Education Agencies Research Articles

Alliance for Scientific Autism Intervention: System Components and Outcome Data from High-Quality Service Delivery Organizations

Promoting excellence in autism intervention is arguably more urgent than ever for the field of applied behavior analysis. To fulfill this objective, autism agencies must operate from validated program systems and do so with fidelity. Program components include, but are not limited to, staff training and evaluation of clinical skills, functional personnel roles designed to promote positive outcomes for those served, and professional staff-communication-skill repertoires. Data on client outcomes must be tied to implementation of core program variables; and, contingencies between the data on client outcomes and staff performance must exist. Furthermore, these contingencies must be yoked across members of the organization to ensure a sustainable and effective program model. Finally, data on consumer satisfaction must be collected and used to evaluate program components and agency practices. Members of the Alliance for Scientific Autism Intervention have implemented key program-wide systems based upon the work of McClannahan and Krantz Journal of Applied Behavior Analysis, 26, 589–596 (1993) for decades and across various agency cultures. Data collected by six independent educational agencies on client outcomes, program implementation, and consumer feedback for a 10-year time span demonstrate the sustainability of the model and support the importance of key organizational systems and the relationship between implementation of the model and high-quality outcomes for individuals with autism.

Effect Of Abdominal Stretching Exercises Toward The Intensity Of Menstrual Pain (Dismenorea) Of Adolescent Women

Menstrual pain (dysmenorrhea) is one of the menstrual disorders that most women experience in adolescents. With one of the nonpharmacological practice stretching techniques can be done with the goal of knowing if there is an application effect on the intensity of menstrual pain (dysmenorrhea) in adolescents women. The type of research is an experimental design with the design approach used is the pre test- post test control group design, which is done in University Megarezky with 32 people research respondents, according to the two-split criteria for interagency and control groups as the pre-and post data processing technique on each group. Based on data normality tests, non-distribution of normal results, the tests used were wilcoxon tests. Furthermore, the pre-post normality test of unregulated data control interventions using the mann-whitney test. Research shows that test results on the pre post interventions using wilcoxon tests came p value (0,000 < 0.05). control groups using mann-whitney tests got p value (0,000<0.05). Thus it may be determined that there is an intermediate effect on the intensity of menstrual pain (dysmenorrhea). Based on the results of this study is expected for all elements that include educational agencies, subsequent researchers, teenagers and communities are able to provide information about abdominal tracks exercises as non-pharmacological therapy to reduce the intensity of hairsty pain (dysmenornea).

A FRAMEWORK OF SUPPORT: THE NURSING HOME PERSON-CENTERED OPTIONS COUNSELING CERTIFICATION PROGRAM

Abstract Person-centered initiatives and approaches are the cornerstone of best practices when it comes to supporting older adults and persons living with dementia. Lack of person-centered care has been associated with higher medical costs and negative health outcomes, particularly in low-resource communities. Implementing person-centered care may help to address disparities and improve care outcomes in these communities, although it is often unclear which approaches are most appropriate. The Person-Centered Options Counseling Certification program attempts to address this gap via a mentoring program and competency framework. Developed and piloted in rural New Hampshire, this framework helps professionals and organizations evaluate the approaches that works best for them, while creating fidelity for ongoing support through a rigorous mentorship program. The framework shows promise of being cost effective, an important consideration for many low-resource communities. Professionals can attain knowledge, skills, and abilities without incurring higher education costs and agencies can utilize pre-developed instructional materials. Pilot data was collected to evaluate the program and demonstrated that professionals found the educational training delivered within the framework was relevant to their community and increased their knowledge about person-centered care, although some expressed hesitancy when applying the skills learned with individuals. Professionals who completed both the training and participated in the mentorship program reported a high level of competency, satisfaction, and confidence in delivering person-centered care. The use of this framework may support staff retention in low-resource communities and approaches can be tailored across different environments to facilitate the delivery of person-centered care.

