District Education Research Articles

Public Services At the Minahasa District Education Office

The aim of this research is to find out and describe public services at the Minahasa Regency Education Office. This research uses qualitative methods, with the process starting from data collection, data reduction, data display and drawing conclusions. Research informants namely; Head of General and Civil Service Subdivision, General and Civil Service Staff, General and Civil Service Staff, and Teachers. Data collection was carried out through observation, interviews and documentation techniques. Data validity checking techniques include the degree of trust, transferability, dependency and certainty. The analysis was carried out using several indicators, namely; 1). Administrative requirements, 2). Systems, mechanisms and procedures, 3). Completion Time, 4). Costs, and 5). Service Complaints Media. The research results show; 1) Administrative requirements have not been maximized because they have not complied with the applicable SKP; 2) Systems, Mechanisms and Procedures: Not yet optimal because even though they comply with the SOP, there are still delays; 3).Completion Time; Not yet appropriate because delays often occur; 4). Management Fees; It is appropriate that there are no fees for processing promotions; 5). Complaint Media Service. Not yet optimal because only a suggestion box is available, not utilizing existing social media/technology.

University culture in the 19th century through the memoirs of Dean D.F. Belyaev’s daughter

The unpublished memoirs of Zoya Dmitrievna Belyaeva, who was the daughter of D.F. Belyaev (1846–1901), an esteemed Byzantinist and the dean of the Faculty of History and Philology at Kazan Imperial University, reveal how her father’s professional duties were inextricably intertwined with his personal experiences. These reflections not only capture the nuances of the scholar’s everyday life but also share the author’s perspective on the university culture of the late 19th century, thus enriching its history with many new, previously unknown, details and facts. The rhythm and lifestyle of D.F. Belyaev’s family were defined by the university events, corporate rituals, and professional interests. Z.D. Belyaeva skillfully captured the mindset typical of the classical academic community in those times. The celebration of the Emperor’s name day, religious holidays, visits to educational museums, jour fixes were especially important for both the family and the entire university. The descriptions of the interactions among the faculty members flesh out the portrayals of D.F. Belyaev’s colleagues at Kazan University: D.A. Korsakov, F.M. Mishchenko, N.A. Firsov, and D.I. Naguevskii. The social circle of the family included the families of D.I. Dubyago, the dean of the Faculty of Physics and Mathematics, and A.S. Nikol’skii, the head of public schools in the Kazan Governorate. D.F. Belyaev enjoyed the favor of K.V. Voroshilov and N.A. Kremlev, the rectors of Kazan Imperial University, as well as N.G. Potapov, the trustee of the Kazan Educational District.

Multi-grade teaching and learning in rural South Africa

This article aims to delve into the distinctive teaching and learning strategies utilised in multigradeclassrooms situated in rural areas of the Free State Province, South Africa. Through an exploration of the intricacies inherent in these environments, the article aims to pinpoint effective teaching strategies tailored to meet the unique requirements of learners within thiscontext. This qualitative study engaged 14 Intermediate Phase educators and 6 principals from multi-grade schools in the Lejweleputswa and Fezile Dabi education districts. Purposive sampling was utilised to select participants. Data collection involved semi-structured interviews, while qualitative thematic analysis, employing an interpretive qualitative approach, was utilised for data analysis. Teaching strategies in multi-grade classrooms exhibit notable diversity, shaped by factors such as teacher personality, subject matter, and classroom dynamics. The strategies employed in these settings reflect the teacher’s skills, lesson objectives, and the physical arrangement and space available in the classroom. However, both teachers and principals lack sufficient orientation or training in the specific strategies essential for effective multi-grade teaching.

Trend Analysis of Admission, Enrolment, Completion, and Transition Rates in Primary Education in Ghana

The purpose of this study was to investigate trends in primary education admission, enrolment, completion rates, and transition rates to junior high school in the Bongo District from 2012 to 2021. A descriptive exploratory design was used. This study used secondary data from the Ghana Education Office of the Bongo District in the Upper East region of Ghana to analyse trends in access to and participation in primary education within the district during the period studied. Findings revealed that a significant number of children enrolled in primary education were not in the appropriate grade for their age; the majority were either below or above the age range of 6 to 11 years for primary education in Ghana. Additionally, the percentage of the out-of-school population within the appropriate age range for primary education (NER) increased by 1.1 percentage points, from 15.4% in 2012 to 16.5% in 2021. This study recommends community outreach programmes by the district education office to address sociocultural factors affecting pupils’ participation in primary education. Received: 28 August 2024 / Accepted: 11 November 2024 / Published: 20 November 2024

