School Capacity Research Articles

Supporting the monitoring of the digital capacity of schools through optimal shortening of the SELFIE tool

Data-based decision-making could be vital to improving learning and teaching. Digital education has led to an upsurge in the amount of data that researchers and key stakeholders can utilise to enhance learning. In this article, we present an optimal shortening of the European Commission's SELFIE tool, an instrument used to measure the digital capacity of schools. SELFIE is an established and scientifically validated tool that has been used by over 5.5 million users (September 2023) in 80 different countries. In this paper, we propose two shorter measurement instruments based on the original SELFIE tool that could be used when the original scale needs to be shortened due to time and organisational limitations, without considerable loss in predictive power in relation to the digital capacity measurement construct: (1) a midi-SELFIE consisting of 16 items and (2) a mini-SELFIE consisting of 8 items. Using existing data, we shorten the instruments through psychometric analysis using Item Response Theory models. We use three cases to show the uses of the shortened versions and explore their validity compared to the complete instrument. For the first case, we offer a longitudinal analysis of the digital capacity dynamic for selected schools. In the second case, we look at regional differences in Portugal's digital capacities based on an almost full sample of the country. Finally, in the third case, we use a representative sample from Spain to investigate the relationship between digital capacity and time dedicated by teachers to use digital technology during lessons. The three instruments (full, midi and mini) provide similar results, suggesting that the shortened versions of SELFIE would be a reliable alternative to the complete tool for specific purposes, such as monitoring the development of the digital capacity of the school and policy monitoring.

Prophetic-based Conflict Management Model in Senior High School

The lack of competence of principals in resolving conflicts in schools is of particular concern because it is related to the progress of an educational institution. This study aims to develop models and research products that are useful for education and literacy used by school principals in managing conflict in schools. The research method used is the research and development of the ADDIE model. The research subjects were linguists, materials experts, and learning design experts to validate research products, while to test user responses, the subjects selected were the principal of SMA PGRI Metro City, SMA Ma’arif 1 Metro City, and SMA Muhammadiyah 02 Metro City. Data collection was done using questionnaires, and the results were analyzed qualitatively and descriptively. This research went through several stages, namely: 1) the model development stage, which was carried out at the analysis stage, namely analyzing the characteristics of the school; 2) the feasibility of a prophetic-based conflict management model product; and 3) the use of the prophetic conflict management module through user response testing. As a result, prophetic conflict management is in the very good category to use. The format and layout aspects of the conflict management module fall into the very appropriate category. In the aspect of writing, the Prophetic conflict management module is in the very appropriate category. In the aspect of formulating the outline of the material, the principal must improve conflict management skills by participating in training or developing conflict management capacity in schools. The implementation of the principal’s role in creating a harmonious and comfortable school organizational climate can be realized if he can demonstrate fair and responsible leadership behavior.
 Keywords: Principal, Prophetic-Based Conflict Management

What's a School Worth to a Neighborhood? A Spatial Hedonic Analysis of Property Prices in the Context of Accommodation Reviews in Ontario

Due to a change in capital funding formula, many school boards across the Province of Ontario engaged in Accommodation Reviews to rationalize the supply of school capacity. This process led to numerous school closures and raised important policy questions regarding the economic value of a school in terms of its capitalization into property values and, by extension, how the closure of a school might affect local neighborhoods. To explore these questions, this research uses spatial hedonic methods to estimate the implicit value of accessibility to schools in the City of Hamilton, Ontario. Spatial Durbin model results provide evidence of a significant negative correlation between distance to schools and housing prices in the Canadian context. This suggests that accessibility to schools is capitalized into property values and that the closure of a neighborhood school may result in potentially significant losses of economic value in communities.

Implementation of Integrated Language Skills in English Teaching Process

Integrated Language Skills (ILS) is an approach considered to integrate the four language skills into teaching learning activities in order to develop students’ communicative competence. This research aimed to investigate teachers’ implementation of ILS and the challenges in implementing ILS in teaching learning process. The participants were four English teachers and chosen by using purposive sampling technique. The research findings revealed that all of the teachers only integrated two and three language skills in English teaching process, except for one teacher implemented the four language skills in a meeting. Whereas, the challenges faced by the teachers in implementing ILS in teaching process were: students’ less interest and motivation in learning English, teachers were lack of competence and creativity in allocating time of teaching duration, school’s facilities were not maximally adequate. Therefore, teachers were expected to attend teaching training to develop their competences in terms of preparing materials and equipment, strategies or techniques in conveying teaching material such as giving them short video or games to motivate them before learning started. These things can be forwarded by school capacity to inadequate attention language skills integration.

