Educational Policy Recommendations Research Articles

PROSES MANAJEMEN PENDIDIKAN DI PONDOK PESANTREN DAARUDDA’WAH KABUPATEN TASIKMALAYA

This research aims to study new and creative educational management practices in facing the challenges of the digital era, with a focus on secondary Islamic boarding schools in Indonesia. The research method used is qualitative with a case study approach at selected Daruddwah Islamic boarding schools. Data was collected through interviews with informants, observations at research location, and analysis of related documents. The research results show that the use of technology in Islamic boarding school management not only makes administrative work more efficient, but also improves the quality of learning. The innovations found include the use of digital learning management systems, the application of mixed learning methods, and increasing teachers' abilities in using technology. However, the research also found challenges, such as limited access to technology and differences in the level of digital readiness between teachers and students. This research provides understanding of how Islamic boarding schools can change management practices to exploit the potential of education in the digital era, and provide recommendations for educational policy and teacher professional development.

Performance evaluation of scientific research system in Chinese universities: A view of goal congruence

The performance of scientific research system is a key element in the assessment of higher education institutions (HEIs). The scientific research system mainly be constructed by two sub-systems: scientific research achievements production and the transformation of these achievements. Different from prior literature, this paper attempts to evaluate the performance of scientific research system of HEIs from a view of goal congruence. Specifically, it examines how and to what extent such two sub-systems are consistent with the goal of overall scientific research system. To this end, this study employs data envelopment analysis (DEA), a non-parametric frontier analysis approach, to present a goal congruence model which is used to measure the degree of both the overall goal congruence and the internal goal congruence. Then, the proposed model is applied to evaluate the performance of scientific research systems of 40 “first-class” universities and 62 “first-class disciplines” universities in China. Results show that only the scientific research systems of Tsinghua University and Central China Normal University achieve the goal congruence. Finally, both higher education policy recommendations and implications are discussed.

A dream job? Skill demand and skill mismatch in ICT

ABSTRACT We analyse labour demand and mismatch for educational traits in information and communication technology (ICT) occupations, taking into account the areas of education, occupations and skills in demand, and the supply of labour. We based our analysis on almost 40 million online job offers and a CAWI survey of people aged 18–65 in Poland. The analysis uses official classifications, and considers both job-related and transversal skills. To analyse an objective measure of mismatch, we compare job requirements stated in job offers to the declared characteristics of potential labour supply, and present demand and mismatch for skills across occupations. We also model a declared educational mismatch and its determinants, including educational profiles of surveyed participants. In order to further investigate the mismatches in ICT fields of education, occupations and skills, we compare them with the mismatches in other occupational groups. The analysis concludes with direct educational policy recommendations, including the Sectoral Qualifications Framework for ICT occupations in Poland. Our approach shows the complete educational characteristics of skill demands and skill mismatches.

The manosphere goes to school: Problematizing incel surveillance through affective boyhood

Educators continue to struggle with how masculinities are performed and regulated in spaces of learning. In a time of rapid social change, there is a renewed impetus for gender justice reform in schooling, though these approaches themselves remain a shifting picture. Adding a new layer of complexity, we are now witness to educational policy recommendations around surveillance which are designed to counteract boys’ and young men’s vulnerabilities to be radicalised into the misogynies of the ‘manosphere’. These recommendations exist despite limited research and significant gaps in our understanding regarding both the manosphere as well as the emotional lives of young men. The article intentionally shifts the conversation from reactive surveillance in schools to educative gender justice approaches. We focus, in particular, on the significance of ‘pedagogic discomfort’ in terms of fostering gender transformative dialogue which is critical of ideas associated with the manosphere. We consider how a constructive dialogue might be fostered with a particular focus on pedagogies that recognise the emotional intensities of gender justice work.

Can We Improve Learning Outcomes of Schoolchildren from the Poorest Families by Investing into Their Non-Cognitive Skills? Causal Analysis Using Propensity Score Matching

The research aims to discover how non-cognitive skills influence students' academic achievement. The particular emphasis was put on how non-cognitive skills influence academic achievement in students from families with low socio-economic status. The study uses the data of the Programme for International Student Assessment (PISA) collected in Russia in 2018. The PISA-2018 provides nationally representative data that contains information from more than 7000 students in the 9th grade in Russia. For data analysis, propensity score matching was used as one of the causal analysis methods used in econometrics. The study results reveal that the development of such non-cognitive skills as growth mindset, self-efficacy, and grit lowers students’ probability to become low achievers. The effect is particularly strong for the students from the poorest families. In conclusion, the authors suggest recommendations for educational policy on the inclusion of socio-emotional learning programs in educational standards of school education.

