Innovative School Research Articles

Unpacking the Realities of Digital Leadership Among School Leaders: A Quantitative Study

In the age of globalization, technology has emerged as a pervasive force reshaping various sectors, including education and organizational management. However, despite its transformative potential, the effective implementation of digital leadership remains a challenge. This study aims to investigate the current level of digital leadership among school leaders in Perak. A quantitative approach was used with an adapted questionnaire. A total of 97 primary teachers were selected randomly and involved in this study. The findings revealed that the overall level of digital leadership among school leaders is high, indicating great potential for integrating digital technology into teaching methods and administrative processes. This suggests the importance of investing in developing digital leadership skills among school leaders to encourage ongoing innovation in education. It also highlights the need for further exploration of digital leadership strategies for school leaders. In conclusion, this study offers practical insights for improving teaching practices and organizational management in the digital era, aiming to drive positive change and innovation in Perak's schools.

Analysis Scopus Article on Phenomenon-based Learning Through Bibliometric Analysis

A bibliometric analysis is conducted for a scientific paper in Scopus databases about phenomenon-based learning, focusing on studies related to the use of phenomenon-based learning (PhenoBL) in learning at elementary, secondary, and higher education. The research purposes were 1) To analyze the results of bibliometric mapping visualization on research trends in phenomenon-based learning and its contribution to science learning. 2) To analyze author collaboration on research trends in phenomenon-based learning. 3) Recommendations for future phenomenon-based learning in science learning. In this research, the descriptive method is applied with a bibliometric approach. As much as 324 data were obtained through the Scopus databases published from 2012 to 2021. The study was carried out using R studio and the Bibliometrix R package. The results showed that phenomenon-based learning made a significant contribution to learning in elementary, secondary, and higher education. Phenomenon-based learning can be integrated with learning innovations in schools and can also train/improve students’ thinking skills. Phenomenon-based learning also dominates the social sciences. Keywords: scopus article, phenomenon-based learning, bibliometric analysis

Portuguese Pedagogue of the Escola Nova in the 1st Republic (1910-26), Military Dictatorship (1926-28) and New State (1928-1974): Joaquim Tomás (1873-1973)

Study of a historical-documentary and/or bibliographical nature around the pedagogical figure of Joaquim Tomás, using hermeneutic methodology in the analysis and interpretation of sources (primary, secondary), complemented with interviews with a relative of his, which allowed us to historically reconstruct the life path and primary school teacher/inspector, admirer of the ideals of the New School and innovative school experiences in Europe. The hermeneutic method, indebted to the text/language and mediator in the research and interpretation of documentary sources, made us contextualize this figure of pedagogue in the socio-historical and political time in which he lived. We were guided by the following objectives: analyzing the work and actions of J. Tomás in the historical period of his life; understand in light of the time (context), the author, documentary authenticity and reliability, the nature of the argumentative interpretation related to education/teaching and modern pedagogy; identify J. Tomás within the ideas of the Escola Nova movement; value this pedagogical figure for the History of Education. In this rescue of individual memory for the collective in the field of Education, we wanted to deepen J. Tomás' contributions to the History of Education in Portugal and, mainly, his didactic-pedagogical aspect of primary education.

ANALISIS SOAL TES KOMPETENSI KEBAHASAAN PADA PENILAIAN TENGAH SEMESTER BAHASA ARAB SEKOLAH MENENGAH PERTAMA

<p style="text-align: justify;"><em>The knowledge aspects of Arabic language by an Arabic learner have a positive correlation with their Arabic language skills. A competent person of these aspects of Arabic language can be tested through language competence test which includes grammatical test and vocabulary test. The purpose of this research is to find out the characteristics of language tests on midterm assessment questions (PTS) Arabic subjects of grade IX students of Junior High School (SMP) Innovative School Cianjur for the 2023-2024 academic year. This research is a descriptive qualitative type, with document review as a data collection technique, then the data obtained will be analyzed through the stages of reduction, presentation, and verification. The results showed that: 1) The form of Arabic competency test on PTS questions for grade IX students of SMP Innovative School Cianjur for the 2023-2024 academic year, includes sentence structure test, morphological structure test without text, vocabulary comprehension test in text and without text, and vocabulary storage test in text, with multiple-choice question forms and essay. 2) The Arabic language competency test on PTS questions for grade IX students of SMP Innovative School Cianjur for the 2023-2024 academic year is quite good when viewed from the contextuality of the content because it has minimized discrete tests even though it is still in simple text and question form.</em></p>

