Educational Goals Research Articles

Leadership Behaviours and Goals Achievement in Public Senior Secondary Schools

This study aims to analyze the relationship between leadership behavior and the achievement of educational goals in public high schools in Kwara State, Nigeria. The focus of this research is on the three main elements of leadership behavior, namely the welfare package, the role of supervision, and the communication system, as well as how these elements affect educational outcomes. The research method used is a quantitative approach with a correlational descriptive design. Data were collected through adapted questionnaires and interviews with 368 teachers in various public high schools across 16 local government areas in Kwara State. Data analysis was carried out using descriptive and inferential statistics with Pearson correlation at a significance level of 0.05. The results of the study show that there is a significant relationship between welfare packages, supervisory roles, and communication systems and the achievement of educational goals. An adequate welfare package improves teacher motivation and performance, an effective supervisory role contributes to the quality of teaching, and a good communication system ensures better coordination in achieving school goals. The implications of this study emphasize the importance of holistic integration of these elements in leadership strategies to create a conducive learning environment and achieve optimal educational outcomes. This research also opens up space for further research that considers local contexts, demographic variations, and more diverse research methods to gain a more comprehensive understanding.

The Impact of Teachers' Perceptions and Readiness on Their Performance in the Implementation of the Independent Learning Curriculum

This research aims to analyze the influence of teacher perceptions and readiness on teacher performance in the Independent Learning Curriculum in one of the madrasah in East Java. This research uses quantitative methods with an explanatory and survey approach. The questionnaire was prepared based on research variables: perception, teacher readiness, and teacher performance. Research data was taken from 130 teachers who were the samples for this research using random sampling techniques. Data analysis uses multiple linear regression. The research results show a significant influence of perception on teacher performance in the Independent Learning Curriculum in madrasah. Additionally, teacher readiness significantly impacts teacher performance in the Independent Learning Curriculum in Madrasah. Overall, teacher perception and readiness significantly influence teacher performance in the Independent Learning Curriculum in madrasah. This research provides implications regarding the importance of paying attention to teachers' perceptions and readiness to improve their performance. By understanding and managing these factors, madrasah can be more effective in implementing new curricula and achieving desired educational goals.

Implementation of the Naive Bayes Method in Looker Studio for data on the achievement of Great IDN in IDN Akhwat School

The IDN Hebat program is an important tool for schools to track and analyze student achievement data. However, with the targeted activities in the IDN program, challenges arise in managing and measuring achievement data efficiently. The research aims to develop a Web Cloud-based data management system for IDN Hisbat achievements at IDN Akhwat School by utilizing Google Looker Studio and the Naive Bayes Algorithm. The data source used in this study is by applying a classification dataset obtained from student achievement information data in the Great IDN Program. The results of this analysis show that the highest accuracy of teaching achievement fell on the status of exceeding the target with a percentage of 89%, and the highest class that placed the status above the target was class 9A with an average percentage of 35%. In addition, the results from this analysis can help coordinators and schools in planning more effective and strategic programs in the future. Overall, this study provides important benefits in improving the quality of teaching and student coaching, as well as supporting data-driven decision-making. This study is expected to enhance the efficiency, accuracy, and effectiveness of managing student achievement, while also supporting the attainment of optimal educational goals for each student to achieve extraordinary results.

Critical Evaluation of the Independent Teaching Platform in Improving Education Quality Considering Ivan Illich's 'Deschooling Society' Principles

The integration of the Merdeka Mengajar Platform (PMM) in the Merdeka Belajar Curriculum aims to enhance the quality of education and self-development of teachers in Indonesia through an efficient online learning model. However, its utilization requires critical evaluation considering the challenges and negative impacts observed in practice. This study critically examines the use of PMM through the lens of Ivan Illich's "De-schooling Society" principles. Illich's critique emphasizes the risks of technological dependence, commodification of education, and the potential erosion of human relationships in learning environments. The research employs a literature review method, drawing on scientific journals, articles, books, and policy regulations. Findings highlight the relevance of Illich's concerns to the current use of PMM, including the potential for increased technological dependence, inequitable access, and diminished human interaction. Despite PMM's benefits in fostering professional development and collaborative practices, its uncritical application risks undermining social solidarity and perpetuating educational inequalities. The study concludes with recommendations for stakeholders to balance technological integration with human-centred educational practices. Emphasizing the need for inclusive access, careful monitoring, and alignment with the principles of independent, character-building education, the paper suggests ways to mitigate the adverse effects identified. Reflecting on Illich's vision, it calls for a cautious approach to ensure PMM contributes positively to educational goals.

