Case Study Of School Research Articles

The Role Of Education Management In Improving Learning Innovation

Innovation in learning has become the main focus to improve the quality of education in many countries. With the development of information and communication technology and the changing needs of learners in the 21st century, schools are faced with the challenge of continuously adapting and developing effective and relevant learning methods. The role of education management is crucial in this context. Good management can create a supportive environment for innovation and encourage the implementation of new, more effective learning methods. Education management includes school leadership, teacher professional development, resource management and the establishment of a school culture that supports innovation. Visionary and supportive leadership can be a catalyst for positive change in schools, encouraging teaching staff to innovate in their teaching methods. Continuous professional development for teachers is also important, providing them with opportunities to continue learning and developing. Efficient and effective resource management supports learning innovation by ensuring adequate infrastructure, such as the latest educational technology and innovative teaching materials. Building a school culture that supports collaboration and experimentation is also important to create a conducive environment for innovation. This research aims to explore the role of education management in enhancing learning innovation in schools. Through a qualitative approach with case studies in several high schools implementing learning innovations, this research identifies key factors that encourage or hinder innovation. By understanding the role of education management, it is expected that effective strategies can be found to improve the quality of learning in various schools.

Memory strategies focused on english vocabulary learning: A case study in a public high school in Loja City

The research " Memory Strategies Focused on English Vocabulary Learning: A Case Study in a Public High School in Loja City" aimed to determine the effectiveness of memory strategies focused on English vocabulary learning among students of a public high school in Loja City. This study examined how various memory strategies promote vocabulary acquisition and retention, as well as opportunities for students’ practice in real contexts. It also investigated the adaptability of memory strategies to individual student needs and their efficacy for learners with diverse language proficiency levels or specific learning requirements. This study involved implementing four memory strategies, such as creating mental linkages, applying images and sound, reviewing well, and employing action, within the classroom setting over 12 weeks. Data collection methods included pre and post-assessments, student surveys, and classroom observations. Preliminary findings suggest that the use of specific memory strategies positively influences vocabulary retention and fosters a deeper understanding of language concepts. Finally, this research showed that memory strategies motivated vocabulary learning improvement and provided insights into improving language learning experiences for high school students.

Tensions in the pursuit of equal opportunities: A case study of an innovative secondary school

AbstractEqual opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy where some forms of education are considered better than others, whereas the latter requires that they are all considered valuable. This paper presents a case study of a secondary school in the Netherlands that pursued both interpretations of equal opportunities and made systemic reforms to achieve this. Building on interviews, focus groups and participant observation with students, staff and management, the paper analyses the tension these actors experienced between the two interpretations of equal opportunities. It is argued that this stems from a societal context that endorses the first interpretation of equal opportunities but aligns less with the second interpretation. The analysis shows that individual institutions like schools have limited power to shift narratives surrounding educational tracks, especially when these do not align with prevailing trends in society. Additionally, the paper underlines the value of applying analysis of different interpretations of equal opportunities, which is usually undertaken by theoretical work, to empirical data.

Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation

AbstractTeacher evaluation and teachers' professional learning are too often confined to separate areas of research and professional practice. Rather than approach evaluation and enquiry as distinct or irreconcilable, this paper applies the ideas of Stenhouse to explore new possibilities for the reappropriation of mandated appraisal in ways that support teachers' professional growth. Illustrative case studies of laboratory schools in the United States and England are used to examine the interaction of local and lateral forms of professional accountability with external and hierarchical regulatory frameworks. The article reports the design and enactment of change in two schools (a US kindergarten through twelfth grade school and a UK high school) connected through the International Association of Laboratory Schools (IALS) that purposively redesigned appraisal over a three‐year period to build capacity for collaborative curriculum enquiry. Attention is afforded to the space for manoeuvre between advisory and mandatory guidance, and the challenges to relational trust and collective responsibility posed by performance‐based accountability systems. The findings provide new insights into how teacher‐led collaborative enquiry (curricular co‐design) can address the unintended consequences of test‐based accountability and rubrics‐based observation as principal drivers of educational improvement.

