and written speech proficiency, a scale for assessing test results. General scientific methods of analysis and synthesis, and the modeling method were used. The algorithm for assessing communicative competencies includes: assessment component (linguistic, discursive and stylistic, rhetorical and pragmatic, ethical); assessment criteria; rating scale; rating levels; types of tasks (editing defective text according to the norms of the Russian language and its stylistics; programmed control, tests, writing, public speaking – monologue, debate, etc.). As the result, the developed methodological complex could be used for assessing the communicative competencies of university students. With this complex it is possible to monitor and assess the quality of educational programs in terms of the communication skills development among students. For educational purposes, it is planned to involve students in the implementation of the project, which will give them the opportunity to develop professional skills using the presented parameters for assessing communication competencies.

Tourism Destination Development in Kapur Ciampea Mountain, Bogor

The research was conducted at Kapur Ciampea Mountain, Bogor on January 1, 2024. The purpose of this research is to find out the application of 3A at Kapur Ciampea Mountain and the development of the tourist destination. The method of analysis in this study is qualitative, with a qualitative descriptive analysis approach and SWOT analysis. The results of the study, the tourist attractions provided are very diverse, the amenity/facilities provided are quite good but there are still some facilities that need to be improved such as parking areas and public toilets, access to transportation is the advantage of this destination, the condition of the road to the destination is quite good, and access to information still needs to be improved, especially in access to digital information. To overcome these problems, the right strategy to develop Kapur Ciampea Mountain is to take advantage of the potential of website development and personal social media, improve inadequate facilities, training to staff and collaboration with influencers or community leaders, build a comprehensive disaster mitigation plan, carry out environmental restoration activities, and focus on improving the quality of services and nature education programs to overcome threats and risks that may occur.

Implementasi Evaluasi Model Kirkpatrick Pada Program Pendidikan Karakter Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

The aim of this research is to analyze using the Kirkpatrick evaluation model with 4 levels (Kirkpatrick Four Levels Evaluation Model) which aims to determine the effectiveness of the Character Education program at the Sultan Muhammad Syafiuddin Sambas Islamic Institute. This research method uses a qualitative descriptive qualitative research method. Data collection data was obtained through observation instruments, interviews and documentation. The results of this research are that the assessment at level 1 of reactions, the results of participants' reactions to the organizing committee and resource persons are very high. You just need to pay attention to the preparation of learning materials that need to be prepared at the beginning. Education and stationery equipment such as notebooks need to be checked again. At level 2 of learning, the participants' attitudes, knowledge and skills are very significantly assessed. At behavioral level 3, the evaluation is carried out after the participants return to their respective classes. There is an increase in changes in behavior of Pendikar Participants from before Pendikar and after PENDIKAR. Changes in behavior such as attendance discipline, how to dress, motivating colleagues, communicating well, as well as accuracy and speed in completing daily tasks. At level 4 impact, there is an increase in the learning of PENDIKAR participants. Participants are able to guide and disseminate the knowledge they have gained from PENDIKAR to their fellow colleagues, are able to develop learning methods and media in the learning process on campus, and their behavior becomes better

A Comparison of Character Education in Primary and Junior Secondary Schools in Hong Kong, Taiwan and Mainland China

Character education have been implemented in schools worldwide from twenty centuries, considering the growing social-moral problems that beset modern societies. The fact of moral decline and negative behavior of youth require character education to provide programs of eliminating such behavior that emerge in social, political, and economic contexts. It was proved that students who received character education and moral values in schools had better test scores and had lower incidents of vandalism, absenteeism, and dishonesty on tests. An interpretive approach has been used in this study and focused on the difference of character education among Hong Kong, Taiwan, and mainland China, seeking how the character education implements in schools and its communication with other subjects on the support of policies, how the teachers make of this curriculum, and whether the program of character education takes the impact on children’s character building.