Solving the choice puzzle: Financial and non-financial stakeholders preferences in corporate disclosures

The paper delves into the relationship between accounting conservatism, valued by financial stakeholders, and corporate social performance (CSP), esteemed by non-financial stakeholders. This study assesses the potential impact of financial reporting practices, specifically accounting conservatism, on a firm’s CSP activities, which has significant implications for diverse stakeholders. Employing an accrual-based proxy for accounting conservatism and the social contribution value per share from the Shanghai Stock Exchange as a proxy for CSP, the study utilizes a sample of 25,490 year-company observations of A-share listed companies on China’s Shanghai and Shenzhen stock exchanges spanning from 2008 to 2019. Empirical findings indicate a negative correlation between accounting conservatism and CSP. The study suggests that higher levels of social performance are associated with reduced conservatism in financial reporting, indicating that firms prioritize CSP over the interests of financial stakeholders by adopting less conservative financial reporting policies. Aligned with agency theory, these results underscore that socially responsible firms are less inclined to employ accounting conservatism in reporting earnings. This study establishes a connection between firms’ unconventional and less traditional activities, such as CSP, and conservative financial reporting, offering valuable insights for investors, analysts, and regulators. AcknowledgmentThis paper is co-funded by the European Union through the European Education and Culture Executive Agency (EACEA) within the project “Embracing EU corporate social responsibility: challenges and opportunities of business-society bonds transformation in Ukraine” – 101094100 – EECORE – ERASMUS-JMO-2022-HEI-TCH-RSCH-UA-IBA / ERASMUS-JMO-2022-HEI-TCHRSCH https://eecore.snau.edu.ua/

Developing a Research–Practice Partnership With Policy Intermediaries: An Examination of Collaboration With State Education Agency Leaders

A growing body of scholarship foregrounds research–practice partnerships (RPPs) as venues for advancing equity in education. However, few studies focus on partnerships with state education agency leaders, despite their influential roles connecting policy and practice. This article explores state leaders’ experiences collaborating in an early-phase, national RPP focused on advancing multilingual learner equity. Findings shed light on how joint work was facilitated through the development of evidence-based resources addressing current problems of practice. Findings also demonstrate the importance of attending to leaders’ dual responsibilities across state and local levels, informing future efforts to foster partnerships with state leaders. Future research is needed to examine the sustainability of state-level RPPs, as well as the experiences of researchers engaging in such partnerships.

The Faculty of Medicine of the University of Maribor Celebrates 20 Years

The Faculty of Medicine of the University of Maribor (MF UM) was established on October 2nd, 2003. The Council of the Republic of Slovenia for Higher Education ratified the university study programme “General Medicine” on December 3rd, 2003, whereupon in autumn 2004, the first 89 students enrolled in this programme. Since then, and until the end of the year 2023, 1,090 students will have completed their studies with a degree. The Council of the Republic of Slovenia for Higher Education gave consent, with an agreement, to the implementation of the new doctoral study programme “Biomedical Technology” at the MF UM on April 15th, 2005. In the academic year 2005/06, the first generation of postgraduate doctoral students was enrolled, specifically, 29 students in the first and 16 students in the second study year. From then, and until the end of 2023, there will have been 156 Doctors of Science promoted at the MF UM. The Slovenian Quality Assurance Agency for Higher Education bestowed the accreditation of the UMSP “Dental Medicine” programme on the MF UM on January 9th, 2020. The first generation of 20 students of “Dental Medicine” enrolled in the academic year 2021/22. In the beginning, the MF UM operated in numerous locations. On April 30th, 2004, the renewed building at Ljubljanska Ulica 5 was handed over for use, and on January 27th, 2006, the building at Magdalena Trg 5 followed. The foundation stone for the new building at Taborska Ulica 8 was laid on June 20th, 2011. The construction lasted for two years and three months, whereupon it was handed over for use on September 18th, 2013. The MF UM includes 36 university departments and 11 institutes. Professional services are organized into three departments: the Student and Study Affairs and the International Cooperation Department, the Economic and General Affairs Department and the Legal and General Affairs Department.

