School Teams Research Articles

Peran Biro Kesejahteraan Rakyat Provinsi Jawa Timur dalam Upaya Penurunan Stunting di Provinsi Jawa Timur Melalui Penguatan Tim Pembina Unit Kesehatan Sekolah (TP UKS/M)

Peran Biro Kesejahteraan Rakyat Provinsi Jawa Timur dalam Upaya Penurunan Stunting di Provinsi Jawa Timur Melalui Penguatan Tim Pembina Unit Kesehatan Sekolah (TP UKS/M)

Temperamental and Neurocognitive predictors in Korean basketball league draft selection

Introduction The Korean Basketball League(KBL) holds an annual draft to allow teams to select new players, mostly graduates from the elite college basketball teams even though some are from high school teams. In sports games, many factors might influence the success of an athlete. In addition to possessing excellent physical and technical factors, success in a sports game is also influenced by remarkable psychological factors. Several studies reported that elite sports players can control their anxiety during competition, which may lead to better performance. In particular, the temperament and characteristics of players have been regarded as crucial determinants of the player’s performance and goal. In this regard, numerous studies suggest that personality is considered to be an important predictor of long-term success in professional sportsObjectivesBased on previous reports and studies, we hypothesized that physical status, temperament and characteristics, and neurocognitive functions of basketball players could predict the result of KBL draft selection. Especially, temperament and characteristics were associated with the result of KBL selection. The basketball performances including average scores and average rebound were associated with emotional perception and mental rotation.MethodsWe recruited the number of 44 college elite basketball players(KBL selection, n=17; Non-KBL selection, n=27), and the number of 35 age-matched healthy comparison subjects who major in sports education in college. All participants were assessed with the Temperament and Character Inventory(TCI), Sports Anxiety Scales(SAS), Beck Depression Inventory(BDI), Perceived Stress Scale (PSS-10), Trail Making Test(TMT), and Computerized Neuro-cognitive Test(CNT) for Emotional Perception and Mental Rotation.ResultsCurrent results showed that physical status, temperament and characteristics, and Neurocognitive functions of college basketball players could predict the KBL draft selection. Among temperament and characteristics, novelty seeking and reward dependence were associated with KBL draft selection. The basketball performances including average scores and average rebound were associated with emotional perception and mental rotation.ConclusionsIn order to be a good basketball player for a long time, it was confirmed that temperamental factors and Neurocognitive factors were very closely related. Furthermore, it is also judged that these results can be used as basic data to predict potential professional basketball players.Disclosure of InterestNone Declared

从师范出发: 论普通高中多语种教师培养的必要性

Foreign language education in ordinary high schools is an important part of China’s foreign language education ecosystem and also the cornerstone of higher foreign language education in China. Since the new century, foreign language education in high schools in China has gradually become more diversified. In addition, with the increasing scale of Chinese middle school students studying abroad, it has led to significant development in multilingual education such as Japanese, Russian, French, German, Spanish, and Korean during the high school stage. As a result, the demand for multilingual teacher teams in high school is also increasing year by year, but at present, the construction of multilingual teacher education systems in China's normal universities cannot keep up with the call of the basic education industry in the future. This article believes that in cultivating multilingual teaching talents for secondary schools, normal universities should fully leverage the exemplary role of teacher training and strive to provide more excellent multilingual teaching talents for basic education.

How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

PurposePrevious studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.Design/methodology/approachData were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.FindingsResults confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.Research limitations/implicationsThe nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.Practical implicationsThe findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.Originality/valueThe study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.

Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange

PurposeRelying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.Design/methodology/approachData were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.FindingsThe results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.Practical implicationsThe findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.Originality/valueTo the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.

THE MEDIATING EFFECT OF WORK ENGAGEMENT ON THE RELATIONSHIP BETWEEN THE LEADERSHIP BEHAVIORS AND TEAM EFFECTIVENESS AMONG PUBLIC ELEMENTARY TEACHERS

The purpose of this study was to determine the mediating effect of work engagement on the relationship between the leadership behaviors of school heads and the team effectiveness of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Baganga North and South Districts, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of leadership behaviors of school heads, team effectiveness, and work engagement of teachers. Also, results revealed that there is a significant relationship between leadership behaviors of school heads and team effectiveness of teachers, a significant relationship between leadership behaviors and work engagement of teachers, and a significant relationship between work engagement and team effectiveness of teachers. Further, work engagement has a partial mediating effect on the relationship between the leadership behaviors of school heads and the team effectiveness of teachers among public elementary schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Preparing for (Dance) Camp: 30-Day Challenge

Most high school and collegiate athletic teams attend some type of camp to prepare for their upcoming season. This article provides a 30-day challenge to help high school and college dance teams to improve their overall physical fitness while they prepare for summer camp. The ideas can also be modified to meet the needs of other athletic teams.

