School Network Research Articles

Promoting Social Support as a Protective Factor for Parental Stress and Child Behavior Problems During the COVID-19 Pandemic

Child and family routines were significantly disrupted by the COVID-19 pandemic stay-at-home orders, leaving individuals isolated from school, work, and peer networks. This work examines how social support from family/friends and systems was connected to associations between parental stress and child behavior problems. Data was collected between January and March of 2021 from 195 parents of children in elementary school who were primarily in remote learning due to the pandemic. Hierarchical linear regression models indicated that younger child age and child gender were associated with parental stress in step 1; only child age remained significant when child behavior problems were added. Support from family, but not external systems, attenuated associations between child characteristics and behavior on parental stress, though child behavior problems remained consistent with parental stress even when support was present. Exploring parental stressors and investing in support networks may protect children and families from immediate and ongoing challenges.

Implementation of Independent Teaching and Independent Play in Fostering Religious Feelings in 5-6 Year Old Children

The implementation of independent teaching and independent play in the Independent Curriculum is expected to help achieve learning objectives. The Integrated Islamic Kindergarten Institution, under the auspices of the Integrated Islamic School Network (JSIT), also collaborates the Integrated Islamic School Network (JSIT) Curriculum with the Independent Curriculum, which hopes to develop children's potential and instill religious values. The purpose of this study is to determine how the implementation of independent teaching and independent play can foster religious feelings in children aged 5–6 years at the City of Semarang Integrated Islamic Kindergarten. The research method used is qualitative, with data analysis techniques using the Miles and Huberment model, namely data reduction, data display (data presentation), and conclusion drawing. The results of the study show that independent teaching gives teachers the freedom to manage the class, providing child-centered learning. Through independent play, children's play rights are fulfilled, and children feel happy. In terms of fostering children's religious feelings, teachers and parents collaborate to instill the habit of worship and give confidence that Allah SWT is the God of Muslims. The implementation of freedom of teaching and freedom of play with fun activities, habituation of worship activities, and collaboration with parents is able to foster children's religious feelings who are still in the learning stage. Keywords: Independent Teaching, Independent Play, Religious Feelings

Penerapan Pembelajaran Humanisme dalam Pembentukan Karakter Siswa

Learning activities are processes of interaction and knowledge transactions between teachers and students. The role of character cannot be separated from education to form quality human beings. In humanism, students are learning centers, while the role of the teacher is as a facilitator. In essence, everyone's character is influenced by every thing that is done in life. This happens because character is indeed formed from habits that are carried out and can also be formed through the outside environment. As an educational institution, schools have a role to develop the potential of students. This study uses a qualitative approach which explains how humanist learning is applied, especially in instilling good character in students. The data analysis technique used is data reduction, data presentation and drawing conclusions. As an Islamic educational institution, SD IT Darul Hasan apart from creating an intelligent generation is also obliged to prepare an Islamic generation that is religious and has good morals and character. The habit that is applied in humanist learning is that there is a welcoming and sayingonara program, which aims for students to have a disciplined attitude, pray Duha together before studying, recitations and routine memorization. The learning model applied is PAIKEM, active learning and team teaching. Places for learning are not only in the room, but also on the terraces, school fields, parks and prayer rooms and other school environments. The implemented curriculum is the national curriculum and is adapted to the unique curriculum of JSIT (integrated Islamic school network), and development is carried out so that it is more innovative and becomes a preferred learning. The learning activities that are applied are student-centered with the hope that students are able to find their own potential and have good character.

To the problems of the development of sports legal relations in Ukraine

Sports legal relations in Ukraine are at the stage of formation. Their development is accompanied by a number of factors that complicate, and sometimes make impossible, the formation of a modern, stable system, the reproduction of models of sports legal relations based on the example of the leading world and European states.
 Such factors include the imperfect system of legislation in the field of sports, the lack of a coordinated and productive mechanism for the cooperation of the parties to sports legal relations, insufficient material and technical support, the low development of the sports industry, the lack of a mechanism for involving the population in regular physical education, an insufficient number of highly qualified staff, outdated and ineffective sports infrastructure for sports or its absence at all, in particular, sports facilities that would meet international standards, etc.
 The article emphasizes that the Ukrainian state should take care of the development of physical culture and sports, create and establish mechanisms for regulating sports legal relations, raise the country’s prestige in the international sports arena.
 Considering this, a number of trends in the development and improvement of sports legal relations in Ukraine have been suggested. In particular, regarding the distribution of powers in the management of sports organizations and federations, the effective and transparent distribution of budget funds with the involvement of other sources of sports financing, the construction of new, as well as the reconstruction and repair of existing sports infrastructure in accordance with international standards, the development of mechanisms for the development of a network of children and youth sports schools and sports clubs of various forms of ownership, provision of conditions for professional training and professional development of competitive sports managers, establishment of close cooperation with the mass media for the purpose of popularizing sports, etc.