Change Management Strategies In The Context Of Education: A Case Study Of Private School SMK X

Education is a sector that is constantly changing. These changes can be in the form of changes in curriculum, technology, policies, and so on. Schools as educational institutions need to have effective change management strategies to adapt to changes and improve the quality of education. This research aims to analyze effective change management strategies in the context of education using a case study of a private school. This research uses qualitative research methods. The data collection techniques in this research are literature review, observation, and interviews. The data that has been collected is then analyzed in three stages, namely data reduction, data presentation, and conclusion drawing. The results showed effective change management strategies in private education at SMK X include communication, stakeholder participation, training and mentoring, and adaptive culture. Effective change management strategies can help schools to adapt to changes and improve the quality of education.

Assessing the effectiveness of building retrofits in reducing GHG emissions: A Canadian school case study

This paper investigates the impact of energy retrofits on life cycle greenhouse gas (GHG) emissions across different electricity grid profiles in Montreal, Ottawa, and Halifax, using an existing school building as a case study. Using DesignBuilder for energy simulations and OneClick LCA for GHG emissions estimation, this study evaluates whether the reduction in the operational emission achieved by energy savings from retrofits can outweigh the increased embodied emissions from new envelope materials and equipment. In Montreal and Ottawa, where electricity is mainly generated from renewables and non-fossil fuels, retrofits involving electric heating and envelope improvements could decrease life cycle GHG emissions by up to 75 %. However, if the building initially used electric heating, the retrofits led to an increase in life cycle carbon emissions by 170 % in Montreal and 56 % in Ottawa, respectively, due to the embodied emissions of retrofit materials and equipment. In Halifax, where the electricity grid relies heavily on fossil fuels, all retrofit scenarios showed a positive impact on GHG reductions. Enhancing the building envelope and transitioning from natural gas to electric heating slightly reduced total emissions by 4 %, but retaining natural gas heating decreased the total life cycle GHG emissions by 27 %. This study emphasizes the importance of a comprehensive life cycle assessment in developing policies for achieving carbon neutrality. It demonstrates that the effectiveness of retrofits in reducing GHG emissions significantly depends on the local energy grid, suggesting tailored approaches based on regional energy profiles to optimize emission reductions and energy efficiency.

An Exploration of Learners’ Understanding of Euclidean Geometric Concepts: A Case Study of Secondary Schools in the OR Tambo Inland District of the Eastern Cape

A major concern in South Africa is the poor performance of learners in mathematics, particularly in geometry. This paper therefore sought to explore the learners’ understanding of Euclidean geometric concepts. The Van Hiele model was a useful framework for understanding the reasoning and challenges that students encounter with geometry. This study focused on 15 participants from rural South African schools, including 5 grade 10 mathematics learners in each of the three secondary schools and three teachers who are teaching mathematics in grade 10, in three secondary schools. Through face-to-face interviews, learners’ comprehension of geometry was qualitatively assessed. Pedagogical and methodological difficulties, lack of learners’ interest and comprehension of numerous geometrical concepts, as well as the absence of technology use, were found to contribute to the challenges in learning and teaching Euclidean geometry. The recommendations suggest that teachers should plan and prepare their geometry classes with the students’ understanding in mind that Euclidean geometry has been a cornerstone of mathematical education for centuries, teaching students critical thinking, problem-solving, and logical reasoning skills. This study adds to the existing literature on introducing new concepts in mathematics into the educational system of South Africa. Keywords: Geometry, Students’ Interest, Self-efficacy, Understanding, Three-Dimensional Shape

The Impact of Teachers’ Dressing on Students’ Academic Performance: A Case Study of Junior High Schools in Kumasi, Ghana

