Education Partnership Research Articles

Pioneering Online Assessment Solutions: Empirical Experiences from Educational Practitioners

The emergence of E-learning has shaped the university's new pedagogical, environment to guarantee business continuity in worse pandemics. Assessment is an end process of learning however, measuring it to globally accepted standards is still a nightmare in universities. It is not clear whether the assessment spells out the tasks posed to learners? illustrate an observable demonstration of the learners’ ability? or have a detailed scoring criterion? no wonder stake holders still doubt assessment online. The research examined qualitative literature regarding the innovative strategies for online educational assessment sustainable and scalable. To gather empirical qualitative data on this subject, a systematic review of literature was undertaken. The study responded to one major research question. “What are the experiences of educational practitioners reported in empirical qualitative research studies pertaining innovative strategies for online educational assessment?” We conducted a qualitative review of the scientific literature published between 2010 and 2022 using the PRISMA framework, thematic analysis was employed to generate themes and patterns. Education databases, like ERIC were used for the article search. Search phrases utilized for this systematic review included “Strategies for online assessment” and “Assessment of E-learning.” 16 articles were included in the analysis for this study. findings point to the Asynchronous Online Discussion, E-portfolios, Distance Project based assessment, Online proctored Exams, Online non-proctored exams as sustainable strategies. The study demonstrates a potential solution to online assessment in universities and restores confidence among educational partners and funders.

A framework of justice-centered leadership practice: a qualitative, multidistrict study

PurposeThe purpose of this study is to identify key school leadership practices that center social justice and are evidenced across multiple school and district contexts.Design/methodology/approachA qualitative, multidistrict research design is used within this study. Sampled across seven US school districts, 24 school leaders were interviewed about their justice-centered school leadership practices within and outside of their school buildings.FindingsParticipants engaged in five key domains of justice-centered practice, which included 13 practice areas and 28 sub-practices. These domains include (1) creating an inclusive and caring environment, (2) promoting equitable opportunity to learn, (3) strengthening staff capacity for justice, (4) positioning families as partners in education and (5) building and extending community capacity and resources.Originality/valueThis study incorporates empirical data across diverse contexts and investigates actions relevant to diverse students and multiple justice-centered leadership approaches. By doing so, this study unearths a spectrum of justice-centered school leadership practices, presenting these in one of the few empirically grounded frameworks available in the literature. This framework provides an accessible, comprehensive and actionable starting place for practitioners hoping to lead in socially just ways and for preparation programs who will support these leaders.

Peran Pemerintah Desa Lasara Kecamatan Namohalu Esiwa Dalam Meningkatkan Kesejahteraan Masyarakat Melalui Literasi Keuangan

This research aims to reveal the role played by the Lasara Village Government in Namohalu Esiwa District in seeking to improve community welfare through financial literacy efforts. Financial literacy is considered an important tool that allows individuals to understand and manage their personal finances more effectively. In its conclusion, this research highlights the important role of the Lasara Village Government in increasing community financial literacy. Through educational programs and partnerships with financial institutions, village governments have succeeded in empowering communities to take control of their own finances, which ultimately contributes to increased prosperity and economic stability at the local level.

The Mathematics Teacher Education Partnership: The Power of a Networked Improvement Community to Transform Secondary Mathematics Teacher Preparation: A Review

The Mathematics Teacher Education Partnership: The Power of a Networked Improvement Community to Transform Secondary Mathematics Teacher Preparation: A Review

Cultural Literacy Training: Maintaining the Value of Harmonizing Local Culture amidst the Onslaught of Foreign Culture

This community service will be carried out regionally in Hargobinangun Village (Jl. Kaliurang KM. 20 Sawungan, Hargobinangun, Pakem, Sleman, Yogyakarta). The targets of this Community Service are traditional, religious leaders, Small and Medium Business actors and also the community who manage tourism in Hargobinangun Village. The aim of this community service is to train the community to increase the speed of the process of increasing human resource capabilities towards cultural literacy in accordance with the rate of growth development. The method used in this service is a literal approach, namely an action plan consisting of a set of steps to solve a problem or achieve a goal, then a mental procedure in the form of a sequence of steps that uses creative efforts to achieve a certain goal. This community service is planned to be carried out within 2 months after obtaining approval from the Educational Institution and Partners. Based on the results of Community Service, data was obtained that young people in Hargobinangun Village have participated in foreign cultures. Ways to maintain local culture amidst the onslaught of foreign culture include: using social media, educating parents, all village activities involving young people, and innovating food products originating from foreign countries into local food products that still maintain their philosophy. After the activity was carried out, it showed that 20 participants had understood the training material provided. However, to apply the material in everyday life, only 75% are able to apply it. One of the reasons is the lack of capital when innovating existing Jadah and the need for tools that are deemed inadequate. As many as 75% of participants have started marketing innovative products as an implementation of harmonized values amidst the onslaught of foreign culture.

