School Progress Research Articles

AGRESIVNO PONAŠANjE KOD UČENIKA S INTELEKTUALNOM OMETENOŠĆU

Aggressive behavior of students with intellectual disability is associated with numerous problems in school and home environment. Often, due to the presence of this form of behavior, students have a reduced quality of life, limited opportunities to adopt the correct formats of adaptive or social behavior, as well as difficult progress in school. The aim of this research was to determine the correlation between manifestation of verbal, covert and physical aggression, as well as bullying and hostility in students with mild intel- lectual disability, on one side, and the reports of parents and teachers – special educators on the other. The research sample included 57 students of fifth, sixth and seventh grade, who attended elementary schools for students with mental disabilities. Children’s Scale of Hostility and Aggression – Reactive/Proactive was used to assess aggressive behavior. The re- sults of the research noted hostility as the dominant format in the assessment of aggressive behavior in students with mild intellectual disability. Parents assess that their children show hostility and abuse towards others less often than teachers – special educators estimate. A significant congruence of parents’ and teachers’ versions of the assessment of aggres- sive behavior in numerous segments was obtained. The findings should be incorporated in child’s pedagogical profile, in the plan of individualization measures and in the personalized educational program in order to implement an adequate intervention that would improve the control of aggressive behavior in students with mild intellectual disability.

Towards an eco-relational approach to classroom learning

In recent years approaches to children’s school progress are one step removed from the proximal processes which directly affect learning. Yet educational initiatives are unlikely to work well if there is not a prior understanding of the everyday contextual and relational dimensions of classrooms. On the basis of a review of our long-standing research programmes at the Institute of Education (IOE), and building in particular on ecological psychology, I propose a new eco-relational approach that has three dimensions: first, the influence of the immediate classroom context, in terms of, for axample, organisation into groups and interactional contexts; second, relationships in the classroom between teachers and pupils and between pupils; and third, ways contextual and relational elements are aligned or not in the complex interconnected and dynamic nature of the classroom system. I use our SPRinG project to show how an eco-relational approach can help realise the pedagogical potential of group work and benefit learning.

Influence of School Heads’ Motivational Practices on Teachers’ Job Satisfaction in Public Secondary Schools in Igunga District, Tabora –Tanzania

Teacher’s job satisfaction is one of the areas in enhancing student’s academic performance which calls for school management attention for the school progress because the development of any school depends much on teacher’s satisfaction. This study aim was to investigate the influence of school heads’ motivational practices on teachers’ job satisfaction in public secondary schools at Igunga District, Tanzania. The study is guided by the Herzberg’s two factor theory of motivation. Convergent parallel research design which included mixed research approach was employed. The study used sample size of 99 respondents whereby questionnaire was used to collect data from teachers and interview guides was used to collect data from the district secondary education officer, ward education officers and the school heads. Quantitative data were analyzed using SPSS version 23 and qualitative data were analyzed through thematic data analysis. Findings from the study revealed that, school heads’ motivational practices such as job recognition, has an influence on teachers’ job satisfaction. The study further recommended that, all school heads should motivate their teachers in order to enhance their job satisfaction.

DETERMINANTS OF QUALITY EDUCATION: Discipline, Leadership, and Motivation

The importance of understanding the main factors in building the quality of education. Admittedly or not, quality education is born from many roles and contributions, including school management, teachers, and other parties. Quality education is built on good discipline, initiated by reformist leadership, and supported by education practitioners who have a passion for progress and development. This study was conducted to examine the determinants of quality education, namely the provisions of discipline, the leadership role of school principals and teacher motivation. The proof of the research is done through quantitative techniques and statistical regression analysis. The object of research is the Al-Amanah Al-Gontory educational institution, South Tangerang. While the research unit is the teacher, totaling 115 people. The data was collected through questionnaires, then the research data was processed and analyzed using the SPSS application, including validity, reliability, regression testing, and determination tests. The results of the study explain that quality education is built by many factors, including disciplinary rules that form a regular and measurable personality. Maximum leadership role, thus encouraging all teachers to be able to work with full responsibility and quality. Then work motivation, namely feelings or self-motivation to be able to make a real contribution to school progress. This explanation, confirmed by the results of the regression test, either partially or simultaneously, that discipline, leadership, and motivation are very influential and contribute to improving the quality of education.