Integrating ICT in Private High School, Badin A Case Study

In this study, ICT integration at the instructional level was introduced in one school of Khoski District, Badin. This study aimed to investigate how ICT is integrated at the faculty level in an institution of a rural area of lower Sindh. A qualitative case study was an appropriate method for this study because it was focused on a real-life situation and the researchers had no control over the events. The data were collected through individual semi-structured interviews, focus group interviews, observations, and official documents. The selection of the participants was based on purposeful sampling. School faculty was chosen because the school was is in the process of ICT integration. Results suggested that to integrate ICT effectively in an institution there should be a proper technology integration plan with day wise agenda and a proper authorisation plan for management with an estimated budget. The government should take an interest in ICT integration with the help of NGOs and private school teams for a digitalized education system in Pakistan.

The relationship of compound playing skills in football to the selection of the school team

The research aims to identify the relationship of compound skills to football and selecting players, as the descriptive approach was used to suit the nature of the research problem, which is choosing the best students to perform the compound skills on which football matches often depend. The research sample amounted to (15) students, and in order to implement the research steps, the assistant work team, under the supervision of the researchers, conducted tests for the research sample and then transcribed, analyzed and discussed the results, as it became clear that the compound tests studied have a major role in determining the player’s skill and classifying him among the elite to represent the school team or not.

Health education in the school environment: interdisciplinary practices, constitutional guarantees, and full development of the individual

Health Education in schools plays a crucial role in promoting the physical, mental, and social well-being of students, contributing to the formation of healthy and conscious citizens. By integrating health promotion into daily activities, this approach aims to disseminate information and encourage healthy habits, emphasizing the importance of interaction between the school and healthcare teams. Key points such as disease prevention, nutrition education, physical activity, mental health, sexual education, drug prevention, community partnerships, and ongoing evaluation outline a comprehensive plan. Considering the historical context from hygienic models to contemporary approaches, a critical understanding of these phases is vital for creating a healthy school environment and empowering students to make informed choices for a healthy life. In addition, the Health in School Program (PSE) is a joint initiative of the Ministries of Health and Education in Brazil, launched in 2007, to promote the health and well-being of public school students. With an emphasis on integrating health and education, PSE covers various areas, including healthy eating, disease prevention, combating Aedes aegypti, and physical activity, operating in all stages of basic education. Community involvement is crucial, and the program involves constant monitoring and access to healthcare services. PSE stands out for its preventive focus, aiming to educate conscious and healthy citizens. Furthermore, the article argues for the integration of health into the Political-Pedagogical Project (PPP) of schools, as advocated by the 1988 Federal Constitution. It emphasizes the influence of economic and social policies on population health and the school's importance as a space for health promotion. The National Common Curricular Base and National Curriculum Parameters recognize the transversality of health in education. PPP, seen as a democratic instrument, is essential for collaboration between health and education. The pedagogical approach of John Dewey and Paulo Freire highlights the importance of experience, dialogue, awareness, meaningful learning, empowerment, reflective practice, and cultural contextualization. The expansion of this approach to teachers and staff is considered vital in the educational process.

Differentiating Language for Students Who Are Deaf or Hard of Hearing: A Practice-Informed Framework for Auditory and Visual Supports.

Speech-language pathologists (SLPs) serving students who are d/Deaf or hard of hearing (Deaf/hh) and their deaf education counterparts must navigate complexities in language that include modalities that are spoken or signed and proficiency, which is often compromised. This tutorial describes a practice-informed framework that conceptualizes and organizes a continuum of auditory and visual language supports with the aim of informing the practice of the SLP whose training is more inherently focused on spoken language alone, as well as the practice of the teacher of the Deaf/hh (TDHH) who may focus more on visual language supports. This product resulted from a need within interdisciplinary, graduate programs for SLPs and TDHHs. Both cohorts required preparation to address the needs of diverse language learners who are Deaf/hh. This tutorial includes a brief review of the challenges in developing language proficiency and describes the complexities of effective service delivery. The process of developing a practice-informed framework for language supports is summarized, referencing established practices in auditory-based and visually based methodologies, identifying parallel practices, and summarizing the practices within a multitiered framework called the Framework of Differentiated Practices for Language Support. Recommendations for use of the framework include guidance on the identification of a student's language modality/ies and proficiency to effectively match students' needs and target supports. An examination of established practices in language supports across auditory and visual modalities reveals clear parallels that can be organized into a tiered framework. The result is a reference for differentiating language for the interdisciplinary school team. The parallel supports also provide evidence of similarities in practice across philosophical boundaries as professionals work collaboratively.

