Development Of Education Policy Research Articles

Analisis gaya mengajar guru Bahasa Inggris di kelas XI SMK N 1 Bangli

This research is motivated by the need to understand the variations in teaching styles among English teachers at the high school level, particularly at SMK N 1 Bangli, with a focus on classical, technological, personalized, and interactional dimensions. The objective of the study is to identify and analyze the teaching styles applied by 11th-grade English teachers and evaluate their impact on the learning process. Through direct observation and curriculum document analysis, the findings reveal a diversity of teaching styles, including the use of a combination of classical, technological, and personalized styles. Technological facility constraints remain a challenge, but teachers still play a key role in guiding learning. Personalized teaching styles show efforts to address individual student needs, while interactional teaching styles enhance active student participation. The implications of this research include the need for more attention to the development of learning technology facilities and strengthening the implementation of personalized teaching styles to improve the quality of high school learning. These findings provide valuable insights for educational policy development and teacher professional development, with a focus on enhancing the quality and relevance of learning in the secondary education environment.

은근한 따돌림은 학교폭력인가?

Objectives The purposes of this study were to determine characteristics of ‘Eun-ta’(ostracism, being stated in the Act on the Prevention of and Countermeasures Against Violence in Schools.) and examine conceptual definition. Methods To this end, conceptual review of domestic and foreign research trends was conducted and compared concepts of bullying and ostracism. This study also identified the characteristics of Eun-ta using the concept mapping method. Using concept mapping, the data were collected from 10 teachers of middle and high schools in capital area. 54 statements were extracted through depth interview on experiences of Eun-ta in school settings. The statements were analyzed using multidimensional scaling and hierarchical cluster analysis. Results The results are as follows. First, the related research has not been performed since 2000, the recent re-search still has quoted the same concept and definition. Second, there are obvious different definition between bullying and ostracism in international research. Third, the result of concept mapping showed that the character-istics of student being separated from peers had six clusters with two dimensions. Conclusions This study suggested that Eun-ta hardly belong to school violence by revealing the conceptual structure. The study would contribute to the conceptual definition and the development of related educational guidance and policies.

Toward a High-Quality System: A Critique of Chinese Special Education Policy Development and the Guidelines for the Evaluation of the Quality of Special Education Schools

Purpose This study reviews the development of special education policies in China and analyzes the major characteristics of policy changes from a critical perspective within specific sociocultural contexts in China. Design/Approach/Methods Interpretations of the newly published Guidelines for the Evaluation of the Quality of Special Education Schools are highlighted to reveal the recent manifestations of policy mandates for special education in China. Findings China accelerated its policy formulation on special education after the 1980s, moving away from a focus on universalization to quality enhancement and a holistic high-quality “special education system” under the mandate of legislation rather than non-binding regulatory recommendations. This policy aims to develop a high-quality system with accountability that responds to global trends toward inclusive education and fulfills local needs in a pragmatic manner. The mandatory approach to appropriate student development indicates that the goals of equitable and high-quality inclusive education have been taken as core evaluation indicators of the provision of special education in China. Originality/Value The paper's findings indicate that future policies need to be more concrete and operational for special education to be implemented effectively.

Effectiveness of interventions to reduce sexually transmitted infections and blood-borne viruses in incarcerated adult populations: a systematic review protocol.

