Ideal School Research Articles

Qualifications of the Ideal Tourism School Administrator: A RepGrid Review

The school administrator has one of the most important roles in the success of an institution and in the execution of processes, especially in some fields like tourism including practical parts. For this success and effective management, there are certain qualities that the school administrator should have. The aim of this study is to examine the cognitive constructs of teachers and to reveal the qualities that the administrator working in tourism should have. Repertory Grid Technique was used in the study, which was prepared according to qualitative research patterns. The study group consisted of 40 teachers working in tourism schools, who worked with at least 6 different administrators. As a result of the study, honesty (η=8, 20.0%), (2) fairness (η=6, 15.0%), (3) personal feature; emotional intelligence; sensitivity (η=5, 12.5%) are the most important qualifications. When these results are taken into consideration, it becomes clear that ideal school administrators should pay attention to these qualifications. It is an important suggestion to pay attention to these qualities in the selection of tourism school administrators.

What are the languages in my school? Pre-service teachers’ decisions when designing ideal schools in the Basque context

ABSTRACT This paper analyzes how future educators would design their ideal school in the context of the Basque Country, with particular attention put on language planning and language teaching aspects. More specifically, we focus on the ideas about the languages to be included in the curriculum, the modes of inclusion of students’ home languages and the language policies they would establish in their ideal schools. For that purpose, pre-service teachers’ (N = 56) written reflective tasks were analyzed through thematic analysis. Findings show that these future teachers would ideally design Basque immersion schools, with an increase of English-medium class hours, and would include mainly hegemonic majority languages such as German and French as optional foreign languages. Students overall show multicultural awareness and would include students’ home languages in their schools, although the ways to do so are rather superficial. Concerning language policy, students show divergent views on the use of L1 or the exclusive use of the target language in language learning.

The ideal school for mainstreaming students' dreams

This research was conducted to determine the ideal school that mainstream students dream of. The research was conducted using the phenemology approach, one of the qualitative research models. Participating in the research were students with mild special needs who attended inclusive education in Turkey and had no problems understanding and answering the questions asked, as well as the teachers and parents of these students. The study collected data from 28 inclusion students with special needs, 28 parents of these students, and 28 teachers. We obtained data using semi-structured interview forms. The analysis of the data obtained was done using the content analysis technique. As a result of the research, it was found that the wishes of inclusive students regarding school/class were collected in four themes: arrangements in teaching, lessons and environment, and positive attitudes. In addition, it was determined that the requests of the inclusion students from their parents regarding the school/class consisted of three themes: arrangements in the lessons and environment and positive attitudes, and their complaints consisted of two themes: peer bullying and social acceptance. In light of the research findings, it is recommended to conduct advanced research based on having inclusion students write stories about the school/class, keeping a diary, and collecting the information they convey to their close circle in order to determine the ideal school of their dreams.

Opportunities in promoting teacher ethics in Tanzania’s public primary schools through quality school-based professional development programmes

PurposeThis paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct in Tanzanian primary schools.Design/methodology/approachThis qualitative study uses an institutional ethnography design. The data were collected through interviews, focus group discussion, observation and documentary review. Data analysis was guided by Braun and Clarke’s (2006) framework of thematic analysis.FindingsOpportunities to promote teacher ethics drew on quality S-BPD programmes. These opportunities include interactions with morally committed teachers, introduction of the civic and moral subject, prevalence of teacher misconduct, ideal school leadership and development and access to affordable technology.Practical implicationsThe study provides useful insights into how to reshape teachers’ ethical competences and to link theory and practice in teaching. Moreover, the study suggests school-based solutions to the problem of resource scarcity for teachers to retool their professional competences.Originality/valueThe opportunities revealed are critical for promoting teacher ethics through quality S-BPD programmes in primary schools because teacher ethics is learned. The study offers insights into how to improve teacher ethics in primary schools. It concludes that internalising these opportunities as a whole is vital, as they have the potential to promote teacher ethics in Tanzanian public primary schools.