Sistem Informasi Inventaris Laboratorium Komputer SMP Swasta IT Ad Durrah

SMP Swasta IT Ad Durrah is one of the schools that is part of the Islamic Secondary School Network and has very important aset in the computer lab. Currently, inventory data entry is done by hand using a book's guidelines, which is likely to hinder work processes. A newly developed information system designed to address the issue that has arisen. The system's objective is to make the inventory check process easier for users. Analysis of requirements, system performance, code writing, testing, and implementation. A well-designed inventory information system can assist in inventory counting and provide accurate information. Two different approaches to the information system are used to ensure good results. The black box method of testing can demonstrate that the system operates smoothly in accordance with requirements. However, the study that was conducted using the System Usability Scale (SUS) method yielded a rata-rata score of 77,5, indicating that users are satisfied with the information system that has been implemented.

Organizational health literacy of schools in Germany: a cross-sectional study in schools

Abstract Background Organizational health literacy facilitates health literacy by creating health-literate settings. The school setting is an important venue for the promotion of health literacy of children and adolescents. Within the Health-Literate Schools project (HeLit-Schools), a concept for organizational health literacy of schools was developed, with eight standards informing a questionnaire. This study aims at assessing the implementation status of organizational health literacy of schools in Germany. Methods School principals from primary and secondary schools in Germany were invited to take part in an online survey that was launched in winter 2022/23. The implementation status of organizational health literacy was measured using a 48-item self-report questionnaire (OHLS-Q), based on the HeLit-schools concept. Sociodemographics of principals and schools, as well as other health-related variables were assessed. Descriptive statistics were conducted using SPSS. Results The preliminary sample from two federal states comprises N = 482 principals (71% female, Ø 52.3 years old). Of the schools, 44% were primary, 41% secondary, and 15% special education schools. Overall, two-thirds of the items reflecting organizational health literacy were rated as partly or fully implemented while across the individual standards a great variance was found. Schools already participating in school promotion programs or networks (28%) reported a higher implementation status of organizational health literacy. Conclusions This was the first ever assessment of organizational health literacy of schools based on a novel concept and questionnaire. The findings provide insights into resources and barriers for the implementation of school health literacy. German schools show a relatively high overall implementation status of organizational health literacy. Nevertheless, potential for improvement could be identified. The survey is currently ongoing and more states will provide useful data to be analysed.

Coherent lives: Making sense of adoptees’ experiences in education through narrative identity

AbstractChildren adopted from care become part of a hidden, but no less vulnerable, group in the education system and may be overlooked for allocation of additional support and guidance. Adoption is a relatively unique experience and adds layers of complexity, difference and vulnerability to young people's lives that are poorly understood and under‐researched. Adopted adolescents face significant challenges in social, emotional and behavioural aspects of school life. An attainment gap persists throughout their educational career. Adoptees are strikingly absent from many conversations regarding care‐experienced young people yet their needs and challenges are comparable with those of their peers remaining in the care system. Assumptions are made about adoptees’ opportunity and capacity to recover, concealing challenges faced in adjusting to adoptive life, including education. The impact of adoptees’ early experiences could lead to complex identity formation processes during adolescence, with potential implications for education experience and performance. This paper explores the potential of applying a narrative adoptive identity perspective to answer questions about how adopted children and young people experience school as an adopted person, i.e. how does their lived experience as an adopted member of a school community impact on their engagement with school, schoolwork and peer networks? The concept of ‘communicative openness’ is used to illustrate the vital role the school community plays in enabling adopted children to transition into and thrive in school. Taking a narrative adoptive identity approach may enable teachers to better meet adoptees’ specific learning and teaching needs as dictated by their unique experiences and enhance opportunities for better educational progress.

