School Capacity Research Articles

Understanding school discipline and exclusion in Australia: key issues

AbstractExclusionary school discipline is an emerging field of research in Australia, whereas it is more established in contexts such as the United States and United Kingdom. In this article we, therefore, seek to understand how exclusionary school discipline has been examined by Australian education researchers working across a range of disciplines. We conducted a critical literature review, analysing research directly and indirectly investigating school discipline and exclusion and (1) disability; (2) racialisation; (3) teacher safety and relationships with students; and 4) non-punitive responses to ‘student disruption’. The insights from this body of research demonstrate the need for further research that seeks to understand exclusionary school discipline within longer histories of settler colonialism and influenced by structural factors such as racism and ableism. Further, there are opportunities for research that engages the collective capacity of schools and communities in imagining radically different approaches to school and inclusion, that transform injustices and build solidarities.

Financial Capacity of Indonesian Schools and Community Learning Centers in Kota Kinabalu: A Comparative Analysis

This study aims to analyze the financial capacity of Indonesian Schools (SIKK) and Community Learning Centers (CLC) in Kota Kinabalu, focusing on the comparison of resources and financial management strategies. The research was motivated by the fundamental differences in access to and management of funds between these two types of educational institutions, which potentially impact the quality of education provided. A qualitative research approach was employed, with data collected through in-depth interviews, observations, and analysis of financial documents from SIKK and CLC. The data were analyzed using thematic analysis techniques to identify key patterns and differences in financial capacity between the two institutions. The findings reveal that SIKK has a more stable and structured financial capacity compared to CLC, which often faces uncertainties in funding. This instability is attributed to CLC's reliance on inconsistent funding sources, while SIKK benefits from greater government support. These findings highlight the need for a more sustainable and equitable funding model for CLCs to ensure their ability to provide quality education. The implications of this study suggest that improving financial capacity and better management in educational institutions can significantly impact the delivery of more equitable and high-quality education. Stakeholders, including the government and non-governmental organizations, should consider these recommendations in future educational policy planning.

Grow Your Own School Mental Health Specialists: A Policy Pilot to Address Behavioral Health Workforce Shortages in Schools.

The capacity of schools to address behavioral health concerns presents an emerging challenge, exacerbated by major shortages in the workforce. Schools across the U.S. are struggling to hire licensed behavioral health professionals, with additional barriers encountered when seeking to hire practitioners with experience in educational settings. In 2023, a school district in the suburbs of Columbus, Ohio, partnered with The Ohio State University to launch a "grow your own" policy pilot. The priorities focused on addressing workforce shortages and leveraging the experiences of current teachers/staff to support growing needs related to student mental health and well-being. More specifically, the district utilized COVID-19 relief funds to recruit, train, and transition 25 teachers/staff into school mental health positions by underwriting the costs of each professional's Master of Social Work (MSW) degree. Here, we (a) describe the district-university partnership and the processes guiding the implementation of the "grow your own" model, (b) distill preliminary findings about district needs regarding behavioral health, and (c) explore facilitators, barriers, and outcomes associated with learning among participants in the program. The findings from a district-wide staff survey indicated a high level of need for individual counseling, crisis intervention, and small group interventions. Additionally, qualitative interviews revealed that learning among the program's participants was facilitated by effective classroom strategies and specific learning experiences integral to the program's design. These facilitators supported key learning outcomes, including general social work knowledge, self-awareness, and therapeutic skills that are foundational for engaging with students, parents/families, teachers/staff, and the broader school community. This innovative policy pilot and training model demonstrate how universities and local educational agencies can partner to address workforce development challenges at the intersection of behavioral health and education.

The Role of Professional Development and Technical Assistance in Supporting Implementation of COVID-19 Prevention Strategies in K-12 Schools.