School climate: Using a person–environment fit perspective to inform school improvement

Strong and consistent findings suggest that a positive school climate is related to improved student outcomes. However, assessment of the school climate rarely considers the environmental fit (or misfit) between individuals' actual or lived experiences and their preferred environment. This study drew on a person-environment fit perspective to examine whether: students’ experiences of the school climate (actual environment) differed from their views of their ideal school climate (preferred environment); the views of the actual and preferred environment differed between schools; and the actual–preferred discrepancy (as a measure of the environmental fit) was related to student wellbeing, resilience and reports of bullying. The results from the analysis of data collected from 993 upper primary school students suggest that outcomes were enhanced when the perceived environment more closely matched the preferred environment. Our study’s findings support using a person-environment fit perspective alongside a socio-ecological approach to inform strategic decisions for school improvement efforts.

Prevalence of Postural Deformities Among School Going Children in Rural Areas Due To School Furniture: A Cross-Sectional Study

Posture is an upright position that is generally kept against gravity. Body posture is influenced by many factors including general health, musculoskeletal alignment, body endurance, muscle strength, weight, height, fatigue, state of mind, and age etc. The perfect collaboration between segments of the body is called good posture. The imperfect collaboration between segments of the body is called bad posture. Abnormal body posture can cause various musculoskeletal disorders along with headache, fatigue, cervical and lumber pain. The prevalence of musculoskeletal disorders in school going children can be reduced by macro and micro ergonomic approach such as postural awareness, furniture design and bag pack loads carriage. School pupils sit for many of their classroom lessons and adopt different postures. An inappropriate body posture can destroy a student’s interest, even during the most stimulating lecture. School children attend schools for a considerable amount of time, 6 h a day on average. They spend the largest part of their time at school performing different related activities, which lead them to be seated on their seats constantly for a long time. Classroom furniture is usually not designed to accommodate the dimensions of the individual user. Considering that school is an ideal setting for the acquisition of healthy habits that can continue into adulthood, it is necessary to implement actions to identify ideal school furniture dimensions.

An online survey capturing the views of stakeholders on primary school food systems across the four UK nations

BackgroundIn 2020, the Generating Excellent Nutrition in UK Schools (GENIUS) Network was established to develop an understanding of the school food system across the four UK nations. This study explores stakeholders’ views (headteachers, teachers, parents and pupils) on what works well, the challenges, and what an ideal primary school food system includes.MethodsAn online ‘School Food Survey’ was created in Qualtrics XM including closed and open-ended questions about the primary school food system. The Qualtrics link was distributed to stakeholders with an interest in school food through key contacts and networks across the four UK nations (21st June to 21st July and September 2021). Responses from the open-ended questions were exported from Qualtrics into Excel and analysed using SPSS. Aspects of qualitative content analysis were applied to summarise, code and quantify responses. Identified codes were entered by stakeholder, for example, parents and their response to the question into a Matrix table to allow identification of categories, themes and interpretation.ResultsA total of 509 participants completed the survey: most participants were from Scotland (n = 281; 55%) and England (n = 213; 42%) and were parents (n = 394). There were some consistent views across stakeholder responses, for example, the range of healthy options, costs, and portion sizes offered to pupils. Parents views varied, with some expressing the range of healthy options worked well and others reporting too many unhealthy choices. The cost of school food and school food funding presented challenges for both parents and schools. For parents, an ideal school food system would include a wide variety of fresh healthy food choices that were made on site, use quality produce, be inclusive for all cultures and diets, and provide food portion sizes appropriate for pupils ages.ConclusionsThe findings iterate the diversity and some inconsistencies between stakeholders, emphasising the complexity and competing tensions school food systems encounter. Parental involvement and consideration of school-level and national factors are important when identifying challenges, what works well and describing an ideal primary school food system.

Seeking the Ideal School Leader: A Qualitative Study about Greek Teachers’ Point of View

The voluntary and willing participation of followers is a necessary prerequisite for the emergence of the leadership phenomenon. However, followers' view about leaders and leadership is usually overlooked in research. The present study therefore aims to explore teachers' opinions about the ideal school leader and the effect of leadership in education. Data for this study were collected using free text as a research tool and qualitative content analysis as a research method. Findings reflect the leadership models that participants preferred for education, the qualifications that -in their opinion- the ideal leader possesses in a school unit, as well as the influence that they estimated that leadership has in the educational field.