Schoolfeeds: A study of principals’ governance of school social media pages and students’ data, privacy and treatment

It is common for contemporary schools to have a presence on social media for the purpose of connecting with the school community and often the wider public. Drawing on the perspectives of five Australian non-government principals, the study explored why schools engaged with social media and the approaches used to manage the school's social media activities. We found that the main perceived value was in marketing the school to prospective families, which required active curation of posts and comments to ensure a positive image was presented and maintained. We further found that principals consider social media platforms to be neutral mechanisms for communication, not dissimilar to previous forms of communication long used by schools to engage with their communities. When viewed through a data justice lens, we argue that these views result in unintended consequences by presenting an image of the school that does not represent the diversity of its students and activities and by perpetuating the exploitative practices of commercial platforms that commodify students’ data. There are also missed opportunities for schools to better promote their educational goals and activate students as agents in representing themselves online and developing their data literacy. We propose that by adopting the term ‘schoolfeeds’ we can promote a more critical engagement with school social media that can lead to better policy and practice.

To go big, we have to go home: building foundations for the future of community-engaged and public-facing research in linguistics

Abstract In this article, we discuss various public-facing scholarly activities we have engaged in and how these initiatives have reached large audiences to widely spread messages about language and linguistic equity and inclusion. We provide guidance for how to launch, coordinate, and carry out public outreach initiatives and community-engaged research, how to navigate potential pitfalls and position these efforts for success, and how to demonstrate the direct value and relevance of the work. We also offer strategies and advice for other linguists engaging in public outreach endeavors, especially with regard to connecting community-engaged work with teaching and research for maximal impact within the scholarly ecosystem. Community-engaged research and public-facing initiatives are best conceptualized and undertaken in comprehensive, intentional, informed by, and planned in ways that align with best practices in the literature and integrated into the scholarly enterprise. We assert that public-facing work is critical to the relevance and impact of linguistics and higher education. Most importantly, public-facing work that makes insights from research relevant to the public can help advance the broader goal of education for social impact and the public good.

Disciplinary vocabulary and mastery of educational objectives in first-grade

BackgroundIn contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions. AimsTo measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives. SampleOne-hundred-and-seventy-four Chilean first-grade students in 26 schools. MethodsWe identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals. ResultsDisciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory. ConclusionsDisciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words.

REQUIREMENTS TO IMPROVE STUDENTS' SPEAKING SKILLS THROUGH INFORMATION TECHNOLOGY

In this study, we critically examine the challenges and strategies for enhancing students' speaking skills in English as a foreign language, with a focus on the integration of information technology. Recognizing the central role that speaking plays in language acquisition, we identify key obstacles that students face and propose practical, technology-driven solutions to overcome them. We explore the dynamics between students and teachers, the organization of lessons, and the implementation of targeted interventions to improve speaking proficiency. By analyzing the interaction between educational goals, content delivery, and student engagement, we offer a comprehensive framework for optimizing language instruction. This research is particularly relevant in today's rapidly evolving educational landscape, where innovative methodologies are crucial for achieving superior learning outcomes. Our findings provide actionable insights for educators and policymakers seeking to enhance English language education through strategic use of technology and pedagogical best practices.

Transferring knowledge and skills from an international collaborative nursing educational program to clinical practice: A qualitative study