Patterns and determinants of tobacco purchase behaviors among male cigarette smokers in Vietnam: A latent class analysis.

Understanding smokers' purchasing patterns can aid in customizing tobacco control initiatives aimed at reducing the tobacco smoking prevalence. Therefore, this study identified cigarette purchase behavior among Vietnamese male smokers and associated demographic and consumption factors. We analyzed a secondary dataset of male current tobacco smokers (n=3983) who participated in the Vietnam Global Adult Tobacco Survey in 2015. We applied the latent class analysis (LCA) to identify the classes of purchase behavior among cigarette smokers (n=1241). Multinomial logistic regression was performed to identify demographics (education level, ethnicity, partnership status, and household socioeconomic status) and cigarette consumption variables (smoking years and heavy smoking status) related to purchase behavior classes. The results are reported as an adjusted relative risk ratio (ARRR). The LCA identified four cigarette purchase behaviors classes: Class 1 (price-insensitive and purchased international brand: 44.4%), Class 2 (price-sensitive and purchased domestic brand: 27.6%), Class 3 (price-sensitive and purchased cigarettes in a street vendor: 18.6%), and Class 4: price-sensitive and purchased loose/carton cigarette: 9.4%). The poorer economic groups were more likely to belong to the three price-sensitive classes. Heavy smokers and those who had smoked for a longer period were more likely to belong to Class 3 (ARRR=2.33; 95% CI: 1.51-3.58 and ARRR=1.02; 95% CI: 1.001-1.05, respectively) and Class 4 (ARRR=2.94; 95% CI: 1.71-5.06 and ARRR=1.05; 95% CI: 1.02-1.08, respectively). Varied purchasing behaviors among male cigarette smokers, influenced by divergent price sensitivities and economic backgrounds, underscore the need for comprehensive tobacco control. Future efforts should include targeted policy interventions, behavior modification, and reshaping social norms.

A critical discourse analysis of NAEYC's developmentally appropriate practice texts: Shifting rhetoric and implications for advancing equity in family-school partnerships

ABSTRACT The most recent iteration of NAEYC’s key Developmentally Appropriate Practice (DAP) texts (the 2020 Position Statement and the fourth edition of the DAP book) reflect a more robust stance on family educator-relationships and attention to issues of equity as reflected in linguistic shifts. This article analyses NAEYC’s rhetorical moves between the 2009 texts and the present versions, presenting a mixed-methods critical discourse analysis (CDA) of the changes in the texts drawing on critical theory, Doucet’s framework for anti-racist practice, discourse theory and critical linguistics. The findings reveal meaningful changes in the language and framing of family-educator relationships, highlighting a move towards more inclusive, reciprocal partnerships. And while the current editions of NAEYC’s key DAP texts show greater attention to cultural inclusivity and anti-bias approaches, we make a case to push for explicitly anti-racist reciprocal partnerships with families and communities within the DAP texts. We discuss the implications of these changes for policy and practice in early childhood education, as well as suggestions for future research in diverse cultural contexts, particularly in low- and middle-income countries. This analysis contributes to the ongoing conversation about equity and social justice in educational partnerships and practices.

:Research, Education and American Indian Partnerships at the Crow Canyon Archaeological Center

:<i>Research, Education and American Indian Partnerships at the Crow Canyon Archaeological Center</i>

Demographics of cancer screening in Providence’s homeless population.

