School Identity Research Articles

Dynamics of Salafiyah Islamic Boarding Schools: Enhancing Religious Identity and Fostering Independence

This study aims to analyze the efforts of the salaf Islamic boarding schools and their implications in strengthening identity at the Nurul Qadim Islamic boarding school, Probolinggo, East Java. This study uses a qualitative approach to the type of case study. Data collection techniques in this study used three techniques, namely: participant observation, in-depth interviews, and documentation. Data analysis was carried out using data reduction, data display, and conclusion drawing/verification. The research results show that; The efforts of the salaf Islamic boarding schools to strengthen identity at the Nurul Qadim Islamic boarding school are carried out by means of; strengthens its salafi identity, is not affected by the dynamics of the times, has its own curriculum, builds the image of the institution, and is not old-fashioned. The implications of strengthening the religion and independence of Islamic boarding schools for the identity of the Nurul Qadim Islamic boarding school are curriculum reconstruction, strengthening the concept of Islamic values, strengthening partnerships and strengthening work ethics.

An exploration of contemporary pastoral care practices used by teachers and leaders in Australian Catholic schools and their connection to Catholic identity

This research provides a snapshot of the perceptions of 14 teachers and leaders who had just completed the Pastoral Care and the School course, offered as part of their Master of Education programme by The University of Notre Dame, Australia (UNDA). The participants were surveyed at the completion of the course through a qualitative survey that included both open and closed questions. The survey was designed to provide a snapshot of their understandings of pastoral care practices from their course and experiences as teachers/leaders. Results indicated that 29% of the participants were unaware of their school’s pastoral care policy or programmes. Many envisaged leadership support and early career mentoring as influential in planning pastoral care interventions, considering 43% of participants were still in their early stages of teaching {3rd to 7th years of teaching}. Four common themes were found across the study that strongly link pastoral care to the heart of leading Catholic identity in a Catholic school. These were: providing a contemporary definition of pastoral care that links Catholic identity for staff; the role of pastoral care in supporting Catholic identity through sacramental programmes; the importance of leadership in providing clear dialogue to staff about pastoral care and student wellbeing concerns; and implementing training of pastoral care programmes to assist early career teachers. As such, pastoral care becomes more than knowledge about student or staff welfare, it embodies a key element of leading and promoting Catholic identity within a school itself.

Beautiful Wastelands: tales from the bog: the ‘ordinary schools’ of greater Sydney, Australia

ABSTRACT In the Australian state of New South Wales (NSW) there are different systems for secondary schooling for young people and this paper focuses on public comprehensive secondary schools. These are frequently characterised as the “schools of last resort” by parents with the ability to make a choice about which school sector their children will attend. This paper uses spatial metaphors to situate readers into a constituted identity of the local comprehensive public school as “bog standard” while using narrative limnings to illuminate the professional complexities of English teachers’ work in these kinds of schools. It reports on the particular narratives of four English teachers working in four different “bog standard” public comprehensive secondary schools located across Greater Sydney. It is hoped that the narratives of this paper dispel some of the affective concerns that contribute so strongly to the imaginary of the threatening comprehensive public school while revealing some complexities for teachers of English navigating schooling inequalities in Greater Sydney, Australia.

Особенности внутренней позиции взрослого у современных учащихся раннего юношеского возраста

<p>The article presents the results of an empirical study dealing with the features of the adult internal position as a motivational basis for self-determination in modern high school and college students. The study aims to analyze the adult internal position in adolescent students, which is seen as a confluence of the social need for autonomy and the cognitive need for professional education. The hypothesis was tested that the peculiarity of the studied psychological phenomenon is due to the fact that the external conditions of development (environmental factors and institutional requirements for growing up) outpace the formation of internal conditions that ensure the modern young people’s individual psychological readiness for self-determination. We tested the assumption that the institutional requirements for adulthood outpaced the modern young people’s individual psychological readiness for self-determination. Standardized scale methods were used to diagnose the level of professional identity (A. Azbel), the level of ambition and self-esteem (the Dembo-Rubinshtein scale modified by A. Prikhozhan), the level of subjective control (modified by A. Gretsov), as well as to study the emotional attitude towards learning (modified by A. Andreeva-A. Prikhozhan). The sample of the study is 191 people, high school and colleges students from Moscow and Orsk. Correlative, cluster and factor analysis of the data obtained confirmed the assumptions made about the structure of the adult internal position in the early youth and the features of its formation in post-industrial societies. It is shown that the formation of the professional identity of modern high school and college students is more consistent with the objective requirements of the social situation, rather than the level of personal maturity necessary for making informed decisions.</p>

The Status Quo and Analysis of English Teacher Identity in Rural Primary Schools

The identity of a rural teacher refers to the individual teacher’s perception and recognition of their teaching role in different contexts. This study focuses on English teachers in rural elementary schools, using a questionnaire to explore the current status quo of their identity from four aspects: environmental, professional, social and personal identity. Also, the study uncovers identity crisis and propose solutions. The results show that the level of identity among rural English teachers is relatively low. Specifically, they lack a sense of belonging to the rural environment, a large education gap that negatively affects their professional identity, and a personal identity crisis primarily manifested in the mismatch between work input and teaching satisfaction. Additionally, the level of their social identity is also low. This study recommends adjustments from three respects: society, school, and teachers, in order to enhance the identity of rural English teachers and promote the construction of a high-quality rural teaching team.