Schools vary in their capacity to implement recommended strategies to prevent infectious diseases, such as COVID-19. Professional development (PD) and technical assistance (TA) are well-established tools used to strengthen school capacity and infrastructure for healthier school environments. The authors examined the relationship between PD and TA received by districts and schools and their implementation of COVID-19 prevention strategies during the 2020-2021 school year. We conducted a descriptive analysis of survey responses collected during Spring 2021 from selected districts and schools in 9 participating states. The survey assessed the implementation of 10 COVID-19 prevention strategies recommended by the Centers for Disease Control and Prevention and whether district or school staff received PD and/or TA on topics related to COVID-19 during the same year. Survey responses were received from designated contacts in 310 districts and 931 schools across 9 states. The dependent variable was the number of COVID-19 prevention strategies that were reported as "in place" by each district and school ranging from 0 to 10. On average, districts and schools reported implementing 7 of 10 recommended COVID-19 prevention strategies during the 2020-2021 school year. Schools that received PD on at least 1 of 12 topics reported implementing 7.61 COVID-19 prevention strategies, whereas schools that did not receive PD reported implementing 6.34 strategies. Similarly, schools that received TA on at least 1 topic reported higher COVID-19 implementation scores (7.51) than schools that did not receive any TA (7.20). Findings reveal a positive relationship between receiving PD and/or TA and implementation of COVID-19 prevention strategies in school settings.

Decision Support System For Selecting Outstanding Students at SD Inpres Lanraki II Using the Weight Product Method

Education stands as a pivotal driver of national progress, profoundly shaping societal advancement. Within basic education, like elementary schools (SD), the identification and support of exceptional students are paramount. SD Inpres Lanraki II, an educational institution dedicated to nurturing high achievers, underscores this commitment. This study employs the Weight Product method to pinpoint outstanding students. Findings reveal the method's efficacy in streamlining the selection process at SD Inpres Lanraki II, culminating in a top-ranking score of 0.1804, highlighting the selection of exceptional students. The impact is significant, enhancing the institution's ability to cultivate a cohort of high-performing individuals, thus positively influencing its educational landscape. This research not only identifies excellence but also bolsters the school's capacity to foster a generation of academic achievers, reinforcing its educational mission and societal contribution.

Exploring the relationship between the Emotional Literacy Support Assistant (ELSA) intervention and whole-school approaches to wellbeing – a case study

ABSTRACT The Emotional Literacy Support Assistant (ELSA) intervention was designed to build the capacity of schools to support social and emotional needs. Within the current research base, there is little focus on the relationship between the ELSA intervention and its wider school context. This study adopted a qualitative single-case-study design to explore the relationship between the ELSA intervention and whole-school approaches to wellbeing in one primary school, hearing the voices of the ELSA, school staff, parents, and an assistant educational psychologist. Reflexive thematic analysis generated five key themes: conceptualisations of whole-school approaches and the ELSA role; communication and connection facilitate wider understanding and wrap-around support; this is the way we do things – enacting relational values across the whole school; organisational and leadership support as the foundation for successful ELSA work; and the importance of increasing wider support to meet needs. Findings indicate the importance of shared relational values and practices, with understanding and support for the ELSA intervention across the school community. The ELSA intervention becoming an embedded component of a whole-school approach to wellbeing appears to facilitate addressing pupils’ needs in context and allows ELSAs to use their skills, knowledge, and ways of being to contribute towards whole-school practice. Implications for practice are discussed for both educational professionals and educational psychologists.

