School Actors Research Articles

PERAN SEKOLAH DALAM MENANGGULANGI PERILAKU KENAKALAN REMAJA DI SMK TERPADU BISMILLAH KECAMATAN PADARINCANG KABUPATEN SERANG

This study describes the role of schools in dealing with juvenile delinquency behavior at Bismillah Integrated Vocational School, Padarincang District, Serang Regency. The purpose of this research was to find out and analyze the forms of juvenile delinquency carried out by students at school, factors that can cause juvenile delinquency or violations at school, school constraints and efforts or school actions in tackling juvenile delinquency behavior that occurs at Bismillah Integrated Vocational School This. In this case the forms of juvenile delinquency that occur at the Bismillah Integrated Vocational School are such as truancy, making class noise, smoking, arriving late, excessive dating, online game addiction, disrespectful attitude towards teachers and fellow friends and several other disciplinary delinquencies. Furthermore, namely the causative factors or factors for the emergence of juvenile delinquency that occurred at Bismillah Integrated Vocational School, Padarincang District, Serang Regency, there are two kinds, namely internal factors and external factors. In addition, it is also hoped that this research can provide benefits for schools to help overcome juvenile delinquency behavior in schools by seeking countermeasures, namely preventive, repressive and curative efforts.

Resisting the standards agenda? Swedish subject teachers and special educators’ discourses on teaching students with different needs

ABSTRACT This article presents an analysis of Swedish subject teachers and special educators’ discourses on the teaching of students with different needs in order to study their enactment of inclusive education in relation to competing demands. Drawing on notions of policy enactment, policies are here not only understood as regulatory texts, but also as carriers of discourses with certain ideas of what is common sense or true. In particular, the analysis aims to explore local school actors’ opportunities for resistance towards dominant standards policies that has been argued to constrain inclusive ambitions in schools by promoting competition and standardised goals of performance. Three discourses were discerned in the analysis: a standards discourse, a subject-teaching discourse, and a discourse of well-being, which are discussed in relation to each other and to the idea of inclusive education. While the standards discourse was dominant in the interviews, the analysis also shows how the interviewed teachers and special educators moved between different discourses, which provided some opportunities to challenge standards thinking. However, such resistance was not necessarily connected to a movement towards inclusion.

Multicultural and social justice competencies for school stakeholders: a Delphi study

ABSTRACT Multicultural and social justice competence is an expectation for school counselors. School counselors need to be proficient in providing multiculturally competent practices and social justice advocacy action. The same can be said for their school stakeholder counterparts, yet no empirical investigations explore how the Multicultural and Social Justice Counseling Competencies (MSJCC), specifically its institutional interventions, can serve as a framework for all school stakeholders to provide multiculturally competent practices and social justice advocacy action in schools. We conducted a Delphi study with expert school stakeholders as participants, including school counselors, that resulted in a consensus list of opinions regarding initial perceptions, usefulness, willingness, supports, barriers and reflections of the MSJCC, specifically the institutional interventions. We provide emergent implications for school counselors and other educational stakeholders.

Implication of Parents in the Educational System: An Analysis of Spanish Legislation

A correct parents’ involvement in their children’s education has a undeniable importance. Many aspects need parents’ commitment and a tight collaboration between parents and school in order to be able to achieve a comprehensive development of the child. Numerous authors agree with the great importance a correct action and cooperation have. Due to this importance, legal documents define the parents’ rights and privileges as well as their duties, establishing also the procedures schools should follow to implicate parents in their children education. After accomplish a detailed analysis of the educational legislation in force in Spain, and more concretely in the Valencia Community, we have concluded that the relationship of parents and schools is based in three main aspects that are clearly defined: information, participation and cooperation.. Knowing how to cope with the three of them would contribute to get a better quality in education. Spanish legislation demarcates the field of action of schools and parents. On the one hand, parents should know what legislation allows them to do in the educational formal system and how to do it. On the other hand, teachers should know what obligations they have and how they should let parents collaborate in formal education.