Policy recommendations from causal inference in physics education research

Sound educational policy recommendations require valid estimates of causal effects, but observational studies in physics education research sometimes have loosely specified causal hypotheses. The connections between the observational data and the explicit or implicit causal conclusions are sometimes misstated. The link between the causal conclusions reached and the policy recommendations made is also sometimes loose. Causal graphs are used to illustrate these issues in several papers from Physical Review Physics Education Research. For example, the core causal conclusion of one paper rests entirely on the choice of a causal direction although an unstated plausible alternative gives an exactly equal fit to the data.Received 24 January 2021Accepted 29 July 2021DOI:https://doi.org/10.1103/PhysRevPhysEducRes.17.020118Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasEducational policyResearch methodologyPhysics Education Research

A National View of Transition Planning Participation and Post-School Goals for English Learners with Disabilities

ABSTRACT The increase in English learners (ELs) with disabilities has been reported by others, yet little is known about the transition planning meeting experiences of this population and their post-school expectations. This study explored transition planning experiences and post-school expectations of a nationally representative sample of ELs with disabilities by examining the National Longitudinal Transition Study 2012 dataset. Results showed that ELs with disabilities were more likely to take a passive role in transition planning and less likely to be involved in developing goals during the Individualized Education Program (IEP) transition planning meeting. ELs with disabilities, compared to non-ELs with disabilities, had lower expectations for being financially independent by age 30. These findings underscore the importance of specifically addressing the cultural and linguistic needs of ELs with disabilities during the IEP transition planning process and suggest recommendations for educational policy and practice for this population.

Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia

ABSTRACT Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.

PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: COMPARATIVE STUDY METHODOLOGY

The study aims to describe the methodology for a comparative study of US and Ukrainian higher education institutions, namely with regard to the professional training of electronics engineers. Although applying international experiences in training students of higher education institutions is becoming more widely accepted by Ukrainian higher education institutions, few studies attempted to explore the impact of leading US institutions’ best engineering education practices on Ukrainian higher engineering education. It is suggested that comparing professional training of electronics engineers in US and Ukrainian higher education contexts should address the feasibility and procedures for US experience implementation. Thus, this article determines the levels of comparative pedagogical analysis of professional training of electronics engineers i.e. conceptual, organizational and methodological, content and technological. In addition, invariant tasks of comparative pedagogical research are proposed. In particular, they include analysis and comparison of concepts, provision of procedures and comparison criteria, description of research stages, applying the discovered US educational experience to the Ukrainian context, development of recommendations for educational policy with regard to the modernization of higher education. The comparative analysis of concepts has identified the equivalents in the educational contexts of two countries as well as shown the need for introducing some new concepts into Ukrainian engineering education terminology. Criteria introduced by the leading international, US and Ukrainian ranking systems, Accreditation Board for Engineering and Technology enabled the selection of 43 appropriate higher engineering institutions. The findings reveal that US educational experience allows Ukrainian institutions that train electronics engineers to find optimal solutions to solve these problems and outline promising areas for applying the US experience. Comparative study of two educational systems is of undeniable practical importance, particularly with respect to the modern period of Ukrainian higher engineering education reforms.

Definitions of educational leadership – Arab educators’ perspectives

ABSTRACTThis study aims to provide a general overview of how educational leadership is defined by Arab educators and education specialists in the Arab region, concentrating on the State of Qatar. The study builds on insights from socio-cultural theory and critical discourse analysis, viewing language as a social practice and thus treats leadership as a form of discursive practice. The study draws on grounded theory and adopts a socio-cultural perspective employing semi-structured interviews conducted with school principals, teachers, educators, educational leaders, educational researchers, and members of the community in Qatar. The results concluded from this study disclose discording views of educational leadership and how it is defined, owing to borrowing the concept from Western educational system models, either by using these terms verbatim or as they are lost in translation. This discord reflects a lack of clarity in using the relevant educational leadership concepts and has arguably led to differences in educational practices and educators’ dispositions and perspectives. Finally, the study concludes with valuable recommendations for educational policy and decision-making and some suggestions for future research.

“We’re Friends, We Have to be in This Together”: Examining the Role of Culturally Relevant Peer Interactions in Urban Youth’s College Readiness and Access

This paper analyzes how and why ten Black and Latina/o youth attending an urban public high school engage culturally relevant peer interactions (Knight and Marciano in College ready: preparing Black and Latina/o youth for higher education—a culturally relevant approach. Teachers College Press, New York, 2013) in preparing for, applying to, and/or enrolling in college. The study reconsiders culturally relevant pedagogy (Ladson-Billings in The dreamkeepers: successful teachers of African American children. Jossey-Bass, San Francisco, 1994) as an analytic tool for exploring youth’s culturally relevant peer interactions as supportive of their college-going processes (Tierney and Colyar in Preparing for college: nine elements of effective outreach. SUNY Press, Albany, 2005) and new media literacy practices (Ito et al. in Living and learning with new media: summary of findings from the Digital Youth Project. The MacArthur Foundation, Chicago, 2008. http://www.macfound.org/media/article_pdfs/DML_ETHNOG_WHITEPAPER.PDF). Research findings include: new understandings of the reciprocal nature of youth’s culturally relevant peer interactions; and new enactments of youth’s college-going new media literacy practices. Recommendations for educational policy, practice, and research supportive of students’ college readiness and access are discussed.