Optimizing Spatial Location and Service Capacity of New Schools Toward Maximum Equity in the Distribution of Educational Resources

Educational facilities are an important part of public service facilities. The scientific planning of educational facilities is conducive to the optimal allocation of educational resources and the equalization of educational services. In view of the insufficient supply and uneven spatial distribution of urban educational service facilities, this study adopted an improved two-step optimization method to maximize the equality of school accessibility by optimizing the spatial location and service capacity of urban primary schools. First, the improved p-median model was constructed, and the Teitz–Bart algorithm was used to solve the model to site new primary schools. Second, a quadratic programming method was used to optimize the service capacity of new primary schools. Finally, the two-step floating catchment area (2SFCA) method was used to analyze and evaluate the accessibility of population centers to schools before and after the site selection and service capacity optimization of new schools. The results show that the improved two-step optimization approach can effectively determine the best locations and service capacity of new schools to improve the spatial accessibility of schools and realize the fair distribution of educational resources.

Sinergitas Lembaga Pendidikan Dengan Dunia Usaha/Industri Dalam Meningkatkan Mutu Lulusan SMK

The synergy between educational institutions and DUDI does not work optimally, which causes the absorption capacity of vocational school graduates to remain low. The demand for increased competitiveness through the quality of work-ready graduates, where graduate output and outcomes are a priority. The general aim of this research is to determine and analyze the synergy of educational institutions with DUDI in improving the quality of vocational school graduates. The specific objectives of this research are (1). Know and explain policies and programs with DUDI in improving the quality of graduates; (2). Implementation and results with DUDI in improving the quality of graduates; (3). Problems and weaknesses faced with DUDI in improving the quality of graduates; (4). Future trends and demands with DUDI in improving the quality of graduates; (5). Efforts and steps for future improvements with DUDI in improving the quality of graduates. The research was carried out using a case study approach at SMK Lentera Bangsa 1 Karawang, SMK Nurul Ansor Karawang and SMK Lentera Bangsa 2 Karawang using qualitative methods. The conclusion of this research is that there is a common goal through the synergy of educational institutions with DUDI, the synergy of educational institutions with DUDI has improved the quality of graduates absorbed. The synergy helps vocational school graduates be ready for work and makes it easier for companies to recruit quality graduates. The synergy of educational institutions with DUDI has an impact on improving the quality of graduates both in terms of input, process, output and outcome

A Study on the Issues about Act and Policy on the Prevention and Countermeasures against Violence in Schools: the Importance of strengthening prevention and coordination capacities of schools

A Study on the Issues about Act and Policy on the Prevention and Countermeasures against Violence in Schools: the Importance of strengthening prevention and coordination capacities of schools

Home‐schooling in the Republic of Ireland

AbstractInternationally, there continues to be a rise in the popularity of home‐schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid‐19 Pandemic school closures, it appears to have impacted on the decision for some to home‐school permanently. Using a scoping review of the literature, this paper considers the research evidence around home‐schooling in the United Kingdom and Europe. It then focuses on home‐schooling in the Republic of Ireland to assess the change and development of home‐schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home‐schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.

Distributed Leadership Promotes Teacher Self-Efficacy in Multicultural Classrooms Through School Capacity Building: A Multilevel SEM Approach Using U.S. Teaching and Learning International Survey

Purpose : This study examines the direct and indirect effects of distributed leadership on teacher self-efficacy in multicultural classrooms (TSMC) through school capacity building, specifically teacher team innovativeness and a feedback network. Research Design : Using data from the Teaching and Learning International Survey 2018, this study employs a 2-2-1 multilevel structural equation modeling to account for the nested data structure (teachers nested within schools). Latent variables are constructed, and their validity is tested, followed by an analysis of the relationships among distributed leadership, teacher team innovativeness, a feedback network, and TSMC. Findings: This study finds that distributed leadership has an indirect-only mediation effect on TSMC via a feedback network but not via teacher team innovativeness. The effect of distributed leadership on TSMC is fully mediated by a feedback network. In addition, the study shows that distributed leadership is positively associated with a feedback network and teacher team innovativeness. Conclusions : This study contributes to our understanding of the role of distributed leadership in fostering school capacity building and promoting TSMC. Given the increasing diversity in schools, it is crucial for school leaders to prepare teachers to teach students in multicultural classrooms. The findings suggest that school leaders can enhance teachers’ efficacy in teaching students from diverse backgrounds by facilitating their participation in school improvement processes and establishing a collective feedback network where teachers receive feedback from various sources. These results emphasize the importance of distributed leadership in equipping teachers for culturally responsive teaching in multicultural classrooms.