The Impact of Collaborative Learning on Teacher Professional Development and Individual Growth Within Team Collaboration

This paper explores the impact of collaborative learning on individual growth within teacher teams in Australian primary and secondary schools from 2013 to 2020. Grounded in a comprehensive analysis of professional development, teamwork dynamics, and pedagogical skill enhancement, the study unveils key findings derived from surveys, interviews, and observations. Results indicate a significant positive correlation between participation in collaborative learning initiatives and heightened professional satisfaction, confidence in innovative teaching methods, and a deeper understanding of diverse learning needs among educators. The unexpected yet crucial discovery of a positive correlation between collaborative learning and teacher retention adds a unique dimension to the study. Practical implications for teacher professional development, teaching practices, and student outcomes are discussed, along with broader implications for educational policies and practices in Australia. The study advocates for the integration of collaborative learning as a cornerstone of future teacher development initiatives, fostering a dynamic and supportive professional culture.

School management and the impacts on learning education in early childhood education

The consolidation of a teaching-learning model within early childhood education requires attention and care from the entire body of the school team, especially aimed at building an approach that becomes effective and is carried forward throughout the entire school experience. kid. It is important to say and remember in this case that this structuring process has as its broader scope the understanding that the educational approach does not take place in an isolated plane, without interactions with the other factors that make up the educational environment. On the contrary, the teaching activity is closely linked with other actions that take place in this environment and is largely affected by the interference and carelessness of educational agents who work in the school. In this context, this article seeks to discuss the impacts of school management on the teaching-learning process present in early childhood education, specifically observing how school management can function as a reference in the actions that will be practiced within the classroom, by teachers that are present in that environment. The text is organized as a literature review built under the deductive mode of analysis and that seeks to theoretically contemplate the most relevant points of the theme proposed here.

Networks Supporting Problem-Based Invention Education

Problem-based invention education engages students in complex processes of solving ill-defined problems with the support of teachers who act as facilitators of the learning process. Guided by interactional ethnographic epistemology (Green et al., 2012), we examine who and in what ways supported a high school team and their teacher working to invent a solution to a real-world problem students identified in their community. Our primary dataset included video recordings and a historian’s notebook collected by the InvenTeam historian during their invention project. Additional data included recordings of conversations with the teacher and the student historian who collaborated with university researchers in analyzing the InvenTeam year data. Through ethnographically informed domain and discourse analysis we identified three levels of the ecosystem that supported the team: local, national, and both. Analyses highlighted the role of technical mentors as a local support and the Lemelson-MIT program as a national support. Our study demonstrates the importance of the drawing on supports beyond the school to enable students and teachers to engage in problem-based invention education.

NON-WORKING TIME OF THE PRINCIPAL OF THE KYIV SCHOOL UNDER THE CONDITIONS OF MARTIAL LAW

The article was written based on the results of a study that was conducted in January-February 2024 among the directors of two capital districts – Solomyanskyi and Desnyanskyi. The goal was to find out the level of resource status of the head of the school in his free time from work in the conditions of martial law. Does he have the opportunity to maintain a balance between workload and rest so that there is enough resource for work? Does the director deal with burnout prevention? These questions are the subject of research. The priority for the head of a capital school under martial law is work, his professional activity. At the same time, he is faced with significant, first of all, psychological burdens, but does not pay enough attention to those measures aimed at restoring the personality and its energy potential. Two-thirds of respondents feel that they have a low level of energy for life after the working day, and almost 15% of them record a state of exhaustion. A third of the respondents have signs of burnout. The answers of the respondents indicate that the problem of resource recovery and accumulation is perceived by school leaders as a necessary solution. During the period of martial law, it is more important for the head of the school to take care of his mental health, prevention of burnout, acquisition of vitality, and resource conservation than during a normal period of peace. From the managerial point of view, there is a need to return to the normalization of working hours for educators, redistribution of powers within the school team, based on real autonomy (primarily organizational) recorded in domestic legislation.

