School Education Research Articles

Enhancing teacher competence through collaborative worksheet development: an empirical investigation

This study examined the efficacy of collaborative teaching using a projectbased learning (PjBL) worksheet on plastic waste and climate change. The research design followed a type-II development approach, with two distinct phases: exploration and development, and collaborative teaching. The study involved five science teachers, two lecturers, and 45 seventh-grade students in three limited field trials. The study found that collaborative teaching through worksheet development could increase science teachers’ professionalism, particularly in the collegial phase. Furthermore, the study developed a valid PjBL-based worksheet on plastic waste and climate change, aligning with the 2013 curriculum for science instruction in junior high school, involving three core competencies. The research design employed a lesson study framework, which allowed for a thorough exploration of the research topic, leading to the development of effective instructional material. The findings of this study have significant implications for science education in junior high school, particularly in promoting active learning and fostering a deeper understanding of complex environmental issues. Overall, the study highlights the importance of collaborative teaching and the potential of PjBL-based worksheets in enhancing teacher competence and developing relevant instructional materials that align with the curriculum.

The role of peace educators in building a culture of peace in the school: Comparisons between Indonesia and Malaysia

<span lang="EN-US">A culture of peace is a condition that school members covet. Indonesia and Malaysia are two neighboring countries that support implementing peace education. Even though the two countries are allied and neighbors, each country has uniqueness, including implementing peace education. This study aims to describe the role of peace educators in Indonesian and Malaysian schools. Systematic literature reviews identify the position of peace educators in building a culture of peace in schools. The study uses eight main articles to describe the role of peace educators in Indonesia and Malaysia. The selected articles were analyzed by data extraction. The study results show that peace educators in Indonesia and Malaysia have different characteristics. Peace educators in Indonesia focus more on efforts to suppress student violence. Meanwhile, peace educators in Malaysia focus on building a constructive mindset towards all forms of experiences experienced by students. The study recommends further research to create a unique model of peace education according to the characteristics of students in Indonesia and Malaysia.</span>

The total contribution of the direct and indirect influence of servant leadership on innovative work behavior

This study aimed to determine the total contribution of servant leadership variables directly or indirectly to the innovative work behavior of high school teachers. The research respondents were 158 teachers from Jakarta Capital Special Region, Bogor Regency, Bekasi City, and Bandung Regency, Indonesia. Data analysis technique using path analysis. The results showed that the total direct and indirect contribution of servant leadership variables to innovative work behavior through knowledge sharing was 97.3%. The remaining 2.7% comes from variables not examined in this study. The implications of this research can be used by school principals and education policymakers at the national and regional levels to strengthen servant leadership to create knowledge sharing in strengthening the innovative work behavior of teachers in senior high schools.

Prevalence and correlates of alcohol use among the elderly in the Eastern Caribbean Health Outcomes Research Network (ECHORN) cohort study

BackgroundAlcohol use is pervasive in the Caribbean; however, the prevalence and correlates of alcohol use and drinking problems in the elderly have not been extensively studied. MethodsData were obtained from the Eastern Caribbean Health Outcomes Research Network (ECHORN) Cohort Study, a cohort study of Caribbean people from Puerto Rico, Barbados, Trinidad, and Tobago, and the U.S. Virgin Islands, collected between 2013 and 2018 (baseline study sample, ages 60+, n = 811). Descriptive statistics were used to compare the differences in drinking status (current vs. former vs. never), alcohol problems (Cut-down, Annoyed, Guilty, and Eye-opener (CAGE) scale score ≥2 vs. <2), and binge drinking days (0 days vs. 1–2 days vs. ≥3 days) across sample characteristics. Logistic regression analyses estimated the association of these alcohol measures with sociodemographic (e.g., sex), psychological (depression), and cultural (e.g., religion) correlates. ResultsThirty-six percent were 70 + years of age, 64 % were female, and 41 % had less than a high school education. Alcohol problems (≥2 CAGE score) was 21 %. Binge drinking ≥3 days was 30.6 %. Never attending religious services (vs. attending once a week or more) was associated with almost three times higher odds of alcohol problems (adjusted Odds Ratio: OR = 2.88, 95 % CI = 1.02, 8.15) four times higher odds of increasing binge drinking days (aOR = 4.04, 95 % CI = 1.11, 14.96). College education was protective against both the outcomes. ConclusionWe provide current estimates of alcohol problems among elderly Eastern Caribbean people. Among the sociodemographic, psychological, and cultural correlates examined, religious attendance was significant. Replicate longitudinal studies using DSM-5 alcohol dependence are recommended.