Evaluation of the Quality of Professional Training and Education Under the Standards of Total Quality Management

The total quality management standards in vocational training and education are crucial for reforming the vocational training system to overcome the shortage of skilled labour in the domestic labour market and diversify the country’s income by exporting surplus labour to foreign markets. To support economic growth, especially in priority sectors, it is necessary to adhere to total quality management standards in Vocational Training and Education (used in the process of Institutional and Program Accreditation of educational institutions in Libya and Algeria). The article investigates the compliance of vocational training and education in Algeria with these standards (based on the example of the Center for Vocational Training and Apprenticeship “Ould Cheikh El Arabi” in Relizane). The solution to this research problem is relevant, among other things, because, thanks to regulated state programs in such sectors as construction, public works and agriculture, the Algerian government has allowed construction and contracting companies to hire foreign labour from China, Turkey, Egypt and other countries, which has led to an increase in unemployment in the domestic labour market. That is why it is relevant to identify why the Algerian labour market cannot provide qualified labour to meet the needs of supplier companies and contractors. The study is based on the survey of a random sample of 150 students, 40.43% of the total number of students enrolled at the Centre. To ensure the clarity and coherence of the questionnaire, a preliminary study was conducted with a random selection of 25 students, eliminating linguistic and methodological imbalances. 6 expert reviewers confirmed the validity of the questionnaire content. Reliability was confirmed using Cronbach’s alpha test. The questionnaire’s content is structured according to five main criteria contained in the Total Quality Management Standards in Vocational Training and Education, each consisting of a set of indicators and measures to assess the fulfilment degree of the criterion. They evaluate the quality of educational and training programs (6 paragraphs), the quality of teaching staff (6 paragraphs), the quality of students’ affairs (8 paragraphs), the management quality of the educational institution (9 paragraphs), and the quality of structures and services (10 paragraphs). During the questionnaire, students expressed their opinion on the importance of a particular criterion using a five-step Likert scale. Based on the results, the arithmetic means, and standard deviations of the degree of students’ approval of the importance and fulfilment degree of each criterion as a whole and its individual paragraphs were calculated. The influence of these criteria on the dependent variable − the quality of training − was assessed using the Pearson correlation matrix. Based on the study results, several recommendations have been investigated to improve the quality management efficiency of training and education at the Centre.

Multidimensional Factors To Measure Quality In Education Institutions

This study aims to assess satisfaction with the quality of education in educational institutions in Algeria and to determine the factors that significantly influence it. The study was based on a survey of inspectors representing the primary control body for educational institutions in Algeria. The questionnaire contained questions based on which the inspectors assessed the quality of education in 1,101 schools (representative sample). A three-point Likert scale was used to evaluate inspectors’ agreement with the statements included in the questionnaire. The questionnaire consists of 7 factors that characterize the quality of the professional development of pedagogical workers, the educational program, textbooks, the educational process, the conditions of school education, the evaluation process, and the effectiveness of the teacher’s work. Correspondence of the data to the normal law of distribution was confirmed with the help of SENWEKS (asymmetry coefficient/skewness coefficient) and KIRTOSIS (variation coefficient or excess) indicators. The reliability of the research tools and the possibility of relying on the questionnaire data were confirmed using Cronbach’s alpha coefficient and validity – using the overall internal consistency coefficient. The internal consistency reliability of the questionnaire was confirmed using Pearson’s linear correlation coefficients between the factors and the total score of the questionnaire. The study proved that the factors of the quality of education, with the highest level of satisfaction expressed by the respondents, were the quality of educational programs (inspectors have a favourable opinion about the educational content, considering it relevant and well structured) and textbooks (inspectors appreciate the clarity and richness of the content of the textbook, emphasizing its essential role in student learning), while they were the least satisfied with the quality of learning conditions (inspectors point to a lack of educational resources, inadequate infrastructure and a large number of students in the classroom). One-sample Student’s t-test (one-sample T-Student Test) was used to identify the factors that have the most significant impact on measuring the quality of education in educational institutions in Algeria. The most important factors were the effectiveness of the teachers, the quality of the curriculum and the quality of the textbooks. The research emphasizes the importance of continuous learning and adequate support for teachers.