Ghana has seen persistent agitations for education reforms due to the unsatisfactory outcome of education objectives since independence. The major reasons were no different from the latest reform that was introduced, the Junior High School (JHS) system. That was so because it was yet another review of the entire education system of the country with the view of making it responsive to current global and social challenges. One of the concerns has been whether the influx of numerous foreign dress styles among teachers in Ghanaian society has an effect on students, teachers, and quality education. The aim of this research is to assess the dressing of teachers and its impact on junior high school students’ academic performance. The research identified, discussed, and assessed the impact of teachers’ dressing on students’ performance in selected junior high schools in the Oforikrom Municipality in the Ashanti Region of Ghana. Both quantitative and qualitative research designs were used for the research. The questionnaire, observations, interviews, and focus group discussions were the instruments used in the collection of the data. A simple random and cluster area sampling method was adopted to select the respondents for the study. The accessible population for the study consisted of three hundred (300) JHS students, fifty (50) teachers, twenty (20) parents, and ten (10) education officers.A comparative analysis of four categories (students, teachers, parents, and education officers) on the impact of teachers’ dressing on students’ performance was performed. The study identified, assessed, and discussed the impact of teachers’ dressing on students’ academic performance in some selected junior high schools in the Oforikrom Municipality. Out of the hypothesis speculated before the investigation, it was established, with p-values greater than 0.05, from a paired two sample T-test analysis that there is a significant effect of teachers’ dressing on students’ performance. The study recommended that teachers should be given a dressing allowance to allow them to purchase appropriate school attire, and the government should institute a non-destructive dress code for teachers. The study will help teachers dress more appropriately and will have a significant impact on the lives of students.

영재 사사과정에서 공학도구를 활용한 미적분 및 미분방정식 탐구 지도 사례

The purpose of this study is to present a year-long instructional case study of middle school mathematically gifted students in Science Gifted Education Center using technological devices to explore mathematical models based oncalculus and differential equation, and to draw implications for gifted education. In the classes conducted in this study, technological devices were used to compute expressions and visualize graphs. The use of technological devices reduced the amount of time spent on calculations and graphing, allowing more time for interpretation and discussion of models. As a result, students understood the calculus and differential equation models and interpreted the models in various ways using graphs based on abundant discussion time. The results of this study show that it is possible to explore calculus and differential equation models at the middle school level by using technological devices. Furthermore, visualization with technological devices provides opportunities for observation and discovery of mathematics and allows for plentiful discussion and interpretation by securing time for interaction among students, so there is a need for more active use of technological devices in gifted classes.

Impact of Stem on The Academic Achievements of Students: A Case Study of High Schools in Tehsil Rahim Yar Khan

This study shows how it is critical that high schools prioritize STEM instruction and really implement it. This will ensure that STEM education is successful for a very long time. This paper aims to provide the impact of STEM on the academic achievements of students in High schools of Rahim Yar Khan. Numerous studies underscore the pivotal role of STEM in enabling students to excel across diverse fields. A meticulously crafted questionnaire serves as the research tool to gather pertinent data from a sample size of 500 students, which is then skillfully interpreted using SPSS. The results clearly show that STEM education has a really positive effect on high school students. To keep STEM education working well, this study strongly supports putting it into practice and giving it top priority in high schools in the city of Rahim Yar Khan. It's all about making sure STEM education continues to have a big impact. Additionally, consistent funding, unwavering support, and ongoing professional development for teachers are crucial to sustaining the success of STEM programs. High schools can help students get ready for success in our technologically sophisticated society by adopting STEM education. The success of inclusive STEM high schools serves as a beacon of hope for a more promising future where science, technology, engineering, and mathematics will converge to create a universe of limitless possibilities.

Investigating Factors Influencing Employee Absenteeism: A Case Study of Secondary Schools in Muscat

This paper aims to identify the factors of employees` absenteeism at Secondary Schools in Muscat region. The paper adopted a quantitative approach and collected the data through structured questionnaire involved 200 employees (teachers and administrators) at secondary schools in Muscat region. Descriptive analyses and Pearson coefficient of correlation have been used in data analysis. The research`s findings indicate that the workload, work pressure are the main contributing factors to employees’ absenteeism. Moreover, the study indicated no correlation between job satisfaction, motivation and employee absenteeism. Implication of absenteeism has been discussed and some recommendations have been provided.

Analisis Kinerja Manajemen Tenaga Pendidik dan Kependidikan di SDN Lontar II Surabaya

This study aims to analyze the performance of teacher and educational management in SDN Lontar II Surabaya, focusing on the effectiveness of human resource management and strategies for teacher professionalism development. The research method used is a case study in several primary schools in a specific region. Data were collected through observations, interviews, and document analysis. The results of the analysis indicate that the performance of teacher and educational management in primary schools still faces several challenges, including lack of administrative support, limited resources, and the need for further training and development for teachers. Therefore, it is suggested that schools improve human resource management strategies, provide relevant training, and encourage teacher participation in professional development activities.