Educational Improvement Science: The Art of the Improving Organization

Purpose To advocate educational improvement science (EIS) as an emerging transdisciplinary field, I reflect on the three major pathways of educational advancement in human history, discern the misuses and pitfalls of reform, and theorize how education can be improved to better serve its mission. Design/Approach/Methods Employing a multiperspectival approach, I critically re-examine educational reforms and improvements worldwide and conceptualize the emerging transdisciplinary field through an extensive literature review, etymological analysis, international comparisons, and socio-historical, -cultural and -philosophical reflections. Findings In this paper, I advance the concept of neo-improvementalism for EIS by elucidating its philosophical assumptions, disciplinary fundamentals, and theoretical frameworks through historical and comparative lenses. I identify and construct disciplinary knowledge of EIS comprising two categories, namely, subject matter knowledge and profound knowledge, adopted from improvement science. I then highlight three methodological approaches of EIS and the building of professional improvement communities empowering individual and institutional improvement capabilities. I propose that EIS is the art of the improving organization for classes, schools, and/or more broadly defined educational agencies. Originality/Value This study recognizes the significance of EIS and research thereon, especially discipline-building and exploration based on local characteristics in a global vision, and the cultivation of new frontiers of educational research and practices.

Youth worldlessness and civic participation online and at school: Exploring Arendt’s philosophy

ABSTRACT This paper seeks to explore the possible contribution that thinking with Arendt can bring to understanding the nuances of school-aged young people’s civic participation. Using Arendt’s work on responsibility, political presence and the notion of worldlessness, this paper will explore how young people’s social media interactions can serve as a way to foster a more critical sense of civic participation and political agency in education. This paper comprises three main sections. Firstly, there is a critical discussion on how the notion of ‘public sphere’ may help to conceptualise school as an important site for youth political and civic participation and engagement, even when Arendt’s position in education is that the school should not be touched by politics, in this way the paper uses Arendt to think against Arendt to position the school as a ‘space of appearance’. Secondly, the notion of what I term in this paper youth worldlessness is developed by using Arendt’s (2018) theory to frame for understanding the everyday exclusions and displacements experienced by research participants and how citizenship education struggles to serve as an outlet for them. Thirdly, the paper analyses the role of young people’s social media engagements by examining data from a qualitative study with British young people, ranging from 15 to 18 years of age.

Gap in the Mastery of ICT Soft Skills for Vocational Graduate Workers in Industry: Case Study of LPP Polytechnic

<p>The COVID-19 pandemic has forced a global shift toward technical and inventive skills to improve job readiness and productivity. Human resources graduates from diploma levels 3 and 4 must respond with has competitively by adding value from soft skills. This can help them compete in domestic and international job markets. These skills are now required for professional acceptance. This study investigates the role of soft skills in learning and using information technology, the internet, and computers to boost individual and organizational efficiency. This study addresses all research questions and objectives using a combination of methods. We collected quantitative data on technology and innovation mastery ability gaps using online surveys. Comprehensive interviews with educational institutions, government agencies, industry representatives, and vocational diploma level 3 and 4 alumni were also conducted for the study. The data showed no statistically significant difference in alumni' technological proficiency between when they study and when they work. This shows that many former students have learned to use soft skills to boost their professional competitiveness and technical ability. ICT skills improve vocational human resources' employability, making them more competitive and competitive with undergraduate graduates.</p><p> </p>Keywords: Vocational, Soft Skill, Technology, Competencies, productivity, competitiveness

Teacher Education and Teacher Selection Courses: Resolving Compatibility Issues of Tribhuvan University and Teacher Service Commission

This study evaluates the alignment of teacher education (TE) programs of Tribhuvan University (TU) with the teacher selection courses of Teacher Service Commission (TSC), using a comparative, exploratory-cum-explanatory research design. The data collection methods included content analysis, focus groups, and interviews. The data analysis method includes interpreted phenomenological analysis (IPA). The results showed a lack of course compatibility, with only 9% of the teacher license (TL) and teacher selection (TS) courses from the Teacher Service Commission (TSC) and Tribhuvan University (TU) being comparable. The study also questions the relevance of current TE, TL, and TS programs, particularly in incorporating professional skills and TE innovations for classroom instruction. To improve TE, respondents proposed strategies such as introducing digital pedagogy, combining pedagogical and general education subjects, updating subject-specific content, and adding practical skills for responsive teaching. The study concluded that closing the theory-practice gap in teacher education is challenging and calls for various changes, institutional cooperation, and teamwork. Similarly, the policymaking and implementing agencies of education are suggested to consider course reviews, required training for teaching professionals, sufficient internships for pre-service teachers, the use of TE's innovations and professional skills, improvements to the teacher selection process, and collaboration among education stakeholders.