Teacher ethical regulation policies and teacher autonomy in China

ABSTRACT This article explores the interaction between local government’s regulation of teacher ethics and teacher autonomy in X District in China’s Shanghai. A case study was conducted, with documents collected from X District education authority on teacher ethics, semi-structured interviews with three local education bureau officers, eight school leaders, and ten teachers, and a survey of 42 school teachers between January and June 2023. The findings show that the local government tightened its regulation of teacher ethics and restricted both individual and collegial autonomy of teachers. Meanwhile, different from the view that Chinese teachers have little autonomy, teachers and schools responded to local government’s control and developed multi-level autonomy. This article presents a “Yin-Yang” framework for understanding the coexistence, development, and change interaction between government regulation and school teachers’ autonomy in teacher ethics in China and responding to international concerns on tensions in the teaching profession’s ethical regulation and aspirations.

HYPERCONTENT DEVELOPMENT TRAINING FOR RICH AND RENEWABLE LEARNING RESOURCES AT STATE SENIOR HIGH SCHOOL 1 DRIYOREJO, GRESIK

This community service activity aims to provide Hypercontent Development Training for Rich and Renewable Learning Resources. at SMA Negeri 1 Driyorejo, Gresik as a good researcher for teachers. Specifically, this activity aims to Bind Interaction in Learning at SMA Negeri 1 Driyorejo, Gresik smoothly and in accordance with the even semester period of the 2023-2024 academic year. The methods used in this PPM activity include lectures or counseling containing the delivery of information for general and theoretical materials, in this case the material (1) Application of Hypercontent Development Training for Rich and Renewable Learning Resources, (2) Excavation Hypercontent Development Training for Rich and Renewable Learning Resources. The PPM activities that have been implemented have run smoothly in accordance with the expected goals of this program, and have obtained good results. The lecturers who presented received knowledge sharing on how to practice Hypercontent Development Training for Rich and Renewable Learning Resources at SMA Negeri 1 Driyorejo, Gresik. The high school teachers received additional knowledge about Hypercontent Development Training for Learning Resources. The Hypercontent Development Training Program for Learning Resources in addition to receiving positive responses from teachers of SMA Negeri 1 Driyorejo, Gresik, also received responses from supervisors in the Driyorejo District Education Office Branch, Gresik Regency. The training participants hope that the Hypercontent Development Training for Learning Resources can be continued in the future considering the benefits of this program. Furthermore, the institutional cooperation that has been well established between UNIPA Postgraduate School, especially the Department of Educational Technology with the Driyorejo District Education Office Branch, Gresik Regency is expected to continue in the future as part of the Tri Dharma of Higher Education.

Effectiveness and Challenges of Non-Formal Education Programs in Punjab

Regarding the present research questions, this study sought to discover the difficulties encountered and the efficiency of the Non-Formal Education (NFE) programs. Proprietary data were then obtained from District Education Officers and Literacy Mobilizers from five districts using survey research. Internal reliability was acceptable, with Cronbach Alpha set at .700. Among those five districts data were collected from 5 different DEOs, 5 District Informatics Aides, and 64 Literacy Mobilizers through simple random sampling. Measures of ethical consideration were also observed during the research analysis to improve its reliability and credibility. The challenges of NFE including poor transport and insecurity and the issues of community participation were among the findings. Additional analysis was conducted and revealed a significant and positive relationship between NFE and the numbers of literates illustrating the key point that NFE has contributed to the betterment of the socio-economic status. Nevertheless, the majority of the respondents opined that the Non-Formal Education Programs are appropriate for the community. They proposed policy and funding interventions to enhance the scaling up of NFE programs and yielding of target education structures and services to all ministries.

Reimagining early childhood education and school readiness through the perspectives of historically marginalized families living in a rural community

Given opportunities for early childhood education (ECE) expansion in the US, we seek to explore and elevate the perspectives of historically marginalized families, from an understudied rural community, to inform future local and state action involving public pre-kindergarten (pre-K) and kindergarten (K) provision. In partnership with a state Department of Education (DOE) and local district, we conducted two culturally responsive focus groups to investigate how such caregivers conceptualize ECE and school readiness, identify barriers with the current system, and pinpoint potential solutions to improve public pre-K and K. Participants included eight female caregivers, three of whom identified as Black, two as Hispanic, and three as White. All families met the DOE's eligibility requirements to attend public preschool. Through two 90-minute focus groups, we found families conceptualized ECE as a time for humanizing and hands-on classroom practices. They questioned the concept of school readiness, instead advocating for ways that schools can be ready for their children. Furthermore, families identified accountability culture (testing, standardization of curricula, narrow focus on core academic content, etc.), as a problem, particularly upon kindergarten entry. Solutions to improve pre-K and K included representative curricula, more equitable funding, and opportunities for collaboration across education interest-holders (e.g., teachers, families, administration, etc.) at school, district, and state levels.