Perceptions and attitudes of dental practitioners toward robotic dentistry and artificial intelligence in Saudi Arabia

Robotic dentistry (RD) and artificial intelligence (AI) are gradually evolving and may become an integral part of dentistry. The purpose of this study is to assess the perceptions and attitudes of dental practitioners in Saudi Arabia toward the use of RD and AI in dentistry. A national dental survey using a pre-designed and validated perceptions and attitude electronic questionnaire was conducted. The mean scores, descriptive analysis, t-test, analysis of variance one-way test, and correlations between participants’ demographic characteristics and responses were used as appropriate. A total of 426 dental practitioners participated with a mean age of 35 ± 8.5 years. The overall questionnaire mean score was 51.12 ± 8.2, indicating a moderate level of participants’ perceptions and attitudes toward RD and AI. Demographic items including age, gender, job’s title/rank, qualification degree, and working experience significantly influenced participants’ perceptions and attitudes (p < 0.0001, p = 0.003, p < 0.0001, p < 0.0001, p < 0.0001). RD and AI applications in dentistry could support dentist’s provider best possible care to patients. An emphasis on updating courses related to RD dentistry in dental schools and an increasing number of required continuing education hours and workshops may also be advocated. Future research may focus on the quality and effect of implemented educational programs and guidelines to demonstrate the impact of Rd and AI models in dentistry practice.

How Far a School Program Build Students’ Character? A CIPP Model Evaluation

The overarching objective of this research is to investigate a private boarding school’s character education program. Stufflebeam’s CIPP evaluation model served as the basis for the research, which covered the study’s context, input, process, and product. After administering a questionnaire to 35 second-year students, we compiled the necessary data through in-depth interviews with the principal and three teachers. The questionnaire was explored quantitively using regression analysis with a statistical application called SPSS statistics-25. Meanwhile, thematic analysis was utilized to analyze the qualitative data throughout condensation, and regression analysis from SPSS result to be used to conduct a quantitative investigation of the questionnaire. The qualitative data was analyzed using theme analysis throughout the condensation process, beginning with description, progressing through reduction, categorization, and interpretation of data. The results showed that the school positively affected students’ character development through the combination of academic and extracurricular programming. Similarly, pupils felt like they were making headway. Having full support from the institution, even from alums, is a massive plus for character-building programs. In return, the school gains the same merit, boosting the favorable profile of students so that the communities may recognize the school’s characteristics. A reciprocal advantage in developing students’ character is available between the school and the pupils.

Aktualisasi Manajemen POAC Pondok Pesantren Bait Et-Tauhied dalam Membentuk Karakter Santri yang Religius di Era Globalisasi

This study aims to identify, analyze and provide updates to the actualization of POAC management of the Bait Et-Tauhied Islamic boarding school in the context of forming the character of religious students in the era of globalization. The research was conducted using field research methods with a qualitative approach. Data collection is done by observation, interviews, and documentation. Presentation, reduction, and verification are some of the data analysis methods that can be used. The results of the study show several ways POAC management is used in the Bait Et-Tauhied Islamic boarding school to shape the character of religious students in the modern era. Some examples are planning management that designs the vision, mission, and goals of Islamic boarding school education through character education programs, organizing management divides the main tasks and functions for each field implemented, and actuating management that uses habituation methods with activities involving religious activities.

Enhancing the Skills of Hi Tech Lab Utilization in Teaching Geometrical Concepts

Abstract
 Teaching learning is a wonderful experience in every learning places.Particularly in schools it happened every moment.School labs are a great place for students which help them enhance their learning by understanding the theoretical concepts of mathematics which are taught in classrooms. Well-designed Hi-techlaboratories not only make science experiments fun but also help students in achieving good academic results. The world has been taken over by modern technology all around. Even the education sector has adopted the benefits of scientific advancements to offer quality education programmes to the students and teachers. The aim of this present study reveals that the skills of Hi-tech labutilization in teaching geometrical concepts.