Heating system oversizing and low-temperature readiness of a pre-1919 school in Scotland

As part of the decarbonization of its existing building stock the UK needs to replace gas boilers with heat pumps and low-temperature heat networks. Both technologies are efficient at supply temperatures of 55 °C, with a maximum of 70 °C for heat networks, when existing systems have been designed to operate at 82 °C. Most space heating systems are expected oversized and operate most of the year in part-load, which facilitate the temperature reduction, but little is known about the degree of oversizing. This paper uses the case study of a pre-1919 school in Edinburgh to evaluate the true oversizing of its heating system and its consequences on minimum supply temperatures. This building is still equipped with single glazing and is therefore a worst-case scenario. An oversizing of 32 % was estimated which enables the use of a supply temperature below 70 °C all year round. Moreover, the supply temperature can be kept below 55 °C all year round during daytime due to internal heat gains. In conclusion, this building shows a nascent readiness for low-temperature heat. It would benefit from energy efficiency measures such as double-glazed windows, but this is not pre-requisite. Those results are important for the heat network industry when sizing their systems, but also energy and asset managers when they schedule renovation programmes to have their buildings low-temperature-ready.

Cultivating Ecological Awareness Through the Integration of Eco-Linguistic Themes in English for Specific Purposes: A Case Study of Higher Schools of Technology

Cultivating Ecological Awareness Through the Integration of Eco-Linguistic Themes in English for Specific Purposes: A Case Study of Higher Schools of Technology

Utilizing Computer and Technological Devices to Improve the Performance of English as a Foreign Language (EFL) Students: A Case Study of Secondary Schools in Al-Hasaheisa Locality, Gezira State, Sudan

Purpose: This study aims to examine the impact of technology integration in English as a Foreign Language (EFL) classes on learners' motivation and performance. It also seeks to provide training for EFL teachers to effectively incorporate technology into their instructional practices.
 Methodology: The research utilizes experimental and descriptive-analytical methods, involving 75 participants, including EFL students and teachers from secondary schools in Al-Hasaheisa Locality, Gezira State, Sudan. Data collection involves questionnaires and pre-post-tests administered to both teachers and students. The collected data is analyzed using the SPSS program.
 Findings: The study reveals that the use of technology in EFL classes facilitates English language teaching and learning. Despite the high internet costs in Sudan, EFL students actively engage in online collaboration activities. However, it is highlighted that nearly half of the EFL teachers lack sufficient training to effectively utilize the available computers and technological devices. The study emphasizes that EFL students display motivation to learn through computer usage, both inside and outside the classroom. Additionally, technology enables EFL learners to engage in computer-based assignments, practice problem-solving and critical thinking through e-activities, and improve their overall performance. Furthermore, utilizing technology allows teachers to provide a broader range of materials and information.
 Unique Contributions to Theory, Policy and Practice: The study recommends the integration of information and communication technology (ICT) in the EFL teaching and learning process. It emphasizes the need for comprehensive training programs to enhance EFL teachers' proficiency in effectively employing technology in their instructional practices.

Correlation between Headteacher’s Supervision and Academic Achievement in English and Sciences Subject: A Case Study of Ruhango District Secondary Schools, Rwanda

This study aimed to determine the meaningful correlation between headteachers’ supervision and academic achievement in English and Elementary Sciences and Technology (EST) subject in secondary schools in Ruhango District, Rwanda. It was basically cross-sectional survey which involves quantitative and qualitative methods. It was executed in 10 Secondary Schools in Ruhango District plus analysis of students’ performance reports. Data were collected to 113 teachers (70 of English and 43 of EST) in addition to 30 headteachers through questionnaire. Data were analyzed through descriptive statistics through SPSS and Microsoft excel and inferential statistics (Pearson correlation). It showed that headteachers ‘supervision had a meaningful correlation with teachers’ performance in Secondary Schools, Ruhango District. It recommended that all educational authorities, government and other stakeholders should be involved in the monitoring and evaluation of teachers ‘performance in Secondary School, Ruhango District; headteachers should perform regular supervision to promote assessing measures that encourage the teachers to enhance education quality.

