School Resources Research Articles

Leading to Disrupt the School-to-Prison Pipeline

The school-to-prison pipeline (STPP) describes in shorthand the problematic relationship between some students’ school experiences and their subsequent incarceration. One summer, in response to vocal concerned parents, a suburban school board adopted a zero-tolerance policy for smoking and vaping. Through the combined effects of the zero-tolerance approach, exclusionary punishments, the presence of SROs (school resource officers), racially disproportionate disciplinary practices, and a culturally nonresponsive school setting, 90 students were introduced to the criminal justice system in one school year. This case helps school leaders examine the elements of the STPP and how they work together to damaging effect. The questions and activities will guide readers to develop multiple ways to forestall and/or repair STPP supporting policies and practices.

Exploring the Problems of Limited School Resources in Rural Schools and Curriculum Management

Exploring the Problems of Limited School Resources in Rural Schools and Curriculum Management

Southern Hospitality: Democracy and School Finance Policy Praxis in Racist America

ABSTRACT Recent evidence suggests school resources are continually segregated from minoritized communities. This funding disparity impacts students’ long-term outcomes in school and in their community. Political discourse has prioritized school defunding, privatization through vouchers and related policies, and tax relief and at the same time greater regulation of curriculum, content, and pedagogy in schools. Southern states in particular have moved to restrict access to a discourse of liberation and are threatening sanctions if schools implement specific content (e.g., race, and oppression). We explore the potential for school finance to create spaces that decrease democratic participation through school funding disparity. We use district-level panel data that combines National Center for Education Statistics and Census data from 2000 to 2018 to explore the patterns of school funding disparity in nine southern states; Alabama, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia. We find racial/ethnic make-up interacts with specific funding variables so that districts with higher percentages of minoritized students are at a disadvantage financially. We also find that states may over rely on local and federal funds to maintain funding levels despite increases in cost pressures.

Peran Kepala Sekolah dalam Meningkatkan Kualitas Pendidikan di Era Digital

Education in the digital era requires a strategic role of school principals in utilizing technology to improve the quality of learning. The purpose of this study is to analyze the role of school principals in improving the quality of education in the digital era. This research uses qualitative research methods. Data collection techniques in this study were carried out by literature study through exploration of journals, books and other information relevant to the research. The data that has been collected is then analyzed in three stages, namely data reduction, data presentation and conclusion drawing. The results showed that principals have an important role in improving the quality of education in the digital era. The principal's role includes the ability to lead and manage the school well in order to optimally utilize digital technology, the ability to be an educator for teachers and school staff in order to develop their competence in utilizing digital technology and the ability to manage school resources, including digital technology, so that they can be used effectively and efficiently.

Analysis of Regional Differences in Teacher Resources in Secondary Vocational Schools in the Context of Beijing-Tianjin-Hebei Synergy

Under the background of beijing-Tianjin-Hebei coordinated development, the allocation of secondary vocational education resources has been deeply affected.Firstly, based on the relevant data of teachers' educational resources in Beijing, Tianjin and Hebei secondary vocational Firstly, based on the relevant data of teachers' educational resources in Beijing, Tianjin and Hebei secondary vocational schools in 2020, this paper defines each index of resource allocation in Beijing, Tianjin and Hebei secondary vocational schools. Secondly, the coefficient of variation method is used to calculate and analyze the related factors that affect the educational resources of secondary vocational schools. Finally, optimization strategies are proposed for the unbalanced resource allocation of teachers in Beijing-Tianjin-Hebei secondary In addition, the Joint Committee also recommends that the Government of the Republic of China (RDC), in cooperation with the Ministry of Education of the Republic of China and the Ministry of Education of the People's Republic of China (MEC), should consider the possibility of establishing a new system of education for teachers. reference for the establishment of modern vocational education system and optimization of resource allocation in first-class vocational education in The aim of this study is to provide a comprehensive overview of the development of vocational education in the Beijing-Tianjin-Hebei region.

