School Collaboration Research Articles

Development of Instrument Soft Skill Assessment in Problem-Based Learning to Improve Students' Collaboration Skills, Communication Skills, and Social Skills

The research aims to produce the instrument soft skill assessment in problem-based learning that are valid, practical, and effective in assessing students' collaboration, communication, and social skills. This research uses the 4-D development model consisting of four stages: define, design, develop, and disseminate. At the define stage, a preliminary study is carried out in the form of a needs analysis and literature study, then the formulation of objectives. At the design stage, product determination is carried out, product design is created and the instrument soft skills assessment is designed. At the development stage, initial field tests are carried out in the form of expert validation, product revisions, main field tests to obtain data on the practicality and effectiveness of the product, then the final product is obtained. At the disseminate stage, product distribution was carried out on a large scale, but this research only reached the development stage due to limited research time. The research sample consists of tenth-grade students at SMA N 1 Padang Cermin, Lampung. Data collection techniques include methods such as self assessment questionnaires and documentation. Data analysis employs qualitative analysis with descriptive percentage for expert practitioner validation, effectiveness, and quantitative analysis using SPSS for effectiveness. The results of this study indicate that the instrument soft skill assessment in problem-based learning to improve students' collaboration, communication, and social skills in high schools are developed with theoretical, practical, and effective feasibility.

“If we don’t adapt, we lose some parents”. Collaborations with migrant families in the context of student wellbeing

ABSTRACT Based on focus group discussions with secondary school teachers in Denmark, Finland, and Sweden, we investigated teachers’ views on home-school collaborations with migrant families in the context of student wellbeing. We asked 1) what roles and strategies constituted home-school collaborations in teachers’ views, 2) what norms of belonging characterized teachers’ perceptions on collaborations; and, 3) to what extent teachers’ perceptions of home-school collaborations reflected equity. The findings revealed two major themes: seeing parents in paradoxical roles and attempting to collaborate in a context of constraints. These themes were often underpinned by teachers’ perceived ‘ideals’ on the educational, cultural-linguistic, familial and psychosocial characteristics of a ‘family’ and a ‘parent’. These assemblages seemed to set belonging for migrant families on condition of meeting teacher-perceived ideals, and pointed to the necessity to enable plural belonging to a collaborative school community that fosters wellbeing.

The Jersey Daffodil Project: Integrating nanopore sequencing into classrooms improves STEM skills, scientific identity and career development

Societal Impact StatementThe Jersey Daffodil Project, a secondary school initiative, boosted students' aspirations in science careers. Fieldwork, DNA sequencing and discussions with scientists enriched their learning and aspirations. Surveys revealed a positive shift in students' views towards STEM careers. The project also influenced an entire cohort to pursue biological sciences in 2021. The use of cutting‐edge technology reduced costs and time, showing promise for broader school collaboration. This project not only transforms science education but also inspires students, shaping their futures and fostering a new generation of scientists.

A Block Model and Tech School Collaborative Framework for Enhancing Pre-Service Teacher Self-Efficacy in STEM

A Block Model and Tech School Collaborative Framework for Enhancing Pre-Service Teacher Self-Efficacy in STEM

Healthcare Professionals' Perspectives on HPV Recommendations: Themes of Interest to Different Population Groups and Strategies for Approaching Them.

As a flagship of the Europe's Beating Cancer Plan, the European Commission supports EU member states' efforts to strengthen and expand the routine vaccination of girls and boys against human papillomavirus (HPV). Populations across Europe have grown in diversity, and health systems must adapt to meet the specific needs of increasing diversity. Healthcare professionals (HCPs) must strive to communicate HPV vaccine information in a culturally sensitive manner and address specific concerns related to cultural beliefs, trust in health systems and perceived risks. The objectives of this exploratory study are to identify which themes are most frequently raised during the recommendation of vaccination to minors based on the characteristics of the population (religion, region of origin, gender, level of education and language proficiency) and to collect strategies to improve communication with a diverse population. A survey was distributed through various European public health institutions to HCPs in the region and their networks. The survey included multi-response questions (themes addressed during vaccination recommendation based on population characteristics) and open-ended questions (own qualitative comments and strategies). The most common issues that arise during vaccine recommendation are a lack of knowledge, followed by misinformation. Differences were detected according to the population characteristics. Suggested strategies to improve HPV vaccine recommendation focused on the following aspects: affordability; sexuality and gender; communication platforms; multilingualism; quality of care; school collaboration. HCPs report differences according to the characteristics of the population receiving the recommendation. Personalisation of the recommendations would help to optimise the decision-making process for some groups.