Motivation and Learning Conceptions That Matter When Considering Global Citizenship Education

35 undergraduate students enrolled in a Primary Education Program participated in an innovation activity consisting of creating an ideal school and promoting a global citizenship education. The students completed a survey in which they evaluated the lesson they received from their peers in terms of motivation and the type of activities carried out in terms of the learning conception promoted. We followed a quasi-experimental pre-test-post-test design using a Wilcoxon signed-rank test. Results observed a significant increase in only in meaning motivation. Athough no significant shifts in learning conceptions were found, there was a trend toward interactive and applicative learning approaches.

Membimbing Siswa Bermasalah Melalui Refleksi (Analisis Peran Bu Prani Sebagai Guru Bk Dalam Film “Budi Pekerti” Karya Wregas)

The film "Budi Pekerti" by Wregas Bhanot presents an inspirational story about the role of a school counselor in guiding troubled students. This study aims to analyze the representation of the school counselor's role in the film. A qualitative research method with Teun A. van Dijk's discourse analysis approach was applied. The results of the analysis show that the character Bu Prani is represented as an ideal school counselor who is wise and compassionate in guiding troubled students. She does not punish, but always provides "reflection" which encourages students' self-introspection and positive change. This representation is relevant to the need for a new approach in education today, where punishment is considered ineffective in changing long-term student behavior. School counselors are seen as key figures in realizing this paradigm shift through dialogical and humanistic approaches. This study concludes that the figure of Bu Prani can inspire Indonesian school counselors to be more optimal and creative in guiding troubled students through reflection, not punishment. This film has the potential to become a powerful educational medium to build a new perspective in dealing with troubled students.

Gendered constructions of good management by men school leaders: Between hegemonic and caring masculinity

This qualitative study explored the gendered constructions of good management by men school leaders. The research participants were 30 men school leaders in Israel, selected through purposive sampling. The study aimed to identify the dominant discourses of masculinity and how they shaped ideal school leadership practices. The authors conducted semi-structured interviews with the participants and used thematic analysis to explore the data. The findings suggest that the participants constructed good management using two prototypes of masculinity: hegemonic and caring. Hegemonic masculinity was associated with traditional managerial styles, such as being focused on the task and achieving excellence, using charismatic-visionary behaviours and a focus on resources and organizational structure. By contrast, caring masculinity involves more empowering behaviour styles, concern for others, and the distribution of power. To be regarded as good managers, some participants adopted an androgynous management style, indicating the ongoing struggles associated with the gender experiences of current men leaders.

Özel Yetenekli Öğrencilerin Okul Ortamında Karşılaştıkları Sorunlar ve Çözüm Önerileri

This study aims to identify the difficulties experienced by gifted students in the school environment and gather their proposed solutions, with the ultimate goal of understanding their perspectives on an ideal educational model. In pursuit of this objective, the study sought the perspectives of gifted students on their school environment, teachers, and peers, with a focus on the problems they encounter and their coping strategies. Participants in this study were selected using a simple random sampling method and consisted of 13 female and 13 male students attending primary and middle school levels. Data were obtained through one-on-one interviews with gifted students using semi-structured interview forms and analyzed using the descriptive content analysis method. Participants in the study expressed that they face challenges in educational settings, attributing these issues to problems related to their peer group, teachers, and the school environment. They also mentioned that they attempt to cope with these problems either by seeking support from their peers, families, and teachers or by developing individual solutions. In their ideal school experience, participants expressed the desire for the inclusion of talent-specific classes, the establishment of an equitable, social, and democratic environment, and the absence of homework and exams. In the context of the findings obtained, it is recommended that extra classes, activities, and support services tailored to the talents and interests of gifted students should be provided. Additionally, seminars and in-service training should be offered to teachers. Moreover, it is suggested that parents of gifted students and educational stakeholders receive education on giftedness, the challenges they face, and possible coping strategies. Furthermore, peer groups should have their awareness increased regarding individual differences and peer relationships through supportive content and guidance practices.