BackgroundThe effective transfer of knowledge and skills is the primary goal of nursing education. Despite this, little is known about how knowledge and skills gained through international collaborative nursing educational programs is applied by nurses. ObjectivesTo describe the experiences of knowledge and skills transfer among nursing graduates from an international collaborative educational program to their clinical practice and ongoing study. MethodsA qualitative design was employed for this study. In 2023, fifteen interviews were conducted with nursing graduates from a Chinese-Swedish collaborative nursing educational program at Lishui University in eastern China. Directed content analysis was utilized to analyze the interview data. ResultsNursing graduates gained both knowledge and skills that surpassed the educational goals of the international collaborative program. Throughout the application and transfer of knowledge and skills, participants reported both positive and negative experiences. Notably, a gap persisted between basic nursing theoretical knowledge and clinical practice. Additionally, deficiencies were identified in the transfer of nursing research knowledge, indicating areas for improvement in future nursing education. ConclusionThe findings suggest that knowledge and skills from an international collaborative nursing educational program can be successfully transferred to clinical nursing practice and postgraduate study. However, addressing the gap between theoretical knowledge and practice, particularly in updated basic nursing knowledge and practice, is essential. Furthermore, there is a need to enhance awareness and attitudes towards nursing research among nurses, emphasizing the importance of continuous learning.

Manajemen Pembelajaran Berdiferensiasi PAI Kurikulum Merdeka Pada SMKN 1 Bakam

This research is based on failure and ignorance in managing learning for teachers, students and the learning process. Learning using conventional methods (teacher center) without distinguishing between the various characteristics of students results in monotonous learning and tends to be more passive. Therefore, religious learning and morals have not shown results that are in accordance with educational goals and the application of PAI learning in everyday life is less than optimal. This causes complex moral degradation in students both as perpetrators and victims. The aim of writing this thesis is to explain PB management and its implementation in PAI lessons at SMKN 1 Bakam. This type of research is qualitative research with descriptive methods and uses a phenomenological approach. The data collection methods used were interviews, observation and documentation. Then the data is analyzed using a data reduction pattern, data presentation followed by drawing conclusions. The data collection technique was carried out using purposive sampling followed by testing the validity of the data in the form of triangulation. This research was conducted at a vocational school center of excellence as a pilot project. PAI differentiated learning management in the independent curriculum at SMKN 1 Bakam uses 5 patterns, namely: (a) Preparation of KOSP (vision, mission and goals); (b) Preparation of learning administration and learning tools; (c) Implementation of differentiated learning; (d) Carry out academic supervision; (e) Formative assessment and summative assessment. Management of differentiated learning implementation is carried out with steps: 1). Develop learning administration (effective week, prota, prosem) and learning tools (CP, TP, ATP and teaching modules); 2). Conditioning teaching materials with methods, media and learning environments; 3). Carry out differentiated learning with steps: Pre-activity (non-cognitive and cognitive assessment); initial activities of content differentiation (material, interests and learning styles); core activities of process differentiation (use of methods, models and media), product differentiation (goods, services); Concluding activities with formative assessment activities; 4). Conduct learning assistance; 5). Conduct summative assessments

Solving Not Answering. Validation of Guidance for Writing Higher-Order Multiple-Choice Questions in Medical Science Education

AbstractProblem-solving and higher-order learning are goals of higher education. It has been repeatedly suggested that multiple-choice questions (MCQs) can be used to test higher-order learning, although objective empirical evidence is lacking and MCQs are often criticised for assessing only lower-order, factual, or ‘rote’ learning. These challenges are compounded by a lack of agreement on what constitutes higher order learning: it is normally defined subjectively using heavily criticised frameworks such as such as Bloom’s taxonomy. There is also a lack of agreement on how to write MCQs which assess higher order learning. Here we tested guidance for the creation of MCQs to assess higher-order learning, by evaluating the performance of students who were subject matter novices, vs experts. We found that questions written using the guidance were much harder to answer when students had no prior subject knowledge, whereas lower-order questions could be answered by simply searching online. These findings suggest that questions written using the guidance do indeed test higher-order learning, and such MCQs may be a valid alternative to other written assessment formats designed to test higher-order learning, such as essays, where reliability and cheating are a major concern.

THE EFFECT OF ACCOUNTABILITY, TRANSPARENCY AND ACCOUNTING INFORMATION SYSTEMS ON EFECTIVENESS OF BOS FUND MANAGEMENT ON BATAM STATE HIGH SCHOOL

Schools are one of the public sector organizations engaged in the education sector that has played an important role in producing quality generations. The goal of national education is to train a young generation with personality, intelligence, and skill. This study analyzes the effect of accountability, transparency and accounting information systems on the effectiveness of Bos fund management. The research method is quantitative research using multiple regression analysis and hypothesis testing. The results of this study are accountability has a positive and significant effect on the effectiveness of the management of Boss funds at Batam Negri High School, transparency has a positive and significant effect on the effectiveness of the management of Boss funds at Batam Negri High School, Accounting Information Systems has a positive and significant effect on the effectiveness of the management of Boss funds at Batam Negri High School, and together accountability, transparency and accounting information systems have a positive and significant effect on the effectiveness of the management of Boss funds at Batam Negri High School.