Analysis on the Innovation Program of the “Japanese-Style School Education in the Reiwa Era”

Analysis on the Innovation Program of the “Japanese-Style School Education in the Reiwa Era”

The Meaning of School program: A controlled before-after study enhancing growth mindset in priority education schools

ObjectiveExperiences at school have an impact on youths’ development, global quality of life, and life trajectory. The "Meaning of School" program adopts a collaborative approach to enhance students' motivation and satisfaction at school. It fosters a growth mindset and aligns learning with students' personal interests and values, drawing from the Self-Determination Theory. This study aims to evaluate the program's effectiveness in improving school motivation and satisfaction by meeting the students' fundamental psychological needs for autonomy and competence and increasing growth mindset. MethodsThe intervention offered to students aged 9 to 11 the opportunity to become aware of their role as students, the importance of education, and their potential contribution to the world by encouraging them to reflect both together and individually. The intervention was proposed in ten schools in France, including those in 'Priority Education Networks' (Réseau d’Éducation Prioritaire), a French initiative that designates schools in underserved or low-income areas with additional resources and support to address educational inequalities. The study encompassed 311 students (4th and 5th grades), divided into experimental and control groups, and employed a mixed-methods approach, integrating quantitative analyses through pre- and post-program questionnaires and qualitative insights from semi-structured interviews. ResultsQuantitative results revealed a significant impact of the workshop on the growth mindset of students, while other measures like motivation, satisfaction, and classroom climate showed no significant changes. Qualitative data, however, highlighted improvements in classroom climate, motivation, and positive school-related emotions post-intervention. Students reported enhanced sense of belonging, perception of intelligence, and a shift towards viewing mistakes as learning opportunities. ConclusionThe study underscores the possibility of school-based interventions to foster a growth mindset, which can be an important dimension to improve academic engagement and success. It suggests the potential for such programs to contribute to academic perseverance and overall student well-being. Future research may focus on long-term effects, incorporate teacher perspectives, and explore broader application in varied educational settings.

Enhancing registration systems: Implementing database systems in digital boarding schools

Islamic boarding schools, known as pondok pesantren are specialized schools for Islamic education in Indonesia. With the community's increasing interest in religious education, some pesantren have begun to offer online learning opportunities. Pondok Pesantren Bayt Tamyiz is a Islamic boarding school that has started developing online pesantren education under the name Tamyiz Digittren. This program aims to enhance understanding and translation of the Qur'an using the Tamyiz method. The pondok pesantren requires significant changes in its administrative systems, including the registration process. Information system development is often challenging for the pesantren staffs and software developers. One of the fundamental difficulties lies in the user requirement process. Typically, pesantren need help to provide the information system they need. Such difficulties hinder the development process as developers must conduct numerous experiments. This research aims to design and implement a suitable database for the new student registration system with minimal information and limited time development. The research follows a database development method divided into three stages: Requirement Collection and Analysis, Conceptual Database Design, and Logical Database Design. Database development utilizes MySQL as the Database Management System (DBMS) and PHP as the programming language. This research results in a database design capable of storing and managing student data, payments, and other registration information. We expect the results of this database development to be effective in supporting the registration system and in the future development of information systems at Pondok Pesantren Bayt Tamyiz.

The use of modern family planning among couples of reproductive ages in Indonesia from 2021-2023

Reproductive health is essential for individuals, couples, families, and societies, encompassing physical, mental, and social well-being related to the reproductive system. Contraceptive use plays a crucial role in addressing reproductive health issues, including unwanted pregnancies and sexually transmitted infections. Despite advancements, challenges persist in ensuring universal access to modern contraception, particularly in low-resource settings like Indonesia. This descriptive study analyzes the utilization of modern family planning methods among couples of reproductive ages in Indonesia, using secondary data from the Health Statistics Profile Volume 7 of 2023 published by the Badan Pusat Statistik (BPS) of Indonesia. The results show that Rural areas have a slightly higher percentage of modern contraceptive users compared to urban areas, while the highest percentage of modern contraceptive users is among couples with primary school education. The lowest percentage is among those with university education level. The age group with the highest percentage of modern contraceptive users is the 35-39 age group, while the lowest percentage is observed among the 45-49 age group. The highest percentage of modern contraceptive users is observed in quintile 1, while the lowest percentage is observed in quintile 5.

