Real School Research Articles

다음 세대에 적합한 교회학교 교육방법에 대한 이해와 기본 방향 탐색

The purpose of this study is to examine the overall reality of church education in the educational field of church schools and to explore the basic direction of education methods suitable for the next generation. In order to achieve this purpose, this study looked at the overall appearance of church education based on the meaning and importance of education in church schools, the reality of church schools, and the difficulties and solutions of church education. In addition, based on domestic research trends on educational methods in church schools, various educational methods in church schools, and concerns about newly introduced media and educational methods, the educational methods conducted in church schools were examined. Through this examination, the study proposes three main basic education directions suitable for the next generation. First, the educational method of the church school should act as a way of putting the essence and purpose of the church school in the first place, and advance in the direction based on the Bible. Second, the teaching method of the church school should focus on the student. Third, the educational method of church schools must go beyond the existing formal paradigm and move toward reform. In this study, the direction of church education and education methods for the next generation was explored. And based on this, in this study, the direction for the correct use of new edutech, which is gradually expanding the scope of application due to COVID-19, was sought.

Symbolic annihilation: processes influencing English language policy and teaching practice

ABSTRACT Using a critical approach, I discuss the socioeconomic power impact of capitalism, neoliberalism, and globalization in the teaching of English as a foreign language (EFL) in Colombia, described as a symbolic annihilation process. I argue how these three constructs have influenced language policy-decisions making processes and classroom practices by providing documentation from an 8-month critical ethnographic study. This research was interested in understanding participants’ experiences, as well as exposing the inequalities they faced in a marginalized context in which ‘death’ seems to be the norm. This article theorizes that a necropolitical process has been enacted not only on the human bodies of teachers and students but as a subtle source of political power that operates to eliminate, transform and dismantle the possibilities for teacher autonomy, employment possibilities and choice of languages to be learned. I conclude by describing how teachers counter this necropolitical power by responding to their school realities.

The Impact of Augmented Reality (AR) on the Academic Performance of High School Students

New technologies currently play a fundamental role in the educational context. As a result, augmented reality (AR) has recently gained a presence in educational centres. However, this educational technology has not been explored in depth at the secondary education level. Therefore, this research aims to analyse the impact of augmented reality on the academic performance of secondary education students, considering gender and the students’ attitudes toward this technology. In this mixed-method research based on convenient sampling, 321 students aged 14 to 17 years from the same secondary education school were assigned to an experimental group (n = 159) and a control group (n = 162). The control group used a traditional methodology in a slide-based learning environment, while the experimental group worked with an AR mobile application (ComputAR) designed with the same concepts. The data collection instruments used comprised a pre-test/post-test in both groups and semi-structured interviews in the experimental group. The results showed that the students who used augmented reality achieved better grades, highlighting the potential benefits of integrating this technology into the teaching process. No significant differences were observed regarding the gender of the students. In conclusion, this study provides findings that encourage the use of augmented reality in secondary schools.

Cultural Arbitrariness of School and Childrenstudents’ Identity Behaviours

Introduction: The school as a culture’s institution provides ready-made models of identity in direct and subliminal cultural messages, confronting the child-student on a daily basis with the necessity to (successfully) cope with the (mis)comprehension of meanings produced by the school culture. Research Aim : In article I make an attempt to (re)cognize how narrations conducted and/or imposed by the emerging school culture determine the (un)conscious acquisition by children of meanings that describe their school reality and build their identity as learners. I have embedded the study in the theoretical framework of the reconstructed psychocultural concept of school culture of J. S. Bruner and the theory of cultural reproduction of P. Bourdieu. Method: The research material that I analyse and interpret in this paper using the hermeneutic-phenomenological method of coding are narrative interviews conducted with ten-year-old children at risk who have become fourth grade students. Results: The results of the research relate to the perception of school by children who have crossed the 2nd educational threshold in terms of school rules and norms. The research focuses on the process of implementing the child into the role of a student, indicating the oppressive nature of the school's culture. Conclusion: In the discussion of the results, I seek to draw attention the hidden beliefs about students, who become a material, an object or a product of the school (culture)'s operation and contrast them with Korczak's idea of openness and sensitivity to the child's potential.