This review will identify, synthesize, and make recommendations regarding the effectiveness of interventions to reduce sexually transmitted infections (STIs) and blood-borne viruses (BBVs) in incarcerated adult settings. High-risk sexual behaviors, intravenous drug use, piercing, and tattooing are well documented within incarceration environments. Despite the World Health Organization's Global Health Sector Strategy on Sexually Transmitted Infections 2016-2021 and the Global Health Sector Strategies on, Respectively, HIV, Viral Hepatitis, and Sexually Transmitted Infections for the Period 2022-2030, STI rates within adult incarceration environments continue to rise. Identifying and implementing best-practice interventions to prevent and manage STIs and BBVs will aid infection reduction in correctional settings. The review results will inform the development of educational programs, health promotion, and policies and procedures to improve health outcomes for incarcerated populations. This review will consider studies in any language from any adult incarceration facility. Studies set in juvenile facilities or detention centers will be excluded. Any intervention for preventing or reducing STI and/or BBV transmission will be included. This review will follow the JBI methodology for systematic reviews of effectiveness. Databases to be searched will include PubMed, CINAHL (EBSCO), Ovid Library, PsycINFO (EBSCO), Cochrane CENTRAL, and Scopus. Two independent reviewers will screen titles and abstracts and assess full-text citations against inclusion criteria. Methodological quality will be appraised using JBI's standardized critical appraisal instruments. Where possible, studies will be pooled using meta-analysis. Where statistical pooling is not possible, findings will be presented in narrative format. Certainty of evidence will be ascertained using the GRADE approach. PROSPERO CRD42022325077.

Physics Teacher Agency for Physics Education

In the field of middle and high school physics education, teachers must succeed in both “physics education” and “physics as education.” This is because the school classroom is not just a time for learning physics, but also a time for connecting physics to students’ lives “Right here Right now” as an education. Physics teachers are actively interpreting and reconstructing the field with students who change rapidly in society and creating the context of physics education. In this personal and social context, teacher agency is exerted.1) Teacher agency is not just the personal ability of individual teachers to implement policies sincerely or the policies promoted by higher institutions. Teacher agency as a change agent is achieved by creating an environment in which teachers can actively demonstrate their expertise with their own beliefs in a context that encompasses both the personal and social structural dimensions of teachers.2) In order to promote the emergence of physics teacher agency, educational administrative agencies should focus not only on promoting education policies that focus on the individual competencies of teachers, but also on creating a structural context around teachers and teacher networks as important agent in the development and implementation of education policies. The Korean Physical Society, which plays an important role in the development of physics education, needs to expand opportunities for participation in physics education by physics teachers to help expand the network of physics teachers, who are important actors in the network of physics education.

Exploration of Entrepreneurship Management Strategies as Innovation and Sustainability in the Digital Era

This research aims to describe the role of financial literacy in developing financial management skills in early childhood, using descriptive qualitative methods. This research was conducted in several elementary schools, where data was collected through observation, in-depth interviews with teachers and parents, as well as analysis of documents and school records related to the curriculum and financial learning activities. The results of this research show that financial literacy plays a crucial role in shaping children's understanding of money, saving and spending. Children who are exposed to basic financial concepts from an early age demonstrate a more mature understanding of the value of money and the importance of financial management. In addition, it was found that interactive and engaging financial literacy teaching can increase children's interest and understanding of this topic. This research also reveals that support from parents and teachers is very important in developing children's financial literacy. Collaboration between school and home is an important factor in ensuring children receive consistent and effective financial education. Based on these findings, this study recommends more intensive integration of financial literacy in primary school curriculum and closer collaboration between schools and parents in educating children about financial management. In conclusion, financial literacy is an important aspect in early childhood education and has a significant impact on the formation of their financial management skills. The implications of this research are valuable for the development of educational policies and teaching practices in schools.