The Reliability and Validity of an Instrument to Evaluate the Implementation of Professional Learning Communities (PLC)

The implementation of Profesional Learning Communities (PLC) among secondary school teachers can enhance school capacity and excellence. To assess the execution of PLC, a reliable and valid instrument is necessary. This research aimed to develop and validate such an instrument, which was distributed to 69 secondary school teachers in the form of a questionnaire. The Context, Input, Process and Product (CIPP) Evaluation Model, established by Daniel Stufflebeam, served as the foundation for the instrument. The content validity of the instrument was examined by experts, while the construct validity was assessed using internal consistency reliability or Cronbach Alpha. The pilot study findings suggest that the instrument is both reliable and valid, with 87 out of 91 items retained.

The Effect of School Capacity and Teacher Capacity on Student Experience in Using Digital Devices: A Comparative Study in Thailand and Taiwan

This study aimed to compare the levels and relationships between school capacity, teacher capacity, and student experience in Thailand and Taiwan. Moreover, school types and school locations were examined to explore these differences. The secondary data from PISA 2018 were analyzed by quantitative approach. The results revealed that only school types had differences in teacher capacity in Thailand, whereas other demographic information did not. Other results showed different directions of correlations between school capacity, teacher capacity, and student experience. School capacity in both countries was able to predict teacher capacity. Other factors as predictors of the student experience are recommended. Keywords: comparative study, digital learning, school capacity, student experience, teacher capacity Cette étude visait à comparer les niveaux et les relations entre la capacité des écoles, la capacité des enseignants et l'expérience des étudiants en Thaïlande et à Taïwan. En outre, les types d'écoles et les lieux d'enseignement ont été examinés pour explorer ces différences. Les données secondaires de PISA 2018 ont été analysées en employant une approche quantitative. Les résultats ont révélé que seuls les types d'écoles étaient associés aux différences dans la capacité des enseignants en Thaïlande, alors que les autres informations démographiques ne l’étaient pas. D'autres résultats ont montré différents types de corrélations entre la capacité des écoles, la capacité des enseignants et l'expérience des élèves. Dans les deux pays, la capacité des écoles a permis de prédire la capacité des enseignants. Il est recommandé d'utiliser d'autres facteurs pour prédire l'expérience des élèves. Mots clés : étude comparative, apprentissage numérique, capacité de l'école, expérience de l'élève, capacité de l'enseignant

School and residential segregation in the reproduction of urban segregation: A case study in Buenos Aires

The link between residential and school segregation is widely recognised as a key to explaining urban inequalities. However, most studies have focused on countries of the Global North. This paper attempts to identify to what extent socio-economic residential segregation explains secondary school segregation in Buenos Aires (Argentina). Based on a linear programming method, the study proposes a hypothetical pupil allocation model that takes into account the capacity of schools and is used as an ideal typus to compare with the real socio-economic school composition. Using a ‘decompose method’ of segregation differences to analyse the differences in segregation indices and a local segregation analysis, this paper finds that in a residential context with low segregation but high social inequalities, school segregation is a social mechanism that allows maintaining spaces of differentiation and distancing between groups. In discussion with the idea of a ‘vicious circle of segregation’, this article argues for the potential of a multi-domain approach to segregation, to understand how different domains work in articulated and complex ways to reinforce urban segregation.