Educational Development in Volyn at the End of the 19th – Beginning of the 20 th Century

The purpose of the article is to study the role of imperial authorities and local self-government bodies in the development of primary and secondary education in the Volyn province in the late 19th and early 20th centuries. The authors analyse archival documents and scientific works which highlight the specifics and peculiarities of the development of primary, vocational and secondary education in Volyn during the period under study. The role of local governments in the development of education in the region is highlighted. The methodology of the study is based on the use of special historical (comparative historical and chronological) and general scientific research methods (analysis, synthesis and generalisation), which, in combination with the principles of multifactoriality, objectivism and historicism, created the necessary conditions for an impartial coverage of the tasks. The scientific novelty of the work lies in the fact that the authors, on the basis of archival documents and periodicals, have clarified the role of imperial authorities and local self-government in the development of primary, vocational and secondary education in Volyn in the late 19th and early 20th centuries. Conclusions. On the basis of an impartial analysis of archival documents and periodicals, the role of local governments in the development of education in Volyn in the late nineteenth and early twentieth centuries is determined. It is noted that thanks to the efforts of local governments, a number of men's and women's gymnasiums were opened in the region, and some pro-gymnasiums were reorganised into full-fledged gymnasiums, which greatly influenced the development of education in the region. Particular attention is paid to the role of zemstvo self-government bodies in the development of a network of primary schools in all counties of the province. The Volyn Zemstvo, after the beginning of its full-fledged activity in 1911, paid important attention to the development of vocational education, as did the municipal authorities. In order to achieve this goal, they not only subsidised the opening of new educational institutions, but also financed the existing ones, and provided scholarships for students of pedagogical educational institutions on the condition that they would work in zemstvo schools after graduation. Considerable attention was also paid to the employment of graduates of the medical and midwifery school.

The Principal's Function as an Academic Supervision Planner in the East Kalimantan Province of Indonesia's Implementation of the Integrated Islamic School Network's Curriculum

Although numerous countries have conducted studies on the function of school principals as supervisors, some principals, instructors, and even supervisors lack a thorough understanding of academic supervision. In the Province of Indonesian East Kalimantan, this study intends to examine the principal's function as a planner for academic supervision in the implementation of the Integrated Islamic School Network (JSIT) curriculum. The headmaster, a vice principal, and two teachers were all participants in the qualitative interview process used in this study. Thematic and interpretive analysis was done on the interview data. According to research findings, the JSIT curriculum was implemented successfully in the province of East Kalimantan by using school principals as academic supervision planners. Compiling the program, compiling and scheduling the implementation of academic supervision, and creating supervision tools in accordance with the JSIT curriculum are the three stages that make up the planning process

Manajemen Program BPI (Bina Pribadi Islam) dalam Membentuk Akhlak Peserta Didik di SMP IT Al-Hijrah

This research was motivated by the researcher's interest in the Islamic Personal Development program at SMP IT Al-Hijrah which in fact is the flagship program of the JSIT curriculum (Integrated Islamic School Network) which is able to shape students' Islamic personalities. The purpose of this study is to identify the management of the Islamic Personal Development program in shaping the morals of students in SMP IT Al-Hijrah starting from the planning, organizing, implementing and supervision stages. The method used in this study is qualitative with a phenomenological approach with data collection techniques, namely observation, interviews, and documentation. The results of the study are (1) BPI program planning in shaping the morals of students at SMP IT Al-Hijrah including setting goals, forming organizational structures and tasks, schedules, materials as well as grouping students and assessments. (2) The organization of the BPI program is carried out by forming an organizational structure along with its role. (3) The implementation of the BPI (Bina Pribadi Islam) Program in shaping the morals of students at SMP IT Al-Hijrah is carried out in groups in accordance with BPI rules every Monday from 07.00-10.00 WIB. (4) Supervision of the BPI (Bina Pribadi Islam) program in shaping the morals of students at SMP IT Al-Hijrah is carried out by monitoring, reporting, follow-up, assessment and evaluation. Based on the findings of the research above, the Management of the Islamic Personal Development Program in shaping the morals of students at Al-Hijrah IT Junior High School is that it has succeeded in shaping the morals of students but has not been maximized. Factors that influence the inadequacy of this program are Human Resources or BPI (Bina Pribadi Islam) Coaches that do not yet fully exist, lack of parental control at home, lack of innovation or new ideas in BPI management.

Environmental education in the school system at elementary schools in Slovakia

Environmental education (EE) in elementary schools (6 − 15 years old) in Slovakia is not systematically defined, it is often dependent on the voluntary efforts and enthusiasm of teachers. Schoolchildren acquire environmental knowledge in a limited form during the teaching of individual subjects, especially Biology, Geography and to some extent, also Chemistry, Physics etc. In elementary schools, the school subject of EE is absent. Therefore, the aim of the presented study is to find out the current situation in formal and informal EE at elementary schools in Slovakia. We gathered data on formal EE in the form of a google questionnaire survey, in which only 18% of all elementary schools in Slovakia were willing to participate. Through some questions in the google questionnaire, these elementary schools also provided informations about the inclusion of formal, informal and non-formal education at elementary schools. Our SWOT analysis indicate a need for systematic EE in elementary schools, as well as improvements of teaching materials and teacher training in this area. At the same time, we present the EE model at the Rakovec nad Ondavou Elementary School with Kindergarten, which is included in the Green School Network and actively involved in Erasmus projects providing the opportunity to implement part of the study and internships abroad.