1585 Background: Adults experiencing homelessness have a higher incidence and mortality from cancer. It is estimated that almost 60% of homeless people in the US are from racial and ethnic minorities. Therefore, cancer mortality among the homeless may be an important disparity. In recent years homelessness has increased in Providence RI due to high rents and end of covid subsidies. The objective of this project was to learn about the demographics of the homeless population in Providence, focusing on risk factors for cancer and barriers to screening, to acquire the necessary information to develop interventions to improve cancer screening in the unhoused population. Methods: We conducted a cross-sectional survey of homeless individuals in Providence, RI. Survey data was obtained at homeless shelters, on the street, at soup kitchens and at other community events supporting the homeless. The largest single source of participants was those attending the Matthewson Street Church Friendship Breakfast on Sunday mornings. Results: Data was obtained from 278 homeless individuals from September 2023 to December 2023. 70% were male, 30% female. Age ranges included 28 (10%) &lt; 40 years, 78 (28%) 40-49 years, 88 (32%) 50-59 years, 74 (27%) 60-69 years and 10 (4%) &gt; 70 years. Race/ethnicity included 56% White, 18% Black, 13% Hispanic/Latino, 2% Native American, 9% multiracial and 2% other. 51% were sleeping in a shelter, 29% were unsheltered (including outside, car or tent), 12% “couch surfing”, and 7% were recently housed. Most participants (92%) had health insurance, the majority being state Medicaid, and had PCP visits (59%), mostly to community health centers, within the last 12 months. 72% of individuals were current cigarette smokers and 45% currently used alcohol. Among women, only 32% were on schedule for mammogram and 61% were on schedule for cervical cancer screening. Colon cancer screening rate for individuals &gt; 45 years was 32%. Only 32% of males over 50 had prostate cancer screening. Barriers identified included needing to have other needs met such as food and housing, lack of transportation to healthcare facilities, and lack of awareness about the need to undergo screening. Conclusions: The most common age range of homelessness in Providence, ages 50-59, is when cancer screening should be ongoing. There is a higher incidence of homelessness among minorities. The homeless population have high risk factors for cancer but screening rates for breast, cervical, lung, prostate and colon cancer are well below national guidelines. This represents a health disparity. Given the proportion of participants with a PCP and health insurance, interventions to improve cancer screening in this population may be feasible. We plan to develop educational partnerships with community health centers during the next phase of this initiative to increase awareness and uptake of screening recommendations.

Inovasi dalam Pengembangan Sosial Emosional Anak Usia Dini

Early childhood social-emotional development is vital in forming mentally and emotionally healthy individuals. Collaboration between educators and families is critical in creating a supportive environment for developing these social-emotional skills. This paper aims to investigate the role of cooperation between educators and families in supporting the social-emotional development of early childhood in the family and school environment. This research uses a qualitative approach by analyzing related scientific literature, case studies, and practical experiences collaborating with educators and families to support early childhood social-emotional development. The research results show that collaboration between educators and families can strengthen the social-emotional development of early childhood by providing open communication channels, providing resources and information, building solid educational partnerships, providing parenting skills training, supporting families in problem-solving, and increasing people's involvement. Old at school. This collaboration allows children to develop communication, emotional management, and other social skills more effectively, helping them grow and develop positively.

Rethinking time in preparing for and reflecting on teaching: Pedagogical partnership with student consultants as empowering educational development

How faculty choose&amp;mdash;or feel compelled&amp;mdash;to spend time on preparing for&amp;nbsp;and reflecting on their teaching is influenced both by capitalist notions of&amp;nbsp;efficiency and productivity and by human, relationship-focused conceptions&amp;nbsp;of growth. The educational development opportunities that faculty&amp;nbsp;are offered at the intersection of these influences can foster self-directed,&amp;nbsp;meaningful, and empowering ways to conceptualize and use time. This&amp;nbsp;article reports on a study that aimed to deepen understanding of how&amp;nbsp;faculty think about, experience, and make choices about time during and&amp;nbsp;after participating in a particular form of educational development: one-on-one pedagogical partnership with liminally positioned student consultants.&amp;nbsp;Anonymous survey responses revealed that, while participating in&amp;nbsp;this form of educational development, faculty experienced pedagogical&amp;nbsp;partnership as a useful/practical way to spend time, as a source of insights&amp;nbsp;into the student perspective on and experience of time, as inspiration to&amp;nbsp;use time to center student learning, and as a worthwhile investment of&amp;nbsp;time to grow as reflective practitioners. Survey responses showed that,&amp;nbsp;after participating in this form of educational development, faculty carried&amp;nbsp;forward new understandings of the importance of spending time outside&amp;nbsp;of class reflecting on teaching, of feeling more confident and capable in&amp;nbsp;planning for teaching, of using time differently in class, and of continuing&amp;nbsp;to invest time in revising their sense of self as a teacher in meaningful&amp;nbsp;learning relationships with students. The article concludes with recommendations&amp;nbsp;for educational developers who wish to support faculty in&amp;nbsp;rethinking time through creating or expanding opportunities to participate&amp;nbsp;in student-faculty pedagogical partnerships.