The Relationship Between Cumulative Ecological Risk and Problematic Smartphone Use Among Chinese College Students: Based on Latent Profile Analysis

The aim of the current study is to explore the number of classes of cumulative ecological risk with latent profile analysis. Furthermore, the relationships between the classes of cumulative ecological risk and problematic smartphone use (PSU) among 2050 Chinese college students were researched. The results showed that there are four latent classes of cumulative ecological risk among college students, namely, low risk - medium peer relationship risk group, medium risk - high belonging risk group, high identity risk - very high friend conflict risk group and high risk group, accounting for 11.71%, 30.54%, 9.75% and 48.00%, respectively. The number of the high risk group is the largest with the highest family risk, school risk, peer risk and social risk. The students in the medium risk - high belonging risk group have a particularly high risk of belonging, which should be paid attention to. The students in the low risk - medium peer relationship risk group are with a low level of ecological risk. The high identity risk - very high friend conflict risk group have the fewest students, indicating that only a few students have high school identity risk and very high risk of friend conflict. In addition, cumulative ecological risk is significantly positively correlated with PSU, and the PSU level of the high risk group is significantly higher than that of other groups. These findings indicate that there is considerable heterogeneity in cumulative ecological risk, and there is different correlation between cumulative ecological risk and PSU among college students. The current study not only enriches the biological ecological model, showing that the combined action of multiple ecological risks has a greater impact on PSU, but also provides a basis for classified intervention of college students of different classes.

Professional Identity and Self-Regulated Learning: The Mediating Role of Intrinsic Motivation and the Moderating Role of Sense of School Belonging

The aim of college education is not only to teach students professional knowledge and skills but also to develop their self-regulated learning (SRL) ability, which has great significance for their lifelong development. This study aims to investigate the roles played by professional identity, intrinsic motivation, and sense of school belonging in improving SRL ability among college students. Mediation and moderated mediation analyses were employed to analyze a sample of 619 college students. The findings suggest that intrinsic motivation mediates the relationship between professional identity and SRL ability, and that sense of school belonging moderates not only a direct link between professional identity and SRL ability but also an indirect association between intrinsic motivation and SRL ability. Students with a high sense of school belonging show a stronger influence of professional identity and intrinsic motivation on improving SRL ability than those with a low sense of school belonging. Therefore, promoting professional identity and intrinsic motivation can be particularly beneficial for students with a strong sense of school belonging in improving SRL ability.

Qualitatively recognizing the dimensions of student environmental identity development within the classroom context

AbstractThis study qualitatively explored the process of student environmental identity development (sEID) within the highly social and structured context of elementary school science. Social practice theory was used as the lens to distinguish the dimensions of sEID that were visible during a curriculum‐based, in‐school program focused on the issue of pollution. Student narratives, collected from small group interviews and reflective journals, were prioritized to capture the process of students in context identifying as “being for the environment.” Data collected from 35 grade six students were qualitatively coded, a network diagram was used to visualize the relationships in the data, and a research vignette was constructed. Eight dimensions were recognized as contributing to sEID; the opportunity to be an environmental actor with peers, increased awareness of environmental threat, emotional responses, self‐recognition for environmental action, perceived agency, changed behavior across social contexts, social recognition for identity actions, and personal meaning. While many of these dimensions have been directly or indirectly discussed in the research on adult environmentalists, shifting the emphasis from group membership to the individual student in context led to the addition of two dimensions—personal meaning and emotional responses. Recognizing the eight dimensions of sEID is an important contribution to the literature as students engaging in environmental action as a requirement of school is distinct from the existing research. Identifying the dimensions of sEID can support the intentional design of learning sequences that foster environmental identities in school and beyond.