Standard Classroom Capacity: Effective of Learning Activities in Malaysian Primary School Buildings

The teaching and learning process needs to be carried out formally in the classroom, which is the main learning space in the school system. This should be implemented effectively to achieve a level of comfort for students. The capacity of a classroom can affect the way the teacher teaches and the level of student understanding. Classroom capacity needs to be emphasized to encourage and maintain student motivation for continuous learning, especially at the primary school level. This study aims to analyse classroom capacity in order to improve student comfort in the primary school building and thus enhance the effectiveness of learning. The qualitative method used for conducting the study is the method used in this research to measure the predicted findings. The present area of 15 randomly chosen classrooms was measured (Width X Length) using a qualitative method that also included semi-structured interviews. The findings of the study show that 50 percent of classroom capacity in primary school buildings comply with existing guidelines, established design rules and classroom area requirements. The current classroom size is 2.25 m2 per student with a significant increase in student satisfaction during the teaching and learning process. However, the findings from the semi-structured interviews highlight interesting points in relation to the appropriateness of classroom capacity. Teachers think that classroom capacity affects students' level of comfort. Respondents agreed that the capacity of a classroom is effective with a maximum of 26 students. This research paper emphasizes the importance of compliance with classroom physical performance standards in primary school buildings to increase the comfort level of students in the classroom. The research presented here provides current information, knowledge, and findings regarding actual classroom capacity in primary school buildings data that could have an impact on students' comfort. During the formative learning phase, very little meaningful attention is paid to the areas where students spend the majority of their weekdays. As a result, this can support experts in the fields of school building management, building facilities, and other related fields in determining and implementing the right classroom capacity in schools generally.

PLS-SEM ANALYSIS OF SOCIAL ENVIRONMENT'S IMPACT ON MATHEMATICS DIGITAL LITERACY

The rapid development of technology makes us have to be able to adapt well. Using the internet as a medium for activities is an unavoidable part. Therefore, it is necessary to learn about the ability to use the internet in activities called digital literacy. Digital literacy is a basic skill that students must have. It is no exception in the field of mathematics as one of the absolute sciences taught at every level of education. Therefore, researchers are interested in examining digital literacy in the field of mathematics. This research in general is still very rarely done, therefore it requires an in-depth understanding of theoretical studies to see the factors that influence digital literacy skills in the field of mathematics. The lack of sample size and the relativity of adequacy in fulfilling assumptions encourage the use of PLS-SEM as an alternative in analyzing the model formed. In this study, Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) are still used to build a framework and test the structural model to be formed. In addition, the method used gives researchers the freedom to express curiosity about the problem at hand. The results obtained show that the final model can be said to be good. Mathematics digital literacy skills are influenced by several main variables that are interrelated. These variables start from the carrying capacity of schools and families. These two variables will then have an impact on the readiness of teachers and students in the community to succeed or support mathematics digital literacy skills. School readiness and family support are the main keys in succeeding or improving digital math literacy skills.

Strengthening School Capacity and Resource Support to Improve Education Human Resources Management

Strengthening School Capacity and Resource Support to Improve Education Human Resources Management

DISTRIBUTED LEADERSHIP, READINESS FOR CHANGE, AND RESILIENCY OF ELEMENTARY SCHOOL HEADS IN A DIVISION: BASIS FOR CAPACITY ENHANCEMENT PLAN

For educational quality and equity to rise, effective school leadership is necessary. This research assessed and analyzed the distributed leadership, readiness for change, and resiliency of Elementary School Heads in the Division of Zambales. A quantitative descriptive survey research design was employed with 57 Elementary School Heads as participants. The 7 Public Schools District Supervisors assessed their school heads to verify and validate the survey results. Based on the findings generated, the responses of the school heads and the ratings given to them by the PSDS are equal. Significant variations exist in the distributed leadership, readiness for change, and leadership resilience of elementary school heads when grouped according to age, position, highest educational attainment, and number of relevant training attended. There is a significantly high positive correlation between the elementary school heads' readiness for change and leadership resilience and a significantly moderate correlation between distributed leadership and readiness for change and between distributed leadership and leadership resilience. The Capacity Enhancement Plan is anchored on providing sufficient resources to make meaningful contributions to the school, and expanding the capacity of schools to provide professional learning and development programs to teachers relevant to leadership roles.