Peningkatan Minat Baca Siswa Melalui Pekan Literasi dan Pembiasaan 15 Menit Membaca: Studi Kasus MI Mulyadarama Girimukti

The School Literacy Movement (GLS) has been implemented since March 2016. However, its implementation is still not effective in West Java. This study aims to increase reading interest in MI Mulyadarma, Girimukti Village, Cipongkor District, West Bandung Regency. This school has limited internet access, book diversity, and school facilities, that are below the standards of an ideal school. Student’s interest in reading is increased in two ways. The first way is by encouraging 4th-6th grade elementary school students to read for 15 minutes before the class starts, for 3 weeks. The second way is by providing mini libraries in each classroom. Data collection was done using questionnaires. The questionnaire was given before and after the program, so that the achievement of the program could be evaluated. The result shows that the reading habit for 15 minutes before class and providing mini libraries in the classroom successfully increased students’ interest in reading significantly. Students who read books for more than 60 minutes per day increased by 33%. Student interest in reading increased by 64%, while their reading awareness increased slightly by 12.5%.

Parental perception of children's school lunch milk

School lunch programs are mandated by the US Code of Federal Regulations to serve pasteurized milk that is skim or 1% fat and fortified with vitamins A and D. In recent years, proposals have been made to alter nutritional requirements for school lunches and school lunch milk, including changes to the milk fat and flavor options available. The objective of this study was to evaluate parental understanding and perception of school lunch milk to better understand how changes to school lunch milk are perceived by parents. Four focus groups (n = 34) were conducted with parents of school-aged children (5-13 yr) who purchased milk as part of a lunch at school. Participants were asked about school lunch milk, including nutritional content, packaging, and flavoring. Focus groups included a build-your-own milk activity and discussion of children's milk products currently available on the market. Two subsequent online surveys were conducted with parents of school-aged children (survey 1, n = 216; survey 2, n = 133). Maximum difference scaling was used to evaluate what beverages parents would prefer their child to drink at school (survey 1) and which attributes of chocolate milk for children were most important to parents (survey 2). An adaptive choice-based conjoint activity (survey 1) included flavor, milk fat, heat treatment, label claims, and packaging type. Both surveys included questions to evaluate knowledge of milk nutrition and attitudes regarding milk and flavored milk. Agree/disagree questions were used in both surveys to assess parental opinions of school lunch milk. Survey 2 also included semantic differential (sliding scale) questions to assess parental opinions of chocolate milk and their acceptance of sugar alternatives in chocolate milk served in schools. Parents were familiar with the flavor options and packaging of school lunch milk, but expressed limited familiarity with school lunch milk fat content. Parents perceived milk to be healthy and a good source of vitamin D and calcium. From survey results, parents placed the highest importance on school lunch milk packaging, followed by milk fat percentage and flavoring over label claims and heat treatment. The ideal school lunch milk for parents was unflavored (white milk) or chocolate, 2% fat, and packaged in a cardboard gabletop carton. For school lunch chocolate milk, 3 distinct clusters of parents with differing opinions for children's chocolate milk were identified. Parents are largely unfamiliar with the specific attributes and nutritional profile of milk served in schools but believe that schools should offer milk to their children as part of breakfast and lunch. Parents in both surveys also displayed a preference for 2% fat milk over low-fat options, which provides actionable insight for both governmental bodies determining educational and nutritional policies for school meals and fluid milk producers seeking to optimize their products intended for schools.

School Culture Triage and Classroom Management Strategy: Basis for School Culture Enhancement

The study determined which components of school culture triage best influence the classroom management strategies of public high school teachers. A non-experimental quantitative research design using correlation technique was applied. In analyzing the data, weighted mean, Pearson r and linear regression analysis were used. The results revealed that the overall level of aspects of culture triage is very high, which indicates that the ideal school culture triage is most of the times observed. Moreover, results further revealed that Managing Classroom Behavior obtained the highest mean described as very high. And that the overall mean results revealed that the study has a descriptive level of very high. Additionally, the study further revealed that there is a significant relationship between culture triage and classroom management strategies. Furthermore, the indicators professional collaboration and affiliative collegiality best influence classroom management strategies since their sig values are less than 0.05.