Reducing Violence Through Chess: Involving Pre-service Teachers in Participatory Action in Schools

In this article, I critically reflect and describe how our Chess Development Project (CDP), initiated by pre-service teachers at a university in South Africa, helped create a safer, non-violent, and more supportive school environment. This participatory action research (PAR) project highlights the idea that higher education institutions should not only add to knowledge production but also contribute to practical improvement in the community. In this project, we introduced one sports code, chess, in a township school to reduce violence. The research question addressed was: To what extent does learner engagement in the CDP by pre-service teachers reduce school violence and bridge the gap between the university and the school? We set out to explore and discuss the potential of using chess as an educational tool for creating awareness, improving knowledge, and changing attitudes towards the challenges the learners face in life. The data collection techniques used were field notes, student assistant notes, interviews, questionnaires, and transcribed recordings of our research team reflections. As the coordinator of the project, I played the role of facilitator between the pre-service teachers and the township school. The findings suggest that this project was transformative. As a collective, the students and I became more aware of the day-to-day challenges that schools and communities face in the township areas in South Africa.

A critique of transnational research on subjectivation from the perspective of postcolonial epistemology

The article shows how modern subject constitutions and postcolonial relations of white dominance are systematically reproduced in school contexts. Postcolonial critique is thus revealed as an analytical strategy to focus on processes of transnationalization in schools (through internationalization and immigration). The empirical foundation of this article is formed by two qualitative research projects that show different variants of interactive and performative entanglement of school actors in colonial knowledge orders and their subjectivizing logics of production in relations of power and recognition. Two case analyses illuminate different dimensions of how racialized subjects are produced and of postcolonial orders. These different projects illustrate the multi-perspectival complexity of how structures of differences are reproduced. The article also underlines the importance of an educational perspective on the dynamics of power, recognition, and subjectification in school orders. It concludes by briefly touching on possibilities for future reflection on perspectives of knowledge within orders characterized by the dominance of one culture and their relationality.

THE IMPORTANCE OF ENVIRONMENTAL EDUCATION IN THE SCHOOL CONTEXT IN AMAZONAS

The topic of the importance of environmental education in the school context in Amazonas will be presented, the research objective of which was to verify, based on the perception of teachers, whether environmental education projects and actions in schools in Amazonas bring significant results that translate into personal practices in students' daily lives, as well as identifying whether reflections and changes in attitudes regarding environmental issues occur in students' daily lives, their level of interest in environmental issues and what to do to resolve them; in addition to verifying the environmental actions carried out by schools. The research was carried out with ten teachers from several municipalities in Amazonas, including the municipalities of Manaus, Altazes, Presidente Figueiredo, Urucurituba, Codajás, Novo Airão and Beruri, chosen randomly among doctoral students from the Doctorate in Education Sciences course at the University of Del. Sun - Paraguay. Environmental education in the educational environment helps teachers and students expand their way of thinking and acting in an integrative way in the face of complex global problems.

Perceptions of peace and armed conflict in school actors

El objetivo del artículo es describir las percepciones de estudiantes y padres de familia relacionadas con el conflicto armado y la paz. Corresponde a un estudio cualitativo de nivel descriptivo enmarcado en el paradigma interpretativo-hermenéutico. Se emplearon los métodos análisis de discurso y teoría fundamentada, y se contó con la participación de 35 actores escolares de una institución educativa en Colombia, a quienes se les aplicó una entrevista en profundidad. Los datos fueron codificados y categorizados, y sistematizados a través del software Atlas Ti. Los resultados muestran siete categorías selectivas, 18 códigos axiales y 231 códigos abiertos, los cuales develan las distintas formas de percepción en torno a la paz y al conflicto armado de los actores escolares. Se sugieren gramáticas heterogéneas en torno a la paz y el conflicto armado con marcos interpretativos amplios y estrategias de escucha flexibles.