Peran Lembaga Sertifikasi Profesi (LSP) Dalam Peningkatan Kualitas Sumber Daya Manusia pada Kejuruan Teknologi Informasi dan Komunikasi di BBPVP Kota Bandung

This study aims to determine the role of professional certification bodies (LSP) in improving the quality of human resource management in information and communication technology vocational schools at BBPVP Bandung. This research was conducted with quantitative methods. The study population was 110 people who were employees at the BBPVP Bandung City office. By using the slovin formula, the number of samples obtained from this pattern is 64 employees with a research confidence level of 90%. Data collection was carried out using a questionnaire. Testing or data analysis using SPSS V23. The analytical method used is validity test, reliability test, classical assumption test, and simple linear regression test. From all the tests carried out, the results obtained were that there was a role for LSP in improving the quality of human resources in information and communication technology vocational schools at BBPVP Bandung city.
 Keywords: professional certification institute, quality of human resource, information and communication technology

A qualitative exploration of young people’s mental health needs in rural and regional Australia: engagement, empowerment and integration

BackgroundAustralian rural and regional communities are marked by geographic isolation and increasingly frequent and severe natural disasters such as drought, bushfires and floods. These circumstances strain the mental health of their inhabitants and jeopardise the healthy mental and emotional development of their adolescent populations. Professional mental health care in these communities is often inconsistent and un-coordinated. While substantial research has examined the barriers of young people’s mental health and help-seeking behaviours in these communities, there is a lack of research exploring what adolescents in rural and regional areas view as facilitators to their mental health and to seeking help when it is needed. This study aims to establish an in-depth understanding of those young people’s experiences and needs regarding mental health, what facilitates their help-seeking, and what kind of mental health education and support they want and find useful.MethodWe conducted a qualitative study in 11 drought-affected rural and regional communities of New South Wales, Australia. Seventeen semi-structured (14 group; 3 individual) interviews were held with 42 year 9 and 10 high school students, 14 high school staff, and 2 parents, exploring participants’ experiences of how geographical isolation and natural disasters impacted their mental health. We further examined participants’ understandings and needs regarding locally available mental health support resources and their views and experiences regarding mental illness, stigma and help-seeking.ResultsThematic analysis highlighted that, through the lens of participants, young people’s mental health and help-seeking needs would best be enabled by a well-coordinated multi-pronged community approach consisting of mental health education and support services that are locally available, free of charge, engaging, and empowering. Participants also highlighted the need to integrate young people’s existing mental health supporters such as teachers, parents and school counselling services into such a community approach, recognising their strengths, limitations and own education and support needs.ConclusionsWe propose a three-dimensional Engagement, Empowerment, Integration model to strengthen young people’s mental health development which comprises: 1) maximising young people’s emotional investment (engagement); 2) developing young people’s mental health self-management skills (empowerment); and, 3) integrating mental health education and support programs into existing community and school structures and resources (integration).

A Study on The Factors Behind Bilingual Policy Promotion Within Higher Education in Taiwan

This paper aims to examine the ongoing bilingual policy promoted in higher education in Taiwan by exploring the important factors that might affect the promotion of the policy. After using literature review method to explore key factors affecting bilingual policy implementation in higher education, a group of 15 distinguished experts in the fields of language education, EMI promotion centers and in bilingual education policy implementation were assembled to form an expert panel. Leveraging the collective expertise and diverse perspectives of the panelists, the study conducted a questionnaire survey to collect the data. The results show five main categories of factors related to the implement of Bilingual Policy, namely “administrative support”, “school environment and resources”, “curriculum and instruction”, “student learning” and “local linkage”. Among the five categories, “administrative support” has the highest expert consensus of importance in terms of promoting Bilingual Policy, followed by “student learning”, “curriculum and instruction”, “school environment and resources” and “local linkage”. Experts’ comments and suggestions are also discussed.

Building a nationally representative sample of teachers’ online and offline: the Public Instructional Network of School Resources

The emerging big data allows educational studies to examine teaching and learning behaviors over time and at scale. Less available is population-representative big data. This paper builds the first nationally representative sample of teachers’ online curation on a social media platform (i.e. Pinterest), the Public Instructional Network of School Resources (PINSR). This effort includes developing a big-rich data sampling framework, integrating social media data with administrative and census “ground truth” sources, and validating the population representativeness. Finally, we employ PINSR and present a worked example of teachers’ social media curation behavioral patterns across regions and time.