Parental Perceptions of Bilingual Education: A Study of Parental Views on Schools and Teachers

ABSTRACT This study investigates parents’ perceptions of bilingual education in a metropolitan independent school district and examines how parents’ perceptions vary depending on their length of stay in the U.S., educational and income levels. Nine-hundred fifty nine parents’ survey responses were collected, whose children participate in bilingual programs. The Rasch analyses found that parents generally believe schools respect all students and provide safe environments. However, the parents expressed less agreement with statements indicating that schools and teachers offer challenging instruction. Overall, there is a tendency for parents to hold more positive perceptions of schools and teachers, the longer they stay in the United States.

Implementation of basic education management in Grobogan district: Analysis and model development

Law Number 20 of 2003 on the National Education System states that citizens have the right to obtain basic education for children aged seven to fifteen years. In addition, it is also a commitment to the implementation of Grobogan district’s regional regulation No 5 of 2019 on education implementation, especially article 12 related to the obligation of local governments to ensure the implementation of basic education according to their authority. The purpose of this study is to determine the implementation of the basic education management program in Grobogan district; analyze the factors that support and hinder the implementation of the basic education management program in Grobogan district; formulate a model for implementing the basic education management program in Grobogan district. The method used in this research is qualitative. This method was used to analyse the phenomenon of policy implementation of the basic education management program in Grobogan district. The research site was in Grobogan district. The informants are policy actors who know a lot about the basic education program in Grobogan district. The results show that the implementation of the Grobogan district education office’s policy on basic education management consists of three areas, namely (1) equalization and expansion of access to education; (2) improvement of quality, relevance and competitiveness; (3) education governance and accountability. These three areas aim to achieve the national standards of education and the minimum service standards of education.

Operational Competence of the Visual Arts Teacher in Art Practice: Interrogating the Underlying Factors

This study is on operational competence of Visual Arts teachers’ art practice, focusing on the factors influencing their competence and its relevance in contemporary contexts of arts education. Drawing upon literature from education, art pedagogy, and teacher training, this study identifies key factors that contribute to the operational competence of Visual Arts practice, including artistic skill, proficiency and reflective practice. Through an analysis of empirical studies and practical insights, the study highlights the visual arts teachers’ own art practice factors. It also underscores the significance of research informed policies and curriculum frameworks that support the holistic development of Visual Arts education and the cultivation of a vibrant artistic community within schools and society at large. It engages qualitative research design. A sample of twelve (12) Visual Arts students and one (1) Visual Arts teacher each from eleven (11) schools within the six Education Districts of Lagos State were purposively selected. Data was obtained using Portfolio Review Rubrics. Thematic Analysis was employed in analysing data gathered. Findings revealed that Visual Arts teachers’ competence in art practice differs in nuances of scope. It also revealed that teachers’ competence in art practice is a determinant of students’ learning outcome in art practice. Based on the findings, recommendations were made that workshops and conferences on art practice and pedagogy be organised for Visual Arts teachers to improve their operational competence in art practice. It further recommended that art teachers’ training curriculum be re-packaged to include more art practice activities than pedagogy so as to adequately build their art practice competence in scope and strength for prospective art teaching career.

Applying the Cognitive Walkthrough for Implementation Strategies methodology to inform the redesign of a selection-quality implementation toolkit for use in schools.

Implementation strategies are key to enhancing thetranslation of new innovations but there is a need to systematically design and tailor strategies to match the targeted implementation context and address determinants. There are increasing methods to inform the development and tailoring of implementation strategies to maximize their usability, feasibility, and appropriateness in new settings such as the Cognitive Walkthrough for Implementation Strategies (CWIS) approach. The aim of the current project is to apply the CWIS approach to inform the redesign of a multifaceted selection-quality implementation toolkit entitled Adoption of Curricular supports Toolkit: Systematic Measurement of Appropriateness and Readiness for Translation in Schools (ACT SMARTS) for use in middle and high schools. We systematically applied CWIS as the second part of a community-partnered iterative redesign of ACT SMARTS for schools to evaluate the usability and inform further toolkit redesign areas. We conducted three CWIS user testing sessions with key end users of school district administrators (n = 3), school principals (n = 6), and educators (n = 6). Our CWIS application revealed that end users found ACT SMARTS acceptable and relevant but anticipate usability issues engaging in the ACT SMARTS process. Results informed the identification of eleven usability issues and corresponding redesign solutions to enhance the usability of ACT SMARTS for use in middle and high schools. Results indicated the utility of CWIS in assessing implementation strategy usability in service of informing strategy modification as part of our broader redesign to improve alignment with end user, end recipient, and setting needs. Recommendations regarding the use of this participatory approach are discussed.

