School Integration Research Articles

Russian-Speaking Families and Public Preschools in Luxembourg: Cultural Encounters, Challenges, and Possibilities

Abstract In the twenty-first century, multicultural encounters have become an experience that is familiar even to the youngest. In superdiverse trilingual Luxembourg, over 50% of the population are foreigners, and many of them do not speak the titular language of the country. Multicultural classrooms are studied very closely, but Russian-speaking students, a new but exponentially growing addition to the cultural mix, have not been studied yet in their journey of school integration. There is a gap between the parents and the teachers regarding perception of the content of the studies and family aspirations. Instruction in the Luxembourgish language, usually unfamiliar to Russian families, is not the only obstacle for a child to make good progress at school. The Slavic family group and the Cyrillic alphabet, different holiday calendar and traditions, as well as differences in behavioural patterns and educational models complicate the perception of implicit school rules both for the children and their parents. In this short ethnographic study, based on five in-depth semi-structured interviews with parents, qualitative data were analysed in order to single out the main challenges that Russian-speaking families face while adapting to the public Luxembourgish preschool, the first contact with Luxembourgish language and community life.

School Principals’ Attitudes and Level of Technology Integration in Moroccan Public Schools

This study investigates the relationship between school principals’ attitudes and the impact this has on the level of technology integration in Moroccan public schools. Data were collected by surveying 167 school principals via two different instruments. The computer attitude scale (CAS) (Gressard and Loyd, 1986) measures attitude toward computers and computer use and the level of technology integration (LoTi) Moersch (1999) measures the various levels of technology integration. Findings suggest that there is a negative correlation between school principals’ attitudes and their level of technology integration at the Computer Attitude Scale (CAS) with (r = -.32, n = 167, p< .0005) and at the four sub-scales as well. The results obtained at this level accentuate another negative correlation existing between Computer confidence with (r = -.23, n = 167, p < .0005), computer liking (r = - .40, n = 166, p< .0005), computer usefulness (r = - .25, n = 167, p < .0005) and finally, computer anxiety with (r = - .08, n = 167, p < 0005) and level of technology integration. Recommendations for research and practice are provided.

The role of leadership in developing a climate of technology integration in public schools

This study tested the predictive roles of distal (leadership, training on ICT, trust, and enabling structure) and proximal variables (self-efficacy, attitudes toward technology integration, and perceived norm) in teachers' technology integration behaviors by utilizing an extended version of the Integrated Model for Behavior Prediction. The data was collected from 11,245 primary, middle, and secondary level public school teachers in Turkey. Structural equation modeling results suggest that although leadership is positioned at a distal end of the model with no direct link with technology integration, it plays an essential role through its orchestrating role in creating a conducive climate.

Metode Asesmen Guru Dirosah terhadap Pengembangan Karakter Religius Siswa Sekolah Dasar Islam Terpadu Padang Islamic School

This study aims to determine the assessment method carried out by dirosah teachers at the Padang Islamic School Integrated Islamic Elementary School through a qualitative method with a case study approach. Sources of data in this study were obtained through interviews, observation and data collection at school principals, Dirosah teachers, and homeroom teachers. Data analysis techniques used through analysis techniques from Miles and Huberman. The results of the study revealed first, that the teacher assessment plans were compiled based on a) determining learning objectives; b) identify the form of assessment carried out; c) create assessment instruments; d) implementation of the assessment; e) process the results of the assessment; f) present the results of the assessment in a report card. Second, in the implementation of teacher assessments, it is carried out with formative assessments and summative assessments. Third, the steps in conducting the teacher assessment are divided into seven, 1) observation; 2) tests used as material for consideration in the aspect of knowledge; 3) self assessment; 4) peer assessment; 5) interviews; 6) performance through the activities of students; 7) assignment, in this case it helps to raise back the value that has fallen.

A Study on the Vertical Articulation of Physics in the 2015 Revised National Curriculum: Focused on the Middle School Science and the High School Integrated Science

A Study on the Vertical Articulation of Physics in the 2015 Revised National Curriculum: Focused on the Middle School Science and the High School Integrated Science

Constraints Hindering ICT Integration in Ethiopian Public Secondary Schools: A Literature Review

This study's main objective is to identify the constraint hindering ICT integration in education. The study's results demonstrate that Integration of ICT is still in its infant stages due to a lack of infrastructure, insufficient funds, lack of technical and administrative support, lack of time, teachers' knowledge, abilities, and use of technology are lacking. Those challenges are distinguished as teachers-related challenges, students-related challenges, resource-related challenges and administrative-related challenges. The implication is that ICT integration is not The implication is that using ICT integration to improve learning and teaching is not happening in accordance with the national ICT policy strategy thus to reap the greatest benefit from ICT integration all concerned bodies, actors at all levels should pay special attention to ICT integration practices in the study area from the higher-level ministry of education to the lower level woreda education office and schools. finally, it is suggested that in the future a countrywide study involving all other variables and private secondary schools not considered in this study, should be conducted.