Reimagining professional development in secondary schools: shaping literacy instruction through lesson study

ABSTRACT This research is a constructivist collaborative study between a university and middle/high school districts. It uses Lesson Study as a framework to meet the challenges of disciplinary content instruction. Research questions become: How does Lesson Study impact teacher practice? What is the impact of university and school collaboration on practice? Data is interpreted using a qualitative approach. Findings demonstrate the positive impact of Lesson Study on administrator effectiveness and teacher practice, resulting in greater awareness of student potential. Findings also show the power of collaboration within and across multiple school contexts and with university faculty coaches.

HUMAN RESOURCE MANAGEMENT SKILLS OF SCHOOL HEADS: BASIS FOR EMPLOYEE WELFARE PROGRAM IN THE SCHOOL CONTEXT

This study aimed to determine the level of the human resource management skills of the school heads, which would serve as the basis for designing an employee welfare program in the school context. The study employed a non-experimental descriptive survey research design to investigate the research problem. The respondents in this study were 145 teachers from the elementary schools in Santa Cruz South District. The findings of this research were beneficial to both teaching and non-teaching personnel, increasing awareness of the organization's initiatives regarding the employee welfare program that would be implemented in schools to address both personal and organizational needs. It was recommended that the Department of Education (DepEd) strengthen the implementation of the Employee Welfare Program in every school to ensure that the personal and professional needs of both teaching and non-teaching staff were met. This proactive approach not only enhanced the overall well-being of employees but also contributed to a more positive and collaborative school culture. In conclusion, the study underscored the importance of targeted employee welfare programs and provided a solid foundation for future initiatives aimed at improving human resource management in schools. KEYWORDS: Human Resource Management Skills in School Heads, non-experimental descriptive survey research design

Reimagining Social and Emotional Supports in Schools for Immigrant Students: A Contextual and Structural Approach

Immigrant students and families experience disproportionate exposure to trauma, immigration-related stress, structural inequities, and poor access to mental health and social services which can lead to mental health inequities. Immigrant students and their families also have many strengths that can buffer potential negative mental health outcomes. Schools, which address social and emotional development in addition to academic achievement, are critical institutions that can play a unique role in enhancing the strengths and responding to the needs of immigrant students and families. In this review, we adapt the Behavioral Model for Vulnerable Populations to acknowledge the contextual and macro-level factors (e.g., relevant policies, environmental influences, and structural factors) and the predisposing, enabling, and need factors that immigrant students and families experience and impact access to school mental health and social services. We discuss school-based interventions that show efficacy for improving mental health outcomes and focus on addressing acculturative stress among immigrant students. We also discuss models to address social determinants of health need among immigrant students and families within schools, including the community schools model applied to immigrant students and families. We conclude this review by providing recommendations and strategies for pediatricians and schools to transform school-based supports for immigrant students and families and promote equitable outcomes. Our recommendations include incorporating multi-level school supports for addressing mental health, social need, and acculturative stress among immigrant students, along with reinforcing the strengths of immigrant students, and promoting school collaborations with pediatricians, school-based health centers, and trusted community partners.

Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services.

