School Network Research Articles

Social Networks and E-Loyalty: A New Means of Sports Training during COVID-19 Quarantines

Globally, governments implemented several quarantine periods to attempt to slow the spread of the COVID-19 virus. As a result, people were unable to carry out their daily activities in person, and many began to undertake activities online. Gyms and sports schools were among the economic sectors that were required to physically close their operations at the beginning of these quarantines. Thus, many people stopped exercising and turned to social networks as a form of entertainment. The aim of this study was to demonstrate how consumers found a new form of entertainment in the social networks of gyms and sports schools, which allowed them to be entertained and perform physical exercise at home. In this manner, consumers generated an e-loyalty towards the social networks of the gyms that they previously frequented physically. Thus, based on the e-loyalty of their social networks, gyms were able to identify a mechanism that enabled them to approach their consumers and continue offering a variety of products and services online, taking into account the context of COVID-19.

PENERAPAN MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN DESAIN DAN PRESTASI BELAJAR (Studi pada mata Pelajaran Produk Kreatif dan Kewirausahaan di kelas XI TKJ

This study aims to describe the application of the Project Based Learning (PJBL) model to improve design skills, learning achievement and the application of the PJBL model in increasing learning achievement of creative and entrepreneurial products. The research was conducted was Classroom Action Research (CAR), which was carried out for 3 cycles. The subjects of this study were students of class XI computer engineering and network of State Vocational High School 2 Lahat in the academic year 2019/2020 with a total of 29 students. with the model, observation sheet of student learning design skills in creative and entrepreneurial product material, and objective tests Data analysis is done by using t-test or difference test to compare learning achievements of each cycle or between cycles. The conclusion of this study is the application of the Model Project Based Learning as well as improving design skills and learning achievement and applying Project Based learning models more effectively to improve student learning achievement, in subjects Creative and entrepreneurial product.

CRITICAL LITERATURE REVIEW ABOUT THE EFFECTS OF GLOBALISATION ON KAZAKHSTANI EDUCATION SYSTEM

The process of globalization is a continuous phenomenon that permeates all spheres of life. One of the widespread areas is education. Given article is a critical review of the literature on the effects of globalisation and how it affected the education system of Kazakhstan. The topic is of considerable interest due to the increasing borrowing of ‘best practices’ from powerful economies. The development of ‘human capital’ is one of the priorities for Kazakhstan that had been reflected in multitude of state documents. With the rise of NIS network of schools, which is taken as an example in the article, new concepts of education were introduced in the time. Critical thinking, ICT competence, language fluency, communication and collaboration skills are a range of requirements being trained in the schools of a new format. A range of authors look sceptically at this trend when some patterns in the education system bear doubtful resemblances. The article also discusses examples of best practices, critical views of researchers on this topic, analyzes the positive or negative effects of changes brought into education system of Kazakhstan.

Urban realm and temple construction of the russian orthodox church on the cusp of 19th and 20th centuries (based on photographic documents of kostanay city)

The article is devoted to considering church construction on the territory of Kostanay city, which broadly speaking includes building of churches, church government, and administrative organization. The investigations have led to a conclusion that the main factors contributing to soaring church construction in rapidly growing Kostanay city on the cusp of 19th and 20th centuries were active migration processes resulting in movement of significant number of orthodox people from European part of Russia, as well as development of missionary activities among native population. On the basis of photographic documents, the authors have characterized orthodox temple architecture, as well as subdivided churches according to institutional principle, composition and spatial dynamics, and style of space-planning decisions. It was found that a greater number of churches in Kostanay were the parish ones, prayer halls of temples had a single or five-domed top, the following architectural styles were distinguished in the temple construction: eclecticism, elements and techniques of provincial Baroque and classicism, national Russian style combined with the techniques of the brick style. Within church construction, the government was tasked with designing living environment in general, rather than religious buildings. The urban realm balanced all aspects of confessional life, included its physical, functional_ pragmatic, social, as well as emotional and artistic parameters. After Orthodox temples were built and given certain functions, there were changes in the social structure of the society, the parish was growing, the number of priests was increasing, which led to changes in the urban realm. The environment is connected with the main elements of the urban system, having stability and variability, respectively, which resulted in a set of individual and collective creative acts. The Russian Orthodox Church had a great influence on education and the moral state of urban dwellers. A network of parochial schools was formed at each church and each temple. Such schools pursued not only educational, but also missionary goals.