ICT Integration in IPEd Schools: Challenges and Skills of Intermediate Teachers and Learners

This study aimed to investigate the skills and challenges of intermediate teachers and learners in teaching and learning ICT in Indigenous Peoples Education (IPEd) schools in Butuan City Division, Philippines. A total of 63 teachers and 242 learners participated in the study, which used a descriptive survey design and questionnaires to collect data. Results showed that teachers had moderate confidence in technology operations and concepts, while learners displayed slight confidence in creativity and innovation, communication and collaboration, and critical thinking. Learners also perceived all external challenges, such as infrastructure, cost, and access to resources, as moderately challenging. The study found that teachers needed more training in device operations and understanding concepts to better teach students. The researchers recommended that teachers should model the use of technological devices, encourage students to work together and share resources, and incorporate the use of ICT in lesson planning. The study also suggested exploring low-cost technology solutions and seeking support from community organizations and non-profits. Finally, the researchers recommended providing training to teachers and students on how to effectively use technology and ensuring that classrooms have necessary infrastructure to support its use.

Teachers' Views on the Application of Educational Technologies in the Classroom: A Case of Selected Tshwane West Secondary Schools in Gauteng

The teaching profession is moving toward the use of educational technologies (ET) in the form of tablets, laptops, and reliable internet in the classroom to improve the quality of teaching and learning in schools. The use of these tools in the Fourth Industrial Revolution (4IR) is believed to positively impact how teachers deliver the curriculum. Teachers’ views on the application of educational technologies in the classroom are examined in this paper. The opinions of the teachers are crucial since they could influence whether or not the technologies are accepted. This study used a qualitative approach through semi-structured interviews with 12 teachers from one district in Gauteng province. A purposive sampling method was used to select these teachers on the basis that Gauteng is the leading province in ICT integration in schools. Data were analysed thematically from teachers’ responses. The Activity Theory framework was used to underpin the study. According to the findings, teachers voiced their dissatisfaction with the use of these technologies and other issues they face, such as poor technical support, a lack of equipment for maintaining educational technologies, inferior educational technology infrastructure, and unreliable Internet connectivity. Additionally, teachers called on the Department of Basic Education to provide professional development in technology integration and to equip schools with infrastructure as well as Wi-Fi.

A Review of Research Exploring Pre-service Teacher Education for the Digital Era

Internet and digital technologies play increasingly important roles in schooling systems. With teaching and schools evolving due to the integration of technologies, pre-service teacher education will also change. Through a systematic and full literature review of papers published in the recent over 10 years, this study examines research exploring pre-service teacher education for the digital era. The articles analyze critically what has as well as has not been studied over a series of literature and broad contexts on digital integration in schools. Digital competencies should be generic, teaching and professional. The future research lies in how pre-service teachers learn to take part in the professional work in education system infused with digital technologies. A idea of professional digital literacy is proposed.

School integration of immigrant children in Belgium

AbstractThis study examines the social, learning and emotional needs of immigrant children enrolled in an educational preparatory programme before transitioning to the formal school system in Belgium. Data for this study were collected through 12 semi‐structured interviews with teachers and programme coordinators in four secondary schools and four reception centres in the greater Brussels region in 2020. Findings reveal that schools and teachers are increasingly aware of the complex needs of immigrant children and can address these needs through various channels, such as organizing school and extra‐curricular activities, adapting teaching approaches to match children's individual learning requirements, and incorporating the language and culture of students into the learning process. These efforts foster a relationship of trust between teachers and students, creating an environment in which children learn and feel secure. However, several risk factors, including the lack of teacher training for working with immigrant children, insufficient guidance of children through the programme, the need to motivate children to continue learning, the absence of methodological tools for teaching children with low literacy rates, the mixture of children of different ages, and unaddressed emotional trauma, could potentially impede the learning and school integration process of immigrant children.

Using Dancesport as an Educational Resource for Improving Institutionalized Children's Learning Strategies.