«TECHNOLOGY OF LANDSCAPING EDUCATIONAL INSTITUTIONS» PROJECT AS A BASIS FOR ENVIRONMENTAL EDUCATION OF PHYSICS TEACHERS DURING THEIR FUNDAMENTAL TRAINING: ISRAELI EXPERIENCE

This article addresses the pressing issue of fundamental training for future physics teachers, emphasizing the need to bridge theory and practice, integrate natural sciences with environmental education, and develop students’ research and environmental competencies. The focus is on the importance of collaborative project activities between educators and future physics teachers as a cornerstone of comprehensive training. The author introduces the project “Technology of Landscaping Educational Institutions” as a key method for environmental education during the fundamental training of physics teachers at a pedagogical university. Key project tasks included: 1) identifying ecological foundations for creating green spaces in educational institutions; 2) describing functional zones within the institution for potential improvements; 3) substantiating the roles of green spaces in the educational yard; 4) developing landscaping technology for the institution’s courtyard; and 5) exploring international landscaping practices through the example of Ariel University in Israel. The project was carried out through partnership pedagogy, cross-cultural communication, and inter-university cooperation between V.G. Korolenko Poltava National Pedagogical University and Ariel University. During the project, students, who are future physics teachers from V.G. Korolenko Poltava National Pedagogical University, engaged with scientific sources and the website of Ariel University. They participated in virtual tours of Ariel University’s campus and attended online consultations to assist with project tasks. As a result, Ukrainian students developed and presented reports on the technology of environmentalization for educational institutions and proposed their own landscape design concepts for the Poltava National Pedagogical University’s grounds. The project “Technology of Landscaping Educational Institutions” is a paragon of partnership pedagogy, cross-cultural communication, and inter-university collaboration. Knowing the nature, students become harmoniously developed and comprehensively aware personalities, which is an important element of modern educational process.

Education Research-Practice Partnerships: Impacts and Dynamics

ABSTRACT The emerging literature on research-practice partnerships in education explains the conditions under which these partnerships operate to achieve the desired impact. This study adds to that literature base by exploring variation in the perceived impacts across three partnerships whose goal was improving achievement for multilingual learner students. To examine these partnerships, we posit a conceptual framework that defines partnership impacts and associated supportive dynamics within the partnership. We use this framework to guide our analysis of interviews and observations from three partnerships. Our study finds (1) practitioners and researchers’ motivations to engage in the RPP are different but complementary; (2) practitioners and researchers perceive the RPP as impacting their capacity either to make decisions that change policy and practice or to develop research that is relevant for theory and practice; (3) both researchers and practitioners agree that consistent communication through meetings and reliable funding supports the RPP. Implications for the field and ideas for further research are discussed.

Beyond the Franchising: Strategic Alignment as the Key to Thriving UK Private Higher Education

This research delves into the evolving landscape of private higher education (PrHE) in the UK, moving beyond the traditional franchising model to explore the critical role of strategic alignment between Public Higher Education Institutions (PuHEIs) and Private Higher Education Institutions (PrHEIs) in fostering thriving institutions. While franchising arrangements have traditionally facilitated the delivery of PuHEIs programmes through PrHEIs, this study emphasises the importance of strategic alignment in achieving long-term success. The study explores how aligning institutional mission, strategic goals, resources, and practices can enhance academic quality, expand access to education, and foster innovation. Using Oxford Business College (OBC) as a case study, the research highlights OBC's transformation from a follower to a pioneer in research, staff development, and business incubation, driven by direction of strategic alignment with PuHEIs. Key focus areas include widening participation, student support, research enhancement, staff development, and business incubation. The findings underscore that beyond the transactional nature of franchising, strategic alignment is essential for PrHEIs to thrive, setting a new paradigm for sustainable and impactful higher education partnerships in the UK. Keywords: UK Higher Education (HE) Franchising, Strategic Alignment, Public Higher Education Institutions (PuHEIs), Private Higher Education Institutions (PrHEIs), Oxford Business College (OBC)

Trends in Climate Change Education Studies in the Last Ten Years: A Systematic Literature Review

Climate change is a concern for all countries in the world. UNESCO is taking part in efforts to increase awareness regarding climate change, one of which is by creating the Greening Education Partnership program. Climate Change Education (CCE) is an effort in the education sector to increase students' awareness of climate change. This article attempts to analyze publication trends regarding CCE and explore other opportunities for further research on the topic of CCE. The method used is the systematic literature review (SLR) method and data analysis using bibliometrics. The data used in this research are documents published by journals on the Scopus database published in 2013-2022. In 2013-2022, 462 documents can be searched in the Scopus database with the keyword ‘climate change education’. The analysis results show that discussions about CCE related to curriculum, learning, and students have been widely studied and published. However, there is no visible academic interaction between the authors. These conditions can be the basis that CCE needs to be implemented thoughtfully to increase awareness of environmental change. Apart from that, its implementation also requires collaborative roles from each sector so that CCE implementation can be carried out optimally. There needs to be a policy to encourage implementation by integrating CCE and the curriculum. Schools and universities encourage teachers and lecturers to deliver CCE in learning by including specific topics that can be related.