Considering the roles of professional accrediting bodies in online programme quality: the case of the NASPAA

ABSTRACT While there has been a good deal of discussion of what principles and practices tend to foster online education quality, there has been very little about what professional accrediting bodies at the university level could or should do to ensure appropriate levels of quality. This study uses five practice areas derived from the literature to survey 144 member institutions in the Network of Schools of Public Policy, Affairs, and Administration (NASPAA). The article provides an analysis of the findings related to institutional support, student readiness, faculty (i.e. teaching staff) motivation, course delivery consistency and systemic online quality standards. The findings highlight that explicit use of online quality standards, training of faculty, faculty member motivation to teach online and technical support for faculty and students are the most highly correlated with perceived quality of programme. Generalisable recommendations for practice and considerations for future research are discussed.

Exploring exposure to intertwined community violence among Uruguayan adolescents using a mixed-method approach.

Building on the case of adolescents (aged 12-16 years) from underprivileged neighborhoods in Montevideo, two studies explore patterns of exposure to community violence among understudied South American youth. Applying a mixed-methods approach, the first study (n = 117) used principal component analysis to examine response patterns on a self-reported exposure to community violence scale. The second study examined subjective experience, drawing from focus group discussions with adolescents (n = 27) and their teachers (n = 22). Events were clustered into three components: indirect violence, traumatic violence, physical/verbal abuse, and robbery. Participants described the severity of violence in relation to chronic exposure, processes of naturalization, and permeable boundaries among the neighborhood, school, family, and social media networks. Violence chronicity and potential threats to life appear to be central dimensions in community violence reporting. Delimitating the study of community violence based on the setting or perceptual closeness has limited socioecological relevance.

EXPANSÃO DO ENSINO SECUNDÁRIO PÚBLICO NO ESTADO DE SÃO PAULO E AMPLIAÇÃO DA REDE FÍSICA: : ATORES POLÍTICOS E ENTES FEDERADOS EM DISPUTA (1947-1963)

Among the changes triggered in the political scenario that began in 1930 is the expansion of secondary education in the state of Sao Paulo, where until then there were only three schools of this type of education, with a markedly elitist and propaedeutic character. The process started between 1932 and 1947, when 58 public junior high schools were created through the initiative of the interventors and the municipalities. In the subsequent period, from 1947 to 1963, 474 junior high school establishments and 121 high schools were created, already with a significant participation of the State Legislative Assembly. This process involved an imbricated relationship between state and municipal public authorities and different social actors. The objective of this paper is to analyze the performance of these actors, problematizing disputes and representations about secondary school, especially involving the physical network of schools.

Becoming Globally Competent Through Inter-School Reciprocal Learning Partnerships: An Inquiry Into Canadian and Chinese Teachers’ Narratives

This study explores how a Canada–China Sister School Network provides school-based professional learning opportunities for in-service teachers to grow their knowledge and capacity to educate for global competence and citizenship (GCC). In particular, it presents the story of a Canadian teacher and a Chinese teacher who had found ways of educating for GCC through carrying out intercultural and international reciprocal learning in a researcher-supported inter-school reciprocal learning partnership. By inquiring into the Canadian and Chinese teachers’ growth narratives, this study highlights four lessons teachers, educators/researchers, and policy makers may learn from the two teachers. It concludes by highlighting the potential of a relationship-oriented, open-ended, and non-hierarchical international school network in supporting teachers to become more globally competent, foregrounding reciprocal learning and collaboration among school practitioners and researchers.

Optimization of general education networks structure in rural areas of the Russian Federation and the Samara Region from the late 1990s to 2020

This paper discusses the optimization of rural educational networks structure in the Samara Region and Russia from the late 1990s to 2020. Documents of the federal level that contributed to the development of the countrys educational system, including the development of a general education network in the countryside, are presented. The dynamics of changes in the number of general educational organizations in the country in comparison with the number of schoolchildren for the period from 1995/1996 academic year to 2019/2020 academic year is given. The author compares approaches to the optimization of rural general education network structure used in the experiment on restructuring the network of general educational institutions located in rural areas which was conducted in the 2002/2003 and 2003/2004 academic years and during the implementation of complex projects for education modernization by the Russian regions in 20072009. On the example of the Samara Region, differences and similar moments of rural general education network structure optimization in this region with all-Russian trends are considered. The basic regional principles of optimization are revealed. Models of changes in the structural elements of the general education network of the Samara Region in comparison with the models used in the framework of the experiment on restructuring the network of rural schools are presented.