Specialized studies mention that extracurricular activities (including dance) contribute to the stimulation of multiple intelligences, on whose development the educational process and academic success depend. The aims of the study were to investigate the benefits of dancesport for the development of institutionalized children's learning strategies, and to examine gender-dependent differences in learning strategies, as well as to formulate possible recommendations regarding the practice of dance at the age of preadolescence, from the perspective of school success vectors. Through the School Motivation and Learning Strategies Inventory (SMALSI), we could observe the changes produced in children from the initial phase to the final assessment at the end of a dancesport program. The intervention took place over a period of six months with a frequency of two lessons per week, with each lesson lasting 60 min, and aimed to increase school motivation and performance, considering the learning strategies used by institutionalized children. Thirty institutionalized children, aged 11-12 years old, participated in the research, during which they did not engage in other extracurricular physical activities. The preadolescents were assessed using the School Motivation and Learning Strategies Inventory (SMALSI). This self-report rating scale measures nine areas associated with learning strategies, six of which focus on student strengths (study strategies, note-taking/listening skills, reading/comprehension strategies, writing/research skills, test-taking strategies, and time management/organization techniques), and three are aimed at student liabilities (low academic motivation, test anxiety, and concentration/attention difficulties). The results show that the biggest improvements in the case of institutionalized children were recorded for study strategies, effectiveness of test-taking strategies, and concentration difficulties. Girls registered significantly better results than boys only in the case of study strategies and for writing/research skills (Mann-Whitney test was used). The study demonstrates the benefits of dancesport practice for the development of institutionalized children's learning strategies, creating a foundation for the improvement of their academic performance and school integration. At the end of the dance program, significant improvements in academic interest were observed due to the testing strategies used. Better results were also obtained for the scales of anxiety and difficulty concentrating during tests, where average scores decreased significantly.

Civil Rights or Civil Wrongs?

Abstract Although the Declaration of Independence stated that “[a]ll men are created equal,” due to the institution of slavery, this statement was not to be grounded in law in the U.S until after the Civil War. Often, American blacks looked to the courts to protect important social values and when the courts ruled in favor, there was always a backlash and resistance to judicial fiat. This paper makes a historical analysis of the South’s response to judicial social change. For instance, when Brown v. Board of Education of Tepeka was decided in 1954, school boards in portions of the country actively resisted the court mandated school integration. Thus, the paper argues that social change should be a gradual process and not a forced enterprise by the courts or indeed, any governmental structure since an assertive judiciary can spark a political and cultural backlash that may hurt, more than help, progressive values.

Opportunities to learn, technological pedagogical knowledge, and personal factors of pre-service teachers: understanding the link between teacher education program characteristics and student teacher learning outcomes in times of digitalization

Despite the need to foster pre-service teacher competence with respect to information and communication technology (ICT) integration in school during the current era of digitalization, scientific understanding of the correlation between the relevant characteristics of teacher education programs and student teachers’ learning outcomes remains limited. This paper thus examines the relationship between student teachers’ opportunities to learn (OTL) and technological pedagogical knowledge (TPK) with the aim of obtaining insights into their learning processes and the effectiveness of teachers’ preparation upon completing their bachelor studies. A sample of 338 student teachers in their 6th semester at the University of Cologne was used. Findings from path modeling reveal that measures of OTL relate to TPK. While no direct effect of technological pedagogical OTL on TPK was identified, an indirect effect between conventional pedagogical OTL and TPK, mediated by student teachers’ general pedagogical knowledge (GPK) was found. Among the personal factors that affect student teachers, their motivation for using ICT reveals a direct effect on TPK. Further factors, such as gender and teacher education program type have no effect on TPK. The findings will be discussed in relation to expectations of teacher education effectiveness.

STEM Integration in Primary Schools: Theory, Implementation and Impact

STEM Integration in Primary Schools: Theory, Implementation and Impact

Countermeasures Research on Deepening the Integration and Development of Municipal Schools in Jiaozuo City

Jiaozuo how to make good use of local universities and colleges resources, to promote the city and colleges and universities symbiosis and co-prosperity, two-way empowerment. Colleges and universities how to rely on the "land" to develop schools, how the local evening "school" strong enterprises, to realize the integration of the development of the city and the university, is the local and colleges and universities are facing the same problem. In this paper, based on the idea of expanding the integration of schools and localities from the height, depth and breadth, and from the direction of realizing "integration of industry and education, innovation, talent, space, culture and governance", we strive to explore the path of deep integration of the innovation chain, industrial chain, talent chain, policy chain and capital chain, and to set up the mechanism of integration of industry, academia and research and the mechanism of cooperation between government, enterprise and school. We will build a mechanism for industry-university-research integration and a mechanism for government-enterprise-school cooperation, and lead through key projects and highlight projects to increase the deep integration of school-local cooperation and promote the high-quality development of Jiaozuo's economy and society.