Ensuring Educational Continuity in the Midst of Crisis: Policy and Planning During the COVID-19 Pandemic

As the COVID-19 crisis disrupted schooling, recovery efforts in California included the adoption of Senate Bill (SB) 98, which mandated local educational agencies to complete Learning Continuity and Attendance Plans (LCPs). These plans act as critical snapshots of sensemaking and local policy implementation during crisis; however, their details have yet to be explored statewide. Through a multiphase, mixed methods approach, this study examines the legislative requirements of a state-level policy that orchestrated large-scale local planning. Results reveal that SB-98 recombined prior educational routines to fit the pandemic context. Moreover, district plans generally adhered to policy guidance and described a range of resources to support students. However, the limited details contained in most plans—particularly about the actions and services for students that may need additional supports—proffer suggestive evidence of local capacity and will during the global pandemic and the implications for those seeking to implement similar policy measures.

Internet use time and subjective well-being during the COVID-19 outbreak: serial mediation of problematic internet use and self-esteem

The coronavirus disease (COVID-19) outbreak is a threat to adolescents’ mental health and livelihoods, and lowers their subjective well-being (SWB). Expanding on previous literatures, this study examined whether internet use time was related to SWB and whether this relationship was mediated by problematic internet use (PIU) and self-esteem during the COVID-19 outbreak. In Taiwan, the COVID-19 epidemic broke out in February, 2020. During March 2 to 27, this study recruited a total of 1,060 adolescents from junior high schools by both stratified and cluster sampling, and administered a comprehensive investigation. The results displayed that SWB was significantly and negatively predicted by internet use time. PIU fully mediated the relationship. Moreover, PIU predicted a decrease of self-esteem, which played a full mediation role between PIU and SWB. The results provide evidence in explaining how increased internet use time is associated with a greater level of PIU, which relates to lower self-esteem, correlating with lower SWB in adolescents. This study can provide reference to mental health organizations and educational agencies to design appropriate SWB promotion programs for the junior high school population in terms of epidemic prevention.

WHAT FACTORS INFLUENCE THE DEVELOPMENT OF EDUCATION QUALITY IN THAILAND, ACCORDING TO THE CONCEPT OF VISIBLE LEARNING? A MIXED METHODS APPROACH USING QUALITATIVE CONTENT ANALYSIS BASED ON EXPERT INTERVIEWS

Visible Learning is an educational strategy for learning success that emphasizes meaningful learning and leads to everyday application. Visible Learning enables students to cultivate self-control, adaptability, and resiliency in response to societal shifts in various spheres. Since teachers are the backbone of the education system, they are the first line of personnel who interact directly with their pupils daily to facilitate the learner's assimilation of new concepts and objectives. The most crucial aspect of Visible Learning should be the transition from "instructor" to "learner" in the classroom. Even though we may not observe how individual students learn, students can describe their strategies. When teachers comprehend how students think and process information, they are able to modify their teaching strategies and observe significant improvements in student performance and learning. Visible Learning emphasizes what works in the classroom and encourages students to learn what works best. Educational organizations and agencies tasked with enhancing the quality of education management in Thailand are, therefore, primarily responsible for preparing educational personnel to manage learning following Visible Learning concepts. Semi-structured interviews were conducted with 17 experts in the field of educational development (seven educational administrators, five education supervisors, and five teachers) using a pre-prepared interview template and analyzed according to qualitative content analysis. The study's findings will convey concepts, principles, and management considerations for the development of educational management quality in a concrete manner and by the concept of Visible Learning, including at the class level and the school level, which can assist students in acquiring the characteristics and skills of the twenty-first century. Factors related to the attitudes of administrators and teachers are the main factors influencing the development of educational quality, including the concept and procedures of teacher development and the quality of a professional learning community.