Образовательные стратегии молодежи в СССР в 1950–1960-е годы

Introduction. Currently, the Russian Federation is implementing a state youth policy, the goal of which is to create the necessary conditions for self-realization of youth and their active inclusion in social processes. In this regard, the task of studying the historical experience of the USSR in the field of implementing state youth policy in the 1950s–1960s is actualized. At that time the interests and needs of youth began to be widely taken into account for the first time in the implementation of socio-economic development programs, including in the field of education. The article analyzes the conditions, causes and consequences of the choice of educational strategies by young people, reveals the relationship between the material capabilities of society and the social aspirations of young people. Sources and Methods. This problem is viewed from the point of view of social history, within the framework of the concept of "socialist welfare state". The research is based on archival materials from the collections of GA RF, RGANI, RGASPI. Analysis. The educational opportunities of young people in the early 1950s were significantly limited by the low quality of education, its partial payment; the dominance in the school system of the incomplete seven-year secondary school; a limited number of educational institutions providing vocational training on the basis of a complete secondary school; poor development of evening and distance learning. One of the main negative factors in the choice of educational strategies was the low standard of living. Conclusions. The implementation of the new social policy helped to increase the material capabilities of the population, opened access to higher and secondary education for a wide range of young people. Among the most important prerequisites for the free choice of educational strategies were the abolition of tuition fees, the expansion of the network of ten-year schools, the improvement of the quality of education, and the widespread dissemination of forms of on-the-job training.

Two sides of the same coin: Exploring how the bright and dark sides of team cohesion can influence sport team performance

The purpose of this study was to analyze the potential positive and negative effects of team cohesion on team performance in a sport organization. Unbalanced panel data of 10 teams for the past 22 years (1997 season through the 2017–2018 season) from the Korean Basketball League were collected. A social network analysis approach was employed to measure network density as a proxy variable to measure team cohesion. The panel analysis results indicated team cohesion was shown to have a positive influence on team performance in the linear model as well as a negative influence on team performance in the quadratic model. The interaction effect of manager-player density did not influence team performance. In this study, the pattern of the relationship between team cohesion and performance was an inverted U-shape. Summarily, the density of a player’s school network could negatively influence team performance when it exceeds an optimal density level.

Choosing cyber during COVID

Substantial research has already examined how the COVID-19 pandemic has affected in-person schooling, but no prior work has explored its effects on cyber schools. Here, Robert Maranto, Dennis Beck, Tom Clark, Bich Tran, and Feng Liu compare the students entering a large national cyber charter school network in spring 2020, during the pandemic, with students entering in 2019 and 2018, before the pandemic. They find that the COVID cohort resembled prior groups demographically but reported greater success at their prior in-person schools and exhibited greater measured success in cyber schools.

Towards harmonisation of public health master education based on WHO-ASPHER Competency Framework for Public Health Workforce in the Euro-pean Region

The absence of harmonisation in public health curricula between Schools of Public Health is a possible root cause of the ability to effectively address future public health problems in the European Region. Increased cross-border mobility enables public health higher education institutions to become transnational actors in the direction of competency-based education. Four Public Health Master’s programmes were compared: Management of Public Health in Lithuanian University of Health Sciences (LUHS), Governance and Leadership in European Public Health in Maastricht University (UM), Public Health in National (Portuguese) School of Public Health (ENSP) and Public Health in The University of Sheffield (SH). The WHO-ASPHER Competency Framework was used to compare the four public health master programmes. Inconsistencies were found among these masters. Content and Context which includes core public health disciplines appears to be the most consistent element. Relations and Interactions focus appeared diminished in the four schools examined. Performance and Achievement varied within the evaluated curricula. (1) The WHO-ASPHER Competency Framework served as a reference to assess the core programme elements for the partial harmonisation of public health masters in relation to the competency, values covered and inter-professional orientation. Recommendations: Increase competency-based education Introduce leadership and communication skills in the public health curricula; Increase the network of Schools of Public Health in the European Region; Use a competency framework towards partial harmonisation of public health programmes. Acknowledgments: We would like to thank Prof. Kasia Czabanowska for the considerate feedback. Likewise, we thank Julien Goodman, Director of the Agency for Public Health Education Accreditation (APHEA) Secretariat, Dr. Richard Cooper, Deputy Director of Public Health Section of The University of Sheffield, John Middleton, ASPHER President and Robert Otok, Director of ASPHER Secretariat for insightful expert comments. Authors’ contributions: All authors contributed equally to this work. Conflicts of interest: None declared Funding: None declared

School Leaders' Perspectives on Successful Leadership: A Mixed Methods Case Study of a Private School Network in Pakistan