Empowerment jako usprawnienie aktywności nauczyciela

The paper aims to present the concept of empowerment as a means to modernise the teacher’s organisational activity. As a result of literature review, the article provides an interpretation of empowerment, emphasising its potential to drive transformative changes in various educational contexts. Additionally, the text elucidates the benefits that can arise from restructuring the current school system, teaching methods, and collaborative practices. The research conducted by the McKinsey group was used to highlight the personal qualities essential for the effective implementation of empowerment across different organisational forms. Furthermore, attention is directed towards the drawbacks of empowerment, including the potential for teacher abuse of power and coercion, resulting in the suppression of student subjectivity and independent action. To sum up all the considerations, it is underscored that the teacher and students, with their unique strengths and weaknesses, play pivotal roles in organising the teaching process, fostering a school team dynamic through the application of empowerment principles.

Modern approaches on the improvement of technical skills to students who are part of the football school team in primary school

Modern approaches on the improvement of technical skills to students who are part of the football school team in primary school

Research and Application of Performance Pay Platform Construction for College Teaching Staff Counting and Multi-scale Feature Fusion Networks

Abstract In this paper, a multi-scale feature fusion network is constructed by combining U-Net and Densebox algorithms, and feature extraction is performed by the deep residual network (ResNet). Taking colleges and universities as an example, a teacher reputation incentive model combining a multi-scale feature fusion network is established based on marginal productivity. The multi-scale feature fusion network is proposed to be used to realize the employee performance measurement level and personal appraisal system in the salary performance appraisal platform for teachers in colleges and universities. The appraisal test analysis of the teacher team’s performance and salary was carried out with the teacher team of School G as an example. The results show that the starting salary points of B1, C1, and D1 of the teacher team of school G are 2250, 1650, and 1260, respectively, in which the median difference in salary value between the highest grade B1 (9618) and the lowest grade I2 (784) is 8834 yuan. The performance pay management platform constructed in this paper effectively provides incentives and promotes the high-quality development of the university teaching team through strict assessment and fair distribution.

The Importance of Handball in the Development of High School Pupils

The aim of the research consists of identifying the opinions of pupils, parents, and teachers from high-school education institutions on the main aspects of the handball game within physical education and sports lessons and training. The present research is of ascertaining – ameliorative type, carried out on a sample of 110 people (pupils, parents, and specialized teachers) from four educational institutions in Campulung Moldovenesc, Romania: National College «Dragos Voda», Bucovina Forest College, National Military College «Stefan Cel Mare» and Technological High School no.1, between February 1, 2022, and September 1, 2022. The methods used in the research included: the analysis of the specialized literature, the diagnosis questionnaire, and the mathematical-statistical method. The main conclusions of the study refer to the benefits of the handball game, its role in the morpho-functional development of the pupils, the level of motivation of the pupils to practice this game within the physical education and sports lessons, as well as outside the hours, within the handball high school team.

Deeper professional learning: how leaders design for teachers to share their deeper learning practices

PurposeA core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates how a group of researchers organized professional learning activities around conferring, a promising deeper learning practice.Design/methodology/approachThe author examines how the leaders of a Networked Improvement Community (NIC) created the conditions for teachers to share their deeper learning practices through a case study. The case study centers on one school team’s learning through their participation in the NIC activities, as evidenced by the artifacts they created and their exchanges with their team, participants from other schools and researchers.FindingsThe trajectory of one team through three NIC activities – a video club, a pitch and user testing – shows how they examined their own conferring practice, got ideas for change and shifted their thinking and practice toward a more student-centered approach. Insights from the case suggest three design principles – a common problem of practice, shared representations of practice and intentional network configurations – for deeper professional learning, or learning experiences that engage educators in purposeful and collaborative inquiry into deeper learning practices.Research limitations/implicationsTwo limitations of the case are a lack of data on the perceived experience of participants, which could speak to the depth of Irving’s shift toward student-centered conferring, and the narrow time scope of the NIC, which limits exploration of the sustainability of the changes to conferring.Practical implicationsThe design principles represent important features for researchers and leaders to consider in ongoing efforts to scale deeper learning. Leaders might use the principles to examine existing or future professional learning efforts.Originality/valueThis case study extends an understanding of one facet of leadership for deeper learning: fostering professional community. Future research is needed to examine the educator experience of participating in deeper professional learning and its sustained impact on practices.