Syrian refugees’ vision for quality education in a Lebanese public school: a participatory visual research

This study explores the quality of education delivered to Syrian students in a public school in Lebanon. Concepts of agency and empowerment are at the heart of this discussion. To address the current lack of student-centred perspectives on schooling in this context, this study supplements the Capability Approach (CA) with a social justice framework and uses visual and art-based methods to gain insights into what these young people have reason to value. It examines the value of combining theoretical insights, analytical approaches and methods that share a commitment to honouring participant agency. Analysis of input from children advocates considering the concept of ‘care’ as an integral dimension to social justice in the context of this study. It also suggests the need for implementing negative and positive peacebuilding strategies and contemplating the relationship between art education and school violence. We argue for a whole-child approach to refugee education, drawing connections between cognitive academic learning and affective embodied wellbeing. We conclude the study by discussing these findings and shedding light on the significance of our theoretical and methodological choices and their potential to inspire future research endeavours and explorations.

Reading Intervention Through “Brigada Sa Pagbasa”: Viewpoint of Primary Grade Teachers

This study unfolded the views of teachers in implementing the Brigada sa Pagbasa to improve the learners’ reading skill. The narratives were reflective of both perspective and challenges of teachers in implementing the Brigada sa Pagbasa program that improve learners’ reading ability. There were seven (7) teacher-participants are involved in this study. The participants are primary grade teachers who have implemented the Brigada sa Pagbasa program, and they are purposively selected as informants. The data gathering of information in this phenomenological inquiry had employed in-depth interview of participants through virtual conference and limited face-to-face subsequently observing strict compliance of standard health protocol. Using thematic analysis, the views of teachers in implementing the Brigada sa Pagbasa to improve the learners’ reading skill were as follows: Promote a reading culture and Develop reading skills. On the challenges of the teachers in in implementing the reading program to improve the learners’ reading skill, the following were the themes and findings of the study: Lack of Parental support and Lack of motivation in reading. From the perspectives and challenges of teachers, the following were the insights drawn from the findings of the study: Encourage parental involvement in reading programs and Conduct trainings/seminar for teachers in reading. From the start, this study endeavored to contribute insights of the teachers in implementing the Brigada sa Pagbasa to improve the learners’ reading skill. The new knowledge drawn from this study is noteworthy for quality delivery of education in school.

“You Never Told Me”: The Pedagogical Content Knowledge (PCK) of Israel Education

AbstractAlthough there have been many studies describing the practice of Israel education, few, if any, have explored the pedagogical content knowledge (PCK) of this subject matter—what teachers know about how best to teach it. In this phenomenological study, 20 teachers in English-speaking Jewish high school settings in the USA, Israel, Australia, and Canada were interviewed to describe the components of their PCK. This research demonstrates that disappointment in the idealization of Israel by previous generations has impacted how today’s Israel educators in Jewish high schools understand the purposes of their discipline, the curricular choices they make, the instructional strategies they employ, and the context in which they teach. Addressing this unique phenomenon, which has come to be known by the slogan “you never told me,” has become a guiding instructional principle in the field as teachers about Israel prepare their students to maintain their Jewish commitments while transitioning from an immersive Jewish learning environment to becoming nuanced participants in conversations concerning Israel on college and university campuses. In addition to contributing to limited discourse on the teacher knowledge of Israel educators to improve the practice of the field, the findings of this paper emphasize the need for a pedagogy for complex Israel education deepening nuance and commitment to Israel. On the basis of the findings, we propose a model with eight design principles for how to do Israel education effectively in Jewish education frameworks, both formal and informal.

Old Problems, New Challenges

Although comparative studies on L1 education are facing many new challenges today, two ‘old’ issues should not be forgotten: the professional qualification of teachers as part of their academic training, and elementary language education in primary schools. These issues need a theoretical foundation to make L1 education part of the professional practical knowledge of teachers. In Germany, there is a gap between the subject-related qualification of prospective teachers on the one hand, and their didactic qualification for their professional field of action in schools on the other. What is perceived today as L1 German teaching from school year 1 to 12/13 goes back to two different traditions for which, until a few decades ago, educational institutions of varying prestige were responsible: the Volksschulen (elementary education for the lower classes) initially focusing on "mother-tongue" monolingualism, and the Latin schools (grammar schools for the higher classes) focusing on multilingual education, preparing for academic careers. It was not until the Weimar Constitution in 1919 that Germany also introduced academic qualifications for teachers in elementary education. However, also seminars, pedagogical academies, and colleges that focused on teaching didactics mainly, were established to circumvent university qualifications. What was developed in the last third of the 20th century in the context of a scientific foundation for the didactics of L1 German has since fallen into oblivion. This contribution aims at presenting a critically reflected continuation of these developments.

