School Actors Research Articles

Analisis Literasi Ekonomi Syariah dan Ekosistem Halal Value Chain Terhadap Perkembangan Ekonomi Syariah Pondok Pesantren di Provinsi Lampung

Halal value chain is considered one of the factors that can influence the income of business actors in Lampung Province. Halal value chain provides a suitable framework to explain how an organizational unit can manage substantial considerations in all locating its resources, creating differentiation and effectively managing its costs. With the existence of a halal value chain balanced with the support of economic literacy, it will be able to increase income for business actors. In this research, the researcher uses the term Islamic economic literacy. This research is a research that uses a qualitative approach. Data collection techniques used are interviews and observation. The informants used were 3 Islamic boarding schools that have a food business in Lampung Province. The results of the interview show that all informants as many as 3 business fields of Islamic boarding schools use the halal value chain as their business model and have implemented sharia economic literacy. All business actors in Islamic boarding schools acknowledge that there is a good influence on the development of Islamic boarding schools' Islamic economy. However, the income from the Islamic boarding school business is still more focused on developing the Islamic boarding school business sector first.

Religious education in French private schools: Categories, conflations, and inequities

ABSTRACT France’s secular political culture, Catholic heritage, and tumultuous relationship with Islam have had a significant impact on 21st-century interpretations, perceptions, and politicisations of religious education in French society. Since religious education is relegated to the French private school system, it is decentralised, complex, and vastly plural – especially compared to France’s hyper-centralised public education. Religious education’s plurality and decentralisation have deepened with the recent expansion of Muslim and independent schooling. This article offers a comparative analysis of the variety of interpretations and manifestations of religious education across France’s private education system. Drawing upon extensive ethnographic fieldwork carried out in more than fifteen French private Muslim, Catholic, and secular schools intermittently from 2012 to 2020, I illustrate how Catholic school actors and supposedly ‘secular’ school actors imparting Christian culture can operate with significantly more freedom than their Muslim school counterparts. Despite significant variation in approaches to religious education across the system, religious education in Muslim schools is quite parallel to other schooling communities. Nonetheless, Muslim school actors face disproportionate barriers to equitable treatment. This discrimination is facilitated by the complexities and ambiguities of RE and is representative of efforts to restrict the imparting of Muslim culture(s) to youth in French schools.

Teacher and School Concerns and Actions on Elementary School Children Digital Safety.

Elementary school children are spending more time using digital technologies. Teachers and schools are concerned about the student’s digital safety. We interviewed ten elementary school teachers virtually to understand their concerns and understand the actions they take regarding elementary school children’s digital safety. Using thematic analysis, we identified themes of concerns and actions of teachers and schools on elementary school children’s digital safety. Some digital safety concerns discussed by the teachers included content-related concerns such as accessing inappropriate content, contact-related concerns, inappropriate contact with others online, sharing personal information, lack of understanding of danger, conduct-related concerns regarding cyberbullying and digital footprint, contract-related concerns such as digital security and privacy, and home-related concerns. Teachers and schools have taken several actions to address these concerns. Some of the digital safety actions included security measures and limits, monitoring student activities, providing education on digital safety, and support from guidance counselors. This study has implications for elementary school educators, administrators, parents, and students on the safe use of digital technologies.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11528-022-00803-z.

과학고등학교의 사회통합전형 학생선발에 대한 고찰

특수목적고등학교는 특수목적고등학교의 지정 및 운영에 관한 훈령에 따라 입학전형의 20% 이상을 사회통합전형 학생을 선발하도록 하고 있으며, 과학고등학교 역시 특수목적고등학교로 사회취약계층의 인재를 선발하기 위해 2011년부터 사회통합전형의 학생을 선발하고 있다. 이에 본 연구에서는 선행연구들과 과학고등학교 현황자료와 학교공시자료를 통해 과학고등학교의 사회통합전형 학생선발 현황을 살펴보고, 사회통합전형 학생들의 학적변동 현황을 살펴보았다. 그 결과는 다음과 같다. 첫째, 사회적 취약계층의 교육적 기회 제공을 위해 수립된 과학고등학교의 사회통합전형이 2013년부터 2021년 9년간 3개년을 제외하고는 대부분 정원을 채우지 못하는 것으로 나타났다. 둘째, 과학고등학교에 사회통합전형으로 진학한 학생들이 일반전형으로 진학한 학생에 비해 학적 변동자의 비율이 더 많은 것으로 나타났으며, 졸업한 이후에도 대학에 진학하지 못하는 미진학자의 비율도 일반전형보다 사회통합전형의 학생들이 더 높은 것으로 나타났다. 이와 같은 학생선발 및 진학 현황을 토대로 과학고등학교의 사회통합전형을 통한 학생선발에 대한 정책적 시사점을 제시하고 향후 발전방안을 제안할 수 있을 것이다.