Circles of Support for Teacher Leadership Implementing Innovations at School: Point of View of Teachers and School Principals

ABSTRACT The aim of this paper is to shed light on the factors that encourage and hinder teachers who lead innovative school initiatives and to identify the circles of support available to them in the process. A qualitative research method was employed. Twenty teachers leading innovative initiatives at school and ten school principals participated in the study. Findings revealed organizational, professional, and social factors that encourage and hinder teachers in leading their initiatives, as well as gaps between teachers’ and principals’ perceptions of the support they receive. The findings indicate five circles of support available to teachers leading innovative initiatives in addition to their role as teachers: internal school support, external school support and leading without support. These findings have implications for how principals should focus on developing teachers’ team-building, conflict resolution, and collaboration skills for supporting teacher leadership. A combination of bottom-up and top-down approaches will help school principals move from hierarchical structures to a shared interactive model while developing teachers’ skills for team-building and collaboration.

중･고등학생의 참여자치역량 실태 분석: 개인 및 학교 요인의 차이를 중심으로

This study aimed to examine the level of Participatory Governance Competence among middle and high school students in Seoul, and to explore the differences in competence levels according to individual-level and school-level factors. To achieve this, a mixed-methods approach combining quantitative analysis using surveys and statistical analysis, and qualitative approach through FGI was conducted. The main variables were selected as ‘gender’ and ‘parents’ level of concern for social issues’ as individual factors, and ‘innovative school status’ as a school factor. The findings of this study are as follows. First, the Participatory Governance Competence of students scored above 3.5 out of 5 for all factors, but the school-level ‘autonomy’ and the societal-level ‘public interest and solidarity’ factors were relatively low. Second, there were differences in students’ competence levels depending on the ‘innovative school status’. In general, cognitive factors scored higher among regular school students, while normative factors scored higher among innovative school students. Third, there were differences in competence among students depending on gender or parents’ level of concern for social issues, confirming the need for efforts in school education. Based on these results, the following policy implications are proposed. First, there is a need to transform from ‘administratively existing student councils’ to ‘student councils with guaranteed substantive participation’. Second, schools need to regularize opportunities for student participation and feedback on decision-making to enhance students’ efficacy.

Future-fit and Innovative School Leadership in the African Context: Lesson for Sustainability in Underdeveloped and Developing Countries

ABSTRACT This study explored a future-fit scoping review from the perspective of leadership in schools within the context of Africa. A qualitative method was adopted for the study following a search of four databases, using specific key terms. Sequel to the search, articles were retrieved, coded and thematically analyzed. The findings of the study showed that while past colonial practices influence the current practices in the education system and societies of countries in Africa, the Fourth Industrial Revolution, together with its challenges, influences the envisaged future. Thus, curricula revision for alignment, and investment in human capital development and technology is needed.

Collaborating with Families for Innovative School Mental Health

In this study, a comprehensive narrative literature review is presented, examining the cross-section between family engagement and student mental health. Guided by two research questions and grounded in resiliency theory, the overlapping spheres of influence framework, and the literature on protective factors and positive childhood experiences, this study unveiled five primary themes: emphasizing the importance of educators promoting supportive relationships at home, engaging families in building teacher–student connections, collaborating to establish routines and rituals, nurturing a sense of belonging at home and at school, and fostering collaborative problem solving and self-regulation. These themes are illuminated through practical vignettes. This study guides school-based mental health practitioners and educators and provides a roadmap for future research in family–school partnership for enhancing student well-being.