A Collective Action Formation to Address Mental, Emotional, and Behavioral Health in Schools: The District 87 Wellness Collaborative

The District 87 Wellness Collaborative is a multi-dimensional, interprofessional initiative in the Midwest region of the United States that was co-designed to facilitate collaboration, civic engagement, and partnerships among university scholar-practitioners, community agencies, and school administrators and personnel. The primary aims of the Wellness Collaborative are to develop, enhance, and extend school initiatives that address mental, emotional, and behavioral health outcomes of school-age children, their families, and the education workforce. The Wellness Collaborative is composed of disciplinary expertise in kinesiology, school counseling and psychology, social work, nursing, geography, and community health. Broader campus and community partners include specialists from civic and community engagement offices, extension services, and healthcare providers. This ecologically framed initiative supports strategic and system-level change within the district (system) and individual schools (sub-systems). It addresses complex school-level organizational factors (i.e., environment, norms, organizational culture, incentives, etc.) that influence wellness behaviors that affect school and physical education workforce professionals.

Achieving Sustainable Quality Education Targets: a Case Study in East Java, Indonesia

Objectives: This article aims to analyze the implementation of education policies designed to introduce quality education and identify barriers at the local level. The study focuses on an elementary school in Probolinggo City, East Java Province, Indonesia, to understand how these policies are being executed and the challenges faced. Methods: Interviews were conducted with various stakeholders, including school representatives, education office officials, and local government authorities. The study utilizes two types of data: primary data collected through interviews and secondary data from existing records and reports. Results: The findings reveal that the implementation of quality education policies at the primary school level is suboptimal in achieving the Sustainable Development Goals (SDGs) targets. This inadequacy is primarily due to weak coordination between education offices and schools. The study highlights that this poor coordination affects the ability to achieve inclusive and equitable quality education and support lifelong learning opportunities for all. Conclusion: The study concludes that the weak working relationship between schools and education offices significantly impacts the sensitivity of education office policies to school needs, thereby hindering the achievement of SDGs at the local level. The results emphasize the need for improved coordination and communication to ensure effective policy implementation. This study contributes to the development of policy implementation theory by providing insights into the sustainable strengthening of educational development strategies and expands theoretical and practical knowledge on local government policy implementation in the context of quality school education in Indonesia under the SDGs framework.

Entrepreneurship Education in a School

Background: The importance of entrepreneurship education in schools and colleges is also increasingly felt in this context. With entrepreneurship education, aspiring entrepreneurs can learn how to identify market opportunities, develop business ideas and manage the company well. With entrepreneurship education, entrepreneurs can also gain knowledge about marketing strategies and financial management that will help them increase the profitability of their business. Purpose: The purpose of this study is to describe the importance of starting entrepreneurship education in schools. Design and methods: This research is field research, which is research held in a field or scene with a qualitative approach. This research was conducted at SMA 1 Merangin. Results: The implementation of entrepreneurship education in schools can be done through various creative and interactive learning methods. For example, students can be invited to make a simple business plan, take part in a business simulation, or make visits to local companies. In addition, teachers can also invite successful entrepreneurs as guest speakers to share their experiences and knowledge. entrepreneurship education programs in schools have significant positive impacts. The evaluation conducted helps in identifying the weaknesses of the program and provides direction for necessary improvements.

Virtue ethics embedded: Aristotelianism in the post-war Japanese moral education

ABSTRACT For almost 80 years, post-war Japanese moral education has adopted a dual-process structure, which states morality is taught through two processes: one through all aspects of school education and the other through a special moral education class. The necessity and effectiveness of this structure were theorised by Eijiro Inatomi. However, it has been almost neglected that his theory is largely based on Aristotle’s theory of virtue. This paper examines Inatomi’s Aristotle-inspired theory and its significance. After reviewing the social and historical background of his theory, I argue that Inatomi successfully adopted Aristotle’s theory of virtue in three respects: human definition, intellectual virtue, and ethical virtue. Finally, I suggest that post-war Japanese moral education can be understood as a nationwide social implementation experiment on the efficacy of Aristotelian virtue ethics and that Inatomi’s notion of cosmos can serve as a conceptual device to enhance the social feasibility of Aristotle’s virtue ethics.