Collegiality in the Organizational Work of Students and their Reflective Expressions of the School Values: An Ethnographic Study

This study aims to describe collegiality in the organizational work of students and their expressions of the school's core values. Through a realist ethnographic approach to inquiry, It intends to generate a holistic portrait of that shared culture from the emic experiences of the eight (8) student leaders as participants of this study coming from a Marist School in the Philippines. Participant observation and in-depth interviews were utilized as data-gathering methods. Several themes emerged to characterize collegiality in the organization work of students: Establishing and Nurturing the ties; School Identity and Values Influencing their Relationship; Collegial-Interactions as Reflective of the School Values; and Instinctive Act of Sharing with the Work to Accomplish. The study provides a portrait of the student leaders of a Marist school on how they manifest collegial interaction in the organizational work and how school core values are expressed in their interactions. It is affirming that student leaders in this university manifest collegiality uniquely and positively by not only manifesting it on the work-level relationship but instead it develops into a more personalized level of relating and connecting with each other.

Enhancing Catholic School Identity: A Response to Peter McGregor

‘The Leuven Project: Enhancing Catholic School Identity?’ appeared in the May 2022 edition of ITQ.1 Motivated by concerns that the article misrepresents the Enhancing Catholic School Identity (ECSI) research in the academic forum and fundamentally rejects the theology of the Second Vatican Council from which it springs, I write to clarify some of its misconceptions and critique some of its theological assumptions. In particular, Dr McGregor’s claims that the ECSI Research has a ‘very novel account of revelation and especially of the meaning of “symbol”’ (2) colour the entire article and preempt its construal of the authors on whose work it comments: Didier Pollefeyt and Lieven Boeve.

Reclaiming the System: Group Counseling Landscape in Schools

Postpandemic culture has provided educators the opportunity to rebuild and reclaim the education system from its very foundation. Pioneering researchers in school counseling have begun reexamining what antiracist school counseling programs look like and providing school counselors practical recommendations for addressing racism and dismantling racist policies and procedures in their schools. This article disseminates findings from a quantitative research study that examined how school counselors are currently utilizing the lens of power, privilege, and intersectionality in their implementation of small groups in their schools. The results indicated that about half (52%) of participants are implementing small-group counseling through this lens while the other half are not. Further results showed that, demographically, school counselors who identified as Black or African American are more likely to do this critical work. We discuss implications for practitioners as they explore their own racial identity and battle racial inequities in schools.

A rapid realist review of universal interventions to promote inclusivity and acceptance of diverse sexual and gender identities in schools

Universal interventions to promote inclusivity and acceptance of diverse sexual and gender identities in schools could help to prevent mental health problems in this population. We reviewed evidence and developed programme theories to explain which universal interventions work, for whom, in which contexts and why. We conducted a rapid realist review and extracted data in context–mechanism–outcome configurations, to develop and refine programme theories. We included 53 sources and identified five intervention themes: student pride clubs, inclusive antibullying and harassment policies, inclusive curricula, workshops and staff training. Here, we show that these interventions could work by reducing discrimination, bullying and marginalization. Interventions appear to work best when school staff are trained and the school climate is supportive and may be less effective for boys, gender minority students and bisexual students. Our findings provide guiding principles for schools to develop interventions and should encourage primary research to confirm, refute or refine our programme theories.

The Models of Private Islamic School Based on Social Capital (PISSC) in Purwokerto Indonesia

Research on social capital in non-educational areas has been carried out by many experts, such as Bhandari & Yasunobu, Putnam, Coleman, and Paxton, etc. And, researches on social capital focused on educational institutions among others, carried out by Stoddart, Ju'subaidi, and Behtoui and Strömberg. They concluded that social capital is a determining factor in developing educational institutions. However, not all educational institutions are aware of this. This study aimed to analyze the social capital used by SMP Al-Irsyad Al-Islamiyah and SMP Putra Harapan Boarding School in Purwokerto which have succeeded in building their schools. Meanwhile, the collection method used is interviews, observation and documentation and then analyzed by collecting, reducing, and displaying data which ends with a drawing conclusion. The findings indicate that two institutions have the same model of bonding, bridging, or in trust building. However, Sample A is homogeneous exclusively and sample B is heterogeneous inclusive. The relationship built on Sample A is vertical, while Sample B is horizontal. Meanwhile, in building a branding image, Sample A uses the label of Al-Irsyad Islamiyah and in Sample B offers a boarding program that must be followed by all students. The trust development carried out by the two instutions has created a distinctive development identity in Islamic schools and it has become a good value in the society.

Integrating faith-based perspectives across the curriculum in Queensland Catholic schools: the potential of Catholic social teaching

The planned integration of Catholic social teaching (CST) across the curriculum was the primary focus of the ‘Identity and Curriculum in Catholic Education’ (2013–2018) initiative in Catholic schools in the state of Queensland. Initial reconnaissance involved a survey of teachers’ views regarding the identity, purposes and characteristics of Catholic schools. This was followed by action research with some thirty teachers in seven schools where various CST principles were integrated in particular Units across a range of learning areas. Strong evidence emerged for the effectiveness and feasibility of such integration. Participating teachers identified positive student interest and outcomes, while acknowledging the ‘good fit’ between certain aspects of the Australian Curriculum and CST principles such as common good, human dignity, and stewardship of creation. At a time when neo-liberalism and market values are dominant, the potential of such counter-cultural opportunities must be considered by Catholic schools internationally.