O diagnóstico de febre reumática pela apresentação clínica de coreia de Sydenham: relato de caso

Sydenhams chorea is characterized by involuntary movements of the distal limbs and face region and mainly affects females during their childhood. It occurs by complication of pharyngotonsillitis caused by beta hemolytic streptococcus of the A group. This case report aims to describe a case of rheumatic fever diagnosed from a clinical picture of Sydenhams chorea. A descriptive case study of a female child was carried out, she was twelve years old, she sought the emergency care unit with involuntary movements in lower and upper rights limbs and face for five days, she had a previous history of infection an upper respiratory infection with self-limited evolution. The physical examination found, was in good general condition, with extension and flexion limbs movements, opening and closing hands movements, finger and face movements, complementary exams, they did not demonstrate any alterations, except ASLO of 217IU/ml. It was started a treatment with haloperidol, benzathine penicillin and and school progress evolved asymptomatic with improved choreatotic movements. This report demonstrates the relation between Sydenhams chorea and the late diagnosis of rheumatic fever, in addition to explaining the good prognosis from adequate and early therapeutic management.

Peran Kepala Sekolah dalam Supervisi Pendidikan

This paper aims to explain the role of principals in educational supervision. The principal has a role in quality development, school progress, improvement, approaches to learning methods and techniques, curriculum development, and creating a conducive and integrative learning climate. Educational supervision is currently developing very rapidly, thus encouraging the acceleration of science and information technology growth. Therefore, education must improve the quality of learning in schools. Schools as formal educational institutions must develop all the potential possessed by students. This research is library research with data sources in books or manuscripts related to school principals' leadership and educational supervision. This research is library research with data sources in manuscripts or books containing leadership principals in academic management. This research uses documentation data collection techniques and inductive data analysis. These findings indicate that the principal's leadership in educational supervision plays a central role in building school organizations to realize quality education.

The Italian School at the Time of COVID-19—Implications for Students at the Personal and Didactic Level

The author takes up the problem of education in Italy in the time of COVID-19. The objective of this article is to understand the impact of COVID-19 on the progress of school and the lives of children and adolescents. To pursue this cognitive objective, the author conducted an analysis of the relevant literature published between February 2020 and January 2021, mainly in Italian. The author has also formulated three research questions that will help investigate the above problem. The article is written with the help of the analytical method and takes into consideration the literature on the subject dedicated to children and adolescents. The analysis of the literature allowed the author to formulate final conclusions, which were developed in close correlation with the accepted research questions.

Adding fuel to human capital: Exploring the educational effects of cooking fuel choice from rural India

The study examines the effect of household cooking fuel choice on educational outcomes of adolescent children in rural India. Using multiple large-scale nationally representative datasets, we observe household solid fuel usage to adversely impact school attendance, years of schooling and age-appropriate grade progression among children. This inference is robust to alternative ways of measuring educational outcomes, application of other datasets, specifications and estimation techniques. Importantly, the effect is found to be more pronounced for females in comparison to the males highlighting the gendered nature of the impact. On exploring possible pathways, we find that the direct time substitution on account of solid fuel collection and preparation can explain the detrimental educational outcomes that include learning outcomes as well, even though we are unable to reject the health channel. In the light of the micro and macro level vulnerabilities posed by the COVID-19 outbreak, the paper recommends interventions that have the potential to fasten the household energy transition towards clean fuel in the post-COVID world.

Prevalence of anisometropia in children and adolescents

Background: This research was developed to study the epidemiology of anisometropia. It aims to estimate the prevalence of anisometropia in Portuguese children and adolescents at various educational stages, studying its association with sociodemographic variables. Methods: Observational cross sectional study envolving 749 children and adolescents (from 3 to 16 years old) from the central region of Portugal. The refraction was performed with a paediatric, open field auto refractometer (PlusOptix), without cycloplegia and under binocular conditions, to determine the rate of anisometropia and its association with gender, study cycle and area of residence. Results: The prevalence of anisometropia in the studied sample was 6.1%, varying from 2.9% in pre-school education to 9.4% in the 3rd study cycle. Myopic anisometropia was the most prevalent and hyperopic and astigmatic anisometropia showed identical proportions of occurrence. No statistical differences were found between genders or between areas of residence regarding the rate of anisometropia. Regarding spherical equivalent anisometropia, there was a pattern of variation that increased with the cycle of studies (p = 0.012), with myopic anisometropia being the main contributor to this variation. Conclusions: This study found an increase in anisometropia with the educational stage. The high rate of anisometropia found in adolescents (9.4%) as well as the progressive increase in this rate throughout school progress (from 2.9% to 9.4%) suggests the need to extend the detection strategies of this condition beyond childhood.