Innovative Sunday School Strategy Shaping the Character of Generation Alpha

This research explores innovative strategies to shape the character of Generation Alpha within Sunday School settings, addressing the challenges posed by technological advancements and generational shifts. Employing a qualitative approach and thematic analysis, the study reviews literature on Sunday School innovations, technology integration, character formation, and project-based learning. It identifies key themes: the historical origins of Sunday Schools, the integration of technology in Sunday School learning, character education through storytelling, and project-based learning. Findings underscore the significance of Sunday Schools in shaping moral character and adapting to contemporary needs. Examples of effective technology-based learning media are discussed, emphasizing the importance of aligning content with Christian values. Project-based learning is highlighted as a means to internalize Christian values and promote empathy and responsibility. Blended learning approaches are suggested to enhance motivation and engagement. This research contributes insights and recommendations for educators and church leaders to effectively mold the character of Generation Alpha within Sunday School contexts.

Interactions between Design Innovation and Educational Change in Non-Western Schools

In Western countries, school systems have employed modern school building designs as symbols for progressive and innovative educational change. Yet, how does this design symbolism change teaching and learning? To address this, we examine the challenges and complexities of innovative school design by drawing on case studies of preschool and primary-level schools from non-Western cultural contexts. A conceptual framework that links social, organisational, cultural, and material elements is used to analyse two new schools in the Kingdom of Saudi Arabia and Uruguay that used modern school designs as a basis for changes to local pedagogical approaches. Our findings suggest that school building design is not able, by itself, to drive educational changes; and that there are inherent challenges involved in its alignment with localities in terms of staff cultures, student dynamics, and school organisation. Special focus is given to the design of the new school facilities, and the voice of educators in this process. The conclusion points out the need for an adaptive alignment between non-Western educational conventions and introduced education and design concepts.

A New Attempt at Social Innovation Curriculum : The Design and Operation of ‘Urban Innovation Project (Capstone Design)’ by a PrivatePublic-Academic Partnership

The purpose of this study is to examine the design and operation of the private-public-academic partnership Social Innovation Liberal Arts Curriculum. This initiative involves collaboration between universities, local governments, companies, and NGOs local governments, companies, NGOs, and universities to address community problems and create positive change. The ‘Urban Innovation Project (Capstone Design)’ class was developed to operate the Urban Innovation School, which is a collaborative urban regeneration project involving Seoul Women's University, Habitat for Korea, and POSCO E&C (formerly known as POSCO Engineering & Construction). The project, initiated in 2020, aims to foster private-public-academic partnership and resident participation. While maintaining the purpose and benefits of the current university alliance program, the course was developed as a three-credit liberal arts curriculum. It utilized the inter-university credit exchange method to offer a structured curriculum on a semester-by-semester basis. The aim was to enhance students' engagement in the project, elevate their performance, and acknowledge their participation efforts by granting credits. The main content is based on the implementation of the project by a team organized by topic. It consists of online lectures, on-site activities for 3 days and 2 nights, expert advice, resident participation activities, and a final output presentation. In the 2023 academic year, a total of 49 students from 8 universities participated in the first semester of the program. In order to enhance the educational and social impact of the program, it is necessary to expand the number of universities that offer and operate classes in the future. Additionally, the project topics should be expanded from solely focusing on urban regeneration to encompassing urban issues as a whole. The ‘Urban Innovation Project (Capstone Design)’ class, which is based on private-public-academic partnership and credit exchange between universities, will be able to propose useful and meaningful implications for the social innovation curriculum. This curriculum aims to solve problems and create a positive impact through the connection and collaboration of various actors and sectors.