“The oversensitive, demanding parent” vs. “the professional teacher”- the ongoing struggle for the common ground of parent-teacher collaboration in Poland

The starting point for this article is the contradiction between research results and policy recommendations on the one hand and the school reality of collaboration between teachers and parents on the other one. My point is to underline the importance of parent-teacher cooperation and obstacles preventing it in everyday school life in Poland. Notwithstanding the obvious benefits of such collaboration, this area seems still to be neglected in the majority of Polish schools. In the article I will comment on the results of research conducted in Poland in recent years, which testifies to the discrepancies between the theory and practice. I will also share the results of my own qualitative action research, in which I work to overcome the existing boundaries – the resistance of teachers and schools towards parents on the one hand, and a lack of involvement of parents on the other.

Analysis of Building Retrofit, Ventilation, and Filtration Measures for Indoor Air Quality in a Real School Context: A Case Study in Korea

While many school retrofits in Korea tend to focus on energy savings, some school operation practices and policies in the field may cause indoor air quality issues. This study aims to analyze the indoor air quality impact when selected measures of the energy retrofit package are applied to classrooms in a real operation context with actual airflow and contaminant transport characteristics. The selected measures included replacement of envelope windows/doors/hallway-side windows, more airtight enclosures as a byproduct of adding envelope insulation, ventilation systems and air purifiers under various operating conditions, and natural ventilation. Actual classrooms with the ages of 10, 20, and 80 years were selected. Their CONTAM base models were calibrated with the measured airflow and contaminant transport variables per American Society for Testing and Materials (ASTM) D5157. The near-open-air hallways and frequent door opening made ambient PM2.5 in the hallways, which initially originated from outdoors, flow into the classrooms. Therefore, the infiltrations and penetrations from hallways to classrooms should also be secured along with those via the envelope. When the enclosures’ airtightness is enhanced, mechanical ventilation and filtration should be in operation. Specifically, they should operate independently from school energy demand reduction policy. Installing a high-efficiency filter can help a situation when mechanical ventilation needs to run at a reduced volume. Natural ventilation, as intended for energy savings, should be introduced only when the outdoor conditions are desirable and should be supplemented with a high-capacity air purifier to maintain stable indoor concentrations.

“Let Your Stress Go and Be the Winner!” Pelatihan Manajemen Stres Bagi Siswa dalam Menhadapi Ujian

Adolescence is a time when individuals develop their ideal self that they will achieve in the future. A teenager begins to think abstractly and has various hopes in the future or achieves goals. In an effort to achieve this dream, teenagers are required to take various school exams such as the UN, SBMPTN, UTBK, etc. Unfortunately, teenagers often feel pressured and stressed when facing these various tests which have an impact on psychological health. Often we find teenagers who have "lost" mentally before facing the real school exam. This happens because of unstable emotional conditions in adolescence, low ability to regulate emotions, lack of support from the environment to support adolescents not only in cognitive aspects but also in emotional aspects. When teenagers are able to regulate emotions by doing a good stress management, it will increasingly support teenagers in reaching their goals and future with more focus and calm in facing exams.

Real Schools in Poland.Pedagogical ideal and its practical implementation in the historical view

For several past years a new type of school has been noticeable in the Polish educational landscape real schools. The creators of this type of institutions refer to the idea of 18th-century real schools focused on training in practical areas that are useful to students in a life at the same time education should be engaging and interesting for students. However, the idea of creating of real schools should be sought two hundred years earlier, in Reformation era, when new concepts of education emerged, including the idea of school the real school. In this article I will present the educational ideal of real schools. I will scrutinize the concept of real schools created in 16th century as a result of a new way of thinking about the upbringing young people. I will reconstruct the educational ideal and sketch the pedagogical pattern created by the founders of real schools in 19th-century Poland.