Exploring the relationship between the characteristics of English schools and the progression rates of their pupils to degree-level study

ABSTRACT This article explores the extent to which three different school or college characteristics are related to school or college-level progression rates to higher education. Using data from publicly available datasets concerning state schools and colleges in England, linear regression analyses were performed to investigate the extent to which progression rates to higher education are related to the proportion of socioeconomically disadvantaged pupils within schools, the proportion of pupils in schools who reside in “low participation neighbourhoods” and the effectiveness of schools as determined through Ofsted inspections. Schools with a higher proportion of socioeconomically disadvantaged pupils tend to send fewer pupils to university though once school-level attainment is controlled for this trend reverses. However, schools with higher proportions of pupils in low participation neighbourhoods and those with lower Ofsted ratings tend to send fewer pupils to university both before and after school-level attainment is controlled for. The findings are interpreted within the context of a widening participation agenda and suggestions are made for how providers of widening participation outreach activities may most effectively target school-level interventions designed to increase higher education participation, especially those which do not have the effect of raising pupil attainment.

Awareness of developmental language disorder amongst workplace managers

BackgroundDevelopmental Language Disorder (DLD) is one of the most prevalent developmental disorders and affects expressive and receptive language with no clear cause (Bishop et al., 2017). Awareness of DLD is currently much lower than other (sometimes less prevalent) disorders such as Autism or Attention Deficit Hyperactivity Disorder (ADHD) (Bishop, 2010). Despite this, it has now been established that the implications of DLD reach well into adulthood (Botting, 2020; Botting et al., 2016; Clegg et al., 2005; Johnson et al., 2010). Thus, DLD may affect not only school progress but also employment. Whilst recent research indicates that the rate of employment in this group was similar to peers (Conti-Ramsden et al., 2018), it also reported lower levels of employment in terms of hours, contracts and employment type. However, there is virtually no research examining why this might be the case. In contrast there is already a growing evidence base surrounding Autism Spectrum Disorder (ASD) and Dyslexia in the workplace. Systematic reviews of factors affecting employment in ASD and Dyslexia (de Beer et al., 2014; Scott et al., 2019) have revealed barriers including the job application process itself. Aims & methodsIn this study we aimed to explore managers' awareness of DLD and their views on training, adjustments and feasibility when considering employing an individual with DLD. Specifically, we asked: 1) What awareness do managers have of DLD and how does this compare to awareness of ASD and other developmental disorders? 2) What is the extent of training on DLD and other developmental disorders in the workplace? 3) What barriers to employment are perceived to be most significant by managers? 4) What strategies do managers report as currently in place to help support people with DLD? 5) What are perceived strengths of people with DLD according to managers? ResultsIn total, 77 managers completed an anonymous online survey which was accessed via a social media link. Managers came from a wide variety of backgrounds with an equal split between public and private organisations, and across gender. The number of managers who had heard of DLD was lower than for the other disorders (ADHD, ASD, Dyslexia). This pattern was partly mirrored in the proportion of managers who felt they had received adequate training on communication difficulties. However, training on developmental disorders generally was reported as very scarce. A qualitative examination of barriers identified by managers included interviewing and CV submission, reading and following instructions, lack of clear guidelines around support needed, and financial restrictions in providing support. ConclusionsThese findings support existing literature and have implications for policy and practice – namely that young people with DLD may need to be proactive about disclosing their language needs, and that workplaces need increased basic training in DLD.

SELECTED SCHOOL BASED FACTORS’ INFLUENCE ON VALUE ADDITION IN SECONDARY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO SOUTH SUB-COUNY, HOMABAY COUNTY, KENYA

<p>Educational accountability has mainly focused on final academic performance in judging schools’ effectiveness without regard to where the students started. Judging schools' effectiveness solely based on final academic performance is unfair to school systems. Hence, the need to determine value addition in secondary education taking into consideration KCPE scores as intake abilities and KCSE scores as exit abilities. Moreover, public secondary schools in Rachuonyo South Sub-County recorded the highest negative academic progresses, -3.262 and -3.745, in the secondary education of 2013 and 2014 cohorts in Homa Bay County. However, the cause of the negative academic progresses is unknown. Hence, there is need to examine selected school-based factors’ influence on value addition in the secondary education of the two cohorts. The objectives of the study are to examine performance appraisal’s influence on value addition in secondary education; to examine continuous assessments’ influence on value addition in secondary education and to examine classroom push and pull factors’ influence on value addition in secondary education. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The sample of the study comprised 49 Deputy Principals, 49 Directors of Studies and 780 students randomly sampled. Primary data were collected using questionnaires. Findings revealed that TPAD (β=0.386, p=0.029) and CPP (β=0.364, p=0.034) have positive significant relationships with value addition, while CATs have insignificant relationship with value addition (β1=0.277, p=0.104) for 2013 cohort. For 2014 cohort, TPAD (β=0.633, p=0.000) and CATs (β=0.356, p=0.02) have positive significant relationships with value addition, while CPP has insignificant relationship with value addition (β=0.22, p=0.136). Moreover, findings revealed that school-based factors contributed to 19% and 38% variance in academic achievements of the 2013 and 2014 cohorts respectively. The findings of the study may be used as a tool for school improvement, checking school progress and accountability, informing policymaking, reporting to parents and the community about school.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