Development of European Educational Policy: Legal Foundations

The manuscript is devoted to European educational policy through the prism of legal regulations as their influence is very significant for the development of educational system especially at the tertiary level. 
 The purpose is to study peculiarities of the shaping and development of European educational policies within the realm of higher education, where legal and pedagogical sciences intersect. The tasks are: to find out what place educational sector takes in Europe and why; to reveal the most significant legal documents in the sphere of education and follow the path of development of European policy development in the higher education domain by drawing insights from these documents; to determine the value of legal documents in the sphere of education for the development of European educational policy, based on their essence. 
 The research methods used are analysis and syntheses of European legal documents related to the higher education field aimed at collecting the materials for researching the problem both from a legal and pedagogical position and for drawing the conclusion. 
 The results revealed that the beginning of the European countries’ cooperation in educational sphere (1970s) led to the development of a common educational strategy. Enhanced collaboration in higher education across various tiers evolved significantly following the recognition of the pivotal role played by skilled human resources in driving economic and social progress, a realization that first emerged in 1985. This recognition led to the endorsement of several significant agreements, including the Single European Act in 1987, the Magna Charta Universitatum in 1988, and the Memorandum of Higher Education in the European Community in 1991. The most important EU Treaties concerned the educational sector as well that led to the signing the Bologna Declaration, the establishment of the European Higher Education Area, and the regular meetings of the European Ministers of Education. Education has become the basis for shaping European community and the core for economic stability. 
 The conclusion is that European statesmen consider the educational sector to be the key one because it is the basis of economic, social and human development; the EU Higher Educational Policy has gone from the auxiliary industry in the context of shaping the internal market (1950s) to one of the priority sectors that is developing in response to the demands of society.

Нормативные и институциональные основы политики формирования духовно-нравственных ценностей молодежи современной России в контексте развития добровольчества

The article is devoted to the problem of youth spiritual and moral upbringing. The authors evaluate the role of the family, educational institutions and public associations in the development and implementation of youth spiritual and moral education policy. The purpose of the study is to conduct a systematic analysis of the legal and institutional framework of the youth spiritual and moral upbringing policy to identify relevant issues and develop measures for its improvement. The institutional approach makes it possible to identify the main institutions that form the spiritual and moral values of the modern Russian youth. Systematic analysis of the voluntary work development dynamics shows the effectiveness of this institution and emphasizes the necessity to develop its potential. The authors come to the conclusion that it is necessary to intensify measures of spiritual and moral upbringing and that voluntary work has a constructive role in this process.

Imaginaries of ECEC: A comparison of policies of access in early childhood education in Brazil, Finland, Hungary, Indonesia, Iran, Nepal, and Serbia

Increasing access to ECEC has been on the agendas of international organizations and many countries in different parts of the world. Despite the clear global interconnectivity, this article shows that contextual factors are essential to understand educational policy developments. The study examines reforms related to policies of access to ECEC in seven countries. Brazil, Finland, Hungary, Indonesia, Iran, Nepal, and Serbia. We show how access policies plug into the understanding of the role of ECEC as producing future citizens. Even though the main idea of ECEC’s role in developing future citizens is present in each national context, it takes different forms: the roles frame access policies as a way to strengthen either human capital via focusing on learning and skill formation, and/or the national identity of future citizens. They materialize in differing ways, for example, as coercive legislative requirements, fee policies, and knowledge production schemes. In addition, national access policies adopt different relations to the policies of international organizations, reflecting the socio-political context of the country. We argue that the concept of the imaginary is useful in allowing us to examine the interplay between the semiotic and non-semiotic aspects of policy. To further unravel the complexity inherent in such policies in terms of their local diversity, we suggest the usefulness of case studies and the examination of local-level policies in their full variety instead of only national ones, as these might be fruitful avenues for future research.

Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80: Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective

The present study uses doubly latent models to estimate the effect of average mathematics achievement at the class level on students’ subsequent mathematics achievement (the “Peer Spillover Effect”) and mathematics self-concept (the “Big-Fish-Little-Pond-Effect; BFLPE”), controlling for individual differences in prior mathematics achievement. Our data, consisting of 13-year-old students from Canada, the USA, and New Zealand, come from a unique cross-national database with a longitudinal design at the student level: the Second International Mathematics Study (SIMS80). This historical survey was administered by IEA in the 1980s and highly influenced the development of educational policies in the following decades. We replicate a widely cited study based on SIMS80, interrogating the validity of its findings of a positive peer spillover effect. When we adjust for measurement error, using doubly latent models, we observe that originally positive peer spillover effects become less positive or disappear altogether. On the contrary, negative BFLPEs become more negative and remain statistically significant throughout. Our study is the only cross-national study to have evaluated both the BFLPE and the peer spillover effect with controls for a true measure of prior achievement — and the only study to test the peer spillover effect cross-nationally using doubly latent models. Our findings question the empirical results of past and current research evaluating school- and class-level compositional effects based on sub-optimal models that fail to control for measurement error.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR DALAM UPAYA MENINGKATKAN KREATIVITAS DAN KEMANDIRIAN BELAJAR PESERTA DIDIK KELAS IV PADA MATA PELAJARAN IPAS DI MI DARUL HUDA LEWIHPAPAN