PENGAJARAN AGAMA KATOLIK MENUMBUHKAN KARAKTER KRISTIANI KASIH, RELA BERKORBAN, DAN DAMAI PADA DIRI SISWA

Catholic Religious Education in schools is a compulsory subject given by an educator to educate and foster students to develop into individuals with good intellectual and character. One of the goals of Catholic religious education is to foster Christian character in students in addition to developing intellectual abilities. Christian character is a spiritual seed embedded in the self and heart of each individual based on faith in Jesus Christ. Cultivating Christian character through Catholic religious education is an important effort that needs to be done by a Catholic religious teacher as an educator so that students can grow into individuals with Christian character. This study was conducted with the aim of exploring which Christian characters grow as a result of Catholic religious education in schools. This study uses a qualitative research method with a phenomenological approach. The informants in this study were seven Catholic religious teachers who were still actively teaching at high schools in Madiun City. The research data analysis activities included reading all research data, reducing research data, presenting research data, interpreting research data, drawing conclusions on the results of research data analysis, and verifying research data. The contribution to this study is to complete and present the Christian character that grows through Catholic teaching that has not been in previous research. The results of this study indicate that the impact produced in efforts to grow and shape the Christian character of students through Catholic teaching in schools is the development of characters of love, sacrifice, and peace in students.

The Role of Guidance and Counseling in Forming Pancasila Student Profiles

The negative impact of digitalization on students' personal development and moral degradation highlights the urgency of character education as a solution. The government's strategic plan for implementing the Pancasila student profile requires the contribution of counselors as front guards in strengthening character education in schools. This study aims to describe the role of Islamic guidance and counseling on shaping the profile of Pancasila students. The research method applied in this paper is qualitative research with a literature study approach. The researchers gathered the data from supporting articles, books, and research publications. This research reveals that the innovative programs such as online consultations, intensive character courses, and the role of Pancasila student agents are also explained as concrete efforts in achieving character education goals. A proper understanding of the role of counselors in harmonizing the Pancasila student profile, as well as the urgency of awareness and commitment of all school members to achieve intelligent students with character in national and state life.

U.S. Secondary Students’ Source-Based Argument Writing in History

Developing students’ source-based argument writing skills is a vital educational goal for the 21st-century information society. Consequently, researchers and educators continually seek ways to understand and improve students’ capacities for advancing arguments and synthesizing multiple documents, texts, or sources in a range of subject areas in secondary schools. This study examined differences between middle and high school students’ argument essays (N = 207) in multiple dimensions of source-based argument writing in history, the dimensions writing in history, and the relations of identified dimensions to overall writing quality. Using multivariate analysis of covariance, middle and high school students’ writing significantly varied in areas of writing related to language use, the presentation of ideas, and evidence use. Their writing varied less so for skills related to historical thinking, indicating a lack of development in these skills across secondary school. Findings from confirmatory factor analysis and structural equation modeling showed a bifactor model with a general factor and 4 specific factors—Presentation of Ideas, Evidence Use, Language Use, and Historical Thinking—best represented writing in this genre, with the general factor strongly predicting holistic writing scores. Implications for both research and educational practice are discussed, including the importance of attending to developmental variation in discrete writing skills.

Using Metacognitive Questionnaires to Develop Translator Trainees’ Strategic Sub-competence: A Case Study

The status quo in higher education around the globe has shifted from teacher-centered approaches to learner-centered ones. Yet, researchers in the field of translation teaching argue that advances made in teaching and learning in other educational areas are not apparent in translation classrooms. Although translator educators embrace learner-centered approaches, more efforts are required to make translation training classrooms more learner-centered. Translator educators must meet this challenging transition if they wish to achieve the goals of 21st-century education. Research in the field of education has shown that metacognition can help learners be in charge of their learning. Thus, this study seeks to develop translation trainees’ strategic sub-competence through the use of metacognitive questionnaires. The results of this study confirm the positive effect of metacognitive questionnaires on the development of translation trainees’ strategic sub-competence. The findings also show an increase in planning and evaluation strategies and a shift from focusing on individual words to paying more attention to the target text.