Émigrants et réviseurs scolaires dans la Valachie de la première moitié du XIXe-siècle: transfert intellectuel et construction nationale. Étude de cas: Ioan Maiorescu

The 19th century redefined the place of nations within empires. Enlightenment ideas of mother-tongue education, natural rights and liberty join the imperial center’s aim to attract loyalties, gain allegiance, create economic wealth and educate a citizenry attached to the state. In south-eastern Europe, the fragile coexistence of three empires (Ottoman, Russian and Austrian) was disrupted by the way in which the neighboring ethnic groups intended to adjust the Enlightenment ideas to suit the development of their own cultures. The present study traces the transfers brought by the Transylvanian intellectual émigrés to the field of education from Austrian Transylvania to the neighboring Ottoman principality of Wallachia. Coming from the ranks of the Greek Catholic intellectuals – an intermediary stratum between the imperial center, the privileged aristocracy and the majority of Romanian peasants – they pursued, at the same time, their professional development and the rise of literacy in Wallachia. As school inspectors, they intervened administratively and pedagogically in the school network recently established in Wallachia. Their leader, Ioan Maiorescu, questioned the Russian-style model of modernization and called for adapting Western models to the local reality to further the aim of cultural emancipation

Implementation of The Chili Commodity Agricultural Financing Program at Islamic Boarding Schools

Islamic boarding schools, in general, tend to have a low level of independence, even though they have resources that can be utilized to increase their independence. The Bank Indonesia Social Program (PSBI) is strategically provided to Islamic boarding schools for economic development with chili commodities. Bank Indonesia collaborated with the Islamic Boarding School Business Economic Association (Hebitren) in its distribution, appointing the Al-Ittifaq Islamic Boarding School as an off-taker and buyer. This research aims to analyze the performance of PSBI for beneficiaries. This research was conducted in Bandung Regency and Garut Regency according to the location of the Al-Ittifaq Islamic Boarding School network, which received funding grants for chili development. The research technique used a census of 6 Islamic boarding schools. Data analysis used Importance Performance Analysis (IPA), which aims to analyze the performance of a program. The science results obtained criteria in quadrant one, which means these criteria have high expectations but low performance, so performance needs to be increased to balance high expectations. Then, we get the criteria in quadrant 2, which means that the criteria tend to have high expectations and performance. Hence, they must be maintained to maintain the quality of program implementation.

“’Why? Why? Why?’ is the question of the course”: Master’s of Public Administration students’ perspectives on their learning in a standalone ethics course and the implications for ethics education throughout the curriculum

This paper reported the findings from 18 qualitative interviews of students across two sections of an elective, standalone ethics course in a Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited Master’s of Public Administration (MPA) program at a northeast university. The findings suggested that a survey of normative ethical theories and opportunities to practice applying those theories to case studies in public administration led students to uncover the values upon which they stood and consider the strengths and deficiencies of those values in practice. Students generally described the value of this learning experience as developing the ability to identify and systematically consider the reason and logic of their ethical perspectives, consider alternatives presented by others, and take a principled stance. Implications of these findings for embedding ethics education across the curriculum in NASPAA accredited programs was considered.

Współpraca ASPnet w ramach sieci UNESCO. 70-lecie Sieci Szkół Stowarzyszonych UNESCO

The article presents the Polish UNESCO Associated Schools Network (ASPnet). The Polish ASPnet was established in 1956. The activities undertaken in 2023 (for instance, the international Gift a Poem campaign) are presented together with the Polish celebrations of the 70th anniversary of this oldest UNESCO network. The analysis of the reports submitted by the Polish network members is provided with a special focus on networks, cooperation with other UNESCO family members, and UNESCO designations.

Professional learning and an emergent community of practice on the Scottish islands as viewed through Biesta’s educational domains

ABSTRACT The Scottish Island Schools Network is a community of practice for leadership teams working in island schools in Scotland. This paper reflects on the emergence of the network within an island community context. The paper discusses how the emergence of an island network aligns with Biesta’s (2009) three educational domains of qualification, socialisation and subjectification. Drawing on the OECD (2019) report on rural education, this paper explores the professional learning needs of teachers in remote, Scottish communities, highlighting issues of rurality, benefits and challenges. It considers the role of identity and the tensions that can exist between the different ‘faces’ of a teacher living and working in an island community - as an islander, community member, teacher, and within a wider educational context. In an increasingly digital age, the paper explores the opportunities and limitations for those in less digitally connected rural areas to take part in professional learning opportunities, along with other practical considerations. Finally, the paper discusses the importance of preserving personal and social identities in a remote rural school, and how the unique experiences of rural educators may offer insights which are useful for the wider education population.