Private school culture dominates the public-school culture in Pakistan. With no central regulating organization, private schools in the country autonomously construct their educational philosophy that underpins curriculum choice, pedagogic approaches, and school operations. In this perspective, there is an increasing inquisitiveness in the understanding of what determines a private school as a “successful” school. The researchers intend to understand the determinants of a successful private school and aim to explore the leadership behaviors of head teachers of such schools in Pakistan. The Beaconhouse School System (BSS), the largest private school system in Pakistan, took part in this case study. A sample of a total of 128 participants, comprising of teachers (n = 120), School Group Heads (SGH) (n = 4) and school head teachers (n = 4) of four most successful primary schools of BSS, was drawn to participate in this case study employing a mixed-methods design. Two survey instruments, Determinants of School Success (DSS) and Leadership Practice Index (LPI) were developed on a five-point Likert Scale and applied to identify four most successful primary schools of BSS. It was found that head teachers had established a whole-school approach towards students high achievement, promoted a culture of trust, commitment, shared vision, practiced distributed leadership and involved all stakeholders in creating a shared sense of direction for the school. Recommendations have been generated for improving the performance of school leaders.

The Effect of Attending a Charter School in Newark, New Jersey, on Student Test Scores

We exploit information about parental preference and a randomized component in the assignment of students to schools within a deferred acceptance (DA) mechanism to estimate the causal effect of enrolling in a charter school in Newark, New Jersey, on student test scores. The estimates incorporate variation from students attending about 70% of the city’s charter schools, accounting for about 85% of charter school enrollment. Enrolling in a Newark charter school that participated in the DA assignment process leads to a large and statistically significant increase in math and English Language Arts (ELA) scores. Enrolling in a charter school that is operated by either the Knowledge Is Power Program (KIPP) or Uncommon charter school networks has an especially large effect.

Exploring the Role of Positive Leadership for Mobilizing Innovative Practices: A Social Network Approach

An emerging body of literature suggests the importance of positive leadership for school and district improvement (e.g., Cherkowski, 2018; Louis & Murphy, 2018). A number of lines of evidence have converged upon how positive leadership principles can influence behavioral outcomes (e.g., collaboration among school staff), attitudinal outcomes (e.g., job satisfaction), leader-related outcomes (e.g., trust for leadership), and performance outcomes (e.g., collective efficacy), as well as a wide variety of moderating and mediating variables for these outcomes (Murphy & Louis, 2018). At present, there is little evidence about the role of positive leadership in relation to the mobilization of innovative teaching and learning practices, particularly practices that advance well-being and positive mental health for students and teachers. This article reports on a study that examined the associations between school staff perceptions of positive school leadership, their behaviors related to innovative practices, and their connections to other staff within a multi-school network. The question guiding our work was, "How do school staff perceptions of positive leadership alongside information about their school roles and social connections influence the potential for mobilizing innovative practices?" A cross-sectional survey methodolog y combining traditional and social network data collection methods (Carolan, 2014; Groves et al., 2009) was employed to generate an understanding of the interconnectedness of relational patterns within schools, perceptions of positive leadership, and individual efforts toward innovation. The case for this study was a federation comprising three infant schools in Hampshire, England. In total, 31 teaching staff completed the survey: a response rate of 84%. Our analysis suggests that well-being and positive mental health leadership roles are important not only for mobilizing advice about teaching practices and classroom management, but also in galvanizing the expressive social networks that promote self-governance in school staff. Furthermore, expert uses of innovative practices related to well-being appear to be concentrated on the staff holding well-being leadership positions. Although it is intuitively beneficial to have this concentration of expertise in individuals explicitly charged to promote and support well-being, comparisons between the instrumental and expressive networks suggest that some school staff were not strongly influenced by these leaders. We view this finding as reflecting the importance of paying attention to how practices are mobilized throughout school networks. Against the backdrop of positive leadership, mobilizing practices requires that leaders have an authentic understanding of their staff, an attentiveness to their needs, and an ability to attune their behaviors to those needs.

The Context of Crisis: Teacher social network effects during crisis-based organizational change

This exploratory study examines the ways in which teacher social networks vary by organizational context. The study draws on data collected in a large urban adjacent public school district in New England after start the start of the global COVID-19 pandemic and the subsequent switch to remote instruction. In so doing, the study compares changes in teacher’s informal advice networks in the same schools during both a “Status Quo” context relative to a context of “Crisis-based Organizational Change.” Results indicate that central traits of teacher advice networks – out-degree centrality, tie strength, and network composition – vary with organizational context. Further, these network traits are associated with variation in network mechanisms supporting more positive perceptions of innovative climate in each context. Findings of this study suggest that organizational context may drive variation in the ways that networks support the same organization outcome, furthering the notion that how networks ‘work’ is not the same in all instances. Implications for future research of teacher social networks and implications for school managerial staff involved in organizational change efforts are discussed.