Preferences Activism of Islamic Spiritual (Rohis) in Schools and Madrasas in Yogyakarta: From Narrative Islamism to Popular Culture

Purpose – The existence of Rohis in schools and madrasas is often imaged as a movement for Islamization and school da’wah. However, globalization and modernization inevitably bring new directions for the next Rohis movement and is evident in its various activism. This study aims to determine the preferences of Rohis activism in schools and madrasas that have experienced a shift from Islamism “right” towards popular culture.
 Design/methods/approach – This research method is a qualitative case study. The subjects of this research are Rohis activists in MAN 1 Yogyakarta and SMAN 5 Yogyakarta. This study collects data through in-depth interviews, participant observation, and documentation. Data analysis uses the Miles and Huberman model with interactive analysis through data reduction, data presentation, and conclusions.
 Findings – The results of this study indicate that the Rohis’ activism preferences appear in the spaces they create as a form of negotiation between obedience and modernity, including manifesting in the form of religious events, the theme of the study, and the name of the program/division.
 Research implications/limitations – The implications of this research in the world of education provide insight and views that modernization and globalization cannot be avoided, especially for Muslim youth who are members of Rohis.
 Practical implications – This research shows that school policies are more progressive and responsive to changing times.

California School Staff Reports of Seeing Students Vaping at School and Disciplinary Actions.

Youth vaping is a concern and schools may use many approaches to discipline students caught vaping at school. This study identified the prevalence of school staff seeing vaping in schools and the measures used to discipline students. A state-wide sample of 7,938 staff from 255 middle and high schools reported whether they saw any students vaping at school in the last 30 days, whether they have caught any students vaping during class in the last semester, and what happened after catching a student vaping in class. Open-text responses were coded and themes were identified related to disciplinary approaches. 31.9% of staff reported seeing students vaping at school, and 11.9% of teachers reported catching a student vaping during class. Teachers described four categories of disciplinary approaches after catching students vaping in class: no consequences, punitive approaches, restorative approaches, and mixed approaches. Additional support is necessary to help schools address student vaping.

Why do opt-out movements succeed (or fail) in low-stakes accountability systems? A case study of the Network of Dissident Schools in Catalonia

External and standardized assessments based on student results are a contested education policy among school actors. Movements of opposition have emerged in different countries, especially in those contexts with high-stakes accountability systems. However, this phenomenon has not been analyzed in soft accountability systems. The objective of this article is to study the opt-out movement in Catalonia, understood as an anti-standardization movement in a system of soft accountability. In order to do so, we adopt the case study approach as a methodological strategy, based on the triangulation of semi-structured interviews with activists (n = 14), key stakeholders (n = 3), and document and press analysis (n = 25). The results shed light on the emergence and nature of the movement, its opportunity structures, the discursive frames and the repertoires of collective action. Our results show how accountability instruments have a ‘life of their own’ beyond their policy design. In this sense, the opt-out movement in Catalonia identifies potential risks and adverse effects similar to those reported in high-stakes systems, developing a repertoire of collective action and discursive frames similar to other emerging anti-standardization movements in high-stakes contexts.

Anti-standardization and testing opt-out movements in education: Resistance, disputes and transformation

Testing, scoring comparison and accountability policies have become a ubiquitous part of schooling across most countries in the 21st century. The persistence of these hyper-surveillance measures has occurred in spite of an accumulative and increasing amount of evidence that illustrates negative effects of these kinds of policies. Meanwhile, diverse school actors have grown increasingly skeptical of how tests are being used, leading various groups to mobilize and resist such trends in education. This special issue looks at these resistance movements to school accountability measures across the world, gathering experiences of resistance from movements in countries in South America, Europe, North America, and Asia. This paper provides theoretical tools for analyzing resistance and presents an overview of these movements, highlighting common trends and variations referring to their goals, political strategies and outcomes.