Diagnosing the learning crisis: What can value-added analysis contribute?

Advocates of teacher value-added modelling (VAM) argue that this technique can provide evidence on teacher effectiveness to inform teacher policies and broader education system reforms. Critics contend that value-added is a poor proxy for teacher quality and as such is of questionable utility, especially where teacher accountability is concerned. In low- and middle-income countries, and especially sub-Saharan Africa, where the challenge of the ‘learning crisis’ is most severe, a lack of longitudinal data has precluded extensive debate on the matter. In this paper we explore the potential of value-added analysis for diagnostic purposes in the context of Ethiopia. We make use of data from the Young Lives longitudinal study – specifically two rounds of school surveys conducted in Ethiopia between 2012 and 2017 when pupils were in grades 4–8. Learning levels in the Young Lives sites in Ethiopia are very considerably below curricular expectations. Like many countries in sub-Saharan Africa, Ethiopia faces a significant challenge in terms of a ‘learning crisis’ and in terms of the attendant need to develop policies to improve educational effectiveness within the confines of very limited resources. We discuss the background to VAM models and their use, including in relation to the context of Ethiopia. The paper shows that learning progress in primary schools varies widely between classrooms, and between pupils within the same classroom. Some schools and teachers are more successful in raising overall attainment by ‘raising the floor’ of learning and narrowing the dispersion. Others are more successful by ‘raising the roof’. Less effective teachers appear to be particularly ineffective for pupils with higher scores at the start of the year. In contrast, the most effective teachers showed high levels of ‘value-added’ for pupils at all levels of prior performance. Diagnostic analysis of teacher value-added has potential, we argue, to aid understanding of contributors to low levels of learning such as: (i) over-ambitious curricula; (ii) absence of ‘teaching at the right level’; (iii) within class heterogeneity and pupil grouping strategies; and (iv) teaching and learning strategies – such as ‘differentiation’ or ‘mastery’.

Kluster Rata-Rata Lama Sekolah (RLS) Menurut Jenis Kelamin di Provinsi Jawa Tengah dengan K-Means

The average length of school (RLS) describes the level of achievement in school activities of each citizen in a given area. The higher the number of years of schooling, the higher the population's level of education, hence this indicator is critical since it can reveal the quality of a region's human resources. Furthermore, numerous studies have found that the average length of schooling has a major impact on economic growth. This indicates that when the average length of schooling rises, the number of unemployed and poor people in a given area declines, resulting in a positive and considerable impact on economic growth. The goal of the study was to use artificial intelligence to undertake an analysis in the form of a cluster mapping of the Average Length of Schooling in Regencies and Cities in Central Java (AI). This is necessary in order to gain a macro picture of the average years of schooling's progress over the last few years through regional mapping. The data was taken from the Central Java Statistics Agency (BPS) website, and it was based on the subject Average Length of School (RLS) by gender from 2017 to 2019. The k-means method, which is part of clustering data mining, was employed as the solution method. There were two types of clusters used in this study: high and low clusters. RapidMiner software is used to aid the analyzing process. Preprocessing is done before the k-means approach by taking the average value of the number of RLS based on gender from 2017 to 2019. K-means will be used to process the results of the average value obtained. According to the findings, eight provinces (23 percent) were in the high cluster (cluster 1) while 27 provinces (77 percent) were in the low cluster (cluster 0). According to the findings, RLS levels are still low in over 70% of Central Java's locations.

