Role Models In Schools Research Articles

Integration of Religious Character in School Culture: An Investigation of Character Development Practices in Islamic Elementary School

<span>Strengthening religious character in schools is an effort to equip students with a solid moral and ethical awareness of religious values. School culture is vital in developing students' religious character through various constructive methods, approaches, programs, and activities. This research aims to explore the practice of strengthening religious character at MI Roudlotun Nasyi'in Singosari Malang, which focuses on (a) the role of teachers in strengthening students' religious character at school, (b) school culture in strengthening students' religious character, and (c) the challenges faced schools in strengthening religious character. The research found that teachers are school role models, designing valuable learning inspiring, and motivating students. Apart from that, it was found that school culture, which plays a role in strengthening religious character, includes the habit of performing dhuha prayers, reading the Asmaul Husna before learning, midday prayers in congregation, commemorating Islamic holidays, and reading and writing the Qur'an every day. The findings also show that the challenges schools face in strengthening religious character include student discipline in participating in school activities, student consistency in carrying out good habits, and control over the continuity of good practices at home. This research is helpful for educational institutions, practitioners, and anyone who pays attention to education as a reference in developing a positive culture in schools and material for reflection in determining strategic programs for developing student character in schools.</span>

Education as an arena for anti-feminism: devaluation of femininity in primary education

ABSTRACT In the European context, there have been discussions for many years about how the number of female and male teachers in primary education should be more balanced. This story is also linked to the deteriorating school performance of boys, who are perceived as lacking male role models in schools. Thus, the feminization of primary education is often seen as an undesirable condition that should be rectified. This pejorative perception of feminization of education is related to the broader trends of anti-feminist politics, and this anti-feminist backlash is gradually being introduced into education as well. This article presents two case studies, Germany and Czechia. The analysis is based on data collected in 2015–2020 from ethnographic research in elementary schools, data from analysis of policy documents and media output, data from a systematic literature review, and quantitative research. In conclusion, three re-masculinization strategies used to devalue femininity in education are presented. First, ‘female climate’ as a reason for boys’ failure; second, father figures missing in education; third, promoting ‘gender diversity ‘as pretext to bring back more men and masculinity. All strategies share an antifeminist core because they all devalue women and femininity and reinforce the current gender order.

Equity and inclusion: Finding strength through teacher diversity

In many Western countries, the student populations are largely ethno-culturally diversified due to large inflow of migrants. Despite this, the teaching workforce in these countries tends to be predominantly white. The large disparity between students and teachers has implications for equity and inclusive education. In this paper, we argue that a more diverse teacher workforce – particularly migrant teachers – can help to strengthen inclusiveness in schools along with the increasing diversity of the students in those countries. This ensures that students from diverse backgrounds can have their needs and voices heard and understood in their schools. It also allows migrant students to find their role models in schools as well as in societies. Simultaneously, it is critical to retain highly skilled migrant teachers in the workforce through the creation of more inclusive school policies, systems and overall school culture.

Physical Activity among Nepalese Teachers; the Perspective of Role Modeling

Physical activity is any form of involvement in exercise or movement of the body that uses energy. Teachers also need an appropriate amount of physical activity because they are observed by their students in many ways, including their exercise behavior and fitness. Although an adult requires a minimum of 150 minutes (or at least 3 days) of additional physical activity in a week, this study shows that the sampled teachers were not in this mark. This cross-sectional survey of 344 teachers in 46 secondary schools in Bagmati Province of Nepal found the physical activity behavior among Nepalese teachers with the perspective of role modeling for health promotion. It has been argued that teachers who have average healthy behaviors and lifestyles with respect to physical activity neither make them healthier nor contribute to the creation of healthy role models in schools. The age and gender of the teacher were found to determine the degree of physical activity. More than two-thirds of her teachers were not reaching the recommended weekly physical activity level. More than two-fifths of the teachers did not receive training once a week. Physical activity among the teachers was recommended to present them as healthy role models.