Conditions for successful development of the mathematical component of the professional competence of students majoring in technical areas

Successful training of prospective communications engineers at a technical university requires strengthening the mathematical component of the developing professional competencies. The readiness to master such competencies begins long before entering a university and requires Math teachers at school and university to pay attention to all aspects of the problem, namely: initial mathematical training is the main foundation for the formation of a communications engineer, the level of school mathematical education should meet the requirements of the profession, only provided that the necessary level of basic mathematical training is formed, one can be sure of the quality of mastering professional competencies, first in the process of studying at the university, and then directly while performing work duties. The attention of the authors of the paper is focused on the joint actions of school and university teachers in this direction. In addition, the teaching of mathematics at the university also needs to explicitly highlight the existing connections in the mathematical content and methods of mastering it through the conscious application of various methodological techniques, in other words, the professional orientation of the mathematical training of communications engineers in the process of studying all sections of mathematics at the university is necessary. The paper proposes specific steps to solve this problem on the example of teaching mathematical courses to undergraduate students majoring in 11.03.02 Infocommunication technologies and communication systems at Povolzhsky State University of Telecommunications and Informatics.

Ganzheitliche Schulentwicklung zur Implementierung von Educational Technologies in Zeiten der digitalen Transformation – eine Case-Study zum Selbstevaluationstool SELFIE

ZusammenfassungDie digitale Transformation prägt das Bildungssystem und Schulentwicklung zunehmend. Dabei spielt die Implementierung von Educational Technologies in der Schule und im Unterricht eine wichtige Rolle. Systemisch handelt es sich um eine Schulentwicklungsaufgabe, die nachhaltige und kontinuierliche Veränderungen auf allen Ebenen von Schule umfasst und (neue) Herausforderungen an schulische Akteursgruppen stellt. Neben Entwicklungen der Organisations‑, Unterrichts- und Personaldimensionen bedarf es hierfür auch Veränderungen hinsichtlich Technologie- sowie Kooperationsmechanismen spezifisch der Bedürfnisse der Einzelschulen. Mittels einer Case-Study wird in der vorliegenden Studie die Ein- und Durchführung des Selbstevaluationstools SELFIE zur Begleitung in der digitalen Transformation einer Schule multimethodisch analysiert. Die Ergebnisse der Selbstevaluation (n = 265) sowie Erkenntnisse aus mehrepisodischen Interviews (n = 11) mit verschiedenen schulischen Akteur*innen werden präsentiert und unter Berücksichtigung der Schulentwicklungsdimensionen interpretiert. SELFIE wird dabei zunächst als digitales Tool für die Selbstevaluation in Bezug auf die Implementierung von Educational Technologies kritisch reflektiert und dessen Wirkungen auf die Schulentwicklungsdimensionen diskutiert. Abschließend erfolgt ein Ausblick zu den Potenzialen sowie kritischen Herausforderungen der Selbstevaluation im Hinblick auf Schulentwicklung für Forschung und Praxis.

Peningkatan Kualitas Pendidikan Sekolah Unggulan dan Perguruan Tinggi

This study examines leading school and college improvement, the research method uses the type of library research, which is a series of activities related to library data collection methods. The results of the study found that to improve the quality of education in schools, various management models and quality improvement strategies could be taken, including Total Quality Management Theory, Organizing Business For Excelency Theory, Four Factor Quality Improvement Models, and Education Quality Improvement through School-Based Management. The strategy to improve the quality of education in schools can be done in the following ways: namely a strategy that emphasizes the results (the output oriented strategy), a strategy that emphasizes the process (the process oriented strategy), and a comprehensive strategy (the comprehensive strategy). As for the challenges in efforts to improve the quality of education in schools, there are many but in essence the inadequate resources of education actors in schools, political will from policy holders and the education policy itself. Some things that must be considered in connection with the strategy to improve the quality of education in universities include Students Who Are Educated, Lecturers as Educators and Teachers, Facilities and Infrastructure

Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust

This article centers on a local school reform project aimed at implementing a transformative approach to Education for Sustainable Development (ESD). The study investigates the project in terms of how the design criteria of a continuous professional development program and critical factors of the implementation process influenced the actual teaching practices. Data were collected through interviews with 15 teachers from five schools, and a thematic analysis was conducted. The results showed that the local school reform had limited effect. Trust between school actors, strategic management, and reflexive collaboration appeared to be the most important enablers of transferring the reform agenda into teaching practice. Skepticism, ambiguous management, and local contexts were identified as obstacles, hampering the intended change. A concluding recommendation for implementing transformation oriented ESD through local school reforms and professional development is to add a novel and threefold design criterion to the existing criteria, namely that of creating and continuously negotiating a shared vision and building trust.

Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)

In recent decades, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the consequences attached to test results vary. In high-stakes systems, teachers’ careers are more directly connected to students’ performance, and low performing schools might risk closure, whereas in lower-stakes systems, the official administrative consequences of accountability for school actors are more symbolic than material. The main aim of this paper is to understand the impact of different forms of PBA on teachers’ work from a comparative perspective. Most research on this topic is based on single-context case studies, which makes it difficult to understand the impact of policy factors and professional contexts in teachers’ decisions and autonomy. To address this challenge, we review recent investigations (2017-2020) on the topic and compare their findings in different teachers' regulatory contexts. The review includes 101 articles from the SCOPUS and Web of Science databases. We find that evidence on the impact of PBA on teachers’ perceptions and beliefs are variegated, and that the implications of PBA on teachers’ autonomy does not only depend on the level of accountability stakes, but on teachers’ professional regulation.

Kazimierza Sośnickiego pedagogika polityczna. Zapomniany dyskurs

The understanding of political pedagogy by Kazimierz Sośnicki as a kind of comparative pedagogy studies on the relationship between political systems and the educational system, as well as the goals, contents and effects of school actions. Main issues of these studies and their results. A special lecture on fascist and Nazi pedagogy at the secret University in Lviv. Other forms of practicing political pedagogy in interwar Poland. The processes of reproduction of authoritarian systems in the research of M. S. Archer. Linguistic confusion in our public sphere. Hopes for continuations. I intend to contribute to the memento of an important trend in Polish pedagogy, abandoned after the war. In my opinion, it should be included in pedagogy and education. It is necessary both in pedagogy and pedagogical practice to educate for critical political wisdom. In the face of the disarray of political structures and the language of public debates, it is necessary to develop the capacity for an independent position, over partial divisions and fighting. The subject of political pedagogy was practiced with a gusto in the 1930s.

Managing critical transitions: Career support to young people risking ineligibility for upper secondary education

This paper focuses on the support given by schools to students who are likely to leave Swedish compulsory education without the grades required to enter upper secondary education (USE). The aim is to increase knowledge about career counselors’ and teachers’ strategies and work in lower secondary schools in order to facilitate this critical transition, and to examine factors influencing this support. It takes as its starting point theoretical frameworks stressing the agency of professionals in welfare organizations, and the importance of support during the educational transitions of young people at risk. The paper builds on interviews with 20 teachers and career counselors in six municipalities of varying character. Teachers’ and career counselors’ micro-choices have a major impact on the support provided to students. Their work consists of direct and indirect support, with the former referring to prescribed professional assignments. Indirect support, taking the form of advocacy, relational, and emotional work, is not officially recognized, but appears to be a necessary precondition for the direct support. The transition seems to be at risk of becoming overly fragile unless the support is characterized by sustained collaboration between school actors in compulsory school, and between compulsory and USE levels.

Feeling the Beat in Our Bones: Embodying Rhythm and Meter in Actor Training

ABSTRACT Actors new to speaking the verse in the plays of William Shakespeare are often intimidated by technical terminology and what they perceive to be an abundance of rules that should be followed. This article describes a Practice as Research study conducted over a seven-year period with student actors in drama schools and working professionals in Canada and the UK. The goal of the study was to develop a training methodology that overcomes the initial anxieties actors may experience and facilitate discoveries about how the verse structure can support actors in performance. The second goal of the research was to help actors to a state of deep embodiment of rhythm and meter which, once achieved, can empower actors to play organically and instinctively rather than analyzing intellectually.

Perspectives and Factors Affecting the Preventive Behavior Pertinent to COVID-19 among School Employees in Chiang Mai, Thailand: A Cross-Sectional Study.