VET Teachers’ and Schools’ Capacities to Tackle the Challenges of Vulnerable Students in the Baltic Countries and Norway

This paper explores the institutional, organizational, and individual level capacities of VET teachers and schools in Estonia, Latvia, Lithuania, and Norway to support vulnerable students to help them to complete their education. Documents and secondary statistical analysis carried out in and across the four countries, revealed pronounced differences between Norway and the Baltic countries and across the latter. The implications of the findings are discussed within the analytical framework and the two models of skills formation.

Perspectives of primary school teachers on the capacity of schools to support post-pandemic health needs emerging among school-age children.

This study aimed to explore the impact of the COVID-19 pandemic on capacity building for health promotion in primary schools from the perspectives of primary school teachers. A cross-sectional observational study was conducted via an anonymous online survey between February and May 2022. Three-quarters (n2460) of all schools in the Republic of Ireland were invited to participate. Demographics such as gender, teaching experience, school type and delivering equality of opportunity in schools (DEIS) designation were collected. Perceived capacity for health promotion was measured on a 10-point Likert scale. Facilitators and barriers related to health promotion and aspects of child health prioritised for health promotion in the 2years after restrictions eased were explored via closed- and open-ended questions. Of the 595 responses, 493 were eligible for analysis. Participants were based in schools in every county in the Republic of Ireland, with most (85.4%, n421) being female. Almost a third (30.5%, n150) were 11-20 years post-qualification, and a quarter (25.2%, n124) had over 30 years' teaching experience. Mean capacity for school-based health promotion pre-pandemic was moderate, at 6.6±2.2 on a 10-point scale. Mean capacity in spring 2022 decreased significantly (p< 0.001) to 4.1±2.4, indicating poor capacity. Capacity ratings did not significantly differ by school type (p= 0.31), socioeconomic designation (p= 0.27) or years post-qualification (p= 0.08). Capacity decrements were most frequently (49.7%, n245) attributed to organisational factors, while individual and community-level factors were cited by 27.6% (n136) and 21.5% (n106) of respondents, respectively. Healthy eating significantly (p< 0.001) decreased as a priority for health promotion between pre-pandemic times (76.3%, n376) and spring 2022 (23.1%, n114). Mental health significantly (p< 0.01) increased as a priority, being listed by 38.1% (n188) as a priority pre-pandemic and doubling to 72.6% (n358) in spring 2022. Fostering a holistic approach to health promotion in schools remains a challenge. Further efforts are needed to support schools to implement sustainable and balanced systems of health promotion.

Are resources and demands from accountability policies productive? How leaders build district capacity in response to school turnaround policy

PurposeAs school districts evolve in their ability to actively support schools and educators, they must simultaneously contend with external policies that create additional demands on time and resources. This includes accountability policies aimed at increasing district and school capacity. This study uses Malen and Rice’s (2004) dual dimensions of capacity building to look at how district and charter leaders responded to the demands of Michigan’s Partnership Model, a district-based approach to school turnaround, focusing on how they tried to build capacity in response to the policy and whether and why these capacity building approaches were perceived as productive.Design/methodology/approachSemi-structured interviews were conducted with 22 out of 29 Partnership leaders between October 2019 to March 2020 in the second year of policy implementation. Data were analyzed using a combination of index-coding and thematic analysis.FindingsMost leaders perceived the resources associated with the reform as useful, but the productivity of capacity building efforts was limited because some resources were not adequately matched to what they perceived as a core problem: the recruitment and retention of teachers. Engagement with the reform resulted in building informational and social capital because it fostered collaboration and continuous improvement processes, but leaders perceived technical partnerships as more productive than community partnerships.Originality/valueTurnaround reforms like the Partnership Model that increase resources for districts and schools likely offer a better chance at success than those that simply focus on accountability threats without accompanying support because they give leaders new opportunities to coordinate and align resources, processes and ideas.