High school role models and minority college achievement

Large racial differences persist in college enrollment and major choice, which may be exacerbated by the racial distribution of high school teachers. In this paper, I present the first evidence that matching high school students with same-race teachers improves the students’ college enrollment. To address selection and the sorting of students and teachers, I use detailed Texas administrative data on classroom assignment, exploiting variation in student and teacher race within the same course, year, and school, eliminating 99% of observed same-race sorting. Race-matching raises minority students’ course performance as well as improves longer-term outcomes like high school graduation and college enrollment. Black and Hispanic students matching with a same-race teacher in a given subject also become more likely to major in that subject in college with strong effects for STEM majors. Finally, I find much smaller race-matching for White students, suggesting policies to make the teaching population more representative would benefit minority students with minimal negative spillovers to the White student population.

Thanks a Lot, Universe by Chad Lucas

Reviewed by: Thanks a Lot, Universe by Chad Lucas Elizabeth Bush Lucas, Chad Thanks a Lot, Universe. Amulet/Abrams, 2021 [288p] Trade ed. ISBN 9781419751028 $16.99 E-book ed. ISBN 9781647001346 $15.29 Reviewed from digital galleys Ad Gr. 5-7 Brian has hit the lowest point in his thirteen years. Dad has left their Nova Scotian town in a hurry, wanted by the police for his illegal cannabis business; Mom is in the hospital following a suicide attempt; and now Brian, who suffers from social anxiety, and his younger brother have entered the foster care system. Brian’s coping strategy is to break out of his shell with a vengeance, beating up a school bully, running away with his brother on a stolen credit card, and stonily opposing any adult who tries to help (“I officially Did Not Care anymore. . . . I had found my fortress and unlocked Ice Mode. And it ruled”). At the same time Ezra, a basketball teammate who runs with a different crew, is beginning to sense fractures among his tight circle of diverse friends as pressure builds to pair up with girlfriends, and racial microaggressions toward the Black kids can no longer be explained away as jokes. That Ezra and Brian are destined for friendship is the foregone conclusion at the heart of this drama, but it’s buried in a muddle of unconvincingly staged melodrama involving a host of savior adults and high school role models, an improbable $10, 000 debit card spending limit, and a 2016 setting that seems necessary only to establish illegal cannabis as a plot catalyst. Lucas concludes with a welcome touch of realism, though, leaving the future of the boys’ relationship on hold: Ezra admits to his crush on Brian, while Brian keeps an open mind and heart but isn’t quite ready for romance with anybody at present. Readers who keep focused on that plotline may be satisfied. [End Page 386] Copyright © 2021 The Board of Trustees of the University of Illinois

The Effect of Dark Tetrad Personalities Traits in Cyber Aggression Behavior among Johor Bahru Teachers

This article was published, to identify and understand the roles of Dark Tetrad personality trait in cyber aggression behavior. Although social media offer much benefit and positivity, there is an increasing observable claiming that the social media possess a huge risk, for individual, communities, firm (either profit or non-profit organization), and eventually towards the society as a whole. According to the statistics by Malaysia Computer Emergency Response Team (MyCERT) (2020), the reported cases by the computer securities and cyber aggression related incidents in Malaysia has increase from 2016 to July 2020. There are some issues regarding on Malaysian teachers issuing negative statements in Facebook. Many study has been conducted in determining the Dark Triad personality association with the cyber aggression behavior. This study aims to examine the Dark Tetras personality traits that contributed to the cyber aggression behavior among teachers. This study has been conducted among 169 participants, which is the civil servant – teachers in Johor Bahru, Malaysia. The respondent has been chosen, as teachers represent the highest number of Malaysian civil servant. The study has been conducted quantitatively, and a sets of questionnaire, has been distributed via google doc to the respondents. The result shown that there has a significant relationship between the 4 construct in the Dark Tetrad personality with the cyber aggression behavior, whereby Psychopathy has become the highest element (based on the mean score) among the four Dark Tetrad personality traits. This study is expected to prove the Dark Tetrad personality conceptually; but the empirical evidence from the study can be used in order to facilitate more detailed future studies especially in dark personalities fields. It is also expected to improve understandings of the dark personalities of the teachers; as they are the role models in schools in order to increase the education quality in Malaysia, in tandem with the Malaysia Education Development Plan.