Augmented Reality Research in Middle Schools: Bibliometric Review

Augmented Reality is a technology that helps 3D virtual objects to be viewed interactively in the real world. Implementing Augmented Reality into the learning process has a great opportunity to get various benefits. The purpose of this study is to capture research landscapes related to Augmented Reality in high school learning from 2009 to 2023. The method used is bibliometric analysis. The database used in collecting the necessary related information is the Scopus database. Augmented Reality research publications in secondary schools from 2009 to 2023 have experienced an increase in recent years. The highest number of citations was in 2013. The United States and China are the most influential countries in this field. The focus of research related to Augmented Reality in secondary schools is 1) technology, motivation, and environment; 2) games and interests; 3) achievement and development. The keyword Augmented Reality is not directly related to science learning. The game keywords are not directly related to the outcomes keywords. This novelty can be useful for further research examining a theme similar to this research. The new themes related to this field are science learning, mathematics education, concepts, and spatial abilities.

Schools reality captured in words teachers narrative perspective

Introduction: Aim of the article is to present a conducted study that bases its theory on the narrative approach in psychology. Participants of this study were working teachers who varied in job seniority. The aim of the study was to describe how teachers perceive the reality of schools work if and how it changed between the first days of work and present times, what critical events influenced view of schools reality, and how they perceive modern pupils. The conclusions of this study show a negative image of work in school, burnout symptoms in teachersthat took part in the study, and upholding feeling of vivid, unfavourable, social image of teachers. Method: To answer the question regarding how active teacher constructs their narratives about schools reality data, collected by using an online constructed questionnaire, was analysed using guidelines from a method of interpretative-phenomenological analysis. Results: Results show a negative view of work in school, symptoms of burnout, and awareness of a negative social view on teachers. Conclusions: Narratives regarding the schools reality, described by active teachers, have a pessimistic tone. In these stories a common theme is that of a negative view on work in school, some of them contain content about career burnout and an unsympathetic point of view regarding teachers in society. Qualitative studies of teachers narratives can be a way of better understanding the psychological states of teachers which could lead to implementing some sorts of changes in the work environment regarding, for example, career burnout.

Gender inequality and sexual harassment: A reality in medical school in 2022?–a Malta single-centre study

Gender inequality and sexual harassment: A reality in medical school in 2022?–a Malta single-centre study

Upaya Guru PPKn dalam Penanaman Nilai-nilai Pendidikan Antikorupsi pada Siswa SMP IT As-Syifa

<p class="06IsiAbstrak"><span>The study conducted in this article aims to know the teacher's efforts and elements in schools in instilling anti-corruption values at SMP AS-Syifa in advantage of anti-corruption values taught to citizenship education (PPKN). The method used in this research is descriptive qualitative research method. The culture of corruption is familiar in Indonesia therefore the importance of planting anti-corruption values. Anti-Corruption Culture is duly taught in learning. The role of teachers at schools not only teaches learning materials, but rather forming the personality of learners to have a concern, honesty, responsibility, discipline, simplicity, independence, and hard work that teaches at school. Not only limited through the role of teachers alone planting anti-corruption values is realized but many aspects that can support it can run well that is through the elements in school. Planting of anti-corruption values can be implanted to learners with various things to create a tanned generation of laws and rules. But the reality of schools not many teaches that indicator of good anticorruption in the elementary level to high school level. The leader of the educator, especially the teacher of the Citizenship Education Studies (PPKN) is essential in realizing the anti-corruption generation in the education environment. This is done to create critical learners and are oriented to the application of anti-corruption values in everyday life.</span></p>

Pandemic Education—Insights into Teachers’ Perceptions of Hygiene Measures in Schools Due to COVID-19

To prevent the spread of Coronavirus (COVID-19) and protect the health of school staff and students, Austrian education policymakers introduced several hygiene measures that posed new challenges for teachers. The current paper focuses on teachers' perceptions of hygiene measures in schools during the 2021-2022 school year. In Study 1, 1372 Austrian teachers participated in an online survey at the end of 2021. In Study 2, five teachers participated in an in-depth qualitative interview study. The quantitative results show that half the teachers felt a strong burden from the COVID-19 tests, but that the tests worked better when teachers had more teaching experience. Elementary and secondary school teachers, unlike special education teachers, had fewer problems implementing COVID-19 testing. The qualitative results suggest that teachers needed an acclimatization period for previously unfamiliar tasks, such as COVID-19 testing, to become accustomed to this newly implemented measure. Additionally, wearing facemasks was only evaluated positively in the context of self-serving strategies, while the protection of student health was not considered. In summary, the current study calls attention to the particular vulnerability of teachers and provides insights into the reality of schools in times of crisis that could be particularly helpful to education policymakers.