White Organizers and White Organizations? Dilemmas of Whiteness in a Youth-Led Movement for School Integration

In this ethnographic study, Alexandra Freidus investigates the dilemmas of whiteness that challenge a youth-led campaign for school integration in New York City. Analyzing field observations, interviews, and internal documents, she illustrates the ways whiteness shaped young people’s identities as allies and activists, contributed to an organizational culture that many members of color considered a “White space,” and operated as both an asset and a limitation in the group’s organizing tactics. Her findings point to the need for multi racial educational coalitions and social movements to critically and consciously engage with the dilemmas of whiteness inherent in their work.

Digital learning and public policy in schools: A transformative paradigm for a changing world

This study explores models of digital learning in public educational institutions, focusing on good practices aimed at bringing about instrumental and methodological change, and encouraging the adoption of new values and greater social justice. It identifies challenges and opportunities to propose a dynamic model of public policy on digital education. Eighteen public educational institutions associated with good digital practices in Andalusia (Spain) participated in the study. Using a descriptive method with a survey design, three questionnaires were administered at the institutions. The results confirm the importance of collective practice in encouraging the introduction of digital technologies in educational institutions. The conclusions show that a participatory culture and innovative teaching initiatives can facilitate the digital integration, on which the proposed policy model is based. The study proposes a policy model based on how participatory culture and innovative teaching initiatives can facilitate digital integration in schools. This dynamic, reflexive policy model proposed can be adapted to emerging social changes and used by policymakers, management staff and teachers in primary and secondary education.

Peran Manajemen Humas dalam Mempromosikan Integritas Sekolah SMK Tritech Informatika Kepada Masyarakat Kota Medan

This research aims to investigate the role of public relations management in promoting the integrity of SMK Tritech Informatika to the community in Medan City. A qualitative descriptive research method was employed, utilizing The Excellence Theory as the theoretical framework. Data were collected through observations, interviews, and documentation. Data analysis involved the process of data reduction, data presentation, and drawing conclusions. The findings of the study indicate that there are three steps that should be undertaken by public relations management to promote the school's integrity, namely understanding the internal and external conditions of the school, improving the physical and non-physical aspects of the school, and introducing the school to the community while establishing collaborations with relevant institutions. These findings have significant implications for the development of effective public relations management strategies in enhancing the school's image and reputation in the eyes of the public. It is expected that the results of this research will contribute to the understanding and practice of educational public relations management and serve as a reference for other schools in enhancing integrity and fostering positive relationships with the surrounding community.

Barriers to technology integration in the A-level history classroom in Northern Ireland

Technology has the potential to enhance learning; however, generic technocentric strategies in schools have exacerbated barriers to technology integration in the classroom. Teachers are key to successful technology integration in schools. Factors such as subject culture and pedagogy will affect teachers’ willingness and ability to adopt technology in the classroom, yet subject-specific studies tend to focus on STEM subjects at the expense of the humanities. This mixed-methods study investigates technology use by teachers and pupils in the A-level history classroom in Northern Ireland, through the lens of Ertmer, P. 1999. “Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration.” Educational Technology Research and Development 47 (4): 47–61 classification of barriers. A number of impediments to effective technology use in the classroom were identified and strategies to minimise these barriers are recommended.

The professional role and exercise of the role of educational assistance professionals in schools with School Integration Programs in Chile

AbstractThe incorporation of health professionals into inclusive schools is increasingly necessary. However, the work of these professionals has not yet been studied globally. This qualitative research analyses the perceptions of speech therapists, psychologists, physical therapists and occupational therapists on the role that educational policy defines for working in schools with School Integration Programmes in Chile. Through chain sampling, 52 professionals were interviewed. The data were analysed inductively through thematic analysis. The results show that the role defined by policies for professionals is not in line with the needs of schools and the aspirations of the inclusive approach. The exercise of the role emerges as a distinct entity from the defined role that seems to be more responsive to the needs of schools and students. Interviewees described tensions related to the role in schools, professional training, working conditions and contextual features that would permeate the role that the policy mandates them to play. The findings of the study promote new research horizons related to the role of professional assistants, where research is still incipient worldwide, and invite reflection on the importance of designing education policies with a bottom‐up approach to capture the needs presented by learners and professional teams.