School architecture, its adaptability and forms of student’s life at school: a case study of the art high school in Cracow

The case study research presented here focuses on the modern building of the State High School of Fine Arts in Cracow. The objective was to examine the adaptability of school architecture in response to new educational challenges. The survey gathered data using a paper questionnaire involving most students (N = 167). Mixed techniques were used to collect data, including participant drawings and free statements. The investigated issues included evaluating the school’s responsiveness to students’ needs, understanding the meaning of places, identifying students’ favourite places, and exploring the emotional relationship and identification with school goals and use of school space. The findings indicate that students value the school’s artistic ambience, desire greater space flexibility for participation and creativity, and a dedicated area for everyday needs.

Exploring Adolescent Perceptions of Suicide: A Case Study of a High School in Kathmandu Metropolitan City, Nepal

Exploring Adolescent Perceptions of Suicide: A Case Study of a High School in Kathmandu Metropolitan City, Nepal

Gender Differences in Teacher’s Pedagogical Practices and Attitudes towards Students’ Learning

Education is crucial for building a strong and developed nation. Formal education begins with primary education which includes a variety of subjects such as Mathematics, languages, Science, Social studies, etc. Teachers’ Pedagogical Practices and Attitudes are vital for the teaching of a variety of subjects at the primary level. The study was opted to explore the Gender Differences in Teacher’s Pedagogical Practices and Attitudes towards Students' Learning. It is a case study of primary schools of district Sargodha having only one teacher. The research utilized a survey methodology in conjunction with a descriptive strategy to collect data. The 74 single elementary teachers in District Sargodha, both male and female, made up the population and sample. Data collection was conducted through personal visits using two questionnaires (1st for Pedagogical Practices and 2nd for Attitude towards student learning) that included a demographic variable (Gender) too. These questions were verified by specialists and pilot-tested, resulting in a Cronbach Alpha score of 0.92. The data analysis was conducted utilizing statistical measures such as frequencies, percentages, mean scores, and independent sample t-tests. There was no significant difference between the views of single primary school male and female teachers about pedagogical practices and their factors (lesson plan, teaching methods, teacher behavior, instructional materials/technology assessment, community involvement) but a significant difference existed in classroom management (p-value=0.03<0.05) between male and female where male teacher better regarding classroom management. There was also no significant difference between male and female single primary school teachers’ attitude towards students learning. It is recommended that single primary school teachers (Male/Female) be facilitated through training in classroom management.

“A Wound That Was Already Festering”: The Burdens of a Racial Justice Program on Teachers of Color

Background: Research that documents the influence of anti-racism programs on teacher practice shows some desired outcomes, including developing critical consciousness to support students of color and educate others about stereotyping; understanding how racial bias affects one’s teaching and relationships with students; and implementing anti-racist approaches in schoolwide policies and practice. At the same time, research on anti-racist professional development (PD) also highlights the challenges of engaging in this work when white teachers, in particular, respond defensively or dismissively. Studies have shown how these responses can reinforce stereotyping behavior among white participants and reinscribe unequal social relationships. Research Questions: This article aims to answer the following questions: (1) How do white educators, if they do at all, display resistance to racial justice work? (2) How does resistance among white educators, if it does so at all, shape the experiences of educators of color? (3) How can schools reduce the potential burden of racial justice work on educators of color? Research Design: This article draws on data from a case study of a New York City elementary school that participated in a yearlong racial justice program. Data sources include semi-structured interviews with school and program leaders; focus groups with members of the racial equity committee and other teachers; observations of professional development sessions, racial equity committee meetings, and other program activities; and artifacts related to the implementation of the program to deepen our understanding of the program’s implementation and responses from multiple stakeholders. Recommendations: Grounded in critical race theory (CRT), the findings from this study paint a complex picture of the behaviors that white teachers may employ that derail racial justice work, the emotional and professional burden of that resistance on educators of color, and promising approaches for confronting resistance in order to advance racial equity. Beyond identifying the potential costs of engaging in racial justice work, our findings also offer schools and educators promising approaches for challenging white resistance while not perpetuating racial harm. We propose an implementation model that intentionally shields educators of color from the remonstrations of white resistors and the additional toll they can take on their time and well-being. Moreover, given what we know about the outsized role school leaders play in shaping school environments and professional cultures, it is essential that school leaders show commitment to organizational transformation, while developing the skills required to confront varying degrees of white resistance.