School Planning Research Articles

Micro level language planning, agency, and ICT in community language schools: before, during and after the pandemic

ABSTRACT Community language schools are grassroots initiatives set up by immigrant communities aiming to teach language and culture to children and descendants of migrants. During the Covid-19 pandemic, issues around ICT and equity sat at the heart of educational planning, ranging from student access to ICT to ensuring teachers’ understanding of technological affordances. Although a myriad of emerging research highlights the many benefits and challenges mainstream teachers experience during the pandemic, little is known about community language planning before, during, or after the pandemic. With a micro-level language planning perspective, the aim of this study is to explore the context of ICT in community language schools and teachers’ decisions around ICT uptake for teaching and learning both before and during the covid-19 pandemic. Pre-pandemic survey and follow-up interviews show that community language school teachers had limited access to ICT for teaching purposes before periods of teaching from home, but teachers’ agency during online teaching afforded innovative solutions that will likely continue to impact ICT in community language planning post-pandemic.

Understanding of Report Card Quality and Principal's Leadership Regarding Preparation of School Work Plans in Public Elementary Schools West Pasaman Regency

This research is motivated by the ability of school principals who are less able to prepare School Work Plans and are less able to utilize the results of Quality Reports in making School Work Plans so that there is no synchronization between Quality Reports and School Work Plans. This study aims to determine the contribution of understanding the quality report cards and the principal's leadership to preparing school work plans in public elementary schools (SD) of West Pasaman Regency. This study uses the Proportional Stratified Random Sampling, with a population of 252 principals and a sample of 82 people from the total population taken from the principal at the State Elementary School in West Pasaman Regency. The type of data used is primary data. Sources of data come from the number of principals, characteristics, and so on. The analysis technique used is the average score (Mean) for the description of the data, the requirements test, namely the normality test, homogeneity test, linearity test, and independence test. Then test the hypothesis with simple linear regression and multiple linear regression. The results of the study stated that the understanding of the quality report card and the principal's leadership together contributed to the preparation of the school work plan by 34.3%, this explains that the better understanding of the quality report card and the leadership of the principal has an impact on the better quality of the preparation of school work plans.

The influence of the physical environment on social behavior, school climate, and bullying in schools

ABSTRACT Bullying is a prevalent issue in American schools with short and long-term consequences for the students involved. Across the extensive anti-bullying literature, the emphasis has been on the social and behavioral aspects of bullying, largely to the exclusion of the physical environment. Implementing an ecological psychology framework, this study aims to shed light on the relationship between the spatial environment of schools and the prevalence of bullying. Following a comprehensive review of relevant literature, experienced school architects were interviewed as key informants. Thematic analysis of these interviews was used to investigate how school planning and design might exacerbate or alleviate bullying. The results suggest that there are a variety of ways that the spatial planning and design of the physical settings in schools is related to the occurrence of bullying and that it is essential that there be more research on this issue by planners, designers, geographers, and environmental psychologists.

Stakeholders’ Involvement and School Leadership for Effective Implementation of Strategic Planning

In Kenya, school development planning for public schools involves determining school needs, prioritizing school needs, preparing action plans, implementing and monitoring the plans. Specifically, public schools in Mbeere -North sub-county have always adopted strategic plans as directed by the Ministry of Education. However, schools continue experiencing dismal performance and poor management. Thus, the study assessed the influence of school dynamics in the implementation of strategic plans in public secondary schools in Mbeere North Sub- County, Embu County. The study was guided by two research questions; 1. What is the influence of stakeholder involvement on the implementation of strategic planning? 2. How does the principal’s leadership influence the implementation of strategic planning? The study adopted a mixed method approach with an explanatory sequential research design. The study used stratified sampling to select 341 respondents. Questionnaires were used to collect data from Board of Management members, teachers and students whereas interview guides were used to collect data from principals, the Sub-County Director of Education and the Quality Assurance Officer. Validity was established through expert judgement. Reliability was determined using test-retest technique. Qualitative data was analyzed thematically while quantitative data analyzed using descriptive statistics. The study found that secondary schools in Mbeere North Sub- County had long term strategic planning, which if properly implemented, would benefit the stakeholders in schools. The study established that some principals included the stakeholders in the implementation of strategic planning. The study found that effective leadership in strategic planning play the role of making good planning, providing better awareness of needs