Experiences of refugee children living with disabilities: a systematic review

PurposeRefugees living with disabilities are among the most vulnerable, isolated and marginalized populations, and, of this group, children are particularly vulnerable. The purpose of this study is to identify current knowledge and research gaps specific to the experiences of refugee families who have children with disabilities. The authors assess the quality of evidence and describe the theoretical underpinnings of research that focuses on refugee families who have children with disabilities.Design/methodology/approachThe authors searched nine electronic databases from database inception for English language, peer-reviewed publications. The authors identified themes from the included studies.FindingsThe authors identified 10 studies that fit their inclusion criteria and shown key findings in the form of six themes. Families who have children with disabilities experience structural barriers; their experiences are impacted by family factors and the degree and kind of support received, as well as the knowledge of parents about their rights. Gender differences made visible the precarious situations experienced by girls with disabilities. Gaps in educational standards and the capacity of schools, particularly in refugee camps, were highlighted.Research limitations/implicationsThe authors show that there is a lack of evidence-based research focusing on refugee children’s own experiences of living with disabilities. Children’s experiences that were visible were, for the most part, attended to through other’s accounts of their experiences. Many studies that the authors found (the current knowledge to date) describe children with disabilities through third-party accounts, including parents, caregivers and those who provided services to this population. There is an urgent need to explore the experiences of children who have disabilities and are displaced from their home country.Originality/valueThis systematic review focuses on refugee children experiences that has not been conducted before and identifies the research gaps for this group. Attention to how disabilities are understood philosophically and who are defined as refugees are needed in order for the research to accrue in ways that build a consistent body of literature. Without some consistency, it is not possible for studies to build on one another.

Measuring policymaking capacities of schools: validation of the Policy Making Capacities Questionnaire (PMC-Q)

ABSTRACT In order to support research on school effectiveness, there is a need for valid and reliable instruments to assess policymaking capacities of schools. Increasingly, policymaking is seen as a shared responsibility of the entire pedagogical team of a school. In this article, data were analysed from a sample of 1,696 (care) teachers coordinators and principals from 77 Flemish primary schools to assess critical aspects concerning validity and reliability of the Policy Making Capacities Questionnaire (PMC-Q). Confirmatory factor analysis indicates that the fit for the model with eight factors is limited. The subscales were found to be strongly correlated and difficult to distinguish, and one of the subscales turned out to be not well captured by the questionnaire. The results indicate sufficient interrater reliability and within-group agreement to aggregate responses to school level. Suggestions are made for further development of the PMC-Q and its use for research and practice.

Improving the digital capacity of schools by using the SELFIE tool for collective reflection

AbstractSchools play a crucial role in preparing students for a technology‐driven world. Although schools incorporate technology for teaching and learning in promising ways, reviewing their organisational strategies would enhance their digital capacity—namely, the effective integration of technology in teaching and learning practices. This article presents insights for improving schools' digital capacity provided by school leaders, teachers, and students from fourteen European countries, through open‐ended questions on the SELFIE online tool for collective reflection. This article presents the thematic analysis conducted on 5247 excerpts collected through SELFIE questionnaires, referring to participants' perceptions of their schools' digital infrastructure, the usefulness of technology for teaching and learning, and the perceived need to make the most of technology. Findings align with international studies, which confirm that schools' digital infrastructure still needs improving, while teachers need more training on embedding technology in their teaching practices. Findings also reveal differences in school leaders, teachers, and students' viewpoints and experiences on technology use in their schools. Comparing viewpoints and experiences regarding a school's digital capacity by using a comprehensive and structured process of collective reflection, the SELFIE tool is unique within the field and can offer insights to school communities, education policymakers and researchers.

School Mental Health as a Public Health Strategy: Progress, Implementation, and Sustainability Considerations

Mental health is an immediate concern for public health and government officials due to the increase in mental ill health issues among young people and adults. School-based mental health services (SBMHSs) have grown rapidly in recent years, in response to this, as policy debates focus on the health and economic implications of mental for individuals and society. School-based mental health programs are focused on identifying, intervening, and providing mental health support to children and young people through the promotion of mental health and well-being within schools. With their increased presence and funding in both high- and low-income countries, concerns have been raised regarding their effectiveness, implementation, and sustainability as a means of early intervention and reducing adult mental health issues. While there are some promising results on the effectiveness of SBMHS, many barriers have been identified which hinder the implementation and sustainability of these services. Barriers include cultural and contextual factors for local adaptation; the specifics of intervention delivery; school capacity, leadership, and commitment; and system-level factors such as frameworks, policies, and government support. The research findings highlight that barriers and facilitators for the implementation and sustainability of school-based mental health interventions are not dissimilar to those observed in health, improvement, and educational interventions. As such, further research is needed to provide clarity on the principles needed to implement and sustain school-based mental services which effectively provide relevant and timely access to mental health support and services to children and young people.