The importance of active participation from all stakeholders, including parents and the local community in supporting the implementation of MI Darul Huda Lewihpapan Pandeglang Merdeka Curriculum is also an important part of the findings. The close relationship between the school and the community is proven to support the achievement of the Merdeka Curriculum goals, which focus on developing students' holistic skills. The results of this study provide valuable insights for policy makers, educators, related to MI Darul Huda Lewihpapan Pandeglang, Banten, The theoretical approach in this study refers to the concept of learning competence as the main foundation for evaluating the implementation of Merdeka Curriculum at MI Darul Huda Lewihpapan Pandeglang. Learning competencies are understood as a collection of skills, knowledge, and attitudes that create the basis for the achievement of learning objectives. This theory is used to detail how Merdeka Curriculum can shape and improve learners' learning competencies. The research method applied in this study is a qualitative approach. The choice of this method is based on the need to explore participants' understanding and understand the dynamics of interaction between educators and learners. Through in-depth interviews, observations, and content analysis, this study aims to understand more deeply how the implementation of the independent curriculum at MI Darul Huda Lewihpapan is optima and how the independent curriculum affects learners' skills and independence. Qualitative data helps identify changes in learning strategies, learner learning experiences, and classroom dynamics that may arise as a result of implementing the Merdeka Curriculum. By combining learning competency theory and qualitative research methods, this study seeks to provide an in-depth understanding of the implementation of Merdeka Curriculum in Pandeglang, one of which is MI Darul Huda Lewihpapan. The results are expected to contribute to the development of more effective education policies and open the door to further research in curriculum development that is responsive to local needs.

임상간호사의 호흡기계 환자 간호 경험

Purpose : This study aimed to explore nurses’ caring experience for inpatients with respiratory tract diseases in hospital settings.
 Methods : This qualitative research employed focus group interviews to collect data. Two focus groups comprising of 11 nurses were interviewed from January 11 to 18, 2022.
 Results : The data analysis derived two theme clusters and six sub-themes. The two main themes from the analysis were ‘Pay close attention and deal with sensitively to changes in the patient's condition’ and ‘Continuous efforts to enhance respiratory patient care capacity’.
 Conclusion : This study provides valuable insights that can contribute to the development of education programs and policies aimed at enhancing the competency of clinical nurses and nursing students in caring for respiratory patients.

Peran Guru Bidang Seni Dan Budaya Dalam Membentuk Nilai-nilai Pancasila

This research investigates the central role that arts and culture teachers play in shaping students' Pancasila values. Focusing on character education, this research involves a qualitative approach using literature analysis and case studies as data collection methods. Art teachers, in this context, are considered as key agents who shape students' characters through various forms of art and culture. The literature analysis highlights the importance of art as an effective medium for transmitting moral and ethical values reflected in Pancasila. Art teachers have the responsibility to teach values such as gotong royong, justice, unity and tolerance through various art expressions. Case studies were conducted in several schools that implemented art education programs focusing on Pancasila values. The results show that this approach successfully creates a deep and meaningful learning environment. Art teachers act as facilitators who guide students in understanding Pancasila values through their own artworks. The practical approach used by art teachers involves the use of various techniques, such as collaborative art projects, reflective discussions and art exhibitions. Art teachers serve as role models, creating connections between the values taught and students' daily practices. This research contributes to our understanding of the role of art and culture teachers in shaping Pancasila values in students. The findings can be the basis for more in-depth education policy development, emphasizing the importance of including arts and culture in character education to produce a generation that is not only academically smart, but rooted in moral and civic values.