About modelling the process of formation of vocal and performing culture of younger schoolchildren in Music lessons

The aim of the study was to model the pedagogic process that determines the optimisation of the formation of vocal and performing culture of younger schoolchildren in a music lesson at school. The article presents a structural and functional model that determines the context of reading musical culture by means of singing. The scientific novelty of the research consists in the development of the content that determines the success of the transformative impact of singing culture on the initiation of the need for creativity in a child at the stage of primary general education. The model, in turn, provides the logic of the chosen actions by designating the principles as the dominant ideas of moving towards the goal – integrity, dialogicity, variability, accessibility. During the generalisation of the experimental work, the key parameters of the results of the developed design in the educational reality of primary school were the proportional ratio between the components, criteria and indicators of the formation of vocal and performing culture among pupils as a syncretic part of the general culture.

CleAR: an interoperable architecture for multi-user AR-based school curricula

Although there are some experiences that demonstrate the validity of the use of augmented reality in schools to help students understand and retain complex concepts, augmented reality has not been widely adopted in the education sector yet. This is in part because it is hard to use augmented reality applications in collaborative learning scenarios and to integrate them in the existing school curricula. In this work, we present an interoperable architecture that simplifies the creation of augmented reality applications, enables multi-user student collaboration and provides advanced mechanisms for data analysis and visualization. A review of the literature together with a survey answered by 47 primary and secondary school teachers allowed us to identify the design objectives of cleAR, an architecture for augmented reality-based collaborative educational applications. cleAR has been validated through the development of three proofs of concept. cleAR provides a more mature technological ecosystem that will foster the emergence of augmented reality applications for education and their inclusion in existing school programs.

Material and Socio-Cognitive Effects of Immersive Virtual Reality in a French Secondary School: Conditions for Innovation

The dissemination of innovative pedagogies in French secondary education, under the effect of both educational policies and the spontaneous action of teachers, raises the question of the socio-cognitive and material conditions of the design, appropriation, and use of a 3D VW learning space in school. To answer this question, we study the design of a learning space using a 3D VW and the interactions that emerge between the different actors involved in techno-pedagogical innovation. The case study included 22 5th grade students. The videos recorded concern the use of a scenario-based 3D VW for Mathematics, French and Second Language. The analysis of these scenarios based on co-presence, remote-learning and autonomy retrace the material and socio-cognitive conditions of a changing learning space that co-evolves with identities and the teachers’ intent to create meaning within a hybridised institutional and organisational framework.

Use of Digital Tools by English Language Schoolteachers

The present study explored the use of digital tools by English language schoolteachers in Hong Kong. Using a qualitative-dominant sequential mixed-methods design, wherein an online mixed-methods survey of primary and secondary school English language teachers (N = 83) and follow-up in-depth interviews (N = 22) were employed, this study collectively explored which digital tools the participants used, why the participants used these tools, and how the participants used them. Fourteen categories of tools utilized by teachers in their professional practice were identified. These were further categorized into core, additional, and remote digital tools based on their mode and frequency of use. Affordances of the core digital tools for language teaching were identified, with examples of teachers’ pedagogical uses of the tools presented. By providing an overview of digital tool use, teachers, school leadership, and professional development providers can better understand how teachers should be prepared for the digital realities of schools. In addition, this study provides a model for understanding the context and subject-specific bidirectional relationship between tools, their affordances, and teachers’ professional tasks.

Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards

Since the 1990s, the emphasis on intelligibility as a goal in pronunciation teaching rather than near-native or nativelike competence has been reinforced by the increasing use of English as a lingua franca. The insight of the intelligibility principle has greatly impressed researchers in China’s English education, but has “very limited and weak” impacts on English pronunciation teaching and learning in China. English education in China has been systematically conducted from schools to universities under the direction of national syllabi and curriculum standards issued by the Ministry of Education. Using the documentary research method, this paper, the first try of its kind, takes a historical look at China’s national syllabi and curriculum standards for schools issued after 1949, focusing on the conception of the nature and the role of pronunciation and pronunciation teaching, pronunciation goals, teacher’s role, as well as requirements or suggestions about what to teach and how to teach. By tracing the process of developments in pronunciation teaching notions and principles that were and/or are officially advocated in China, the paper reveals two important facts. First, the English national syllabi and curriculum standards have encompassed both the nativeness principle and the intelligibility principle, though implicitly giving dominance to the former one, which in part accounts for the favor for the nativeness principle in formal English education, especially in schools, in China. Second, with the notion of English as a lingua franca adopted in the syllabi and curriculum standards, the intelligibility principle has been gaining more and more weight. Consequently, by elaborating that the two principles are by nature not incompatible, it is proposed that the current curriculum standards go further to take balanced attitudes towards the two principles so as to lead Chinese English teachers and students to set more realistic and instrumental-pragmatic pronunciation goals in line with varying English learning purposes. The findings and the proposal could be adopted by teachers and learners so as to change the school reality and may shed light on future relevant revisions of the current national English curriculum standards, teaching material development, teacher training, and pronunciation teaching methodology research.

Quality Profile of Remote Areas Elementary Schools

Not all schools understand the policies and procedures for carrying out the school functions based on SNP, among others, caused by due to the lack of understanding/inability of schools to conduct internal self-evaluations, which will provide the description of the real school quality gaps against the SNP, as well as a basis for reference in preparing the RKS and RKAS. This study aims to describe the quality profile of remote elementary schools (SD) in Kapuas Districts, Central Kalimantan Province, Indonesia. The descriptive study with a qualitative approach was conducted in 6 (six) remote areas in SD. The data sources in this study consisted of 6 (six) principals and the Kapuas Districts Education Office personnel. Through interview techniques, observation, and filling out the e-EDS instrument developed by the researchers referring to the SNP for primary and secondary education, quality data of the remote areas SD was collected; then analyzed using interactive data analysis. The results showed that all of the remote areas SD get a “red report”. This study provides additional evidence that disparity problem of primary education quality in remote areas has not been handled properly by education policy makers in Kapuas Districts and related stakeholders. We recommend to the related parties to “borrowing” policies from other countries that have succeeded to overcoming the problems of remote areas education as a means to carry out lessons learned and redesign policies in the future.

The Reality of Middle School (Intermediate) Female Students in Saudi Arabia and the Practice of 21st-Century Skills: Teachers’ Perspective

The skills that were considered necessary for success in the 21st century included the ability to improve social and intellectual abilities such as communication, cooperation, critical thinking, and problem-solving, as well as creativity and innovation. It also contains methods of working, interacting, cooperating, and working in teams so that they can encourage and support skills relevant to the 21st century, such as literacy, information technology, and digital networks. Thus, this study aims to know the reality of middle school (intermediate) pupils in the Kingdom of Saudi Arabia about putting the skills of the 21st century into practice. The researcher employed the descriptive survey approach in her work, and the study tool (questionnaire) was used on a random sample composed of middle school (intermediate) teachers (female) in the Al-Qassim region. The following are some of the major results of the study: The use of technology by the middle school (intermediate) female students efficiently and effectively garnered a high response rate from the study participants. However, the intermediate students’ skills in information, media and technology culture, health and safety skills, and self-leadership put into practice earned an average response rate from the study participants. There were statistically significant differences in the study, which favored higher education qualifications and the attendance of training courses relevant to the “skills of the 21st century,” with no statistically significant differences for the more years of experience. The study advised that material and moral motivation tactics should be utilized as it is of essential relevance and required for the leaders of schools to urge them on new leadership practices.