School District Housing Buyers and Educational Investment Returns: A Case Study of X District in Shanghai

As a dual carrier of educational resources and economic assets, school district housing has become an important tool for family educational investment and social class reproduction. This paper takes Shanghai's X District as an example to explore, from a sociological perspective, the purchasing behaviors of different groups regarding school district housing and their educational investment returns. It reveals the key role of school district housing in the accumulation of cultural and social capital. The study finds that high-income families, the middle class, and the working class in X District exhibit different demand tendencies when purchasing school district housing, reflecting goals of obtaining high-quality educational resources, expanding social capital, and achieving upward social mobility, respectively. The phenomenon of school district housing exacerbates the imbalance in the distribution of educational resources and limits social mobility.

SCHOOL INFRASTRUCTURE DEVELOPMENT FOR CHEMISTRY EDUCATION AND PUPILS LEARNING OUTCOMES IN CHEMISTRY SUBJECT IN PUBLIC SECONDARY DAY SCHOOLS IN RWANDAA CASE OF RUTSIRO DISTRICT

This research examined students learning results in chemistry courses in public higher-day schools in Rwanda as well as the creation of infrastructure for chemistry education in those schools. In particular, the study defined the infrastructure development for chemistry education in Rwandan public secondary day schools, examined the impact of this infrastructure development on students chemistry learning outcomes, and ascertained the correlation between the two. The study used both qualitative and quantitative techniques in a mixed-methods approach. A total of 662 respondents, comprising 175 instructors and 483 pupils in Rutsiro District, 1 District Director of Education, 1 District Education Officer, and 2 Sector Education Inspectors, were the studys target population. Using Slovins formula, the researcher calculated the sample size of 249 respondents. A pilot study was taken into consideration, and questionnaires and documentation research procedures were employed as instruments of data collecting. Respondents were selected by purposive selecting for district education officials and random sampling for students and instructors. SPSS version 21 was used to evaluate the data, and conclusions were drawn from the responses provided by the participants. Regarding the first objective, the findings show that: 95.3% of respondents either strongly agreed or agreed that the chemistry education infrastructure in public secondary schools is well-developed and used effectively 90.5% of respondents agreed or strongly agreed that facilities and the infrastructure required for chemistry education are available for learning and teaching chemistry subjects in public secondary schools and 85.7% of respondents agreed or strongly agreed that chemistry teachers in public secondary schools are properly trained to use laboratory equipment in conducting scientific experiments in chemistry subjects. Regarding the second goal, the study finds that 98.2% of respondents strongly agreed or agreed that your schools chemistry students now learn more in their classes due to the laboratories and equipment that the schools have developed for chemistry education 82.1 percent strongly agreed or agreed that having well-functioning schools has improved students attention to chemistry concepts and 85.2 percent strongly agreed or agreed that students now have more access to chemistry-related educational resources and materials because of the development of schools infrastructure for chemistry education. Since the p-value for the third aim, which is the creation of school infrastructure for chemistry teaching, is less than 0.05, the results have a positive significance for students learning outcomes in chemistry. The development of chemistry education infrastructure in Rwanda is crucial for students learning outcomes. Recommendations include establishing well-equipped laboratories with modern equipment, ensuring safety measures, designating classrooms for chemistry education, stocking the school library with relevant resources, building a central science laboratory, providing teacher training, collaborating with educational authorities to develop a curriculum aligned with international standards, and establishing a system for assessing students progress in chemistry. These measures will help improve the countrys chemistry education infrastructure and support students in achieving better learning outcomes. The researcher suggested that the next study should focus on addressing gender disparities in chemistry education strategies to promote gender equity in public secondary schools.