Revitalisation of Rejang tribal local wisdom: integration of cultural values in the operational curriculum innovation of elementary schools in Rejang Lebong, Indonesia

ABSTRACT Local wisdom is important to preserve and integrate into education to build the character of the nation's future generation, Rejang tribe cultural values hold potential for character building and integration into elementary school curricula. This study aims to determine the values of Rejang tribal local wisdom in the innovation of elementary school operational curriculum. A qualitative approach with a case study design is used to explore the values of Rejang local wisdom. The research subjects were elementary school teachers and students in Rejang Lebong Regency, Indonesia. Data collection techniques include in-depth interviews, observation, and document study. Data were analyzed with Miles and Huberman's interactive model. The results revealed that the Rejang cultural values instilled in the operational curriculum were Mulo Nu Mia (mutual cooperation) and Pun Jabai (kinship), in addition other cultural values were also instilled through Kaganga subject matter and Kejei dance extracurricular. This research is expected to contribute to efforts to revitalise the role of local wisdom in character education in elementary schools. The model of integrating local wisdom values can also be applied to school curricula in other regions.

Secondary education and technological innovation: educational tools for modern learning

This study addressed the impact of technological innovation in high school and the implementation of modern educational tools. The central problem investigated was the effective integration of these technologies into the educational environment and their effect on student performance and engagement. The overall objective was to analyze the impact of these innovations, identify the most effective tools, and explore inclusive and equitable implementation practices. The methodology adopted was a literature review, allowing for a comprehensive analysis of the topic. The results indicated that despite challenges related to equity of access and resistance to change, educational technologies offer significant opportunities to revitalize teaching and learning. The analysis highlighted the need for a holistic approach in adopting technologies, emphasizing the transformation of pedagogical practices and educator training. The final considerations emphasized the potential of technological innovations to enrich the educational experience, provided they are accompanied by appropriate pedagogical strategies and equitable accessibility.

How the Magic City Acceptance Academy’s School Environment Creates Conditions to Promote Community

Recent literature confirms that bullying, harassment, and violence continues in public schools against LGBTQ youth and students who are perceived as other due to status of race, class, or ability. The purpose of this study was to explore how the Magic City Acceptance Academy’s (MCAA) school environment creates conditions to promote community. MCAA is a charter school recently opened near Birmingham, Alabama. Principal findings are based on interviews with key school and community leaders, multiple school observations, and a review of key documents. The study uncovered processes and emphases used to cultivate an affirming school environment for students. Themes suggested that physical space, student supports and resources, evidence of affirmation, and specific student-oriented policies, serve as key factors that support overall student well-being in this innovative school environment. This article presents findings from an initial phase of a more comprehensive, case study analysis. We conclude that a welcoming and supportive school environment may contribute to the protective factor of school connectedness. We present implications for practice that may apply to educators as well as mental and community health professionals, among others. Recommendations for future research are also presented.

Model Supervisi Transformasional untuk Mendorong Inovasi Pendidikan di Sekolah Dasar Islam Terpadu (SDIT) Al Ikhlas Kabupaten Cirebon

This research describes an effective transformational supervision model for making changes to encourage educational innovation in the Integrated Islamic Elementary School (SDIT) Al Ikhlas Cirebon Regency, aiming to achieve real success. Method: The research employs a qualitative approach using a case study research method. The subjects in this research include supervisors, teachers, and principals involved in the transformational supervision programs in schools. Data collection is conducted through interviews, documentation, and observation. Data analysis adopts an inductive and thematic approach to identify emerging patterns and findings. The research results confirm that the Transformational Supervision Model is a powerful approach for driving educational innovation in primary schools. By engaging educational leaders who play a critical role in supporting and inspiring teachers, this model creates a supportive and motivating environment for innovative learning practices. As a result, it improves the quality of education, develops relevant student skills, and prepares them for the future to meet the demands of the global society.
 Keywords : Innovation, Integrated Islamic Elementary School Education (SDIT), Transformational Supervision

The importance of school leaders in school health promotion. A European call for systematic integration of health in professional development.

School leaders such as principals are key not only for educational and school quality but also for initiating and sustainably anchoring any innovation in schools. Although there is widespread agreement about the importance of holistic approaches to school health promotion, the role of principals has received increased, but not yet systematic, attention. In this context, it is unclear which leadership competencies are needed and to what extent they are taught. Hence, this paper aims to reflect whether and to what extend health promotion plays a role in preservice and inservice training of principals in Europe. Based on the results we call for a more systematic analysis of existing teaching opportunities and teaching needs for health-promoting leadership, the development of a European competence framework for health-promoting leadership, the development and implementation of a European system that monitors and evaluates the effectiveness of those preservice and inservice training programs, and the development of case-studies to stimulate a mutual learning process.