NEP 2020: The Status of the Role of Infrastructure in Enhancing Physical Education Programs

Physical Education programs play a crucial role in promoting healthy lifestyles and holistic development among individuals, particularly in educational settings. This review paper aims to comprehensively examine the role of infrastructure in enhancing Physical education programs. Infrastructure encompasses various components such as facilities, equipment, and outdoor spaces. Understanding how these elements contribute to the effectiveness of Physical education programs is essential for optimizing student engagement, learning outcomes, and overall well-being. Physical Education, which includes social skills development, physical fitness, cognitive growth, and the acquisition of critical movement abilities, is a vital component in the promotion of lifetime health and general well-being. Physical education programs’ ability to succeed is largely dependent on the framework that encourages and supports learning. Physical Education program quality and results are significantly influenced by the infrastructure, which includes buildings, tools, and outdoor areas. A comprehensive range of services, materials, and facilities that are necessary to promote an atmosphere that encourages sports participation and active living are included in Physical Education’s infrastructure. Everything from well-equipped gymnasiums to accessible playgrounds support inclusiveness, accessibility, and engagement among a wide range of populations in addition to facilitating a variety of sporting activities. Infrastructure may contribute significantly to the advancement of physical activity, sports participation, and overall well-being by implementing a comprehensive approach that solves financing gaps, prioritizes sustainability, facilitates equal access, and cultivates community relationships. This study intends to investigate these possibilities to optimize infrastructure’s influence on physical education programs.

The Role of Character Education in Shaping Student Work Ethic: Teacher and Parent Perspectives


 
 
 Character education plays a crucial role in shaping students' work ethic and fostering positive attitudes towards work. This study explores the perspectives of teachers and parents regarding the role of character education in shaping students' work ethic. Using a qualitative approach and drawing upon literature review and library research, the study investigates various aspects of character education that contribute to the development of work ethic among students. The findings highlight the importance of character education in instilling values such as responsibility, diligence, perseverance, and integrity, which are essential components of a strong work ethic. Teachers and parents both recognize the significance of character education programs in schools and home environments in nurturing these values from an early age. Additionally, the study delves into the methods and strategies employed by educators and parents to integrate character education into students' daily lives, emphasizing the need for collaborative efforts between schools and families to reinforce character development consistently. The research also discusses challenges and barriers faced in implementing character education initiatives and suggests potential solutions to address these obstacles. Overall, the study underscores the pivotal role of character education in molding students' attitudes towards work and highlights the collaborative efforts needed between educators and parents to foster a strong work ethic among students.
 
 

The Quality Improvement Review Board: An Innovative Approach to Oversight of Projects That Do Not Meet Criteria of Human Subject Research.

This article describes the development of an institutional quality improvement review board (QIRB) as an effective and efficient method for reviewing and overseeing institutional quality improvement (QI) initiatives. QI projects involve the systematic collection and analysis of data and the implementation of interventions designed to improve the quality of clinical care and/or educational programs for a distinct population in a specific setting. QI projects are fundamentally distinct from human subjects research (HuSR); however, the differences between them are subtle and highly nuanced. Determining whether a project meets the definition of QI or qualifies as HuSR, thus requiring institutional review board (IRB) review, can be confusing and frustrating. Nevertheless, this distinction is highly consequential due to the heavy regulatory requirements involved in HuSR and IRB oversight. Making the correct determination of a project's regulatory status is essential before the project begins. Project leaders may not realize that their work meets the definition of HuSR and, therefore, might conduct the project without appropriate IRB review. Therefore, best practices dictate that project leaders should not decide which type of institutional review is appropriate for their projects. In addition, when QI project teams attempt to disseminate the results of their work, documentation of formal review and approval is generally required by peer-reviewed journals and professional organizations. However, institutional review mechanisms are rarely available. Projects that do not meet the definition of HuSR fall outside the purview of IRBs and most institutions do not have an alternative review body. This creates frustration for both project leaders and IRB administrators. Apart from IRB review, a separate process for reviewing QI projects offers several benefits. These include (1) relieving the burden on busy IRB staff; (2) promoting scholarly activity; (3) protecting the institution, project leaders, and participants from HuSR conducted outside of appropriate IRB review; and (4) promoting rigorous QI methods.