Педагогическая мастерская на занятиях в воскресной школе: проблемы и перспективы

The article describes and substantiates the use of a new pedagogical technology – a workshop in a Sunday school. The actual problems of the organization of educational activities in Sunday schools in the context of their development history are identified and the expediency of teachers' appeal to new pedagogical technologies is shown. The text briefly describes the existing experience of using a pedagogical workshop in general education organizations, describes in detail the stages of workshops, justifies the names of each stage and presents their compliance with the requirements for Sunday school classes. For clarity and persuasiveness, the article provides a lesson plan in Sunday school with pupils of different ages on the topic "About the creation of the world". Special attention is focused on the most important stages of the workshop, such as induction, rupture and reflection. In conclusion, the article concludes that the use of a pedagogical workshop in Sunday school classes allows overcoming a number of difficulties, such as the lack of a material base and the multi-age nature of pupils, contributes to the personal experience of the student and teacher of his meeting with God and revelation, which should lead to the inner work of a person on himself and his spiritual transformation.

The pedagogic potential of graphic novels

Abstract The students’ competence in reading and interpreting images is often not as developed as we tend to think (Connors, 2012), and therefore, the students’ knowledge about iconotexts cannot be taken for granted. Still, within teacher education programmes, iconotexts are often only incorporated in courses on children’s literature and for teacher students that will teach in primary schools (Connors, 2012). Through a close-reading of Adrian Tomine’s The loneliness of the long-distance cartoonist (2020), I have therefore examined how a metacomic may be used to promote empathy and literary awareness in upper secondary school. In pursuing this research question, I have utilized the theoretical framework of cognitive criticism (Kukkonen, 2013; Nikolajeva, 2014) and metacomics (Cook, 2017; Kukkonen, 2013), in addition to competence aims regarding empathy and literary awareness in LK20. The analysis suggests that Tomine’s book, which is made in the format of metacomics combined with graphic diary, is an apt tool for emphasizing empathy, as “contemporary diaries make visible the intimate and the personal” (Cardell, 2014, p. 3). Graphic diaries are therefore a perfect format for conveying feelings, and a fruitful format to use with young adults in language classrooms, as this may promote chances of expressing feelings and empathy with others. Through various metafictive devices in Tomine’s work, the students may also be cognitively engaged in literary discussions, which can make them more aware of the construction and production of the format of graphic novels. In future research, graphic novels for secondary students should therefore receive more attention both in theoretical and empirical studies, and graphic novels for this age group could also be incorporated more frequently in course plans in schools and teacher education (Connors, 2012). Through a close-reading of Adrian Tomine’s The loneliness of the long-distance cartoonist (2020), I have therefore examined how a metacomic may be used to promote empathy and literary awareness in upper secondary school. In pursuing this research question, I have utilized the theoretical framework of cognitive criticism (Kukkonen, 2013; Nikolajeva, 2014) and metacomics (Cook, 2017; Kukkonen, 2013), in addition to competence aims regarding empathy and literary awareness in LK20. The analysis suggests that Tomine’s book, which is made in the format of metacomics combined with graphic diary, is an apt tool for emphasizing empathy, as “contemporary diaries make visible the intimate and the personal” (Cardell, 2014, p. 3). Graphic diaries are therefore a perfect format for conveying feelings, and a fruitful format to use with young adults in language classrooms, as this may promote chances of expressing feelings and empathy with others. Through various metafictive devices in Tomine’s work, the students may also be cognitively engaged in literary discussions, which can make them more aware of the construction and production of the format of graphic novels. In future research, graphic novels for secondary students should therefore receive more attention both in theoretical and empirical studies, and graphic novels for this age group could also be incorporated more frequently in course plans in schools and teacher education (Connors, 2012).

Decentralised Strategic Planning and Capacity Development as Drivers of Leadership Performance in Schools

The purpose of this article is to determine the association between decentralised strategic planning and capacity development as driving forces of leadership for improved performance in public high schools in Mpumalanga Province, South Africa. This study used pragmatism as a research paradigm and followed a parallel convergent mixed methods research approach. The sample comprised 170 respondents consisting of 130 school governing body (SGB) members and 40 Department of Education (DoE) officials. Quantitative data were collected from SGB members through a survey while qualitative data were collected from participants using focus group discussions (FGDs) and individual interviews. The qualitative data were analysed using thematic analysis while SPSS software was used to analyse quantitative data. In testing the hypothesis, it was proven that decentralised strategic planning capacity in SGBs was associated with the effectiveness of strategic planning in Mpumalanga’s high schools. The study revealed that the variables, capacity development and decentralised strategic planning, are well associated, and influence leadership for improved performance in high schools. The study also found that school leaders who can develop capacity are able to promote better performance in their schools. Meanwhile, the qualitative results concurrently supported the results of the quantitative study as the influence of capacity development on decentralised school planning proved to have improved school performance and effective decentralised school leadership.

Fungsi Manajerial Kepala Sekolah Dalam Meningkatkan Kualitas Layanan Akademik di Sekolah Dasar

The purpose of this study is to determine the managerial function of the principal starting from school planning in order to improve the quality of the school, especially in academic services. This research research approach is qualitative with a type of research description. Data collection techniques include interviews, observations, and documentation. Data analysis techniques using the Miles and Huberman model. Checking the validity of data using triangulation techniques. The results showed that: 1) School planning, especially in academic services, created an annual program based on the school's vision and mission to create a superior generation in noble piety, achievement and based on cultural values in accordance with religious teachings, 2) Managing national standards of education, having developed teaching materials, conducting creative, innovative learning, developing talent interests, and conducting IT training, 3) Supervision and Evaluation, monitoring, providing solutions directly and supervising, 4) Carrying out school leadership to build good communication with subordinates and involve in decision making and 5) Management information systems in order to achieve the teaching and learning process and educational goals by utilizing technological advances in order to support school information systems, so that the managerial functions of the principal have been realized in accordance with the RKAS. In the school, it's just that it still needs to be improved.

Challenges of school leaders’ digital leadership: An initial study in Bintulu, Sarawak, Malaysia

Technological development is constant and rapid. These changes involve not only communication, the economy, or the health field but also education. To overcome these issues, school leaders are required to equip themselves with the knowledge of the digital field. Therefore, this study explores the challenges or issues that school leaders face. In order to achieve the goals of this study, the data were collected by applying a qualitative method using a case study approach through semi-structured interviews. Two school leaders participated in the interview session. Thematic analysis was used to sort out the data in order to determine the themes. This study found that the issues in school leaders’ digital leadership are lack of knowledge, inability to use data for school planning, lack of computers and devices for teaching and learning activities, and lack of engagement. The implication of this study is to make education stakeholders, such as school leaders, aware of the importance of digital leadership in school.

School location and levels of teaching effectiveness of mathematics teachers in terms of knowledge of subject matter and effective classroom communication in calabar education zone of cross river state, nigeria

This study examined school location and the levels of teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication in Calabar Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to guide the study. Literature related to the variables under this study were reviewed accordingly. Survey research design was adopted for the study. The census sampling technique was adopted for the study. A sample of 201 teachers were randomly selected for the study. The questionnaire was the main instrument used for data collection. To test the hypotheses independent t-test and population t-test analysis statistical technique were adopted. The .05 level of significance was used for the statistical testing of the hypotheses. The result of the analysis revealed that, school location significantly influence teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication. The result also revealed that the levels of teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication in Calabar Education Zone of Cross River State are significantly high. Based on the findings of the study, it was recommended that teachers should use chalk that will give a sharp contrast and easy to the students’ view, the teacher should write boldly and legibly. The teacher should face the students while explaining steps involved in calculation in mathematics, teachers should avoid blocking the students’ view of the board while writing. Also, government should not relent in the effort in sustaining best school plant planning in schools.

The Peningkatan Kualitas Human Capital Melalui Pembelajaran Kewirausahaan di SMK Negeri 1 Driyorejo

The researcher carried out this research because he wanted to examine how to improve the quality of human capital through entrepreneurship learning at SMKN 1 Driyorejo Gresik. In improving the quality of human capital, one of them is requiring an effective learning, namely by implementing this entrepreneurship. This research uses a qualitative approach that is descriptive and the type of research is a case study. Data collection techniques used by researchers are observing, interviewing and documenting. Meanwhile, data analysis is carried out using data condensation, data presentation, and data verification. In testing the validity of the data, researchers also used source triangulation and technique triangulation. The results of this study show that SMKN 1 Driyorejo Gresik has implemented entrepreneurship learning in creating superior quality human capital so that graduates become entrepreneurship, especially in grades eleven and twelfth. Not only that, SMKN 1 Driyorejo Gresik already has excellent products, namely Skandry Water and Skandry Hygenice. Therefore, it is hoped that all residents of SMKN 1 Driyorejo will apply the KISS method, namely Consolidation, Integration, Synergy and Synchronization so that school plans can be realized and implemented perfectly because they are supported by all school members.

Disaster Risk Reduction Management: Basis in Crafting: A 3-Year Strategic Plan for Pili National High School

This study determined the extent of Disaster Risk Reduction Management (DRRM) of Pili National High School (PNHS), Magallanes, Sorsogon. The study looked into the level of preparedness of PNHS in terms of the localized existing policies related to school safety and the status of implementation of PNHS on the three pillars of Comprehensive DRRM in Basic Education Framework along safe learning facilities, school disaster management, and DRR in education. The findings of this study guided the researcher in crafting a 3-year strategic DRRM plan for PNHS for the calendar year 2023-2025. The purposive sampling method was used in selecting the participants of the study. They are the members of the local DRRM councils of Magallanes and the school and district DRRM teams. They examined and observed the DRRM implementation of PNHS using the adapted comprehensive school safety monitoring checklist. Data gathered were statistically analyzed and a 3-year strategic DRRM plan for PNHS was crafted. Keywords: Disaster Risk Reduction Management (DRRM), Safe Learning Facilities, School Disaster Management, Disaster Risk Reduction in Education, and Strategic DRRM Plan DOI: 10.7176/JEP/14-13-02 Publication date: May 31 st 2023

MANAGEMENT OF EDUCATION BOARDING SCHOOLS

Management is an important factor in managing an institution, one of which is educational institutions, namely Islamic boarding schools. Islamic boarding school education management has characteristics that are in accordance with Islamic religious teachings and aims to instill Islamic religious values. Islamic boarding schools, as Islamic educational institutions, face challenges in the development of society and students. This challenge will be easy to face with pesantren education management. This article aims to describe pesantren education management. The method used in this research is the library research method. Data was collected using documentation techniques from scientific journal article literature published online. Data analysis techniques using content analysis techniques, or content analysis, Islamic boarding school education management is management that examines the management and planning of Islamic boarding schools in implementation with the aim of empowering students and the community. Islamic boarding school education management also examines related actions or a system related to the change and development of Islamic boarding schools. Changes and developments occur due to environmental factors.

IMPLEMENTASI FUNGSI MANAJEMEN DALAM PENERAPAN BOARDING SCHOOL

The implementation of management functions in the implementation of boarding schools is very important to achieve the goals of national education and the goals of these educational organizations. Experts differ in formulating the management process, but in essence there are several similarities covering four management functions that must be considered, namely boarding school planning, boarding school organizing, boarding school implementation, and boarding school supervision. By paying attention to the four functions of education management above, it is expected to improve the overall quality of education. The method used in this research is library research. From the results of the literature research, it can be concluded that the implementation of a good boarding school management function can improve achievement and religious character of Ma'had Al-Qolam MAN 2 Malang City, improve the quality of education at MAN 1 Yogyakarta, improve the quality of education at SMA IT Abu Bakar Yogyakarta.

Islamic Boarding School Management in Forming The Religious Character of Students

Education has a very strong position in preparing humans to live perfectly and happily. Coaching and monitoring for 24 hours for students is carried out by the Al-Hajar Karemejo Islamic Boarding School which is aimed at fostering their personality. This study aims to: 1) Explain the planning of Islamic boarding schools in improving the religious character of students, 2) Describe the management of Islamic boarding schools in improving the religious character of students, 3) Describe the supervision of Islamic boarding schools in improving the religious character of students, 4) Describe the evaluation of Islamic boarding schools in improving the character of Islamic boarding schools. religious students. The type of research used in this research is qualitative research with a case study approach and the data collection techniques used are observation, documentation, and interviews. The results of this study include 1) Islamic boarding school planning in improving the religious character of students, 2) Management of Islamic boarding schools in improving the religious character of students, 3) Supervision of Islamic boarding schools in improving the religious character of students, 4) Evaluation of Islamic boarding schools in improving the religious character of students.

Engaging families after Covid: reconnecting in the classroom

PurposePrior to Covid, family involvement was on a forward movement of becoming a more involved, collaborative relationship between teachers and families of students. Just as family involvement was beginning to gain momentum with student-led conferences, in and out of school volunteer opportunities and families being seen as a valued perspective regarding student learning, Covid happened. This one event changed how families were seen within the school system. Through reflection with clinical candidates experiencing the effects of Covid and engagement experiences with families in the classroom, two different themes emerged regarding how schools have moved forward since Covid. Some schools found families to be a valued partner in student learning where other districts chose to use Covid as a reason for shutting the doors to family involvement. This article aims to address the family engagement timeline beginning prior to Covid, the perceptions of clinical candidates based on their experiences in classrooms, and innovative strategies for supporting future engagement with families.Design/methodology/approachThe work provides a summary of family involvement pre-existent to Covid, during the pandemic and post-Covid through a review of the literature and emerging from teacher candidate experiences in the school setting.FindingsAfter a careful review of literature and reflection of current teacher candidate experiences in the school system, two clear movements have emerged as Covid restrictions have been lowered. Where some districts are relieved by a lowering of visitor restrictions with the increased involvement of families in the building, other schools have tightened restrictions on families, causing increased tension on parent-teacher relationships. These schools are left caught in the pandemic, unaware or unsure of how to proceed in a post-pandemic world. This article provides key aspects to include in creating a plan for engaging with families and creating strong reciprocal relationships.Originality/valueValuing families in the school setting is crucial for developing strong relationships among teachers, students, student supports and the families who are raising these children. With increased social emotional needs in students, post-Covid, allowing families to contribute to discussion and planning regarding their children is mutually beneficial. Including families in school learning, planning and opportunities leads to positive family engagement and overall increased success in students, extending to the value educators place on involving these families. In addition, modeling how to postively engage families in school learning supports clinical partnerships with area universities. Where schools and classrooms are developing intergrated plans to include families in school learning experiences, future educators are able to better see and value the role of the family in education. When clinical candidates are not able to observe positive interactions between schools and families, there is a disconnect between school learning and home life that may never be explored.

THE TEACHERS’ EFFICACY IN DESIGNING LESSON PLAN FOR PRIMARY SCHOOL AND THE TEACHERS’ BACKGROUNDS

The purpose of this study is to investigate how well is the teachers’ efficacy in designing simplified lesson plan for primary school, the relationship between teachers’ efficacy in designing lesson plan and teachers’ backgrounds and to find out what background that perform an efficacious result in designing simplified lesson plan for primary school. The participants of this research were teachers of English subject in private schools of Pontianak city, Kalimantan Barat, Indonesia. There were twenty teachers according to the data gathered from Institution of Educational Quality Assurance, LPMP (Lembaga Peningkatan Mutu Pendidikan) Pontianak City for academic year 2020/2021. It consisted of sixteen (16) female teachers and four (4) male teachers. The qualitative data collected in form of teachers’ lesson plan which were analysed and identified. The result discovered that the teachers have an “average to good” efficacy in designing lesson plan. It was also dicoverd there was relationship between teachers’ efficacy and teachers’ background. Those twenty lesson plans identifed that certified teachers performed an excellent efficacy in designing lesson plans. The teachers who graduated from English teacher training program bachelor also showed good efficacy in designing lesson plan. Therefore male teachers performed good efficacy too in designing lesson plan. The result answered the research questions that there was relationship between teachers’ efficacy in designing lesson plan and teachers’ backgrounds. The teachers’ backgrounds such as certified teachers, teachers who graduated from English teacher training program and male teachers, they performed an efficacious result in designing simplified lesson plan.

ANALISIS IMPLEMENTASI PROGRAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) BAGI GURU SEKOLAH DASAR

This study aims to describe the implementation of the Continuous Professional Development (PKB) program by elementary school teachers in three Teacher Working Groups (KKG) related to the study of input, process, out put and out come using descriptive qualitative methods. The data were obtained through observation, interview and document review. The results of the study found that SD did not have a PKB work program. The indicators can be seen from the inadequate function of school management in planning, implementing, evaluating, organizing and planning the follow-up after PKB implementation. The results show that the aspects of planning, PKB implementation are carried out by KKG, evaluation system based on PKB SIM, while the follow-up plans for schools and teachers have not been carried out continuously and independently in scientific forum activities based on the needs of teachers and schools. The result is that the implementation of PKB has not had an impact on increasing self-development, the ability of teachers to make scientific work and innovation work. Another obstacle is the lack of budget support from the local government and the weak motivation of teachers to improve their competence. Therefore, a more Participatory, Integrated and Holistic PKB (PKB-PTH) implementation model is needed.

학교인성교육에서 지역사회 연계 현황 및 활성화 방안

학교인성교육에서 지역사회 연계 현황 및 활성화 방안

Influence of Principals’ Planning Skills on Implementation of Strategic Plans in Public Secondary Schools in Thika Sub-county, Kiambu County, Kenya

Principals’ planning skills are crucial in enabling them to develop and implement strategic plans in public secondary schools. However, in Thika Sub-county, many principals have had numerous challenges as far as the implementation of strategic plans. Thus, the purpose of this study was to assess principals’ planning skills and their influence on the implementation of strategic plans in public secondary schools in Thika Sub-county, Kiambu County, Kenya. The study was guided by the strategic planning theory and the theory of policy formulation. The study adopted a mixed methodology and concurrent triangulation research design. The target population was 773 respondents which comprised 59 principals and 714 teachers in public secondary schools from which 264 respondents (16 principals and 248 teachers) were sampled using Yamane’s Formula. Questionnaires were used to collect data from teachers whereas interview guides were used to collect data from principals. Qualitative data were analyzed thematically based on the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences (SPSS Version 23) and presented using tables and charts. The study established that the implementation of strategic plans in public secondary schools in Thika Sub-county has been a very difficult and problematic undertaking for principals. This is because many school heads have limited planning skills, which has compromised the implementation process. Many principals lack the ability of principals to mobilize resources, involve stakeholders, identify trained and experienced staff as well as undertake monitoring and evaluation are crucial activities for the successful implementation of strategic plans in public secondary schools. Thus, the study recommends that the Ministry of Education and education stakeholders should organize seminars and training programmes where principals can be equipped with strategic planning skills.