Teaching Civics: An Overview of Instructional Strategies Using Primary Sources, Role-Play and Simulations, and Academic Service Learning for Teaching Civic Knowledge, Skills, and Dispositions

Civic education is essential to the perpetuation of American self-government. Despite this important role, civic education in the United States has been neglected for several decades and is only recently seeing a resurgence in the classroom and as a focus of research. Conceptions of what constitutes effective civic education vary widely, creating a great multiplicity in what is measured and how, and obfuscating which pedagogical practices are most effective. This paper provides an overview of civic education and the outcomes—including civic knowledge, civic skills, and civic dispositions—that are the goals of such education. We then examine three pedagogies—instruction through primary-source analysis, simulation-based learning, and academic service learning—and review examples of the civic outcomes of these pedagogies. We seek to answer several questions: How are these instructional practices defined? What debates and challenges surround their implementation? What evidence is there that such techniques result in civic outcomes? Finally, what implications are there for the social studies classroom? We demonstrate that these three pedagogies have the potential to improve civic learning, and that a mixture of engaging and effective pedagogies is ideal. We encourage further research on the civic outcomes resulting from the implementation of various pedagogies.

Challenges Facing Female In-Service Students in Pursuing Higher Education in Tanzania: A Literature Review

This study reviews literature on the barriers and challenges faced by female adult students in Tanzanian colleges and universities. By employing a systematic literature review methodology, the study collected and analyzed multiple research studies to comprehensively address the specific research question. The primary objective was to raise awareness of these challenges and to call for collaborative efforts from families, spouses, peers, institutions, and communities to address them. Despite significant strides toward gender equality in education, female in-service students in Tanzanian higher education institutions continue to face numerous obstacles. The findings reveal that these students struggle to balance household duties with academic commitments, leading to heightened stress and compromised well-being. Financial constraints further exacerbate their challenges, hindering their ability to cover tuition fees and other educational expenses due to a lack of support from spouses and institutions. The study concludes that systemic changes within educational institutions are necessary to recognize and accommodate the unique needs of female in-service students. By fostering a supportive environment and providing necessary resources, educational institutions can empower female students to pursue their educational goals without sacrificing their roles as caregivers and homemakers. Collaborative efforts from families, spouses, peers, institutions, and communities are essential in achieving this aim and promoting gender equality in higher education

Inclusive Education as A Wicked Problem: Introducing Systemic and Service Design Approach to Tackle the Challenge

Inclusiveness is a principle of our current school system. Inclusive education should ensure equal learning opportunities for all, avoid stigmatising differences, and accept diversity in pupils. The goals are promising, but the implementation of inclusive education is a wicked problem intertwined with student, teacher, school community and wider societal factors that are difficult to manage and reconcile. Can the goals of inclusive education to be achieved or will inclusiveness of schools lead to a situation where the conditions for learning, school practices and teaching resources are further stretched and learning for all becomes more narrowly focused? This article examines inclusive education as a wicked problem and how this perspective can aid in managing the inclusive education challenge at hand and how systemic design approach and service design can tackle these challenges. There will be provided four practical challenges where the proposed approaches and tools can be especially useful.

Evaluation Method of Intelligent Teaching in Physical Training Classrooms Based on Multimedia Information Retrieval Technology

In different historical periods, people have different demands for Physical Education (PE), and the educational goal of school PE will also change, and the teaching mode and requirements of school PE will also be different. Multimedia information retrieval (IR) technology refers to searching in a large-scale multimedia database according to the content and context of media and media objects. In this paper, the Back Propagation instructional level of physical training class, and model is established. The BPNN is used to analyze the Multimedia IR data, and the simulation and experiment show the effectiveness of the assessment model, which provides a new method for comprehensively, fairly and scientifically evaluating the teaching work. This method is improved by 11.85% compared with the comparative assessment algorithms. The method of using BPNN to evaluate instructional level is easy to operate, which can overcome the shortcomings of traditional assessment methods, and avoid the complicated process of traditional assessment of instructional level.