Exploring the relationship between educational ICT resources, student engagement, and academic performance: A multilevel structural equation analysis based on PISA 2018 data

Increasing investment in educational ICT resources is a strategy adopted worldwide to improve student performance in the digital era. Nevertheless, whether the investment is effective and how to realize its positive effect remains unclear. To address these limitations, the dataset of PISA 2018 in five countries and regions with superior academic performance was used, and multilevel structural equation modelling was applied. The results indicated that, first, educational ICT resources are negatively associated with student academic performance. Second, educational ICT resources positively correlate with cognitive-motivational, curriculum-based engagement, and non-curricular engagement. School and home educational ICT resources exhibit strong associations with curriculum-based and cognitive-motivational engagement, respectively. Third, student engagement mediates the relationship between educational ICT resources and academic performance, and this mediating role is different at the school level and the student level. Last, the above relationships show heterogeneities across research countries and regions. Practical implications for governments, schools, and teachers were discussed.

Trainee Teachers Attitudes toward Macro-Teaching: Resource Impact and Mentors Perspectives

Macro-teaching is a technique used to prepare trainee teachers for the real classroom setting. This technique enables trainee teachers to experiment and learn relevant teaching skills through interactions with their lead mentors and mentors. This study assessed the attitude of trainee teachers towards macro-teaching from the perspective of lead mentors and mentors. The study also assessed the importance of school resources in macro-teaching exercise. Using a qualitative case study research design, and Braun and Clarke’s inductive thematic analysis approach 194 respondents’ responses were used for analysis. The study findings revealed a positive attitude among trainee teachers toward the macro-teaching exercise. It also revealed that school resources, particularly infrastructure and teaching and learning resources were inadequate and also not available in some public basic schools in the Bono East region. The findings found this to adversely affect trainee teachers’ competency development in the teaching profession. The study recommends that the Ministry of Education through the Ghana Education Service should provide school resources such as staff common rooms and reading materials for basic schools in the municipality to promote quality teaching and learning in schools.

Factors Contributing to School Effectiveness: A Systematic Literature Review.

This paper aims to provide a systematic review of the literature on school effectiveness, with a focus on identifying the main factors that contribute to successful educational outcomes. The research question that this paper aimed to address is "what are the main factors of school effectiveness?". We were interested in several descriptors such as school, effectiveness/efficiency theories, effectiveness/efficiency research and factors. Studies (published within the 2016-2022 period) were retrieved through two databases: JSTOR and ERIC. This paper defines several categories identified by school effectiveness research. Within these categories, various factors that affect the students' outcomes and the defined effectiveness in school are listed. As the results show, the issue of school effectiveness is multifaceted, as the effectiveness of schools is a complex concept that can be measured through various indicators such as academic achievement, student engagement and teacher satisfaction. The review of school effectiveness revealed that several factors contribute to effective schools, such as strong leadership, effective teaching practices, a positive school culture and parental involvement. Additionally, school resources, such as funding and facilities, can impact school effectiveness, particularly in under-resourced communities.

Estrategias efectivas para encontrar recursos educativos abiertos en nivel medio superior

In the current digital environment, a wide variety of resources have emerged to support the teaching and learning processes. This research focuses on Open Educational Resources (OER), a technological innovation that, for its effective implementation within educational institutions, requires the active participation of teachers. The main objective of this research was to identify and solve some of the challenges faced by high school mathematics and physics teachers when incorporating OER into their teaching practice. To achieve this, an Open Educational Resources Workshop was designed and implemented. It was a qualitative research study that employs a Participatory-Action-Research methodology in which it was possible to identify repositories and platforms used by participating teachers. This process led to a change in the perception of the factor “Time to find, review, and select OER”. The research involved the participation of 20 teachers with experience in teaching mathematics and physics at the high school level, in both urban and regional contexts, with at least one year of experience. This work contributes to the knowledge about the incorporation of OER into high school teaching practice in a Mexican context. In addition, it allows the identification of variations in the 5R model, which provides a framework for the implementation of OER in similar educational contexts.