Challenges Experienced by Teachers when Integrating Indigenous Knowledge Systems in Natural Sciences Practical Work

This study explored what challenges teachers experienced when integrating indigenous knowledge systems (IKS), which are culture specific, into practical work in natural sciences classrooms with diverse learners. Using an exploratory qualitative case study based on an interpretive paradigm, three natural sciences teachers and two subject advisors were purposively selected from the Harry Gwala district in the KwaZulu–Natal province of South Africa. Semi-structured interviews, a focus group interview and practical work lesson observations were used to collect data that were analysed using thematic content analysis. The findings show that when indigenous knowledge was integrated with practical work, real-life activities were simulated in the classrooms. The introduction of real-life situations and IKS-based practical activities invited IKS-based learner behaviour. When simulating real-life practices, the learners’ socio-cultural beliefs became manifest. It was reported that learners assigned traditional gender roles for the practical work activities. Recent initiates into adulthood did not participate in activities that included the use of open fires because it was forbidden in their culture. Learners were also not willing to work with clay soil based on the belief that it attracted goblins, despite evidence showing its use in the building of huts and making of pots. Furthermore, teachers recognised the need to manage the conflicts and controversies that might result from integrating IKS into practical work. The study recommends education districts to establish contextualised resource centres for IKS integration that take into account the socio-cultural beliefs of local learners as a way to support the teachers.

Sistem Pendukung Keputusan Seleksi Peserta Lomba Karnaval Murid TK Di Kabupaten Pidie Menggunakan Metode Multi Objective Optimization On The Basic Of Ratio Analysis (MOORA) Berbasis Web

Kindergarten is an example of an educational sector that has been impacted by advances in computer technology. One of the most important parts of a kindergarten is student assessment and the creativity of school children. In one kindergarten there are dozens of students and each has different creativity values. However, there are problems at the Pidie Regency Education Office in assessing the process of determining the selection as the best participant to take part in the kindergarten student carnival competition in Pidie Regency. This writing will discuss the design of a decision support system using the Multi-Objective Optimization On The Basis Of Ratio Analysis (MOORA) method to select participants in the kindergarten student carnival competition in Pidie Regency. The aim of this research is to assist the Pidie District Education Office in making decisions by evaluating and ranking existing alternatives so that it is easier to determine which kindergarten student participants can take part in the carnival competition. The programming language used in designing this application is PHP using the CodeIgniter framework and HTML. For display using CSS3, namely using the Bootstrap and Jquery framework. The database uses MySQL. The tools and editors used are XAMPP for Windows, and Microsoft Visual Studio Code. The final result of this system is to provide a recommendation output ranking participants from the largest alternative value to the smallest. With this system, the Education Department will be helped and made easier in determining competition participants.

Principals’ Leadership Competencies: Implications for Educational Excellence

The study utilized a qualitative case study research design entailing an in-depth exploratory examination of principals' leadership competencies and their impact on educational excellence within the O R Tambo Inland education district. Semi-structured interviews were conducted with five principals selected from secondary schools in the district. A convenient sampling technique was used to select the participants from whom empirical data were gathered. A narrative analysis was employed to analyze the collected data, allowing for a comprehensive understanding of the principals' experiences, perspectives, and practices regarding leadership competencies and their implications for educational excellence. The findings revealed that principals play a pivotal role in shaping the school's image and reputation, attracting learners, families, and talented educators through positive attributes and effective leadership practices. Clear and measurable academic objectives aligned with the school's mission and vision are emphasized as essential for guiding educational endeavors and promoting continuous improvement. Thus, the study recommended that a collaborative approach to decision-making, professional development, and community engagement is essential for creating supportive and inclusive learning environments that empower students to thrive academically and personally.

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

A National Analysis of P–12 Equity Director Role Establishment

District “equity director” (ED) roles have grown rapidly over the past decade. Drawing on interviews and surveys with over 70 EDs across nearly 30 states, this study documents dramatic ED role growth from 2018 to 2022 specifically and examines why, according to EDs, such roles were established locally. Findings, drawing on scholarship on social activism, demonstrate how insider influence from district educators and leaders; intermediate pressure from community coalitions, parents, and students; and external coercion from state and federal education departments and civil rights agencies spurred ED role establishment. Challenges to ED efficacy are discussed, including ED role establishment as “checkbox” work and politicized attacks on district diversity, equity, and inclusion work.

Distance Learning and Challenges of Technologies by Students in Uganda

This study was conducted to examine the challenges students face in Uganda when it comes to distance learning. Uganda is a developing country and this has put a strain on the resources available to students in terms of access to technology. Therefore, this study looks to understand the challenges that students in Uganda have experienced in the shift to distance learning and the strategies that students have used to cope. A non-probability sampling technique of snowball was used to identify initial participants who meet the research criteria. In all, thirty (30) students across all levels of education in Kampala district were selected. The results showed that the majority of students reported experiencing some form of challenges related to distance learning. The most commonly reported challenges were technical problems with the learning platform and lack of access to the internet. The results of this study can inform policy decisions to better equip students and teachers for effective teaching-learning program across various educational institutions.