Responding to complexity in disadvantaged school contexts: the role of school networks in building social capital

ABSTRACT School networks have become increasingly prevalent in education in recent decades, particularly with a focus on improving student outcomes in contexts of socio-economic disadvantage. To address the lacunae of literature and research nationally, this article presents findings from original case study research on two networks of disadvantaged schools in Ireland. Data was collected from interviews, focus groups, surveys with network members and documentary analysis. Drawing on international literature on school networks, social capital, social theory, and teacher professional learning (TPL) and findings from the research, this article explores how networking can support the development of individual members’ bonding social capital through peer interaction and development of their professional capital to enhance capacity to respond to complexity. Additionally, it outlines how fostering bridging and linking social capital can support schools in disadvantaged contexts to collectively respond to intractable social issues by connecting network members’ priorities to those of key stakeholders and building lateral capacity. As such, these networks can be viewed as a divergent approach to TPL that also supports schools to develop networked agency to respond to complexity and change in Irish society.

Designing a Network Model for the Russian International Schools

Education is one of Russia's instruments of foreign policy aimed at fostering humanitarian cooperation. Currently, the primary focus is on higher education, while the significance of exporting general education is undervalued. State support measures for existing Russian overseas schools, in accordance with the concepts of "Russian School Abroad" and "Key Directions of Russia's Policy in the Field of International Cultural and Humanitarian Cooperation," are primarily directed toward Russian-speaking compatriots and have little orientation toward broader segments of foreign populations. At the same time, the Concept of the Humanitarian Policy of the Russian Federation Abroad, dated September 5, 2022, explicitly emphasizes the need to expand the network of Russian schools abroad. This article examines a project to establish a network of Russian international schools targeting foreign citizens in a consortium format as a case study that could serve as a model for addressing the stated objective. Particular attention is paid to the socio-political, methodological, and organizationalpedagogical aspects of the project.

The effectiveness of vocational secondary education on entry‐level job outcomes in Japan: Safety net for low‐educated youth in a vocationally weak educational system

AbstractThe aim of this paper is to analyze the sociodemographic compositions and labor market entry of low‐educated youth in Japan. The paper specifically focuses on whether vocational education provides a safety net for labor market insecurities during an era of educational expansion. While past literature has shown that vocational education contributes to occupationally specific skills and a smooth transition from school to work, less is known about its effectiveness when low‐educated youth become a minority group. The case of Japan provides a unique perspective, given its historically low youth unemployment rate and strong connections between schools and employers, despite its academically oriented high school education system. The 2015 Social Stratification and Social Mobility Survey in Japan is used to evaluate trends in vocational education and their impact on employment. The key variables under examination are entry‐level job outcomes. The results show that, over the past decades, high school graduates in Japan have become a more disadvantaged group than university graduates. Among high school graduates, those from general schools tend to have more advantageous sociodemographic backgrounds than their counterparts from vocational schools. Despite the limitations, vocational high school graduates have been better rewarded in the transition to work throughout recent decades. Furthermore, the labor market premium for vocational school graduates remains stable even after accounting for the influence of school networks. Sensitivity analysis confirms the robustness of these effects. The implications of the findings are discussed within the context of the skill formation regime in Japan.

What Matters in Leadership Practices among Estonian Upper Secondary School Principals?

High standards are required to succeed in the state upper secondary school system and many challenges have to be met. School principals with their leadership experience and practices are key actors to ensure the achievement of these goals. The study aims to find out Estonian state- operated upper secondary school principals’ understandings of their leadership practices and supporting factors of their work. The data were collected with semi-structured interviews with eight school leaders. They were analysed with directed content analysis and leadership practices were analysed in four dimensions: setting directions; building relationships and developing people; developing the organisation to support desired practices; improving instructional programmes. An inductive approach was used to analyse data to explore the supporting factors. The findings showed that principals followed all dimensions of successful leadership practices. An important dimension appeared to be building relationships with students and teachers. The main concern in their work regarding school improvement challenges was teachers’ workload. Principals saw the strength in having trustworthy and supporting relationships with the operator and being part of the state upper secondary school network. It would be recommended to systematically assess and develop the leadership competencies of school leaders along the dimensions of successful leadership and to closely address the professionalism and support of the school operator, because it was identified by school leaders as an important factor influencing their work.