Capacity Building of Candipuro State Senior High School in Mitigation of Mountain Semeru Eruption, Lumajang District

Lumajang Regency has many educational units located in the Semeru eruption disaster risk area. Candipuro High School is a school located in the area of ​​disaster risk III for the eruption of Mount Semeru. Candipuro District does not yet have a disaster-safe education unit. Disaster education in educational units is important to do to improve the capabilities of educational units. This study aims to analyze the implementation of disaster safety education and capacity building at Candipuro High School in mitigating the Mount Semeru eruption disaster. This research method uses quasi-qualitative. Data collection is done by way of interviews, observation and documentation. The results of the study showed that: (1) The implementation of disaster-safe education at Candipuro High School has fulfilled the existing pillars such as safe school facilities, school disaster management, disaster prevention and risk reduction education, but there are still some deficiencies in school disaster management, (2 ) School capacity building is carried out through several programs such as the implementation of disaster-safe education units and participation in disaster response student organizations. The conclusion of this study is that the implementation of disaster-safe education is embodied in disaster safe education unit. In its implementation there are still some shortcomings such as school disaster management that is not good. For capacity building of the five stages, only four stages have been properly fulfilled. In the fifth stage, the evaluation is not yet running. Several dimensions of capacity have emerged such as human resource management, fair participation, program sustainability, partnerships, learning organizations. If the five stages of capacity building and all capacity dimensions appear, then the capacity building at Candipuro High School can run well.

Teachers' personal network analysis reveals two types of pioneers in educational digitalization: Formal and informal intermediaries at schools

SELFIE is a tool of the European Commission designed to support schools in developing their digital capacity. Schools across Europe have used SELFIE as a diagnostic tool. However, participating schools expressed a need for external guidance in the implementation of digital education transformation, including the exchange of expertise and inspiring practices with other educational centers. In this research we explore what are the key factors in the creation of collaborative networks between teachers. As a case study, we focus on the first steps of building a network of schools to promote digital education in Cantabria (northern Spain). With the participation of 11 schools, we conducted 22 interviews and 2 focus groups to analyze the learning environments of the teaching staff, the personal collaboration networks in the professional field, and the factors perceived as relevant in the design of the digital action plan of each school. The results showed the existence of teachers in each school who were pioneers in the digitization process and who acted as intermediaries both with the public educational administration and with teachers from other schools. During the interviews with these pioneers, we evaluated their personal networks as well as the factors they deem significant for an effective digital transformation. The results were contrasted in a public forum in which 120 teachers participated. Based on these results, we discuss how the creation of a network of key actors could contribute in developing the digital capacity of schools in the region.

Enhancing School Capacity To Address Youth Violence (DOJ)

Federal Grants & ContractsVolume 47, Issue 9 p. 5-5 Grants Alerts Enhancing School Capacity To Address Youth Violence (DOJ) First published: 04 April 2023 https://doi.org/10.1002/fgc.32953Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume47, Issue96 April 2023Pages 5-5 RelatedInformation

Qualitative longitudinal research on the experience of implementing Covid-19 prevention in English schools

Implementation studies rarely examine how health interventions are delivered in emergencies. Informed by May's general theory of implementation (GTI), we undertook qualitative longitudinal research to investigate how schools in England implemented Covid-19-prevention measures and how this evolved over the 2020–2021 school year in a rapidly changing epidemiological and policy context. We conducted 74 semi-structured interviews over two time-points with headteachers, teachers, parents and students across eight primary and secondary schools. School leaders rapidly made sense of government guidance despite many challenges. They developed and disseminated prevention plans to staff, parents and students. As defined by GTI, ‘cognitive participation’ and ‘collective action’ to enact handwashing, one-way systems within schools and enhanced cleaning were sustained over time. However, measures such as physical distancing and placing students in separated groups were perceived to conflict with schools' mission to promote student education and wellbeing. Commitment to implement these was initially high during the emergency phase but later fluctuated dependant on perceived risk and local disease epidemiology. They were not considered sustainable in the long term. Adherence to some measures, such as wearing face-coverings, initially considered unworkable, improved as they were routinised. Implementing home-based asymptomatic testing was considered feasible. Formal and informal processes of ‘reflexive monitoring’ by staff informed improvements in intervention workability and implementation. Leaders also developed skills and confidence, deciding on locally appropriate actions, some of which deviated from official guidance. However, over time, accumulating staff burnout and absence eroded school capacity to collectively enact implementation. Qualitative longitudinal research allowed us to understand how implementation in an emergency involved the above emergent processes. GTI was useful in understanding school implementation processes in a pandemic context but may need adaptation to take into account the changing and sometimes contradictory objectives, time-varying factors and feedback loops that can characterise implementation of health interventions in emergencies.