Kontekstualisasi Pemikiran Syekh Nawawi Al-Bantani tentang Pendidikan Akhlak di Madrasah Tsanawiyah

Various problems of students that arise in the world of education make the institution are accused as the root of the problems in printing their students. The emergence of this problem is due to the lack of application of moral education especially in Islamic school, in this case every Islamic school needs to contextualize the thought of Shekh Arsyad Al Banjari as a reference in educating, as we know that he is one of Indonesia's 'Ulama' who has the title of Al-Sayyid Al-'Ulama Al -Hijaz who had been once an "Imam" (A leader of Communal player) at the Grand Mosque in Mecca, many of his works which when contextualized into education are still very relevant. From his various ideas about moral education, it is feasible to be used as a foundation for the implementation of moral education in every school. The purpose of moral education is none other than to form students so that they have good character, ethics, and morals apart from qualified knowledge. The application of moral education certainly does not escape the collaboration of various parties, both parents and teachers as role models in schools, the goal is to be able to supervise students to be more intense.

High School Role Models and Minority College Achievement

Large racial differences persist in college enrollment and major choice, which may be exacerbated by the racial distribution of high school teachers. In this paper, I present the first evidence that matching high school students with same-race teachers improves the students’ college outcomes. To address endogenous sorting of students and teachers, I use detailed Texas administrative data on classroom assignment, exploiting variation in student and teacher race within the same course, year, and school, eliminating 99% of observed same-race sorting. Race-matching raises minority students’ course performance as well as improves longer-term outcomes like high school graduation and college enrollment. Black and Hispanic students matching with a same-race teacher in a given subject also become more likely to major in that subject in college. Finally, I do not find any robust, significant effects of race-matching for White students, suggesting policies to make the teaching population more representative would benefit minority students with minimal negative spillovers to the White student population.

Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees

ABSTRACTPrimary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed-methods approach was employed: 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes.

More male primary-school teachers? Social benefits for boys and girls

The call for more male primary-school teachers has long been associated with the educational needs of boys, the importance of positive male role models in schools and the disproportionate number of male and female primary-school teachers internationally. However, little is known about whether or not parents and students actually want more male primary-school teachers and if they do, the reasons they have for wanting more. This paper addresses the under-representation of parents' and students' views by drawing from a study of the perspectives of 97 parents and 184 sixth-grade students from Sydney, Australia. Surveys and semi-structured focus group interviews with boys and girls, and their mothers and fathers revealed an overall perceived social need for more male primary-school teachers. In particular, the paper indicates that male primary-school teachers are considered important for boys; a view consistent with some extant research literature that does not include the views of parents or students. The paper further indicates that parents and students see male primary-school teachers as being beneficial to girls; a matter rarely discussed in any research literature irrespective of the stakeholder group studied.

The red coats

A team of US educationalists recently visited London to see the City Year programme in action – a national service movement that sees young people volunteering their time as mentors and role-models in schools. Sophie Livingstone introduces the initiative.

IELTS as an indicator of written proficiency levels: A study of student teachers at the National Institute of Education, Singapore

A quantitative study that examined the communicative proficiency of graduating secondary student teachers at the National Institute of Education (NIE), Singapore was commissioned in April 2009. While the main study covers a much wider scope, this paper discusses and presents the data of the writing component of the International English Language Testing System (IELTS). This study considers the writing proficiency levels of graduating teachers as measured by their IELTS writing scores. Specifically, the paper addresses the following research questions:•What is the English language written proficiency level of graduating teachers as measured by their IELTS writing scores?•What can the scores tell us about baseline levels of a pre-service teacher education programme that prepares teachers to use English as the medium of instruction?Teachers are facilitators of student learning and co-creators of productive classroom environments in which students can develop the skills they will need to function in the global workplace. To gain a more accurate language profile of student teachers, student teachers from the 1-year Postgraduate Diploma in Education (PGDE) pre-service teacher preparation programme were invited to participate in the study.The IELTS exam consists of 4 components: listening, speaking, reading and writing and the students in this study scored lowest on the writing section. Measures are recommended to further develop this important skill. This study emphasizes the need to improve communication skills of pre-service teachers to be effective in their professional environment and to serve as good role models in schools.