School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable. This study used mixed methods to evaluate how a set of training activities-sequential online learning modules combined with interprofessional telementoring, following the extension for community healthcare outcomes (ECHO) model-influenced provision of school mental health services. School counselors, nurses, psychologists, and social workers (n = 46) participated in training activities, which included nine, cohort-based ECHO sessions and 12 modules. We used a concurrent mixed methods design in which quantitative (implementation data and pre-post surveys) and qualitative (posttraining focus groups with a subset of participants, n = 11) data were used to evaluate training. Quantitative results indicated statistically significant pre-post improvements in participants' clinical self-efficacy (d = .83) and knowledge of evidence-based practices (d = .37). Qualitative data corroborated quantitative results. Post training, focus groups described positive reactions, learning, and behavior change, particularly with respect to equitable service provision and interprofessional teaming. ECHO appeared to facilitate the application of evidence-based strategies to real-life practice and improved participants' understanding of effective coordination of services. Taken together, findings suggest that group-based telementoring may be a high-impact strategy for supporting the implementation of effective, culturally specific, and collaborative school mental health services. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Strategi Perlindungan Anak Usia Dini pada Kesiapan Masa Transisi dari PAUD ke Sekolah Dasar yang Menyenangkan

Children need the right support to face the changes they are going through, both the way they learn, socialize and adapt to different routines. This research is based on a literature review conducted by finding and managing various sources of information that correspond to the central issues of the topic. Obtained from the Journal of related professions. Literature reviews analyze, evaluate, and summarize research findings, theory, and practice within a specific focus area. The results of this study generally indicate that there are four strategies for early childhood protection that are available and feasible for a pleasant transition from early childhood to elementary school. These efforts include (1) creating child-friendly schools and (2) providing basic training for the strengthening of life skills (lifeskill) (3) strengthening foundation skills, and (4) collaboration of parents, schools, and communities in collaboration and communication between children, families, schools, and communities, which is part of the preparation and positive transition is an important element in promoting and supporting the transition of early childhood to elementary school fun.

Feasibility, acceptability, and appropriability of a national whole-school program for reducing school violence and improving school coexistence.

The increase in school violence following the COVID-19 pandemic underscores the need for schools to adopt a multilevel whole-school approach. This study examines a national program designed by the Chilean Ministry of Education, in collaboration with universities, as part of the Ministry's Educational Reactivation Plan, aimed at improving school climate management across Chile. The "Learning to Live Together Program" (LLT) was implemented across all 16 regions of Chile, focusing on establishing school climate networks, providing direct intensive university technical assistance, and enhancing professional development and training. The feasibility, acceptability, and appropriability of the LLT program were assessed through a survey distributed to 1,561 staff members from 783 schools. Participants responded to a comprehensive set of instruments measuring acceptability, appropriability, feasibility, attitudes toward implementation, fidelity, and initial perceived results. The results indicate high initial adoption rates and significant improvements in the assessed dimensions. The enhancement of school climate practices and strengthening school collaboration networks were of considerable relevance. These findings support the efficacy of the multilevel whole-school approach as a viable strategy for Latin American countries, providing critical data for educational and governmental decision-making. Furthermore, this study provides evidence that these outcomes may be applicable to the implementation of similar policies in different contexts and countries.

Peran Guru Bimbingan Konseling Dalam Meningkatkan Efektivitas Konsultasi Dan Kolaborasi Di SMP Yayasan Islam Kota Tasikmalaya

This research was conducted with the aim of finding out the importance of consultation and collaboration in a school setting as well as increasing consultation and collaboration in the school environment to support students in solving problems or developing the students' potential. The methods used in collecting data are observation, interviews, literature and documentation. The results obtained from this research are the importance of the role of consultation and collaboration in increasing the role of students in society and themselves. In collaboration and consultation in schools, various parties are involved, such as subject teachers, homeroom teachers, parents, school principals and friends. peers are also guidance and counseling teachers. It is important that collaboration and consultation in schools involve cooperation and active participation by involving various parties. Consultation and collaboration can create a learning environment that is inclusive, supportive, and focuses on the quality of education.