ДЕРЖАВНО-ПРИВАТНЕ ПАРТНЕРСТВО У ПРОФЕСІЙНІЙ ОСВІТІ: ВИКЛИКИ ТА МОЖЛИВОСТІ

Public-private partnerships (PPPs) in education: potentials and risks. The complexity of PPPs in education and their impact on accessibility, quality, and social justice are reflected upon. Various aspects of the influence of public-private partnerships in education are considered, emphasizing the necessity of careful regulation of PPPs to ensure the effectiveness and development of education.

Integrative strategies for social inclusion and equity: Enhancing refugee access to higher education in Jordan

Incorporating sustainability principles into refugee education, an often overlooked yet crucial domain is pivotal for future societal development. Focusing on UNHCR's directive in Jordan, this research delves into the nuances of elevating refugee enrollment in higher education to 15 % by 2030. The study identifies significant challenges through empirical and theoretical lenses, such as financial impediments, infrastructural deficits, and socio-cultural deterrents. A multi-layered solution is proposed: instituting targeted scholarship programs, bolstering institutional capacities for diverse learners, leveraging digital education platforms, and fostering global educational partnerships. By strategically enhancing higher education opportunities for refugees, nations harness a richer tapestry of skilled human capital and underscore a commitment to holistic sustainability, inclusivity, and equity.

Music cooperating teachers’ perceptions of the university-cooperating teacher partnership

The purpose of this study was to examine three music cooperating teachers’ perceptions of the university-cooperating teacher partnership. Using a phenomenological interview design, data included two focus group interviews (framing the student teaching semester) and an individual interview in the middle of the term. Participants were experienced cooperating teachers who were working with a student teacher in the research study term and had worked with student teachers in the past. Findings include cooperating teachers’ perceptions of their roles, the balance of P–12 student and student teacher learning, and university and cooperating teacher interactions. Conclusions support the notions that cooperating teachers embrace their multi-faceted role in teacher education, prioritize P–12 student learning, and desire deeper connections with the university.

Rethinking student teachers' professional learning in Wales: Promoting reflection‐in‐action

AbstractNearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's principles of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system‐level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions.

A Roadmap for the Implementation of Building Energy Efficiency Codes Compliance in Tripoli-Lebanon: Key Actions in the Familiarity Stage

Objective: The objective of this study is to provide policy recommendations for strengthening governance and institutional capabilities to ensure effective climate action and sustainable development in Tripoli-Lebanon and to propose a multi-staged implementation framework for T-BEEC, focusing on familiarity, with the aim o To facilitate Lebanon's transition towards sustainable energy sources by implementing an effective Building Energy Efficiency Code (T-BEEC) in Tripoli. Theoretical Framework: The study employs environmental science, urban planning, and socio-economic theories, focusing on policy adoption and the diffusion of technological innovations to enhance urban energy efficiency and sustainability. Method: A mixed-methods approach is adopted, incorporating both qualitative and quantitative research methods. Data collection involved semi-structured interviews with key personnel at the Tripoli Municipality Permit Office and thematic analysis of the barriers and facilitators to BEEC implementation. Comparative case studies from different geopolitical regions provide a broader perspective on the challenges and strategies of energy code compliance. Results and Discussion: Findings emphasize the critical need for infrastructure and resource optimization, including vehicle maintenance and replacements, spatial layout reorganization, and the prompt repair of computers and printers, to ensure operational efficiency. Additionally, the pursuit of diverse financial support sources highlights the reliance on municipal fees, international aid, NGO contributions, and educational partnerships to overcome financial and resource constraints Research Implications: This study impacts urban energy management theory and practice, providing key insights for policymakers and planners in similar settings. Originality/Value: This study outlines a unique approach to implementing energy codes during Tripoli's familiarity period, enhancing urban sustainability and policy effectiveness.