Field Experiments in Social Networks and Entrepreneurship

A significant body of research has shown that social network position and structure are important for entrepreneurship. Networks impact both an entrepreneur’s decision to pursue an idea and the performance of their business by stratifying people’s access to information, resources and contacts. However, many open questions remain regarding how entrepreneurs' networks come to be that are essential for conceptualizing the relationship between networks and entrepreneurship. This symposium makes progress on this with six presentations on how decisions or strategies employed by potential entrepreneurs during the early ideation stage influence how their networks evolve and the success of their ventures. These papers show the importance of factors like training, individual behaviors, relational matching and demographics in enabling or constraining entrepreneurs' ability to construct a productive network and extract value from that network. In addition, as social networks research is often beset by endogeneity concerns, these papers all use field experiments to study network dynamics in entrepreneurship. Social Skills Improve Business Performance: Evidence from an RCT with Entrepreneurs in Togo Presenter: Stefan Dimitriadis; U. of Toronto, Rotman School of Management Presenter: Rembrand Michael Koning; Harvard Business School The Value of Commitment for Strategic Decision-Making: Evidence from UK Micro-Entrepreneurs Presenter: Chiara Spina; INSEAD Presenter: Elena Novelli; Bayes Business School (formerly Cass) Networking and Entrepreneurial Success: The Role of Self-Regulation in the Network Referral Process Presenter: Jacqueline Lane; Harvard U. Presenter: Jeffrey T Polzer; Harvard U. Presenter: Karim R. Lakhani; Harvard U. How Do Organizational Collectivism and Individualism Impact Student Teams’ Performance? Presenter: Zhuoxuan Li; Massachusetts Institute of Technology Presenter: Anyada Assavabhokhin; U. of Michigan, Ann Arbor Presenter: Charles Eric Eesley; Stanford School of Engineering Consider the Learner: Can Entrepreneurs Identify Sources of Advice? Presenter: Ethan Poskanzer; Massachusetts Institute of Technology The Gender Gap in Financing and Third-Order Inference: Experimental Evidence from Turkey Presenter: Salman Alibhai; World Bank Presenter: Solene Delecourt; Stanford GSB Presenter: Aletheia Donald; World Bank

Geoinformation technologies as a basis for research of the optimal location of general secondary education institutions (on the example of Chernivtsi city territorial community)

GIS technologies allow an analyzis of large data sets at the lowest cost. To date, when forming a network of secondary schools, almost no geographic information systems have been used. GIS plays a special role in the study of transport and walking accessibility to GSEI. The article analyzes the theoretical, methodological and practical problems of using geographic information systems in studies of walking accessibility to general secondary schools of Chernivtsi city territorial community and describes the general secondary education institutions of the studied community. Based on geoinformation systems developed in Open Route Service and QGIS, the areas of the community with the best and worst walking accessibility to secondary schools were identified, which is certainly of great practical importance in creating pivotal institutions, their service zone and overcoming the problem of overcrowding in some schools. The most convenient location of the general secondary education institutions of Chernivtsi city territorial community was observed in the central part of the city, as well as in microdistricts Prospect and Boulevard, where there is a fairly dense arrangement of general secondary education institutions. There are also areas in the community that are outside the 2-kilometer walking accessibility zone and require transportation for students. Such areas are the Shantsi, Tsetsyno and Slobidka and Rohizna microdistricts, which have a cottage type accommodations. In general, most of the community is within walking accessibility. An important aspect of the location of GSEI is the availability indicator, which ranges 0.2 to 0.81. The average rate of accessibility to GSEI in the Chernivtsi city territorial community is 0.65. It should be noted that in the community there is a relevant problem of providing students with places in GSEI in those areas, where today the construction of new residential areas is actively carried out, while educational institutions are not expanding and not being built.

Electronic classroom activities in Elementary schools (reality and challenges)

The aim of the research is to identify the reality of the application of electronic classroom activities in Elementary schools, to identify the challenges that face the application of electronic classroom activities in primary schools, The research sample consisted of (120) male and female teachers from the basic education stage, (50) guardians, (15) school principals, (30) activity supervisors And the descriptive and analytical approach was used and a questionnaire on the application of electronic activities was applied (prepared by the researcher).The research found the following results: Elementary schools do not implement electronic classroom activities sufficiently, and this is due to many challenges, which are weak economic potential in primary schools, lack of infrastructure and adequate high-quality computers to implement electronic activities in schools, weak Internet and lack of Internet networks in many schools, teachers ’lack of experience in preparing and designing electronic classroom activities, poor economic conditions for students, especially in villages and rural areas where there is no infrastructure