Four masters of the Saratov piano school

The Saratov Piano School is one of the most outstanding music schools in Russia, owing to its rich history and deep-rooted traditions. The Saratov Conservatory, founded as the third conservatory in the country and the first in the province, has played a pivotal role in shaping the school's identity. The school's lineage can be traced back to renowned pianists such as K. Igumnov and G. Neuhaus, among others. The school takes pride in its contemporary pianist pleiad, which includes several notable names such as Albert Tarakanov, Anatoly Katz, Anatoly Skripai, and Lev Shugom. Each of these pianists possesses a distinctive artistic personality and has their own preferences in terms of repertoire selection. However, due to its location on the periphery, the school has struggled to gain wider recognition.

Catholic education in Europe: variations in its establishment, vitality and some challenges for the future

In the long history of the Catholic school in Europe, it has taken various forms, linked to local cultures and to the history, particularly religious but also political, of each state. While it is possible to account for this diversity, it is also important to highlight common features and challenges, such as secularisation and globalisation, which question the identity of Catholic schools. It is by addressing these challenges that Catholic schools will maintain an original school model that inspires the public schools of the different educational systems present in Europe.

The importance of devictimizing and depathologizing trans and non-binary persons and their identities in schools in Serbia: Needs, necessities and rights

The aim of this paper is a theoretical and academic analysis on the importance of devictimizing and depathologizing trans and non-binary persons and identities in school, and towards opening the platform for such research in Serbia. Since school is recognized as the key site of materialization of gender agency which often causes discrimination of gender minorities and even violence, it is of utter importance to work on the implementation of recommendations and examples of good practice in schools, especially in the processes of education and knowledge transference. This paper analyses the available research results and concludes by mapping the ideas for future theoretical, academic and practical research routes of this kind in the local context.

Stewardship: The Identity of the Catholic School in the 21st Century

Stewardship: The Identity of the Catholic School in the 21st Century

The Strengthening of Liberal Arts Education in High Schools with the Introduction of the High School Credit System

By introducing a credit system instead of a unit system, the high school credit system can accelerate the learner-centered curriculum that has become common in universities. If the proportion of common essential subjects in the high school curriculum is reduced, the choice of liberal arts and the possibility of opening new subjects will increase. The purpose of this article was to track the transition process of liberal arts education in Korea, analyze the 2015 revised curriculum of high school liberal arts curriculum, and suggest improvement measures derived from the standard model of university liberal arts and basic education. In the analysis and derivation of improvement plans, the focus was on the purpose of liberal arts education, the liberal arts curriculum, and liberal arts subjects. As results of this study, it is unclear whether the liberal arts curriculum in Korea is to prepare students for university education or whether it maintains its unique identity in high school. The goal of high school liberal arts education is not set independently, so it is pushed to the periphery. According to the 2015 revised curriculum, the liberal arts area is mixed with the <i>living area</i>. The failure to set clear demarcation lines between certain areas also causes problems in the adequacy of liberal arts subjects. For example, applied studies such as pedagogy, career and occupation, health, and practical economy are included in the list of liberal arts subjects. In this article, after pointing out the urgency of a reclassification of high school liberal arts subjects, it was proposed that we should normalize high school liberal arts education and enhance its status by actively utilizing the standard model of university liberal arts and basic education of the Korea National Institute for General Education. In the future, it was predicted that the current problems revealed in light of the nature of liberal arts education could be mitigated, if not solved, through collaboration with a group of liberal arts education experts in the revision of high school liberal arts education.

The Effectiveness of Using the Parallel Story Approach in Deepening the Islamic Identity in Schools of Karak Governorate

The study aimed to reveal the effectiveness of using the parallel story approach in deepening the Islamic identity in the schools of the Education Directorates in Karak Governorate. The sample of the study consisted of (87) students from the seventh grade who were randomly selected from one of the schools of the Directorate of Education in Karak during the first semester of the academic year 2022/2023. The parallel story approach was used in teaching the first experimental group, while the traditional method was used in teaching the students of the control group. To achieve the aim of the study, the tool prepared by the researcher was used, which is a test to find out the level of success in acquiring Islamic values, and four units of study were used from the Islamic Education curriculum for the seventh grade, and its contents were reformulated into four types of Islamic stories, taking into account the rules of writing the story. The study showed statistically significant differences at the level of (α = 0.05) between students' performance in imagination skills due to the teaching strategy used, in favor of the parallel story approach. It made a number of recommendations.