“It will take time” – visual arts teachers’ professional freedom in policy enactment

The paper aims to add to what is known about how contextual prerequisites and governance systems affect art teachers’ professional freedom, a topic of global significance. Previous research shows that Visual Arts education has not been aligned with current syllabi. This discrepancy is partly explained by ‘a lag’ in the teachers’ subject conceptions given that visual arts teachers traditionally enjoy considerable professional freedom while designing their teaching. That is only one explanation; in contrast, this article, set in the Swedish educational context, enhances understanding of policy enactment in the visual art subject, with relevance for global educational policies. To understand how contextual conditions and patterns of governance determine the level of teacher autonomy, in-depth semi-structured interviews with ten art teachers in the Swedish 9-year compulsory school were conducted over 10 months in 2022, coinciding with the implementation of a new curriculum. In addition, staff from the National Agency for Education (NAfE) were interviewed, and NAfE materials were analyzed. Employing policy enactment theory, the analysis shows that contextual factors significantly influence the prerequisites of policy enactment. Further, the goals- and results-based management of schools challenges art teachers’ professional freedom as teachers adapt to the principles of governmentality. This, in turn, makes enacting new art policy challenging and time-consuming.

Optimizing the Improvement of Judge Competence in Settlements of Sharia Economic Disputes in Religious Courts

Introduction: This is motivated by the increasingly widespread sharia economic disputes being handled by the Religious Courts, so that an institution is needed that can create the character of judges that are in accordance with the expectations of society. The institution is the Research and Development Agency for Legal and Judicial Education and Training of the Supreme Court of the Republic of Indonesia (Balitbang Diklat Kumdil MA-RI).Purposes of the Research: This paper describes the legal symptoms or legal facts related to the ability of religious court judges to decide cases related to sharia economics and studies the education and training curriculum for judges within the scope of the Supreme Court of the Republic of Indonesia No. 4 of 2019 concerning Procedures for Simple Claims and Supreme Court Regulation No. 14 of 2016 concerning Procedures for Settlement of Sharia Economic DisputesMethods of the Research: This paper uses a normative juridical approach.Results of the Research: Implementation of the curriculum at the Ministry of Education and Training Research and Development of the Supreme Court ‘Kumdil’ aims to improve the ability to organize training. The capacity building referred to is one of the certifications of sharia economic judges which is aimed at forming the quality of judges' resources in the technical field of justice who are professional, have integrity and are independent in resolving sharia economic disputes.

Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs

Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students’ agency dimensions. Possible explanations and directions for further studies are discussed.

초등학생(3~6학년)의 학생 주도성 검사를 위한 예비문항 개발

The purpose of this study is to develop a preliminary question that measures the student agency of elementary school students in the 3rd and 6th grades. To achieve the research purpose, an extensive review of relevant literature was conducted, resulting in the identification of six key components of student agency. These components are 'mindset', 'self-perception', 'intentionality', 'choice-making', 'persistence', and 'interactiveness', which have been further categorized into 37 questions across the six identified areas. Second, based on these draft questions, a Delphi survey was conducted targeting 10 researchers related to elementary education and student agency. Through the first Delphi, the names and questions of each area were revised, and based on this, the second Delphi was conducted. As a result of the second Delphi, 32 preliminary questions in 6 factors were derived: 'growth-mindset', 'self-perception', 'intentionality', 'choice-making', 'persistence', and 'interactiveness'. Third, a preliminary test was conducted on 173 3rd to 6th grade elementary school students to confirm the reliability of the preliminary questions, and it was determined that the questions agreed upon through Delphi were stated in terms that elementary school students could sufficiently understand. Through this process, the preliminary questions were revised into 6 components and 31 sub-questions. Next, to verify the validity of the preliminary questions, a test was conducted on 407 3rd to 6th grade elementary school students based on the revised questions, and then an exploratory factor analysis was performed. As a result of the analysis, the preliminary questions for the student agency test for students in grades 3 to 6 of elementary school are 'growth-mindset (4 questions), self-perception (5 questions), intentionality (4 questions), choice-making (3 questions), and persistence (5 questions), interactiveness (7 questions) and 28 sub-questions were finally derived. Finally, the conclusion revealed the implications and limitations of this study, and suggested ways to utilize the preliminary questions developed in this study as well as for future research.