Implementation of UPBJJ-UT Governance Policy Innovations Based on the Indonesian National Qualifications Framework in East Nusa Tenggara Province: Strategic Collaboration Approach Perspective

Government policy in improving the quality of higher education and the quality of graduates through the Ministry of Research, Technology, and Higher Education's policies continues to experience significant development. One of the innovation policies for Higher Education governance is the realization of the Indonesian National Qualifications Framework (KKNI) which adapts to current developments in the current era of digitalization. This research seeks to see how the strategic collaboration approach is in developing the capacity of "quality UPBJJ-UT Governance Innovation based on KKNI" with the UPBJJ-UT analysis unit in East Nusa Tenggara. This research was carried out using a mixed method, where the methods used in this research were qualitative and quantitative. The results of the research gave birth to a recommendation model for the implementation of quality UPBJJ-UT Higher Education development policy innovations in East Nusa Tenggara Province.

The Process of Digital Transformation in Education During the COVID-19 Pandemic

Purpose: This document seeks to delve into the digital transformation of education during the COVID-19 pandemic, aiming to provide a comprehensive understanding of this evolving phenomenon's purpose and significance.
 
 Design/Methodology/Approach: The research approach undertaken is characterized by a non-experimental, documentary, exploratory, and descriptive study methodology, which involves an extensive examination of existing literature and data to gain insights into the digital transformation in education during the pandemic.
 
 Findings: The study's key findings revolve around the consensus in existing literature regarding the swift acceleration of the transformation of education from traditional face-to-face classes to virtual learning environments. It also highlights the implications of this transformation, particularly in reshaping teaching models and advocating for a hybrid approach encompassing both face-to-face and virtual learning.
 
 Research, Practical & Social implications: The implications of this research extend to informing educational institutions about the need for digital adaptation, guiding policymakers in supporting adaptable learning models, and empowering educators with a deeper understanding of the changing educational landscape. Moreover, it considers the broader societal impact, including equity and access issues in education.
 
 Originality/Value: This research is unique in its contribution to understanding the profound impact of the COVID-19 pandemic on education. It emphasizes the significance of adaptability and hybrid learning models while providing a foundation for future educational research and policy development.

Health Professionals’ Role in Promoting Health and Environmental Sustainability through Sustainable Food Advocacy: A Systematic Literature Review

The relationship between health, environmental sustainability, and food systems has garnered increasing attention, emphasizing the crucial role of healthcare professionals in advocating for sustainable food practices. This systematic literature review aimed to examine their role in promoting health and environmental sustainability through sustainable food advocacy. Following a systematic and rigorous methodology, eligible articles published in English within the past five years were searched and screened, resulting in a total of five articles for further analysis. The review revealed the fragmented debate on food security and sustainability, emphasizing the need for sustainable food systems to address various challenges. Specific actions identified include reducing plate waste in hospitals, implementing sustainable food sourcing strategies in healthcare to mitigate the climate footprint, and promoting sustainable nutrition. The findings underscore the importance of education, community engagement, governance, and a systemic approach in driving positive change regarding nutrition, health, and sustainability. This review offers important perspectives for healthcare practice, allied health educational programs, research, and public health policy development. It highlights the importance of healthcare professionals in advocating for sustainable food practices, which play a critical role in improving health outcomes and reducing environmental impacts.

Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence

Teachers’ job satisfaction with their profession can vary depending on a variety of factors encompassing both individual and societal realms. This study delves into teachers' job satisfaction with their profession within the context of Türkiye, focusing on societal-level variables. Specifically, it explores the role of social utility, and perceptions of value and educational policy influence on teachers’ job satisfaction with their profession. Teacher level data collected across Türkiye by the Organisation for Economic Co-operation and Development (OECD) within the scope of the Teaching and Learning International Survey (TALIS) 2018 cycle was utilized in the research. The results of the regression analysis revealed that teacher perceptions of social utility and educational policy influence positively predict teachers’ job satisfaction with their profession. The regression model accounted for about 13% of the total variance in teachers’ job satisfaction with their profession. Overall, teachers who believe that their work is valued and meaningful to society are more satisfied with their profession, as are the professional satisfaction of participants who feel that their opinions on educational policies are heard and acknowledged. Thus, it is critical for teachers’ job satisfaction to value and consider their opinions and feedback in the development of education policies. This research suggests that by acknowledging the importance of teachers’ perspectives and involving them actively in policy making processes, their overall job satisfaction can be enhanced.

Reform Policy on Internationalization of Higher Education in Malaysia

Malaysia is committed to building a united, multiracial, and modern nation, and its education reform is closely related to national development. In January 2015, the Ministry of Education released the " Blueprint for Higher Education Development in Malaysia (2015-2025)" aimed at promoting English language education. The development of the internationalization of higher education in Malaysia is led by policy, and through the development of a strong education policy that Enhances the operability of education policies to provide safeguards for the internationalization of Malaysian higher education. To understand the background, content, and stages of the internationalization policy of Malaysian higher education, and to analyze the motivation of the internationalization policy of Malaysian higher education.

Multilingual Education Policy and LOTE Teacher Development: Focusing on China’s LOTE Programs in Higher Education

This article, drawing on recent research on Language Other than English (LOTE) programs in China’s universities, examines the impact of multilingual education policy on the professional development of LOTE teachers. We argue for the mediating roles of LOTE programs as they carry the influence of education policy on teacher development. In other words, LOTE programs may influence the way in which education policy impacts teacher development. Specifically, LOTE programs seem to play three mediating roles: (1) How education policy is perceived and understood by the program designer or/and coordinator impacts how LOTE teachers who engage in the program are influenced, (2) how educational resources are allocated to teachers teaching in the LOTE program impacts teachers’ professional development, (3) how teachers actually position themselves in the LOTE program as opposed to their identities positioned by education policy and the university administration impacts their professional development. In a word, the influence of multilingual education policy on the professional development of LOTE teachers may be mediated by such meso- and micro-level factors as administration, resource, and identity work.

Multilingualism and the Job Market in the European Union: A Comprehensive Analysis

In today's globalized economy, multilingualism has emerged as a crucial skill in various sectors, particularly within the European Union (EU). This scientific article presents a com-prehensive analysis of the relationship between multilingualism and the job market in the EU. This study examines the impact of multilingual proficiency on employment opportuni-ties, career advancement, and economic outcomes across EU member states. The research explores the extent to which multilingualism influences job seekers' competitiveness in an increasingly interconnected and linguistically diverse business landscape. It investigates the correlation between language skills and job placement, income differentials, and job satis-faction, shedding light on both individual and societal benefits of linguistic diversity. Fur-thermore, the article delves into the influence of multilingualism on specific industries such as tourism, international trade, and multinational corporations, underscoring the direct and indirect advantages for businesses operating in linguistically heterogeneous markets. While highlighting the positive aspects of multilingualism, the study also addresses challenges that individuals and organizations encounter, including language-related discrimination, unequal access to language education, and the role of language policies in shaping job mar-ket dynamics. By analyzing various language-related policies and initiatives implemented across different EU countries, this article offers insights into effective strategies for foster-ing linguistic diversity and inclusivity within the workforce. The findings of this research contribute to the ongoing discourse on the significance of multilingualism in the EU job market, offering policymakers, educators, and employers valuable insights into the potential socio-economic benefits of promoting language proficiency. By recognizing multilingual-ism as a valuable asset in a globally competitive environment, this study advocates for the development of comprehensive language education programs and policies that empower individuals to harness the advantages of linguistic diversity, fostering both personal growth and economic prosperity within the European Union.