Developing a Whole Child School Screening Instrument: Evaluating Perceived Usability as an Initial Step in Planning for Consequential Validity

We are developing the Equitable Screening to Support Youth (ESSY) Whole Child Screener to address concerns prevalent in existing school-based screenings that impede goals to advance educational equity using universal screeners. Traditional assessment development does not include end users in the early development phases, instead relying on a psychometric approach. In working to develop the ESSY Whole Child Screener, we are integrating a mixed methods approach with attention to consequential validity from the outset of measure development. This approach includes end users in measure development decisions. In this study, we interviewed a diverse sample of school staff (n = 7), administrators (n = 3), and family caregivers (n = 8) to solicit their perceptions of the usability of the initial draft of the ESSY Whole Child Screener. We identified three overarching themes: (1) paving the road for implementation of a whole child screener, (2) potential roadblocks to use, and (3) suggested paths forward to maximize positive intended consequences. Paving the road for implementation of a whole child screener includes subthemes related to alignment with existing initiatives, comprehensive yet efficient design, and potential positive consequences of assessing the whole child. Potential roadblocks to use includes subthemes of staff buy-in, family comfort with contextual screening items, teacher accuracy, and school capacity to provide indicated supports. Suggested paths forward to maximize positive intended consequences include clear and precise messaging to staff and families, optimizing instrumentation and data collection procedures, and strengthening connections to data interpretation and use. We discuss next steps in the design and testing of the initial measure as well as assessment development more broadly.

The Use of Research in Schools: Principals’ Capacity and Contributions

Policy expectations for the role of research evidence in educational decision-making have grown exponentially in the U.S. and globally, yet there has been limited attention to school capacity to engage in evidence-informed improvement. In this paper, I address this gap by first conceptualizing principal leadership for evidence use and, second, use this conceptual lens to examine large-scale survey data about school evidence use practices and capacity. Drawing on data from a national survey of more than 4000 educators in 134 schools in the US, I explore school practices and capacity to use research and surface opportunities and needs for principal leadership in evidence-informed improvement. Findings suggest that there is an opportunity to improve the role of research in school improvement decision-making, and that principals may contribute to school capacity in specific ways that relate to developing human capital, influencing culture, leveraging resources, and shaping decision-making. Data reveal moderate evidence of research use in agenda setting and of organizational routines that support research use, but lack of uptake of those routines for research use as well as limited investment in resources (e.g., time). Further, decision-making was distributed across a wide range of improvement initiatives, with evidence of a lack of clarity about goals. Although principals report confidence and experience with using research, overall school staff also reported limited experience with prior research, including coursework or participation in research, and low confidence in critically consuming research. Implications point to the need to strengthen principals’ own evidence use capacity as well as focus on dimensions school capacity as part of evidence use initiatives. Recommendations suggest strategies for developing principals’ knowledge and skills around leadership for evidence-informed improvement.

Tackling school segregation with transportation network interventions: an agent-based modelling approach

We address the emerging challenge of school segregation within the context of free school choice systems. Households take into account both proximity and demographic composition when deciding on which schools to send their children to, potentially exacerbating residential segregation. This raises an important question: can we strategically intervene in transportation networks to enhance school access and mitigate segregation? In this paper, we propose a novel, network agent-based model to explore this question. Through simulations in both synthetic and real-world networks, we demonstrate that enhancing school accessibility via transportation network interventions can lead to a reduction in school segregation, under specific conditions. We introduce group-based network centrality measures and show that increasing the centrality of certain neighborhood nodes with respect to a transportation network can be an effective strategy for strategic interventions. We conduct experiments in two synthetic network environments, as well as in an environment based on real-world data from Amsterdam, the Netherlands. In both cases, we simulate a population of representative agents emulating real citizens’ schooling preferences, and we assume that agents belong to two different groups (e.g., based on migration background). We show that, under specific homophily regimes in the population, school segregation can be reduced by up to 35%. Our proposed framework provides the foundation to explore how citizens’ preferences, school capacity, and public transportation can shape patterns of urban segregation.

OPTIMALISASI PENILAIAN MANDIRI SATUAN PENDIDIKAN AMAN BENCANA (SPAB) DALAM MENDORONG KESIAPAN MENGHADAPI BENCANA GEMPA BUMI DI KAWASAN SESAR OPAK KABUPATEN BANTUL

The implementations of self-assessment using Inarisk SPAB's (Disaster Safe School) e-monev tools in Bantul Regency are currently not optimal. According to SPAB e-monev study and analysis by BNPB in 2023 stated that 11% of the 8,268 schools only in DI. Yogyakarta did it. The capacity and preparedness for schools in Bantul, especially those on the Opak Fault, to face the threat of earthquakes is absolutely necessary through reinforcement of SPAB. To ensure the schools in the Opak Fault area consistently implement Disaster Safe School (SPAB) standards in increasing preparedness to face earthquakes, periodic self-assessments should be carried out. However, self-assessment using Inarisk SPAB's (Disaster Safe School) e-monev tools in the Opak Fault has not been optimal, which means that schools have not attempted to provide guarantees of optimal preparedness to face the risk of earthquake disasters for its members. This research is qualitative research with a descriptive approach involving 32 key informan and triangulation. The results are stated that four of six schools in Opak Fault, Bantul Regency are less prepared to face earthquakes, while the others are almost ready and ready category.

Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools

PurposePost-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.Design/methodology/approachThe following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.FindingsUsing the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.Originality/valueThe benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

Effectiveness of Technology Use in Indonesian High Schools: Student Engagement, School Capacity, Teacher Performance

The present research investigates the intricate interplay among student engagement, school capacity, teacher performance, and the proficient implementation of technology within secondary institutions in Indonesia. This study employs a quantitative methodology to incorporate these constructs into a comprehensive model by utilizing Structural Equation Modeling with Partial Least Squares. The study surveyed 243 educators using a stratified random sample, which yielded valuable information regarding demographic characteristics, patterns of technology usage, and the intricate interrelationships among the variables identified. The robust validity and reliability of the measurement model validated the efficacy of the chosen indicators. Significant positive correlations were identified through path analysis among student engagement, school capacity, teacher performance, and technology effectiveness. By drawing inspiration from the Integrated Educational Technology Ecosystem theory, this model enhances the theoretical comprehension of technology integration specifically within the domain of secondary schools in Indonesia. In addition, recommendations and practical implications for policymakers, educators, and future research are addressed.

Principals or Agents? How State Education Agencies Build Trust to Balance Support and Accountability in Turnaround Policy Implementation

In recent years, policymakers and scholars argued that state education agencies (SEAs) should move away from simply acting as compliance monitors and take on more prominent roles as providers of technical support to schools and school districts. Scholars find that SEAs have struggled to do so, yet there is little empirical work to explain what SEAs do or why they struggle. This study looks at Michigan's Partnership model for School and District turnaround, which began in 2018 and includes the Michigan Department of Education (MDE) as a formal partner in building the capacity of school districts to craft and meet ambitious student learning targets. Analyzing interviews with MDE “liaisons” and turnaround leaders, I find that Partnership leaders reported a deeper sense of trust with the SEA compared to prior years because liaisons were more focused on support and understanding individual school/district contexts. However, supports were generally “passive” (e.g., sending standardized emails with resources/links; helping navigate compliance issues) rather than targeted technical assistance that helped Partnership leaders build capacity. I argue that this was in part due to the SEA's conflicting role as both accountability monitor and technical assistance provider. I show how SEAs navigated this dynamic and provide suggestions for how SEAs can balance district autonomy with support through trust building, ideas of “controlled autonomy,” and “flexible specificity,” which recommends highly specific technical guidance paired with ongoing processes of feedback and experimentation from implementers so that guidance matches context.