Cybersecurity: a tool for curbing examination breaches and improvement of the quality of large-scale educational assessments

ABSTRACT This study investigated how cybersecurity can be integrated to curb examination breaches among large-scale educational assessment bodies in Nigeria. Descriptive research designed guided the study with 1067 participants drawn through multistage sampling procedure. Cybersecurity and examination breaches on large-scale educational assessment questionnaire (CEBLSEA-Q) was used for data collection. The internal consistency reliability index of the instrument was evaluated to be .78 using Cronbach alpha method. The findings of the study showed that hacking of websites, colluding via social media (WhatsApp, Facebook, Twitter etc.), sending of malicious/phishing links, using man-in-the-middle (MITM) attack are some of the cyberattacks on large-scale educational assessments. The proportion of examination breaches experienced by the various examination bodies was significantly different with WAEC being the highest, followed by NECO, JAMB, and NABTEB. Cybersecurity measures such as cloud computing, securing domain name server (DNS), encrypting computers and applications containing assessment database, cybersecurity awareness, among others could curb cyberspace aided examination breaches on educational assessments. Cybersecurity measures should be adopted by large-scale educational agencies in order to curb examination breaches that are aided through the cyberspace.

We have an SEL policy! Now what?

States have made tremendous growth within the last decade developing and implementing statutory, regulatory, and non-regulatory policies and practices that center student and adult social, emotional, and academic development. Almost all states have some form of guidance or support for local education agencies (LEAs) to implement social and emotional learning (SEL) and over half of states have SEL standards or competencies. Even with this growth, empirical evidence is limited on how state SEL policies and practices influence local implementation. To begin to address this gap, the authors interviewed 16 state education agency (SEA) staff from 13 states to explore what they perceive as effective SEL implementation and any evidence that supports their claim. Through exploring the arc of the development, implementation, and evaluation of their state SEL policies and practices, SEA staff uplifted the significance of engaging with multiple stakeholders (e.g., educators, families, and communities), the critical lever that statutory and regulatory policies hold in supporting locally-driven SEL implementation, key non-regulatory policy and practice efforts (e.g. embedded and explicit instruction, adult SEL, and systemic SEL), the importance of SEL being both a standalone effort and embedded with other pertinent initiatives, and the need for more robust data systems that help determine which policies and practices best support student and adult social, emotional, and academic development.

TEACHING AND LEARNING QUALITY IN A HIGHER EDUCATION CONTEXT IN CHINA

Higher education institutions around the world have seen a surge in quality evaluations as a result of an increase in public sector accountability. Student learning is facilitated by high-quality teaching. The quality of teaching and learning at higher education institutions is being closely monitored. Academic quality in higher education has been the subject of new policy instruments introduced in many nations during the last decade. These include the UK, the US, and Australia. There was increasing pressure on UK's higher education system, for example, due to the growth of tertiary institutions and increased consumer expectations. The Quality Assurance Agency for Higher Education (QAAHE) was established in 1997 to implement a dual system of quality assurance that included quality audits and quality assessments. As a result of the establishment of the Australian University Quality Agency in 2001 to monitor the quality of the country's higher education system, a quality assurance program was implemented, requiring universities to incorporate quality assurance and improvement planning into their annual published educational plans. And this is a review paper. For Chinese universities, quality assurance is a novel notion. The fast growth of Chinese tertiary institutions in the last 15 years has resulted in an increased focus on teaching quality. The number of students enrolled in China's higher education institutions has increased dramatically since 1999 as a result of increased enrolment.