Policy Provisions and Teachers' Needs on Climate Change Education for Sustainable Development in Mongolia

There is scientific consensus that Mongolia is already facing the negative consequences of climate change. Raising public awareness and increasing education initiatives is one of the most important ways to adapt and mitigate climate change. The present research team reviewed the policies and provisions in support developing climate change education for sustainable development. To strengthen public awareness of climate change and sustainable development, teachers at all level must play an important role. The team analyzed the level of teachers' knowledge of climate change education for sustainable development and determined the needs for teacher training. Education policy recommendations and the possibilities for teacher training were defined.

World Bank in Nepal’s education: three decades of neoliberal reform

ABSTRACTThis paper critically analyses key educational policy documents produced by the World Bank mainly from the mid-1980s to 2010 with regard to implementing major educational projects in Nepal. Using critical policy sociology as a methodological tool, the paper explores how a small Himalayan nation with per capita income of about US$730 (2014) plunged into neoliberal world order during the early 1980s. The paper argues that Bank’s educational policy recommendations are guided by some underlying assumptions of neoliberalism mainly marketisation, privatisation, and decentralisation. The paper concludes that neoliberal orientation in education has almost no potential in addressing Nepal’s development challenges.

Determinants of persistence and the role of financial aid: lessons from Chile

This article explores the determinants of persistence in the Chilean higher education system, considering academic and socio-demographic factors as well as the role of financial aid. The financial aid policy for students in Chile has undergone major changes over the last decade, which has allowed individuals from usually underrepresented income groups to enroll in higher education institutions. This analysis combines information from four public administrative agencies, obtaining a sample of over 75 % of all high school graduates for the period 2007–2010. Methods include descriptive statistics, logistic regression and propensity score matching (PSM). Both continuous persistence and reentry were studied at the system and at the institutional level for all four cohorts. Descriptive results show that short- and long-term dropout rates at the system level are high, and dropout rates are even higher at the level of institutions. Findings from the PSM show that the non-subsidized state loan is the instrument that displays the strongest correlation with persistence and it holds homogeneously across students from different socioeconomic groups. Among grants, we find consistently positive effects of need-based grants targeting low-income students attending technical institutions. We provide educational policy recommendations based on our findings.

Measuring the efficiency of public schools in Uruguay: main drivers and policy implications

The aim of this research is to explore the existence of inefficient behaviors in public high schools in Uruguay and identify its potential drivers. To do so, we perform a two-stage model using PISA 2009 and 2012 databases. In the first stage, we use Data Envelopment Analysis (DEA) to estimate efficiency scores, which are then regressed on school and student contextual variables. This second stage is carried out using four alternative models: a conventional censored regression and three different regression models based on the use of bootstrapping recently proposed in the literature. Our results show that educational efficiency in Uruguayan high schools significantly dropped in nine percentage points between 2009 and 2012. In terms of educational policy recommendations, in order to reduce the inefficiencies in the evaluated public schools in Uruguay, the focus should be put on reducing grade-retention levels and promoting teaching–learning techniques that enhance student’s mathematics study skills and assessing students continuously through test and homework throughout the academic year. In this vein, our findings also show positive effects on public schools’ efficiency of providing the responsibility in the distribution of the school budget to school principals.

Formalne podstawy edukacji a polityka gender mainstreaming

Pankowska Dorota, Chomczynska-Rubacha Mariola, Formalne podstawy edukacji a polityka gender mainstreaming (Formal Foundations of Education and the Gender Mainstreaming Policy). Studia Edukacyjne nr 36, 2015, Poznan 2015, pp. 55-72. Adam Mickiewicz University Press. ISBN 978-83-232-2958-2. ISSN 1233-6688. DOI: 10.14746/se.2015.36.4 The article analyses and interprets the results of research about a hidden curriculum of gender roles in the act on the education system and the core curriculum of Polish school. The diagnosis is going to check what philosophy of education and what patterns of gender roles are hidden behind the texts of those documents. Is it an image of gender equality or inequality? The base our research is gender blind, neutral and sensitive education category. The results of our research are the starting point for constructing recommendations for educational policy.