ROLE OF SENIOR CITIZENS IN SCHOOLS IN THE LIGHT OF NATIONAL EDUCATION POLICY (NEP) 2020

India is a country where there is a large diversity in terms of opportunities and accessibility to education. Various efforts are being made by Govt. and NGOs to minimise this gap. National Education Policy (NEP) 2020 suggests involving the community in the schools to fill the gap. Senior citizens being an important part of the community would be highly beneficial for the schools as they have a vast range of life experiences. We must understand that senior citizens are not liabilities but one of the most important assets for the community provided if they get opportunities. School may be the best platform to give such opportunities. This paper explores the potential contributions of senior citizens in schools based on NEP 2020 and identified various activities like developing values in children, Promoting Foundational Literacy and Numeracy, Promoting Indian Knowledge system and Indian local languages, preparing and distributing mid-day meal in schools, arranging human and financial resources for schools, taking care of children’s emotional health, early identification of the needs of the children, ensuring participation of female and transgender children in education, etc in which they can be engaged into the schools. It also suggests the process by which the schools can render their services.

Supporting open education practice: Reflective case studies from the University of Edinburgh

This paper outlines the University of Edinburgh’s long-running strategic commitment to supporting sustainable open education practice (OEP) across the institution. It highlights how the University provides underpinning support and digital capability for OEP through central services working with policy makers, partners, students, and academics to support co-creation and active creation and use of open educational resources to develop digital literacy skills, transferable attributes, and learning enhancement. We present a range of case studies and exemplars of authentic OEP evidenced by reflective practice and semi-structured ethnographic interviews, including Wikimedia in the Curriculum initiatives, open textbook production, and co-creation of interdisciplinary STEM engagement resources for schools. The paper includes recommendations and considerations, providing a blueprint that other institutions can adopt to encourage sustainable OEP. Our experience shows that mainstreaming strategic support for OEP is key to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Influence of Kenya Education Management Institute Training for Head Teachers on Financial Resource Management in Public Secondary Schools in Kisii South Sub-County, Kenya

Management of resources in secondary schools by principals greatly contributes towards successful institutional programmes and projects in their respective schools. Kenya Education Management Institute (KEMI) has taken an integral role in training head teachers on the management of resources. Despite KEMI training the principals on resources and management, schools remain underdeveloped as head teachers get interdicted due to mismanagement of resources. The study was, therefore, paramount in establishing the influence of KEMI training for principals on the management of resources available in secondary schools. The study adopted mixed methods, and therefore, the researcher applied qualitative and quantitative methods through concurrent triangulation design of both qualitative and quantitative data collections at the same time. The target population comprised 73 head teachers and 73 school management committee chairpersons. Using the Central limit theorem, a sample of 25 head teachers and 25 committee chairpersons was selected. Simple random and purposive sampling was used to select the samples from each category of the population; questionnaires were administered among principals, while interview schedules were conducted among school chairpersons. An observation checklist was also used to collect data from the school vicinity. Data analysis involved qualitative data being analysed in themes, while quantitative data was through descriptive statistics used in Statistical Packages for Social Sciences (SPSS 23) and presented using tables and charts. The study established that KEMI training for principals influenced their management of human resources in schools. Through KEMI training, principals acquired knowledge, skills, and attitudes to handle teachers, support staff, pupils and other persons involved in the running of schools. The study recommends that there is a need for principals to conduct staff appraisals, create a motivating and rewarding environment and establish conflict resolution mechanisms

Classroom Management in Enhancing the Effectiveness of Islamic Religious Education Learning

This study aims to investigate the implementation of classroom management in enhancing the effectiveness of Islamic Religious Education (PAI) instruction at SMK Muhammadiyah 3 Makassar. It seeks to identify the facilitating and inhibiting factors of classroom management in improving PAI instruction at the aforementioned institution, as well as the approaches employed by teachers to enhance the effectiveness of PAI instruction. This research employs a qualitative approach, utilizing data collection methods such as observation, interviews, and documentation. Data analysis is conducted through descriptive analytics, involving the description and analysis of all field data to draw conclusions. The findings indicate that classroom management in enhancing the effectiveness of PAI instruction is effective but not yet optimal. Factors influencing the effectiveness of PAI instruction predominantly stem from the students themselves, the teachers, and the school's resources and facilities. Teachers employ various approaches, including power and threat, to enhance the effectiveness of PAI instruction, although not all aspects of classroom management can be fully implemented by teachers.