‘They do not relate to Black people like us’: Black teachers as role models for Black pupils

Growing concerns about the experience and achievement of Black pupils (especially Black males) underpin calls for more Black people to serve as teacher and lay mentor role models in schools. Calls for increased numbers of Black teacher role models assume firstly, that Black teachers regard themselves as role models and want to perform such a role in school. Secondly, that Black pupils will automatically see Black teachers as role models for Black pupils and make a connection between the behaviour modelled by Black teachers and their own behaviour, aspirations or achievement. Thirdly, that Black teachers are the most appropriate role models for Black pupils. This article draws on empirical data to explore these assumptions and to illustrate the ways in which they are flawed.

The Trading Cards Program: An Evaluation of Use of High School Role Models for Drug Abuse Prevention

Abstract Use of role models in drug education programs is increasing despite limited data regarding their efficacy. This study evaluated the effectiveness of the Trading Cards (TC) Program to positively influence perceptions about the use of alcohol, tobacco, and other drugs. The TC Program used drug-free high school students to model behaviors and social competencies for elementary students through ongoing relationships facilitated by the program. The study population (N = 1,067) completed a measure of perceptions about alcohol, tobacco, and other drug use. A Chi square analysis compared experimental and control group responses. The experimental group had more positive perceptions regarding the nonuse of alcohol, tobacco, and other drugs when compared to the control group. Elementary students exposed to the TC Program had more interaction with high school students that focused on nonuse and alternatives to alcohol, tobacco, or other drug use than did students not exposed to the TC Program. Implications f...

The Trading Cards Program: An Evaluation of Use of High School Role Models for Drug Abuse Prevention

The Trading Cards Program: An Evaluation of Use of High School Role Models for Drug Abuse Prevention

High-Ability Women and Men in Undergraduate Mathematics and Chemistry Courses

Using samples of college students of very high ability and strong academic background, sex differences in performance and perceptions of performance in introductory chemistry and mathematics courses were studied. Considerable differences favoring men were found, and these appeared to be due primarily to differences in mathematics background. In addition, female high school role models and general attitudes about women’s mathematical ability were found to have little effect on performance. While women were not less likely than men to continue the sequences of courses studied, they were nevertheless much less likely to major in the natural sciences and engineering, preferring the life sciences instead when they chose technical majors. The evidence suggests that women’s weaker mathematics background and the poorer course performance it produced were responsible for this outcome.

High-Ability Women and Men in Undergraduate Mathematics and Chemistry Courses

Using samples of college students of very high ability and strong academic background, sex differences in performance and perceptions of performance in introductory chemistry and mathematics courses were studied. Considerable differences favoring men were found, and these appeared to be due primarily to differences in mathematics background. In addition, female high school role models and general attitudes about women’s mathematical ability were found to have little effect on performance. While women were not less likely than men to continue the sequences of courses studied, they were nevertheless much less likely to major in the natural sciences and engineering, preferring the life sciences instead when they chose technical majors. The evidence suggests that women’s weaker mathematics background and the poorer course performance it produced were responsible for this outcome.

Rural High School Students' Perceptions of the Basic Values and Educational Philosophies of Significant Secondary School Role Models

This research investigated rural high school students' perceptions of two major secondary school role models' (teachers and popular peers) solutions to five ontological and axiological problem spheres. The Values Orientation Questionnaire (VOQ), an operationalization of F. Kluckhohn's theory of intra‐cultural value variation, was completed each of three times during three months: initially for the self and then according to the way the respondent felt the models would respond. Achievement, an index of successful school encounters, was entered as the between‐persons factor in a multivariate‐model repeated‐measures ANCOVA. Generally, the students believe that teachers and popular peers endorse that set of values that forms the foundation of progressive counseling and educational philosophies and practices and is, to a large extent, our middle‐class system. Students perceive teachers as overendorsing (relative to self) those ontological choices that form the valuational basis of authoritarian counseling and educational theories. These seemingly contradictory teachers' attributions are discussed in terms of the teachers' roles and of institutional demands that often force teachers to model behaviors that neither they nor society deems desirable.