What's missing? Anti-racist sex education!

Contemporary sexual health curricula in Canada include information about sexual diversity and queer identities, but what remains missing is any explicit discussion of anti-racist sex education. Although there exists federal and provincial support for multiculturalism and anti-racism in schools, contemporary Canadian sex education omits crucial anti-racist work, and foundational anti-racist education frameworks are silent about the sex education curriculum. To show how race is discussed in sex education, a content analysis based on a keyword search of Ontario public secondary school health provincial curricula and federal sex education policy was conducted. English language curricula created within the same nine-year range (1999–2008) were selected from Ontario and Canada to maximise the congruency of politics and country of origin. Content analysis findings point to major deficiencies and provide the basis for future anti-racist sex education policy recommendations. As anti-racism critically examines the institution of education, and sexual health curricula are an increasingly politicised example of potentially transformative education, anti-racism must be incorporated into future sex education work.

The medium-of-instruction debate in Turkey: oscillating between national ideas and bilingual ideals

Situated at the intersection of sociolinguistic and educational planes, English as a medium-of-instruction debate has always been at the crux of the intense debates, and offers a lens for a systematic investigation of the spread of English in Turkey. As Turkey is moving toward greater integration with the European Union and promoting its competitiveness at the global level, the medium-of-instruction debate is more relevant than ever. Departing from this conceptualization, this state-of-the-art article investigates the medium-of-instruction debate in Turkey by drawing from a wide range of sources including official documents, news articles, and empirical research reports. I contend that the medium-of-instruction pendulum in Turkey is oscillating between national ideas and bilingual ideals, and consequently creates a tremendous influence on social and educational strata of Turkish society. In order to document the swing of the pendulum, the current paper presents a blend of the historical and the sociolinguistic trajectories of the debate and overviews implications in the field of education. The paper concludes with a problematization of existing policies and implementations, and suggests educational policy recommendations that might inform the future of the medium-of-instruction debate and English-language teaching in the formation of twenty-first-century Turkey.

The Social and Educational Consequences of Identity‐Based Rejection

Legal and social sanctions on overt discrimination in educational institutions were implemented to redress the inequalities associated with years of segregation and unequal treatment of groups on the basis of social identity characteristics such as race, gender, and nationality. In this article, we draw on research and theory demonstrating that, despite sanctions on overt discrimination, biases and cues of threat persist in educational institutions and are often present in subtle and ambiguous forms. These threats burden members of historically stigmatized groups (e.g., women, racial minority group members) with stress in the form of negative achievement expectations that ultimately undermine their psychological well‐being and academic achievement and success outcomes. To capture the process by which these threats impact students from historically stigmatized groups, we present a critical review and analysis of research and theory from the identity‐based Rejection Sensitivity literature. This literature demonstrates the interplay between the individual's appraisals and coping mechanisms with the threatening messages present in the environment. Our analysis applies a stress and coping framework to integrate the literatures on social identity threat and identity‐based Rejection Sensitivity, and to ground education policy recommendations.

Integrating nanotechnology into school education: a review of the literature

Background : In this era of rapid technical advancement, there are growing debates around the idea of nanotechnology, which are both timely and controversial. Nanotechnology materials are being utilized in our daily lives in many ways, often without consumer knowledge. Due to the explosion of nanotechnology applications, there is a necessity to update school science curricula by integrating nanotechnology-related concepts that are both relevant and meaningful to students. The integration of nanotechnology in school science curricula comes in response to nanoscientific development and our mission as educators to instill and arouse students’ curiosity in learning about both what is and what will be more dominantly occupying the marketplace. Purpose : The purpose of this review was to set a baseline for the current work being conducted in moving nanotechnology-based activities into the school science setting. Design and methods: The review was implemented by searching LexisNexis Academic, EBSCOhost, Academic Search Complete, Education Search Complete as well as Google Scholar using search terms of nanotechnology, nanotechnology in schools, nanotechnology activities, history of nanotechnology, implications of nanotechnology, issues of nanotechnology and related combinations with nanotechnology as a consistent keyword. Returned articles were categorized by thematic content with primary and seminal work being given priority for inclusion. Conclusions : Current literature in the area of nanotechnology integration into school science curricula presented seven key categories of discussion: the origins of nanotechnology, challenges for educational implementation, currently available school activities, current consumer product applications, ethical issues, recommendations for educational policy, and implications of nanotechnology. There is limited availability of school-based activities. There are strong proponents for including nanotechnology in school science curricula. However, barriers to that inclusion are both real and perceived and are consistent with barriers reported for including other new science topics in the curricula, such as time, curricular and cognitive overload, and inclusion on assessment.