Pedagogy, place, and food education in Australian schools: lessons from Tropical North Queensland

ABSTRACT Children today have limited food origin awareness. The further we move away from food production practices, the less exposure children have to them, and the more food vulnerable we become. This is especially true for children growing up in urban areas where there is limited space for food gardens. Schools have developed targeted pedagogical approaches to raise food origin awareness, and this paper examines one such attempt in Cairns, Australia. We compare how students aged 5-6 responded to an activity where they drew their immediate response to the word ‘food'. Comparisons were then made between those learning under explicit instruction and those using a more experiential, place-based pedagogical approach. The findings suggest students in the experiential class who regularly use the garden as a learning space drew significantly higher levels of fresh, place-appropriate fruits and vegetables (U = 61.5, P = 0.002). We discuss the ramifications of exposure to a globalised food system and how experiences at school can nurture children's understanding of food. We interpret the outcomes of the different pedagogical approaches and unravel the importance of ‘place' in a child's food experience. The evidence presented suggests that children’s food knowledge could improve if food education is bolstered with experiential and place-responsive pedagogies.

Review On Educational Academic Performance Analysis and Dropout Visualization by Analyzing Grades of Student

Education is a crucial aspect of a nation's development, and ensuring the success and retention of students is of paramount importance. The current studies show the need for an effective and efficient education prediction system. Education is a pivotal aspect of a country's development. It acts as a powerful tool to change the world. Education is the key to a literate society. In India, it is necessary to have an integrated web platform to analyze the academic performance and dropout rates across school, higher, and technical education. Student dropout is a significant problem for any nation. Discontinuing schooling due to financial, practical, and social reasons, as well as disappointment in examination results, is what is commonly referred to as student dropout. Educational Data Mining (EDM) techniques can help discover insights from data in educational environments, allowing tutors and researchers to predict future trends and student behavior. The use of machine learning and data mining techniques provides valuable tools for understanding the student learning environment. This literature review aims to synthesize the existing research findings on this topic and identify knowledge gaps for future research.

Study on the Status quo of Mental Health Education for 12th Grade Students

The adolescent period is a critical stage for children's rapid physical and mental growth and self-awareness development, which is prone to various psychological and emotional problems. According to the Report on the Development of China's National Mental Health (2019-2020), the detection rate of depression among adolescents in 2020 was 24.6 percent, of which 7.4 percent were severely depressed. In addition, depression increases with grade level, with more than 10 percent of high school students suffering from severe depression. It is not difficult to see that the mental health of teenagers is not optimistic. In order to explore the influence of family and school education on the mental health of high school students, I will design a group of classified questionnaires for senior high school students. My expected goal was to conclude that students who received positive help from their families and teachers were psychologically healthier than those who did not.

Whole Institution Approach: measurable and highly effective in empowering learners and educators for sustainability

AbstractWhole Institution Approaches (WIAs) to sustainability in education emphasize the strong link between the socio-physical environment and the learning processes and outcomes. However, there has been a lack of instruments for quantifying the implementation of WIAs based on the experience of learners and educators. In this article, we present the systematic development, pretesting, validation and first application of a novel WIA-Scale (learners: 13 items, educators: 15 items). As part of a large-scale assessment in Germany (school education, vocational education and higher education; n = 2,985), we apply the WIA-Scale and assess how WIAs are related to the effectiveness of sustainability learning. Based on extensive validation, the scale quality was evaluated as high. The application showed that young people who experience more sustainability in line with the WIA feel strongly more motivated and empowered by their educational institution to contribute to sustainability. Also, regression modeling revealed that WIA implementation is the strongest of various predictors of how sustainable learners act beyond the educational institution. Further, educators who experience more sustainability in line with the WIA feel considerably more motivated and report more sustainable behavior. They also view Education for Sustainable Development (ESD) as more relevant and participate more frequently in training on ESD. For future use, we provide the WIA-Scale in its original version, a 7/8-item variant and a one-item proxy. The scale may be used as a process indicator for high-quality sustainability education and as part of organizational development. Overall, the study shows that experienced WIAs are measurable and highly effective for quality sustainability learning.