Effect of Educational Leadership Practices on Education Quality in Secondary Schools in South Sudan

This study examines the effect of educational leadership practices on the education quality of secondary schools in South Sudan. A mixed-methods approach, combining qualitative and quantitative research methods, was employed to gather data from 350 students through questionnaires and interviews. The results of the regression analysis revealed a significant positive relationship between educational leadership practices and education quality. Specifically, strong communication skills, an effective decision-making style, instructional leadership, and a positive school climate and culture on the part of the educational leadership were associated with higher levels of education quality. The study underscores the importance of educational leaders prioritizing the development and enhancement of their leadership practices to support education quality for student success. Recommendations include providing targeted training and professional development opportunities for leaders to improve their leadership skills and creating a supportive and collaborative school environment that values effective educational leadership practices. By investing in educational leadership development and ensuring they have the necessary skills and resources, all stakeholders can help improve education quality for the best academic outcomes for students in South Sudan. The findings of this study contribute valuable insights for educational institutions and policymakers aiming to enhance education quality through effective educational leadership practices.

Spiritual Approach to Improve Anti-Bullying Based Learning at MTs NU Nurul Huda Kudus

The recent rise in bullying cases that have hit various educational institutions at all levels has caused profound problems. More than that, Indonesia is currently ranked 5th in the world in cases of bullying in educational institutions. This research aims to examine spiritual approaches in learning to improve anti-bullying based learning. This research is qualitative field research with a case study approach. Data collection was carried out by interviewing school principals, teachers and students, observing the implementation of anti-bullying-based education with a spiritual approach and documenting school documents, like; lesson plans, report and school collaboration documents. Data analysis was carried out by sorting, grouping, coding and then looking for appropriate themes for interpretation. The research results show that a spiritual learning approach can be carried out by strengthening learning materials and integrating learning materials. Reinforcing learning has a greater impact compared to integrating learning. The importance of learning with a spiritual approach to the development of students is the internalization of noble religious teachings. So that it can form good behavior and keep students away from bullying behavior that currently still often occurs among Indonesian students.

University–Community Collaborative School Violence Prevention Program during Out-of-School Time

University–Community Collaborative School Violence Prevention Program during Out-of-School Time

Strategi Komunikasi Pemasaran Event PERSIS E-Sports

E-sports is a rapidly growing new branch of sport in Indonesia and worldwide. In Indonesia, E-Sport has gained recognition from IeSPA (Indonesia e-Sport Association), which operates under the Ministry of Youth and Sports. IeSPA's vision is to establish Indonesia as a high-achieving country in the field of E-Sport. As E-Sport continues to develop in Indonesia, numerous competitions have emerged in this domain. It started with small-scale competitions in internet cafes, gradually expanding to both local and international levels. One notable example is the Esports team, PERSIS Esports, which originated from the PERSIS Solo football club in Indonesia. Compared to other League 1 promotion clubs like Dewa United and Rans Nusantara, PERSIS Esports actively organizes Esports events, as evident from their Instagram account. These sporting competitions run successfully due to PERSIS E-Sports' marketing efforts, particularly in Free Fire and E-Football competitions. Data for this research was collected through interviews with the General Manager of PERSIS ESPORTS, Creative Director, Content Creator, and Community Manager. After analysis, the research findings indicate that PERSIS E-Sports effectively markets E-Sports competitions to the target audience, specifically focusing on the 13-18 age range of students in the Solo Raya region who have an interest in online gaming. The marketing strategy involves targeting Instagram users and communities interested in online gaming through Instagram ads. The positioning of Persis E-Sports is to market tournaments that cater to all groups, particularly online gaming communities in Surakarta and its surrounding areas. The implementation of the marketing mix elements (7P) can be observed through the utilization of print media, electronic media, social media, websites, direct marketing via WhatsApp Groups with the community, as well as personal sales activities through booths and expos during events and promotions at local schools in collaboration with their football team.