The school is one of the most challenging environments for management to prevent the spread of COVID-19 infection. School employees play important roles as the main practitioners of recommended preventive measures. Consistent application of preventive measures by school employees strengthens the school’s readiness to reopen for on-site education. The study objectives are (1) to assess school employee agreement and actions in accordance with the preventive measures and recommendations for COVID-19 prevention and control, (2) to assess the readiness of the school and employees for on-site education, and (3) to determine factors associated with consistent performance of these measures. A cross-sectional study was conducted via an online survey from 5 November 2021 to 25 January 2022. Self-reported online questionnaires were used to collect school employees’ data. The readiness of schools for on-site education was assessed using 44 indicators from the practical guidelines by the Thai Department of Health. Of the 402 study participants, the majority of participants had agreed to all measures and recommendations for COVID-19 prevention and control in school. High levels of concern and disagreement in school re-opening (aOR 3.78, 95%CI 1.04 to 13.70; p = 0.043) were associated with higher consistent performance of the measures and recommendations for COVID-19 prevention and control in schools. Male teachers (aOR 0.43, 95%CI 0.23 to 0.80; p = 0.008) and any disagreement with these measures and recommendations (aOR 0.03, 95%CI 0.01 to 0.23; p < 0.001) were associated with lower consistent performance. Our study findings can inform the stakeholders to decide on the re-opening and supportive strategies. School employees, especially in male employees, must be supported from the relevant sectors to decrease disagreement to the measures and enhance awareness of the pandemic situation before the school re-opening.

REASONS FOR SCHOOL ESCAPE FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS OF THE INTEGRATED ELECTRONICS TECHNICAL COURSE AT THE FEDERAL INSTITUTE OF ALAGOAS ON CAMPUS MACEIÓ

This article intends to understand school, dropout from the perspective of teachers and students within the Integrated Technical Course of Electronics of the Federal Institute of Alagoas, at Campus Maceió, in order to alleviate the problem in the context of the course, building proposals that help the student stay in the integration of studies. The study methodology has a quantitative and qualitative approach. Data were collected in 2020 and 2021 by applying online questionnaires, made possible by google forms, sent to 66 teachers of general and technical training who teach classes in the integrated electronics course and to 194 enrolled students. It is observed in the field research recurrence referring to the need to expand the continuous and pedagogical training of teachers and other school actors, to resize the lack of articulation between sectors, to strengthen public education policies, attention to the socioeconomic problems of students, to encourage greater family participation, the need to readjust physical spaces and reactivate the school food and nutrition sector, propose strategies that help those who by social imposition need to reconcile study and work and finally plan a wide dissemination of the nature of the courses offered at IFAL, in order to to prevent the lack of identification of students with the course they are taking. It is understood that this problem is also associated with the diversity of professionals and students who make up the Federal Institutes, as is verified in other realities by scholars on the subject. Finally, this problem becomes characteristic of the dynamism of inclusion.&#x0D;

Making Waves: Districts as Policy Mediators in the Flow of School Gentrification

Gentrification is happening in cities all across the United States. Consequently, some Black communities that were intentionally segregated and under-resourced are experiencing capital investments and demographic changes. These gentrification-induced racial and socioeconomic shifts impact many local institutions, namely school districts. Given this, there is an emerging body of research on schools and gentrification. However, less research has examined the actions of school districts as institutional actors in gentrification. This study examines how two school districts’ actions mediate school gentrification. Using a theorization of gentrification as a process of racial capitalism, we draw on interviews with 26 principals across both districts. Our findings suggest that districts’ actions influence school gentrification by mediating the movement of Black and other youth of color to various schools through cycles of differential investments across the districts. We conclude with implications for future research.

“It’s Something That We All Need to Know”: Australian Youth Perspectives of Mental Health Literacy and Action in Schools

Young people expressed concern about their mental health before COVID-19, and these concerns have escalated in response to the pandemic. A lack of knowledge, stigma and unfamiliarity with how to seek help contribute to low self-efficacy in mental health care. There is a need for school settings to include mental health education, or mental health literacy (MHL), to address youth mental health needs. Evaluation of school-based MHL programs often occur without the consultation of key stakeholders, such as young people. This study aimed to understand young people’s experience of mental health education in their school and their perspectives of how future mental health education can be tailored to suit their needs. Four online group discussions were conducted with 13 participants aged 11 to 18 years old. Eight main themes were generated from these discussions: (1) limited mental health education and understanding in school, (2) struggle to help seek, (3) negative mental health attitudes, (4) desired content about mental health education, (5) understanding of mental health, (6) school as a place for support, (7) suggestions for mental health education, and (8) ways for schools to be responsive to youth needs. All the young people in this study expressed concerns around the lack of mental health education in their schools and indicated that this must change for the wellbeing of all youth.