Enhancing Quality of Guidance and Counseling in Vocational Schools: Testing the Effectiveness of Evaluation Instruments Based on the CIPP Model

<p dir="ltr"><span>This study assesses the CIPP (Context, Input, Process, Product) model's effectiveness in evaluating guidance and counseling programs within the Merdeka curriculum of Vocational High Schools. Collaborating with three experts—guidance and counseling specialists, educational technology experts, and practitioner teachers—the research employs assessment tests and pre-test/post-test questionnaires for 10 Guidance and Counseling Teachers at Vocational High School 3 Banjarmasin. Evaluation results, covering general, specific, and material aspects, show a high level of agreement among the three evaluators. General evaluation exhibits high reliability (ICC = 0.750), and thorough and material evaluations demonstrate high reliability with ICC values of 0.794 each. The trial of 10 Guidance and Counseling Teachers reveals a significant improvement in their evaluation skills after implementing the CIPP model. Average post-test results are notably higher than pre-test, highlighting the positive impact of the CIPP evaluation model on enhancing these skills. The research concludes that the CIPP evaluation model is reliable and consistent in measuring guidance and counseling program effectiveness in the Merdeka curriculum of Vocational High Schools. Empirical and theoretical support establishes a strong foundation for considering future implementation of the CIPP model in educational program evaluations. This model's application is anticipated to elevate the quality and relevance of educational programs, particularly in the context of guidance and counseling in Vocational High Schools, with potential practical and managerial benefits.</span></p><div><span><br /></span></div>

LANDASAN FILOSOFIS PENDIDIKAN SEBAGAI DASAR PENANAMAN KARAKTER

The aim of this research is to find out how the philosophical foundations of education view student character education. As an educational institution, schools are not only tasked with educating students and creating a good learning environment, but are also expected to develop good character in students. If in relation to learning, national education must be accessible to students, then schools must also be able to shape students' characters better. We know that students are great imitators of adults, positive attitudes, let alone negative attitudes, are easy for students to imitate. Therefore, teachers must always show good character to their students, and the nation's prospective students are expected to have good character in addition to cognitive intelligence. The research method uses a library research approach, where previous research is summarized from library sources, documents and scientific journals. The information collected is analyzed to achieve in-depth understanding through library research by processing and collecting various types of secondary data from the surrounding environment. This philosophical foundation becomes a guideline that guides the creation of a comprehensive character education program, including ontological, epistemological and axiological aspects. The philosophical foundation thus not only provides a conceptual basis, but also a practical basis that guides the implementation of character education.

An investigation of university students' attitude, satisfaction and academic achievement in online learning: empirical evidence from a developing nation

PurposeFollowing the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by the pandemic. This has raised several concerns regarding students’ learning experience, satisfaction and academic achievement, particularly in countries where students have restrained technological resources (i.e. developing nations). The current research aims to investigate the key factors influencing students’ attitudes, satisfaction and academic achievement among university students in an emerging market context (i.e. Morocco). The moderating effect of students’ motivation to study online was also scrutinized.Design/methodology/approachThe authors propose an integrated conceptual framework that combines the technology acceptance model (TAM) with the outcomes of prior literature related to online learning. Based on data collected from 850 Moroccan university students, the authors empirically tested the conceptual model using a partial least squares (PLS) estimation.FindingsFirst, attitude toward online learning and satisfaction positively impact university students’ academic achievement; at the same time, attitude positively impacts students’ satisfaction with online learning. Second, students’ satisfaction and attitude toward online learning were found to be mainly influenced by instructor performance, ease of use of the online learning platform, information quality, interactivity and perceived usefulness (PU). Finally, student motivation acts as a moderator, e.g. students with higher motivation to learn online are more likely to develop a favorable attitude toward online learning and can, therefore, accomplish better academic performance.Originality/valueThe current study makes a considerable contribution to the literature by contributing to the on-going debate about the potentials and challenges of online learning, particularly in an emerging country where education remains a considerable challenge. The study findings can help higher education institutes gauge the quality of online education programs and design efficient strategies to develop high-quality online learning for students. Our findings have implications not only for educational institutions and instructors in developing markets but also for the vendors of online course delivery software.

Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities

Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers’ professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher’s role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves.