Quality Of Programs Research Articles

Finding a predictive value for the degree of pain for partial rupture of the anterior cruciate ligament in terms of some indicators of the functional structure of the knee joint for injured athletes

Introduction: Understanding the relationship between the functional structure of the knee and pain can contribute to increasing the therapist’s knowledge of the degree of pain and improving the quality of rehabilitation programs for injured athletes. Objective: The research aimed to find predictive equations for the degree of pain among athletes with partial rupture of the anterior cruciate ligament as a function of measuring some indicators of the functional structure of the knee joint during the injury period on a sample of (18) of the injured, conducting the necessary tests and measurements. Methodology: The study used Arab and foreign sources, experts and specialists, and skill tests. Divided ruler For ten fields containing numbers from (1-10). Telsa Siemens Magnetom Erlangen (MRI) machine made in Germany. The researcher determined the measurements and tests after consultation and approval of the specialist doctors for these tests and measurements. Testing the degree of pain, visual analog scale, in the cases of adduction and abduction. Results: The results of some statistics (arithmetic mean, standard deviation, lowest two values, and highest measurement) are represented in the functional structure of the knee joint and the degree of pain. Conclusions: Concluding. Variable (Joint space and erosion of synovial fluid), with the highest percentage of contribution to the degree of pain for the knee joint in injured athletes. Etemad recommended the percentage of contributions shown by the study from sports medicine and physical therapists.

Prinsip Pendekatan Proses Manajemen Mutu Terpadu dalam Pendidikan di SMK Negeri 4 Samarinda

The application of integrated quality management principles (TQM) is vital to ensure that every stage of education, from input, process, to output, meets the established quality standards. SMK Negeri 4 Samarinda is one of the vocational schools in Samarinda city that plays an important role in producing ready-to-use middle-level workforce. This study aims to identify the strengths and weaknesses in the implementation of TQM principles and provide strategic recommendations to assist the school in improving its management system comprehensively. This research employs a descriptive qualitative approach with the aim of understanding and deeply describing the application of the process approach principles in integrated quality management at SMK Negeri 4 Samarinda. The results indicate that the implementation of this principle is still not optimal in various aspects. Teacher involvement in the development of quality programs is dominated by passive participation, with only about 20% of teachers actively engaged. Similarly, the realization of the teaching factory program and industrial practice has not been fully equitable, with only 68% of students gaining experience in the teaching factory and 60% of the practice facilities deemed adequate. These findings reflect the incomplete implementation of the process approach in the planning and execution of quality-based learning activities.

“Evaluating the effectiveness of the Saudi laboratory specialist licensure examination preparation program for the medical laboratory sciences interns: a quasi-experimental study”

BackgroundIn Medical Laboratory Science (MLS), passing licensure examinations is essential to demonstrate professional competence worldwide. The Saudi Laboratory Licensing Examination (SLLE) is required by the Saudi Commission for Health Specialties (SCFHS) in Saudi Arabia. Success in the SLLE reflects candidates’ proficiency in applying their knowledge and skills, serving as an indicator for evaluating the quality of MLS programs. Although preparation strategies for different healthcare licensure exams have been explored, a significant lack of research focuses on SLLE preparation programs for MLS students in Saudi Arabia. This gap became particularly evident when the MLS program at Fakeeh College for Medical Sciences (FCMS) observed a decline in first-attempt SLLE scores for students who graduated in the academic year 2021–2022. To address this research gap and the practical need for improved SLLE performance, this study aimed to develop, implement, and evaluate an SLLE preparation program for MLS interns at FCMS. This program is intended to equip interns with the essential knowledge and skills needed to enhance their chances of success in the SLLE and ensure their readiness for future careers.MethodologyA quasi-experimental study was conducted from 2022 to 2023 over six weeks at FCMS in Jeddah, Saudi Arabia. The study included all 18 MLS interns enrolled in the academic year 2022–2023, utilizing total population sampling. The participants were final-year students in their internship phase. The SLLE preparation program adhered to a structured three-phase conceptual framework: pre-training (planning), training (implementation), and post-training (evaluation). Data were collected through researcher-developed questionnaires adapted from previous studies and reviewed for content validity by medical education experts at FCMS. Reliability was ensured through expert review. Interns’ knowledge was assessed with pre- and post-tests. A paired samples t-test was employed to analyze differences between pre- and post-test scores. Data analysis was performed using SPSS version 28, and statistical significance was established at p < 0.05.FindingsThe study included 18 MLS interns (14 females and 4 males). Level 1 (Reaction): Interns reported high satisfaction with all sessions, with ratings ranging from 94% to 100%. Level 2 (Learning): A significant improvement was observed in post-test scores across all subject areas compared to pre-test scores (p < 0.05). Level 3 (Behavior): Preceptors rated interns’ clinical performance highly, achieving an average score of 4.6 out of 5.0, indicating successful application of knowledge in clinical settings. Level 4 (Results): All interns (100%) passed the SLLE on their first attempt one year after completing the program. Qualitative feedback further supported these findings, highlighting strengths in content delivery and instructional strategies.ConclusionIncorporating the SLLE preparation program, along with mock assessments similar to the licensure examinations in the MLS program, enhanced their knowledge and skills, positively impacting interns’ performance on the actual SLLE during their first attempt.

Higher education qualifications for early childhood educators: Policy implementation challenges

Background: This article is based on a study focused on implementing the ‘Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators’. This policy aims to improve the quality of early learning programmes by supporting the provision of sufficient numbers of professionally qualified early childhood development (ECD) educators, and advancing the professionalisation of the Early Childhood Care and Education (ECCE) workforce. Aim: This study aimed to identify the conditions necessary to enable and/or promote the successful implementation of the policy, and to make recommendations in this regard. Setting: A total of 184 ECD practitioners from three Gauteng municipalities completed a quantitative survey. We purposively selected 10 of these participants for interviews, and qualitative open-ended questionnaires were completed by 14 other stakeholders, selected through criterion-based sampling. Methods: An explanatory mixed-methods design was employed, and the data were interpreted using complexity theory as a lens. Quantitative data were evaluated using statistical software, and qualitative data were analysed using a thematic analysis approach. Results: The findings indicated factors that favour the policy’s implementation, as well as challenges at various systemic levels. Conclusion: The policy’s successful implementation fundamentally requires building a competent ECCE system, which necessitates intervention at all levels of the system. We recommend advocacy and pressure from different stakeholder groups to adequately resource key areas of ECCE, and specific actioned interventions to avoid the policy becoming a ‘missed opportunity’ for professionalising the sector. Contribution: Conditions for successful policy implementation, aimed at supporting a professionally qualified ECCE workforce., are identified.

Analyzing the Influence of Critical Thinking Skills, Self-Efficacy, Digital Literacy, and Industrial Internship on Students' Work Readiness: SEM-PLS Approach

This quantitative study investigates the influence of critical thinking skills, self-efficacy, digital literacy, and internship experience on work readiness among vocational high school students. This research is motivated by the persistently high unemployment rates among vocational graduates in Indonesia, which reflect a gap between the skills acquired in school and those demanded by the job market. of the study involved 143 twelfth-grade students from SMK Negeri 2 Sungai Penuh and employed an explanatory quantitative approach. Data were collected using a structured questionnaire and analyzed through Structural Equation Modeling (SEM) using SmartPLS 3.0. The findings confirmed that the measurement model satisfied the required criteria for reliability, convergent validity, and discriminant validity. The structural model testing indicated that critical thinking skills, self-efficacy, and internship experience significantly and positively influenced work readiness, while digital literacy did not demonstrate significant effect. Furthermore, self-efficacy was found to partially mediate the correlation between critical thinking and internship experience with work readiness, although the effect sizes of these mediations were relatively small. These results emphasize the importance of enhancing critical thinking, building self-efficacy, and improving the quality of internship programs in the industry to increase vocational graduates' employability. The study highlights that fostering these factors in vocational education can better prepare students for the workforce. Future research is recommended to explore additional external factors that may influence work readiness, such as socio-economic status, personal motivation, or family background, and to broaden the sample size to improve the generalizability of the findings to a larger population. Keywords: critical thinking skills, self-efficacy, digital literacy, industrial internship, students' work readiness.

Characterization of Activity Data and Patterns of Agricultural Tractors in the San Joaquin Valley of California

The objective of this research was to collect real-world activity data from agricultural equipment that could be considered when informing air quality and incentive programs in California. This included monitoring 208 tractors via either engine hour records or data loggers, with 103 of these tractors monitored with data loggers. The results showed that the average annual hours of usage for agriculture tractors declined as a function of engine age/older engine technology. The average annual hours of usage were 60, 130, 143, 741, and 739 h, respectively, for Tier 0, Tier 1, Tier 2, Tier 3, and Tier 4 tractors. The tractors were used for about 4 h per day on average. During that time, the average engine load typically ranged between 22% and 35% for the different categories, with an overall average load percentage of 28% and an average idle percentage of around 26%. Average fuel-use rates were 4.2 gal/h, with a maximum of about 8 gal/h for the 225–478 kW category, whereas the categories &lt;130 kW had fuel-use rates of about ≤2 gal/h. The average diesel particle filter (DPF) temperatures were ≥250°C across different power categories, although the temperature distributions showed that the DPF outlet temperature is &lt;200°C for approximately 21.5% of the operational time, which is below the temperature typically needed for the injection of urea into the selective catalytic reduction.

Dutch post-graduate training in Global Health and Tropical Medicine: a qualitative study on graduates’ perspectives

IntroductionThe Dutch Medical Doctor-Global Health (MD-GH) prepares to work in low-resource settings (LRS) by completing a hybrid postgraduate training program of 2 years and 9 months, with clinical and public health exposure in the Netherlands and a Global Health residency in LRS. The objectives of the program include acquiring clinical skills to work as a physician in a setting with different (often more severe) pathology and limited resources. In public health teaching, emphasis is given, among other, to adapting to a culturally different environment. After graduation, MD-GH work in a wide variety of countries and settings for variable time. As part of a curriculum review, this study examines MD-GHs' perception of the quality of the training program and provides recommendations for improvement.MethodsA qualitative study was performed. Thematic analysis was applied to semi-structured interviews with 23 MD-GH who graduated between 2017 and 2021.ResultsMD-GHs predominantly worked as clinicians; several were (also) involved in management or capacity building. The clinical training program adequately addressed general skills, but did not sufficiently prepare for locally encountered, often severe, pathology. During the training, adequate supervision with clear learning goals was found pivotal to a positive learning experience. Gaps included clinical training in Internal Medicine (particularly infectious diseases and non-communicable diseases) and Paediatrics. Public Health teaching as well as cultural awareness should be intensified and introduced earlier in the program. The Global Health residency was considered important, but tasks and learning outcomes varied. Teaching, supervision, and capacity building were considered increasingly important key elements of working in LRS. Consensus favoured the current duration of the training program without extension.DiscussionWhile the generalist nature of the MD-GH training was appreciated, the program would benefit from additional clinical training in infectious diseases, non-communicable diseases, and Paediatrics. Moving forward, emphasis should be placed on structured mentorship, enhanced public health teaching, and standardized residency programs with clearly delineated objectives to better equip MD-GH professionals for their multifaceted roles in LRS. Moreover, future revisions of the training program should incorporate the perspectives of host institutes in LRS and tailor the training needs.

BEYNƏLXALQ İKİLİ DİPLOM PROQRAMLARININ TƏŞKİLİ

In the modern era, universities are expanding international partnerships, encouraging the mobility of students and faculty, and enhancing the international recognition of curricula to differentiate themselves in the global competitive environment. Dual degree programs (DDPs) contribute to achieving these goals by providing students with the opportunity to gain experience in different educational systems, build professional networks, and increase job opportunities. These programs also facilitate the efficient sharing of financial, marketing, and research resources among universities. The article presents the “WHEEL” framework for the design and management of DDPs. This framework encompasses key areas such as international cooperation, program design, exchange of experiences, curriculum enhancement, and network expansion. The “WHEEL” framework ensures effective management at all stages, from selecting partners to quality assurance and program completion requirements. The article also highlights challenges faced by DDPs, such as cultural mismatches, differences between educational systems, and uncertainty in administrative responsibilities. To address these issues, clear communication between partners, improvement of student support services, and continuous monitoring of quality assurance processes are recommended.

What impact do master's degree programs have on career trajectories and professional development in nursing and midwifery? An explanatory mixed-methods study.

What impact do master's degree programs have on career trajectories and professional development in nursing and midwifery? An explanatory mixed-methods study.

Critical Evaluation of Curriculum Reporting on Orthopedic Sports Medicine Fellowship Websites.

Orthopedic sports medicine fellowship program websites likely serve as a preliminary source of information for prospective fellows. Websites give potential applicants a way to gain an understanding of the content and quality of a fellowship program's curriculum. Therefore, the purpose of this current study was to evaluate the curriculum factors reported on orthopedic sports medicine fellowship websites, with a secondary purpose of comparing curriculum between smaller and larger fellowship programs. A comprehensive list of surgical sports medicine fellowships was compiled from the American Orthopaedic Society for Sports Medicine (AOSSM) website in February 2023. Each program's fellowship website was then analyzed to determine if key curriculum components were reported to be in the curriculum. Small fellowships were defined as having fewer than four fellows and large fellowships were considered as having four or greater fellows. Overall, 90 surgical sports medicine fellowships were identified from the American Orthopaedic Society for Sports Medicine website. Research was by far the most prevalent, with 87 programs (97%) highlighting research opportunities. By contrast, only 20 programs (22%) mentioned training in ultrasonography techniques and a mere seven programs (7.8%) listed sports psychology as part of their curriculum. Larger fellowship programs more frequently report cadaver surgical training on their websites than smaller fellowship programs (50% vs. 24%, P = 0.031). All other curriculum aspects were reported at statistically similar rates between large and small fellowship programs (all P > 0.05). Orthopedic sports medicine fellowship websites prioritize research compared with other valuable curriculum factors, such as ultrasonography and psychology training. Fellows interested in cadaver training may find training more closely aligned with their interests at a larger institution. Sports medicine fellowships should consider expanding the breadth of their websites to include a wider variety of curricular elements to increase transparency for applicants and potentially attract applicants with interests closely aligned with their program.

Testing Program Critical Control Points (TP-CCP): characterizing and optimizing decision-making power in food safety testing.

Foodborne illness affects 48 million people annually in the U.S., resulting in 128,000 hospitalizations and 3,000 deaths, and an estimated economic burden of $17.6 billion. To address this important public health issue, ongoing industry efforts have been undertaken to promote a proactive food safety culture that focuses on prevention-based approaches to food safety. In the 1960s, Good Manufacturing Processes (GMPs) and Hazard Analysis and Critical Control Points (HACCP) were introduced to provide a systematic process to identify and mitigate physical, chemical, and biological risks, and quickly became standard components of a comprehensive quality and food safety program. In 2011, the Food Safety Modernization Act (FSMA) introduced Hazard Analysis and Risk-Based Preventative Controls (HARPC), an expansion of HACCP to products regulated by the United States Food and Drug Administration. This article proposes a complementary program using the HACCP/HARPC construct for the systematic characterization and assessment of analytical tools used in monitoring critical steps in food processes. The Testing Program Critical Control Point (TP-CCP) framework extends the comprehensive HACCP/HARPC model to microbiological monitoring programs (e.g., sampling, testing methodology) to define the theoretical operating limits and realized performance of testing systems. TP-CCP identifies risk mitigation opportunities, supports broad prevention-based control efforts, and establishes a missing feedback loop for continuous improvement in food safety. The proposed TP-CCP ensures a robust network that the food industry can use to obtain a more efficient and reliable testing system to advance public health.

Association Between Operative Neurosurgical Intervention and Favorable Discharge Among Patients With Traumatic Subdural Hematoma and Poor Neurological Examination.

Patients with traumatic subdural hematoma (SDH) and poor neurological presentation frequently experience adverse outcomes. Few studies investigate whether operative neurosurgical intervention is associated with favorable outcomes for these patients. The objective of this study was to measure associations between operative neurosurgery and favorable discharge in patients with traumatic SDH and poor neurological presentation. This was a retrospective cohort study using the American College of Surgeons Trauma Quality Programs Dataset. In total, 13 393 adult patients (≥18 years) presenting with traumatic SDH, midline shift >5 mm, and Glasgow Coma Scale ≤8 were included. Risk-adjusted hierarchical regression models were specified to measure associations between operative neurosurgery and favorable discharge to home or inpatient rehabilitation. Effect modification by pupillary response (both [2R], one [1R] or neither reactive [0R]) was evaluated. Marginal effects of operative neurosurgery on favorable discharge probability were estimated across pupillary response and age subgroups. Patients with 0R pupils were least likely to undergo operative neurosurgery (0R, 34% vs 1R, 50% vs 2R, 50%; P < .001). After risk adjustment, operative neurosurgery was associated with favorable discharge (odds ratio, 1.93; 95% CI, 1.74-2.14). This association was significantly modified by pupillary response (P for interaction, <0.001), with the greatest potential benefit observed for patients with 0R pupils (probability, 3.7% increased to 11.8%). Operative neurosurgery provided potential benefit across all age quartiles but declined significantly for the eldest patients (>75 years). Operative neurosurgical intervention is associated with favorable discharge among patients with traumatic SDH and poor neurological presentation. This was consistent across pupillary response and age subgroups, but potential benefit was reduced among the eldest patients.

Addressing Program Effectiveness for Nursing Accreditation: Outcome Specification and Measurement.

Determining meaningful faculty and student program outcomes is important for demonstrating nursing program quality. For many faculty who are not experienced in program development and evaluation, outcomes specification can be a daunting task. This article draws on established measurement principles and accreditation standards found in the literature, focusing on the topic of faculty and program outcome specification and measurement. Important principles of outcome determination and measurement, and how to effectively present the data to demonstrate outcome achievement are presesnted. Practical examples of what to do, and what not to do, are provided to illustrate these specification and measurement principles. [J Nurs Educ. 2025;64(5):299-302.].

Evaluating the Efficacy of Vocational Training in Transition Services for Saudi Arabian Students with Disabilities

This study explored the efficacy of vocational education programs for students with disabilities in Saudi Arabia in terms of the reputation of these services and the impact of the transition services for college students who transition from education to the workplace. The study also analyzed the influential elements that affected the outcomes of these programs. The sample of the study was 120 college students who were enrolled in vocational education programs at academic institutions in Saudi Arabia. By employing a stratified random sampling technique, data were collected through a standardized questionnaire that assessed program quality, duration of instruction, support services, and post-training outcomes. Various statistical methods, such as descriptive statistics, t-tests, ANOVA, Pearson correlation, and multiple regression analyses, were used to evaluate the data. The results demonstrate a significant and strong association between the quality of education received and the outcomes achieved after completing schooling, which confirm the importance of excellent educational experiences. Furthermore, the study confirmed the impact of support services on results and acknowledged variations in the quality of different types of programs. The findings show that there is a strong link between program quality and post-training outcomes, which supports the notion that the perceived excellence of vocational education plays a crucial role in determining people’s overall success. Suggestions encompass enhancing application quality, broadening support offerings, and exploring program-specific attributes. This study provides valuable information for policymakers, educators, and stakeholders that aim to enhance vocational training for college students with disabilities in Saudi Arabia.

행동중재 전문가 양성 교원연수 프로그램의 효과 분석

This study aims to evaluate the effectiveness of the ‘2024 Training Program for Behavior Intervention Specialists for Students with Disabilities’ by measuring improvements in teachers’ intervention procedures, efficacy and classroom management skills. This teacher training program has been conducted since 2021 by the College of Education’s Teacher Training Institute at P University, commissioned by the Provincial Office of Education, to enhance special education teachers’ expertise in behavior intervention. The training program consisted of a 150-hour blended learning course, including a foundational course (online training), an advanced course (in-person training) and a practicum course (online training), designed for practical application in the field. A total of 189 special education teachers participated in the program, which lasted approximately six months. This study employed a pre- and post-survey design to compare changes in special education teachers’ implementation of behavior intervention procedures, teaching efficacy and classroom management skills before and after the training. Additionally, a program evaluation survey was conducted to assess participants’ satisfaction with the training and its practical applicability in their professional settings. Based on the results of the pre- and post-surveys, first, special education teachers showed statistically significant improvements in the implementation of behavior intervention procedures, teacher efficacy and classroom management skills. Second, after the completion of the program, both overall satisfaction and workplace applicability among special education teachers were found to be very high. A qualitative analysis of participants’ reflections and suggested improvements supported the quantitative findings. Based on these results, this study discusses strategies for enhancing the quality of teacher training programs aimed at cultivating experts in behavior intervention.

Enhancing PhD Education: Research Collaboration and Assistantship Insights from Columbia Teachers College and Georgian Universities

Postgraduate education has always been a vital component of academic development, delivering specific expertise and knowledge and advancing innovation throughout different sectors of science and industry. In the context of an ever-changing environment, universities seek to improve their postgraduate programs by embracing successful models from different parts of the world. This endeavor of improvement necessitates an integrated approach to forward-looking postgraduate studies, designed to equip learners with the knowledge and competencies needed to thrive not only in conventional scholarly careers but also in a broader spectrum of positions within non-academic circles. All earnest efforts should be made to nurture the competencies of doctoral students to become applicable for diverse fields, such as industry, public or private sectors, non-profit institutions, and business organizations, therefore facilitating graduates to find their way in a competitive labour market successfully. The focus of this paper is to identify and analyze the advantages associated with experiential teaching and learning through professor assistantships and cooperative research in doctoral programs. This paper uses qualitative data and analyzes them from institutional policy documents and primary documents such as curriculum and policies for teaching/learning in postgraduate courses at Columbia Teachers College, NYU, and recent changes to institutional regulations concerning doctoral education at International Black Sea University (IBSU). Additionally, it investigates specific mechanisms embedded in these programs that foster development at both the prospective academic and professional levels. The findings suggest that professor assistantships and collaborative research are considered valuable experiences that benefit both doctoral students and the staff of the university through the development of teaching experience, professional development, and mentor/mentee relationships. Finally, this paper gives insight and recommendations for Georgian universities based on successful models found and could have implications for the quality and relevance of doctoral programs and their ability to prepare graduates for the competitive and diverse labour markets.

Driving Quality and Continuous Improvement: A Tracer Study of Graduate Programs at Osias Colleges Incorporated

This tracer study examines the outcomes of the MAEd and MBA graduate programs at Osias Colleges, Inc. (OCI). Building upon a descriptive design and data from 143 alumni gathered via a validated survey, results reveal high satisfaction and engagement, particularly in teaching, research, and extension services. Although the comprehensive exam is a pivotal assessment of the students understanding and the overall outcome of their teaching and learning, a number of studies find little relationship between the exam score and the professional outcomes, such as subsequent work performance of graduate students. Recommendations include enhanced administrative support and continuous alumni engagement to strengthen program quality as well as provide a number of more relevant professional development programs and recognition programs to further strengthen program efficacy.

Monitoring career impact and satisfaction in a graduate program in dentistry.

The assessment of student outcomes is essential for monitoring the quality of graduate programs in healthcare sciences. As such, this study focused on developing a self-employed questionnaire that allowed for the evaluation of elements focused on career impact and levels of satisfaction regarding graduate program education. Following, this instrument was utilized in a cross-sectional study design with alumni that had obtained their degree (MSc or PhD) over a 25-year span (1995-2020) from a graduate program in dentistry located in Brazil. The employed instrument comprised a total of 43 questions presenting a mix of both close and open-ended questions coupled with 5-point Likert scales. The questionnaire was hosted online and a total of 528 alumni were invited to participate through e-mail and social media outreach. 376 alumni answered the questionnaire (71.2% response rate). The majority were female (69.9%), and with a MSc (58.5%). Levels of satisfaction towards the program as well the impact in career and life were higher in alumni that had obtained a PhD degree compared to MSc. After obtaining the degree, an increase in involvement in teaching/research positions (3.4% vs 21.5%, p < 001) and a decrease in unemployment (21.9% vs 2.1%, p < 001) were observed. The highest levels of impact were observed regarding the achievement of the professional goals as nearly 90% of the population agreed with this statement. This study highlighted the creation and employment of an assessment tool that can be utilized to monitor the perceptions of student outcomes. Among the findings, a decrease in unemployment and a high degree of career impact and satisfaction were observed in the population of this study. Moving forward, it is essential that monitoring educational outcomes remains a priority worldwide.

Driving programme quality with pedagogical leadership: A case study in Singapore

The preschool education landscape in Singapore comprises diverse operators that offer various care and educational services for children from birth to six years of age. This diversity has resulted in varying levels of quality and standards in early childhood education. Since positive child outcomes are strongly linked to high quality early childhood educational programmes, this paper discusses how a competent preschool leader establishes quality programmes through pedagogical leadership. The authors posit pedagogical leadership as a key driver for programme quality. By examining the effectiveness of pedagogical leadership using a case study, this article offers valuable insights into the roles and practices of a childcare centre principal that contribute to good teaching and learning practices in her centre curriculum. The case study investigates the enactment of pedagogical leadership through multiple perspectives – the principal, a kindergarten one teacher, six kindergarten one children and eight parents. Employing purposeful sampling, an exemplary childcare centre with the Singapore Preschool Accreditation Framework (SPARK) Commendation Award was chosen for this study. Data collection included artefacts, classroom observations, questionnaires, interviews and a survey. Analytic induction, coding and qualitative content analysis were used for data analysis. Through detailed descriptions, the narrative account provides insights into how an effective pedagogical leader has advanced programme and centre quality. Overall, the findings illustrate how this pedagogical leader had led her centre to achieve the SPARK Commendation Award for teaching and learning, and provided high quality programmes for the children in the centre.

Quality of Educational Programs for Elementary School-Age Students with Intellectual Disabilities for Inclusive Classrooms in Al-Madinah Al-Munawara

This study aimed to examine the quality of educational programs for elementary school-age students with intellectual disabilities for inclusive classrooms in Al-Madinah Al-Munawara. This study employed a descriptive analytical approach to investigate the quality of educational programs for elementary school-age students with intellectual disabilities in inclusive classrooms in Al-Madinah Al-Munawara, Saudi Arabia. A researcher-developed questionnaire was administered to 231 teachers and parents of these students to assess their perspectives on program quality, challenges, and potential improvements. Results indicated that teachers perceived program quality as "high," while parents rated it as "very high." Discrepancies were noted in the perceived importance of academic versus life skills, reflecting the differing roles and expectations of teachers and parents. Both groups identified significant challenges, including lack of training and inadequate resources. They also suggested improvements, emphasizing teacher support and resource allocation. Statistical analysis revealed no significant effect of respondent type (teacher or parent), gender, or educational level on perceptions of program quality. However, a significant interaction effect was found between gender and educational level, as well as a three-way interaction effect between respondent type, gender, and educational level. These findings highlight the need for enhanced collaboration between teachers and parents to develop comprehensive educational programs that address both academic and life skills, ensuring the holistic development of students with intellectual disabilities in inclusive settings.