Students' Knowledge, Attitude, and Behavior Towards Flood Preparedness: A Case Study at a Junior High School in Bekasi, Indonesia

Preparedness in dealing with the coming of floods is very important for the community because, with preparedness, the community can prepare themselves and do first aid after a disaster. knowledge, attitude, and behavior are factors that influence preparedness. This study aims to determine knowledge, attitude, and behavior about flood preparedness at a junior high school in Bekasi, Indonesia. This research method uses quantitative method. Based on data processing and analysis of research conducted regarding the influence of knowledge, attitude, and behavior about flood disaster preparedness in a junior high school in Bekasi, it is concluded that the disaster actions of junior high school in Bekasi positively influence flood disaster preparedness. In this study, it was also found that the variables of knowledge, attitudes, and actions together influence 9% of flood preparedness, while other factors influence the rest.

Navigators and Negotiators: An Ecologically Informed Qualitative Study of Providers’ Perspectives on Their Roles in School-Based Mental Health Services

School-based mental health services (SMHS) offer a unique opportunity to embed support within a key developmental context, yet little research has examined SMHS providers’ fit within schools’ complex ecologies. Using a social-ecological framework, this qualitative study draws on focus groups with 67 SMHS providers from two large mental health systems to examine how school setting characteristics and interactions with school actors influenced their experiences providing SMHS. Thematic analysis revealed the importance of feeling valued by and connected to school staff, which facilitated strong ongoing communication and more effective collaboration. Providers described a flexible approach to communication and collaboration, including leveraging opportunities for informal conversation (e.g., in hallways or classrooms) to overcome barriers and boost their perceived value and connectedness. Opportunities for communication and connectedness were enhanced when providers worked in fewer schools, held roles on interdisciplinary teams, spent time in common spaces, when school staff shared providers’ understanding of mental health and SMHS, and when school policies and structural features facilitated their inclusion. Providers also discussed the variety of factors, including their place in the school ecology, that informed student wellbeing (e.g., disciplinary versus supportive responses to challenging student behaviors). This study suggests potential mechanisms on individual, school, and district levels to strengthen SMHS providers’ value and connectedness within the school ecology, and the importance of these factors to maintain strong communication and collaboration and effectively support youth and families.

Rethinking interculturalism, deconstructing discrimination in Italian schools

AbstractDespite the public favour gained in Europe, interculturalism is often reduced to its theoretical abstractions or local implementations. There is scarce evidence to suggest that interculturalism mitigates the systemic discrimination of immigrant‐origin people. Looking at the Italian case, the paper analyses the coexistence of interculturalism and discrimination into multicultural schools, examining school track choices for immigrant‐origin students under the lens of interculturalism. We combine three theoretical perspectives—discrimination at micro level, critical interculturalism and school choice as a process—with an empirical analysis of qualitative data, focussing on the ambivalent relational mechanisms underneath the most discriminatory turning point in the Italian education system, the transition to upper secondary school. Different forms of student–teacher interaction, approaches to school track choice and discriminatory effects are highlighted in the research findings. Three different scenarios of interculturalism are identified and implemented through the negotiation of the school actors. Rethinking interculturalism by deconstructing discrimination appears as a collective task, to be undertaken together with teachers and students with immigrant background: intercultural policy guidelines must be combined with bottom‐up actions.

Vocational Exploration Experiences of Students Who Entered Initial Teacher Training

The Chilean Teacher Professional Development System diversifies access to Pedagogy studies. It entrusts Higher Education Institutions the responsibility to create programs for the preparation and access intended for secondary education, in order to attract young people with greater abilities. Thus, the need to know the characteristics of those who show an early interest in the career arises. This article shows the results of a qualitative study, using biorams and focus groups. The discourse of eighteen young people studying their first year on Pedagogy programs were analyzed. To know personal, social and school aspects of their vocational exploration experiences, and understand      which ones favored their interest and what resources they mobilized. The results describe experiences involved in such exploration, the resources that are mobilized, and the conditions and contexts in which they are carried out. Results allow us to conclude that it is a subjective, fragmented, and unassisted experience that responds to the context, in occasional interactions with family and school actors. The findings allow for the design of accompaniment processes throughout secondary education, to strengthen the disposition to Pedagogy and to respond to institutional challenges of improvement in the mechanisms for appealing future teachers.