Kepemimpinan Efektif KH. Agus Mubaraak di Pondok Pesantren Sabiilunnaja

Agus Yudhi Mubaarak in the management of Islamic boarding schools, K. H. Agus Yudhi Mubaarak's program in the management of Islamic boarding schools, and the implementation of the K. H. Agus Yudhi Mubaarak program in the management of Islamic boarding schools. This study uses a descriptive method with a qualitative approach. The results of the study found that the progress of the Sabiilunnaja Islamic boarding school was inseparable from the strategy formulated by K. H. Agus Yudhi Mubaarak, namely by introducing the nature of Rububiyah, also introducing the habit of synergizing between horizontal and vertical relations and increasing intellectualism and spiritualism. Then the strategy is modeled on the activities of the santri programs. Among them are short, medium and long term programs. The implementation of the program went smoothly, which of course involved all students and the board of teachers. Thus, all santri activities are the basis for the development of the Sabiilunnaja Islamic Boarding School which is managed by K. H. Agus Yudhi Mubaarak in the management of Islamic boarding schools.

Data Mining Implementation with Algorithm C4.5 for Predicting Graduation Rate College Student

Academic evaluation and graduation of students are critical components of an academic information system's (AIS) effectiveness since they allow for the measurement of student learning progress. Additionally, the assessment stating whether the student passed or failed would benefit both the student and teacher by acting as a reference point for future performance suggestions and evaluations. Using Decision Tree C4.5, a comprehensive analysis of the student academic evaluation approach was conducted. Age, gender, public or private high school status, high school department, organization activity, age at high school admission, progress GPA (pGPA), and total GPA (tGPA) were all documented and evaluated from semester 1–4 utilizing three times the graduation criterion periods. The article's scope is confined to undergraduate programs. An accuracy algorithm (AC) with a performance accuracy of 79.60 percent, a true positive rate (TP) of 77.70 percent, and 91 percent quality training data achieved the highest performance accuracy value.

Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance

Abstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression.

The Relationship between Leadership Effectiveness of School Principals and Teachers Performance of Junior High Schools

The leadership effectiveness of school principals and teacher performance are two variables that determine school progress. With leadership effectiveness of the school principal and good teacher’s performance will improve school performance. The question is whether the two variables are related. Therefore, this research aimed at determining the level of leadership effectiveness of the school principal, describing the level of teacher’s performance, and determining the coefficient of the relationship between the leadership effectiveness of the school principal and teacher performance. This research was conducted in State Junior High Schools in Lowokwaru District, Malang City, using a simple correlation model quantitative research approach. The research sample was taken from 156 teachers with a proportional random sampling technique. Data collection techniques in this research employ a questionnaire and are processed with statistical data analysis techniques, descriptions, and Pearson Product moment correlation. The results of this research show that the level of the leadership effectiveness of the school principals is in the high category, while the teacher’s performance level is in the medium category. There is a significant positive relationship between the leadership effectiveness of the school principals and teacher’s performance. Based on these findings, to improve teachers’ performance, it needs to improve the leadership effectiveness of the school principals.

The impact of principal administration on elementary school teachers' performance

The problem of this research is regarding the management of the principal on the performance of educators. The purpose of this study is to explore how principals should work in schools. Six efforts that can be made by principals in improving teacher performance include (1) a serious focus on improving teacher competence, (2) providing sufficient funds to increase teacher professionalism, (3) supervising and guiding teachers professionally, (4) creating a culture of school organization that is comfortable for teachers, (5) creates innovation and progress in schools, and (6) provides various awards for every achievement made by teachers. Therefore, it is recommended that principals be more active and creative in collaborating with teachers and stakeholders in teacher performance education. The research uses quantitative research methods, namely to see the partial effect between the variables in the survey with a quantitative approach. The population and sample of this study were elementary school teachers at SDN 1 Sumber Agung, Kemiling District, Bandar Lampung City. Data collection techniques used non-test techniques (observation, interviews, and documentation) and test techniques (Questionnaire). The data analysis technique used instrument validity test, instrument reliability test, instrument difficulty level, and differentiating power.

The Role of School-Based Management as a Determinant of the Effectiveness of the Implementation of Education in Schools

School-based management is a new method of managing school resources more effectively, which gives the principal greater authority in taking all participatory actions directly against all components of the school community. As such, this study seeks to ascertain the function of school-based administration in determining the efficacy of education implementation in schools. The data collection technique for this study is qualitative, utilizing descriptive methods and a literature review. The study's findings indicate that implementing school-based management is critical to the success of educational performance in schools, since the principal is given increased power and authority to manage all available resources in the school. Besides that, school-based management also involves the community through the school committee in every policymaking. It is hoped that every policy taken can be more targeted, which has implications for school progress. In this study, the authors also found that SBM monitoring and evaluation is needed to obtain the correct information to be used for appropriate decision making.