Democratic Leadership of the School Principle in Growing Teacher Professionalism

Purpose: Leadership is one of the factors that determine the success of a school. Principals have various references regarding leadership styles. Choosing the right leadership style will encourage teachers to follow the policies set by their superiors to advance the quality of education for their students. The purpose of this study was to describe the democratic leadership style of the principal of Kindergarten Kemala Bhayangkari 13, Kepanjen District, Malang Regency, in fostering teacher professionalism and to see how far the principal's personality supports the democratic leadership style. Method: The descriptive qualitative technique and case study research design are used in this study, while Participant observation, interviews, and documentation studies were employed to obtain data. Results: The findings of this investigation revealed: 1. The principal of Kindergarten Kemala Bhayangkari 13 Kepanjen Malang Regency applies a democratic leadership style, which can be seen from six (six) aspects of activities, including: a. The school principal plans a learning program in conformity with the vision and objective of the school; b. The school principal makes decisions jointly based on deliberation; c. The principal manages school resources to produce optimal resources; d. Principals communicate and cooperate harmoniously; e. The principal is able to manage conflicts that occur in schools until they subside; f. The school principal always gives awards for the achievements of his teacher. Conclusion: The principal of Kindergarten Kemala Bhayangkari 13 Kepanjen has used a democratic leadership style well, as seen from the close relationship between the principal and the teacher which like a big family, so that it can encourage teacher professionalism. This school principal's democratic leadership assessment includes 6 (six) aspects of activity and 5 (five) aspects of personality.

Challenges of school resources management for curriculum delivery in South African Rural High Schools: Principals' perceptions on the way forward

Various existing studies have established the multi-faceted nature of social inequalities in South Africa. The social inequalities also segregate schools into urban and rural schools, with adequate or lack of infrastructure influencing learners' performances in various South African schools. Hence, school principals are expected to manage the available resources to attain curriculum delivery and the whole school's performance. This qualitative study explored principals' perspectives on managing uneven school resources to achieve the goals and objectives of the education system. This study adopted an interpretive paradigm to understand the voices of 20 rural school principals in semi-structured interviews. The principals were purposively selected from 20 rural schools in King Cetshwayo district in KwaZulu-Natal. The audio-recorded interviews were thematically analysed to generate themes for findings and discussion. Findings revealed that most rural schools need more adequate school resources, and the principals need more support to attain quality curriculum delivery in schools adequately. The principals also lamented the high expectations placed on their schools for the academic excellence of their learners. Thus, the contents of each subject curriculum could not be efficiently unpacked and delivered to learners. The study, therefore, recommends improvement in resource provision to rural schools. At the same time, principals should be capacitated on effectively managing available school resources to achieve desired and efficient curriculum implementation in rural schools.

NAVIGATING THE TRADEOFFS OF POLICE IN SCHOOLS

During the summer of 2020, many school districts shifted away from using school resource officers (SROs) in response to widespread concerns over policing and racial justice that had swept across the country. Within a month of the death of George Floyd, Minneapolis Public Schools terminated their longstanding contract with the Minneapolis Police Department. A handful of other large districts, including Denver, Seattle, Milwaukee, and San Francisco, shortly followed suit in removing police officers from their schools. Three years later, the tide is turning in the opposite direction. Many districts that planned to restructure their SRO programs have struggled to implement meaningful changes. Other districts have reversed course entirely, such as Denver Public Schools, which announced a plan to reinstate SROs across school campuses this fall. Texas has gone so far as to mandate that every school campus must have an armed police officer. It’s not hard to see the rationale behind such actions. School shootings continue to happen, and educators have reported grappling with disruptive student behavioral issues that were exacerbated by the pandemic. This back-and-forth over SRO policies raises a basic but challenging empirical question: How do SROs affect school environments and student outcomes? We sought to answer these questions in a recent national study, co-authored with John Engberg and Shawn Bushway. In this post, we describe our findings from that study and consider how local and state governments might strike the right balance with their SRO programs.