A Call for a Transformative Public Health Training: The Necessity of Abolition.

The societal distrust of public health alongside the complex, intersecting, and large public health crises of today and our future requires a transformation of the education of the next generation of public health leaders. The field of public health's goals of health equity for all cannot be advanced until our field interrogates and resists the prison industrial complex (PIC), which maintains White supremacy and (re)produces health inequities. As current and former public health students, we propose incorporating abolition of the PIC as a political vision, structural and power analysis, and organizing strategy into the public health curriculum. We highlight gaps in the public health curriculum and the existing similarities between stated goals of abolition and public health. We propose calls to action for individuals, faculty, and schools of public health to interrogate the carceral nature of public health and work toward contributing to the positive project of an abolitionist future.

Comprehension of character education and virtue education in Latvia: Analysis and synthesis of school actors’ views

ABSTRACT The aim of this study was to identify how key actors in school practice understand character education (CE) and virtue education (VE) in Latvia. For addressing the research question (‘What advanced understanding of CE and VE do the key actors of school education hold?’), the study uses qualitative analysis and synthesis of participants’ (N = 700) (pupils, parents, pre- and in-service schoolteachers, and school heads) opinions about the meaning of and differences between CE and VE. The inquiry elicited participants’ views regarding the essence (purpose, ‘why’), manifestations (educational focus, ‘what’), and the practical implementations (kind of activities, ‘how’) of CE and VE. The results point to the education of a ‘virtuous character’, as a synthesis of CE and VE balancing their individual and social dominants and focusing on pupils’ friendship attitudes, relationships, behaviours, and actions, which are the sources of well-being and flourishing and are internalised through substantive long-term actions.

ACTION RESEARCH IN THE FUNCTION OF ENCOURAGING READING HABITS IN STUDENTS: JOINT FAMILY AND SCHOOL ACTIVITIES

Taking into account the relevance of action research, as well as their positive characteristics and the effects they can lead to, this article is aimed at encouraging and developing reading habits among students and visiting the school library through the application of action research. Motivated by the examples of good practice of many practitioners, as well as the exceptional methodological expertise and desire of the school actors (teachers and school librarians) with whom we collaborated on this research, we tried to promote reading activities and visits to the school library through cooperation and the unique action of students, teachers, and parents through a spectrum of creative contents. The findings of the conducted action research show a number of achieved results in the positive aspect of building reading habits among students, attitude towards reading and activities in the direction of visiting the school library. Many research projects and activities are directed towards the promotion of reading, where further research could direct more attention to the active involvement of parents in the activities of the school library, providing opportunities and opportunities for parents to express their ideas in this sphere, creating conditions for their participation and applying action research to develop values and reading habits in students.

How can children's individuality be developed in schools?: the challenge of postwar ‘Free Study’(Jiyu kenkyū) subject in Japan

This paper explores the purpose and practice of the 'Free Study' (Jiyu kenkyū) subject piloted in elementary and junior high schools in the early postwar period of Japan, trying to obtain suggestions for the management of school curriculum and children's Free study. The specific research questions are as follows. First, why was Free Study subject, which was piloted from 1947 to 1951, chosen as a subject for the school curriculum and what were its goals? Second, how was Free Study practiced in each school? And third, what does it mean that Free Study was consequently abolished? 'Free Study' was a newly established subject that was designed to promote learning activities centered on life experiences and children's individuality and interests. It demanded a new teaching method that departed from one-way knowledge transfer classes and required collaboration with the local community outside the school. However, the school teachers experienced considerable difficulties in implementing Free Study due to the unique nature of the teaching methods and activities, resulting in a retreat to supplemental study time for other subjects. This is a case that demonstrates both the possibilities and limitations of empiricist educational activity development and the independent management of educational activities by students and raises the need for active collaboration with the local community and the participation of diverse actors in schools.