Education on Innovation of Processed Beverages Made from Turmeric and Telang Flowers as Tourism Kampong Products

People in Baran Buring Village, Malang City produce turmeric. There are still many of them living below the poverty line. To improve the community's economy, the Tourism Kampong program was initiated and driven by the Tholabie Islamic Boarding School in collaboration with academics. This Public Service (PKM) program aims to educate people how to process turmeric and telang flower into popular beverages. The method used is educating and training people about how to produce popular beverages made from turmeric and telang flower. The results achieved are: the increasing of people knowledge about the benefits of telang and turmeric flowers (80%) and the skill in produce turmeric and telang flowers (90%). This beverage product can be a souvenir as well as a reinforcement of the character of Kampoeng Eduwisata Buah Bercahaya.

Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education

There is an urgent need to support the social and emotional well-being of adolescents with experiences of adversity and trauma. Adolescence is a critical period of development for promoting social and emotional competencies, which can prevent poor mental health and problematic substance use and promote thriving during challenging teenage years and beyond. Both transformative social and emotional learning (TSEL) and trauma-informed programs for schools (TIPS) have been identified as promising practices for supporting social and emotional well-being among young people with experiences of adversity. We propose a pragmatic theory of action for schools for implementing and evaluating initiatives that integrate TSEL and TIPS made up of three iterative components: awareness, assessment, and action. The TSEL + TIPS Theory of Action is illustrated by a case study of a cross-sectoral collaboration of government, schools, researchers, healthcare, and adolescents to implement TSEL and TIPS initiatives in British Columbia, Canada. The case study provides evidence for the feasibility of TSEL + TIPS Theory of Action and may serve as an example for other regions as experiences of adversity and poor mental health continue to rise among adolescents globally.

A Comparative Study of Instructional Leadership Practices and Collective Decision Making in Public Secondary Schools in Morogoro Municipal, Tanzania

This study aims to provide an in-depth understanding of strategies for enhancing the implementation of instructional leadership practices for collective decision-making in Public Secondary Schools in Morogoro Municipality. This study adopted the Distributed Transformational leadership theories propounded by James Spillane and Bernard Bass. The study adopted a convergent research design under a mixed research approach. Probability and non-probability sampling techniques were employed to sample respondents in this study. The study collected data from five (5) Heads of Schools (HoSs) and fifty (50) Teachers using an interview guide and questionnaire. The study found that instructional leadership encompasses the actions and strategies undertaken by school leaders to promote effective teaching practices, curriculum development, and student achievement. Nevertheless, the study also found that instructional leadership is a critical factor influencing teaching quality and student achievement. There is limited understanding of how these practices manifest and interact with collective decision-making structures within school settings. The hypothesis test indicated no significant relationship between instructional leadership practices and collective decision-making in public secondary schools. This study concluded that school administrators should work on improving instructional leadership practices to enhance collective decision-making. The study also resolved that instructional leadership and collective decision-making jointly create an effective collaborative school environment that focuses on improving teaching and learning outcomes for all students. Therefore, the study recommended Ministry of Education to organize capacity-building programs for HoSs focusing on instructional leadership skills and effective decision-making.

Developing reinforcement of character education by implementing religious nationalism values

Character education teaches ethical values in society and the state. It included religious nationalism values in the educational curriculum aimed at passing down the norms that apply to the life of a society. This study aimed to analyze the reinforcement of character education by implementing religious nationalism values in the school of Nasima, Method of this research used an ethnographic qualitative design. The research instruments utilized interview, observation, and documentation formats. Data collection was conducted by interviewing the foundation's chairman, school principal, teachers, and parents of students as core informants, and triangulation was carried out by interviewing educational supervisors and the education department of Semarang city. The results of the study revealed that reinforcement of character education by implementing religious nationalism values in the school of Nasima applied role play, exemplifying, the habituation of students to strengthening their good-manner behavioral culture, honesty, discipline, and the formation of religious nationalism character. The realization of education and religious character towards strengthening the values of nationalism can be implemented through four strategies, namely an integrated learning strategy between subjects carried out by teachers in the classroom, parental engagement strategy, school collaboration with society for strengthening the values of religious nationalism and their daily positive behavior through extracurricular activities and a partnership education strategy by involving agencies. government, private sector, religious leaders, and community leaders.