CAN TRASH BANKS BE IMPLEMENTED IN KINDERGARTENS? A CASE STUDY ON EARLY CHILDHOOD

This research is a case study regarding the implementation of trash banks in kindergartens. The Markissa Trash Bank is a school innovation or superior program developed through collaboration with the school committee. The Markissa Trash Bank teaches children to care about the environment by keeping it healthy, neat, and clean. This research is a qualitative case study conducted at Al-Farabi Kindergarten with the subjects being all school members. Data were collected using interviews, observation, and documentation. Triangulation of data collection techniques and sources was used to ensure the validity of the data. The resulting data were analyzed using the Miles and Huberman analysis flow, namely data collection, data display, data reduction, and conclusion drawing/verification. The results obtained data that the trash bank program can be applied in kindergarten. The trash bank program at Al Farabi Kindergarten is carried out by collecting, sorting, and steaming non-organic trash for later sale and processing organic trash into compost to fertilize plants in the school yard; Utilizing nonorganic trash as a medium in learning; The proceeds from the sale of trash banks are used as income for the class.

Nurturing Tomorrow's Antibiotic Stewards: An Innovative School Campaign to Combat Antimicrobial Resistance in Delhi.

Antimicrobials are lifesaving medicines, but their misuse drives antimicrobial resistance. Schools, as educational hubs wield transformative potential in fostering responsible antimicrobial behavior among students and the broader community. An online campaign targeted Delhi schools, training teachers as master trainers who, in turn, educated 359,940 students. Significant pre- to post-test score improvements were observed among teachers (6.98-8.14; P < 0.01) and students (5.20-6.56; P < 0.01). The campaign received excellent feedback (85%), with 966 students participating in the "IDEAthon" competition. While a single session improved knowledge, continuous engagement and activities are imperative for sustained behavioral change in antibiotic usage.

Exploration of Talent Cultivation Mode for Industry-Teaching Integration in Higher Vocational Education Based on Multi-scale Feature Integration

Abstract Industry-teaching integration of vocational education is a systematic and innovative schooling system that effectively integrates the resources of the government, vocational colleges and industrial enterprises to realize the coordinated development of applied talent training. This study focuses on using multi-scale feature fusion to study the classroom attention of students in the talent training classroom. It sets up the classroom facial expression detection and head posture estimation modules to realize the intelligent teaching mode reform of teaching, learning and doing integration. Then based on the background of integration of industry and education, combined with the concept of triangular helix, explore the talent training innovation model of higher vocational education, and utilize the QCA method to carry out empirical analysis to explore the synergistic path of integration of industry and education and talent training. The average accuracy of the constructed model for identifying student expressions has been shown to be 93.56%. The original coverage (0.38651) of big business * project motivation * project constraints is the highest, which explains more than 38% of the resultant variables, which is about to be nearly 40% of the industry-teaching fusion projects obtaining high project effectiveness through this path. The synergistic model of industry-teaching integration and talent cultivation in higher vocational education is provided with new ideas by this study.

“Une autre manière d’enseigner”: as classes nouvelles francesas e seu transbordamento no Brasil nos anos 1950

Abstract This article proposes an understanding of the “classes nouvelles”, their circulation and appropriation in Brazilian secondary education in the 1950s. Idealized and implemented by Gustave Monod in French secondary education, from 1945 onwards, the “classes nouvelles” established an innovative school culture based on New Education. This pedagogical experience circulated in state of São Paulo thanks to Luis Contier who, after an internship in France, implemented it at a São Paulo school where he worked. The Contier experience, known as experimental secondary classes, instigated the Brazilian Ministry of Education and Culture to create legislation, in 1958, that allowed the introduction of these classes in Brazilian schools. This work is thought from concepts of the new cultural history and is carried out with sources written in French and Portuguese.