Symbolic Violence Through Negative Stereotypes Against Private School Students in Bantaeng Regency

The research problem is the existence of symbolic violence against private school students through stereotypes. The purpose of the study was to analyze negative stereotypes against private school students as a means of symbolic violence. This research was conducted using the mixed method concurrent embedded method in 10 private schools and 6 public schools. Qualitative research informants as many as 43 people were determined using purposive sampling while 301 quantitative research respondents were determined using random sampling. Data was collected using a Likert and Gutman scale questionnaire, direct observation sheets, structured interview sheets and documents. The qualitative data that has been collected is analyzed through the stages of data reduction, displaying the data and then drawing conclusions, while the quantitative data is analyzed through the stages of verification, tabulation and data percentage. The results show that symbolic violence occurs because of negative stereotypes against private school students and stereotypes against actors or private schools carried out by public school actors who have accumulated capital, power in the world of education.

Kebijakan Sekolah dalam Menerapkan Pendidikan Akhlak

This research was conducted to explain school policies in implementing moral education for students at SDN 10 Sungai Pasak, East Pariaman District. Through qualitative field study techniques, data were obtained by observation and interviews, data processing techniques by examining data, studying data in depth and drawing conclusions, data analysis techniques by adjusting the statements put forward by respondents to the problems studied. The results of the research that the authors got were the activities that the school carried out in implementing moral education for students at SDN 10 Sungai Pasak, East Pariaman District, that all students participated in all activities carried out by the school to foster student morals. The school's actions towards students who commit violations at SDN 10 Sungai Pasak, East Pariaman District are calling students who have problems, asking students' habits, giving directions, giving advice, giving educational punishments, and calling Siawa's parents. Factors supporting policy makers in implementing moral education are the existence of qualified teachers, the existence of extracurricular activities for Islamic religious education outside school hours and the existence of competitions. Factors hindering policy makers in implementing moral education are environmental factors where students live, the magnitude of the influence of technology, the lack of learning time and the lack of religious books as student reading.

Sports Intelligence Training Framework Based on Image Processing Chip Fusion Multimedia

On the basis of analyzing and studying the relevant theories of image fusion, this paper introduces a variety of fusion methods that can be run on the platform, as well as the method of constructing the fusion algorithm function chip. The decline in physical fitness is getting more and more serious, which has gradually attracted the attention of schoolteachers and parents. All sectors of society are paying close attention to the school's actions. A healthy body is the foundation of students' learning and the driving force for students' development. The way to generate the teaching wisdom of physical education teachers is to first get rid of the constraints of traditional physical education teaching concepts on teaching, improve the professional quality of physical education teachers, secondly strengthen the practical reflection of physical education, strive to improve the management system of the campus, and finally strive to improve the professional skills of physical education teachers. Ability to integrate with Internet technology.

Smartphone in the school community. Research note from the project "Smartphones at school - let's set the rules of the game"

The article concerns the function of smartphones in teaching, education and communication processes in schools. The empirical basis of the text is the results of participatory research conducted in Warsaw elementary schools in 2020 on the eve of the Covid-19 pandemic. The result of the analysis is a compilation of technological solutions recommended by school actors using smartphones. In the text, we highlight the different needs that can be fulfilled using smartphones according to students and teachers. Children and adolescents link the usage of smartphones in lessons with making the learning process more attractive. Educators, on the other hand, mainly see the usage of smartphones as an opportunity to improve their working conditions. We also highlight the role of pandemics in breaking the negative image of smartphones in schools.