A Study on the Significance of Orthodontic Treatment among Bangladeshi School Children

Introduction: The treatment of malocclusion places a considerable burden on health care resources globally, particularly when funded by public means. In an attempt to prioritize the treatment of malocclusion, various occlusal indices have been developed based on the severity of malocclusion and/or the conceivable destruction it may cause to oral health if left untreated. However, it has been recognized that perhaps people seek and undergo orthodontic treatment not because of anatomic irregularities, but because of the consequences of the esthetic impairment caused by a malocclusion. Thus, malocclusion and orthodontic care have become a quality-of-life issue. This study aimed to assess the significance of orthodontic treatment according to an index (Index of Orthodontic Treatment Need) among Bangladeshi school children in the late mixed dentition stage. Methods: This Cross-sectional descriptive study was conducted at the Ideal School, Banasree Project, Rampura, Dhaka, and Faizur Rahman Ideal School, Banasree, Dhaka, Bangladesh. The study was conducted from 25th September 2010 to 25th January 2011. A total of 126 school children were included in this study. Result: Among 126 school children, 39.68% belonged to the age of 10, 24.61% were the age of 11, and the rest 35.71% belonged to the age of 12. The study showed male predominance, having 75 (59.52%) males and 51 (40.48%) females. Among the study population, 19% of the children came from a family whose monthly income was 20000tk, while 13.50% and 11.90% of the children belonged to families whose income were 18000tk and 15000tk respectively and the rest of the families whose parent’s monthly income was less than 15000tk. About 50% of school students were diagnosed as Grade 1, 22.2% were in Grade 2, 24.6% were in Grade 3, 1.6% was in Grade 4 and 1.6% were in Grade 5. 28 respondents of age 10 years; 10 respondents of age 11 years; 25 respondents of age 12 years needed no treatment. 11 respondents of age 10 years; ......

New View of the Idea about Art Education, Reflected in the “School Practice” Journal Since 1906

At the beginning of the twentieth century in Bulgaria the developmentof the idea about art education has “common features” with the progressiveprocesses in other European countries, but is characterized with originality, which is determined by the national image and vitality of the Bulgarian art, influenced by the newly established National academy of art and from the democratic traditions in our enlightenment work. The article attempts a new reading of the “School Practice” journal, published in the period 1906 – 1912, which reflects bold and progressive for its time pedagogical ideas related to the utopian idea of the ideal school. The study of these progressive ideas for its time is based on historical retrospection, study and interpretation of selected articles published in the “School Practiceˮ journal.

International school accreditation: An isomorphic force against creativity in a growing competitive market

Despite the large number of new international schools opening each year, very little innovation is evident in the market. DiMaggio and Powell (1983) use institutional isomorphism to explain the phenomenon of organisations in a field being similar and this paper investigates the extent to which accreditation contributes to that phenomenon. By reviewing the handbook, standards, and lesson observation tool of one large, global accreditor, a picture is built in this paper of the ‘ideal school’ that would perform well in an accreditation review. Accreditation was found to restrict how the school is managed, narrow the learning philosophy of the school, and prescribe the practices that take place in the classroom. Opportunities for limited creativity were found in teachers’ design of learning activities, with the caveat that those activities must be aligned to prescribed curriculum standards.

Schools’ digital renewal: Steps to the “ideal school”

Schools’ digital renewal is seen as a schools’ changes process (learning goals, educational environment, teaching/learning process, school management) have started several decades ago and continues today in the growing digital environment. Schools are moving along the path of the digital renewal at different paces and are located at different stages of the process. The digital renewal stages (computerization, early and late informatization, digital transformation) are considered as groups of the developmental states where each specific school is located in the digital renewal process. At each of these stages, school communities have a specific vision of the possible/desired future, which becomes a base for the creation and implementation of the development programs. It is recommended to take this fact into account in the development of recommendations for the creation of an “ideal school”, and to prepare several such descriptions that correspond to the peculiarities of the development of the school at the appropriate stage.

Management of Human Resource (HR) Empowerment Planning in Schools

The availability of human resources is the trigger for quality education in addition to the cost factor and educational infrastructure. The purpose of the study was to analyze the management of teacher resource planning in an ideal school through an educational management approach. Qualitative research methods with literature review on sources that can be accounted for and analyzed descriptively and concluded. The results showed that 1) teacher resource planning in schools through planning analysis based on school goals and objectives, 2) planning management using the conceptual Transactional Planning, 3) Evaluation and Monitoring in Planning based on school external goals, and 4) Needs Projection Analysis, Provision of Personnel educators and education using the linkage of demand and supply of teachers. One element of planning management is not fulfilled, it is assumed that the empowerment of teacher resources is not active and less than optimal in the context of developing education in schools.