School Responses Research Articles

Islamic Elementary School Marketing Model In Pekanbaru: The Impact Of Digitalization Of Education

Elementary Schools play a strategic role in educating Human Resources (HR). Therefore, proper governance is the keyword for sustainability for Institutions, both State and Private. The emergence of the era of disruption is a test of every governance of educational and non-educational institutions. Adaptation to technological developments is the only solution for the legitimacy of institutional sustainability. The gap in digital marketing research in elementary schools and the absence of a role model for the concept of a digital marketing model for elementary schools make this research very strategic at this time, especially in the city of Pekanbaru which has many private elementary schools. Analysis of the research journal matrix using Vosviewer accessed through the Elsevier Scopus journal and Google Schooler digital marketing or digitalization for elementary school management is research that has been the focus of researchers to date and has many opportunities to be used as research studies that show that this research is part of what will fill the research gap. The purpose of this study is to reveal how digital technology influences Integrated Islamic Elementary Schools (SD IT), especially in the field of school marketing. Analyze opportunities and challenges and find a digital marketing model for elementary schools. This study uses a qualitative method using the Notions Of Sensing And Responding theory. So the findings of this study are that the development of digital technology has changed the promotion model that leads to digital marketing. This is reinforced by the school's response and the initiatives taken by the school in adopting and developing digital marketing.

LEGAL CASE AND HEALTH PERSPECTIVE OF BULLYING LEADING TO BLINDNESS

Background. Bullying has a negative impact on both the perpetrator and the victim. The biggest impact is experienced by victims of bullying. Victims of bullying experience physical or psychological disorders. The purpose of this study was to explain a legal case and health perspective of bullying leading to blindness. Research Method. This research was a case report. One case of bullying happened in an elementary school in Gresik. The victim (SAH, 8 years old) was a girl who experienced blindness as a result of bullying by her friends at her school. Findings. On August 7, 2023, SAH was poked in the right eye by a student because he was reluctant to give money. From that incident, SAH's right eye became blind. The incident took place in the hallway inside the school. The bullying happened 1 year ago and continued until SAH became blind. Seeing the case that occurred at an elementary school in Gresik, there was a connection with Law No. 35 of 2014 concerning child protection. Bullying in this case have an impact on physical disorder and psychological disorder for the victim. Conclusion. There has been an appeal for bullying in the school environment from the Ministry of Education and Culture. The region has even launched anti-bullying. Prevention efforts and literacy regarding bullying are the school's responsibility.

Responding to Suicide in School Communities: An Examination of Postvention Guidance from Expert Recommendations and Empirical Studies.

We review the published literature on a school's response after a student dies by suicide ("postvention"). We examine published recommendations based on expert guidance and empirical studies that have evaluated postvention measures. Experts recommend careful communication with family, staff, and students that adheres to published suicide reporting guidelines. Experts also emphasize the importance of identifying and supporting high-risk students. Few robust, controlled studies have identified effective postvention measures. Effective measures tended to occur in group settings (e.g., group therapy), focus on improving grief symptoms, and involve mental health professionals. Postvention has not been robustly studied in the school context. Expert recommendations and a few evidence-backed studies provide the frame for a coherent, school-based postvention response. Further research is needed to strengthen and expand our collective understanding of effective postvention measures in the school context as youth suicide attempts continue to rise.

Improvisation to combat sexual harassment on the wards.

In the spring of 2021, medical students at the University of Geneva, Switzerland, conducted a survey amongst their peers concerning sexual harassment during the clinical clerkships. The survey collected multiple testimonies of sexual harassment that occurred during their clinical rotations. These results inspired an awareness campaign against sexual harassment. Knowing that the impact of sexual harassment includes physical and psychological repercussions, burnout, career change and avoidance of learning opportunities, the medical school created a sexual harassment awareness course for medical students before beginning their clinical rotations. Due to the sensitive nature of the subject matter, we decided to use actual testimonies of the campaign as part of the teaching strategy. We sought to create an active learning exercise that would stimulate students to reflect deeply on prevention and response strategies with the purpose of removing students from the role of victim or passive witness. In collaboration with an improvisational theatre troupe, Impro-Impact, we created the course using the extended parallel process model (EPPM) as our conceptual framework.1 This model purports that if one believes that a threat is harmful and that they are at risk, while at the same time they believe in the effectiveness of solutions and have the confidence to practice them, they are more likely to take protective action to avoid or reduce the threat. The course was constructed in five parts: (1) a brief theoretical introduction, (2) a performance depicting the day in the life of a female medical student who experiences sexual harassment on the first day of her surgery clerkship, (3) students formed small groups to debrief the scenarios and to brainstorm potential responses as a victim and as a bystander, (4) the scenes were replayed by the actors using the suggestions of the students, and (5) the course concluded with a presentation of available resources. Feedback from the medical students showed that our initial objective of increasing awareness was attained, but in addition, we learned that this course was able to empower students to speak up about their own experiences, to question the status quo and to give students enough agency to react in these uncomfortable situations. In the first clinical rotation following the course, students in the surgery rotation were able to come forward about incidents of sexual harassment, allowing the medical school to intervene on their behalf. Students were also vocal about the necessity to train faculty in order to bring about a culture change. Two multiple-choice questions asking students to decide upon next steps in a sexual harassment vignette were included in the final exam. Surprisingly, responses to the questions showed that students did not identify medical school faculty as an important resource. Future work will need to focus on ways to increase student confidence in the medical school's response to sexual harassment. The course will occur annually and there are now plans to create similar courses for medical school faculty and other faculties associated with the university. Pauline Hämmerli, Lygia Pavitt and Nadia M. Bajwa designed, constructed, implemented and evaluated the project. Nadia M. Bajwa wrote the draft manuscript. Pauline Hämmerli and Lygia Pavitt revised the manuscript.

Newman’s Error Analysis: Set Material in 7th-Grade Junior High School

Set is one of the main materials contained in the mathematics subject for 7th-grade junior high school in odd semesters. In the set material, there's no formula used, but there are various kinds of notations, symbols, and also diagrams. Basically, some or even most students still face various difficulties in understanding and working on problems in set operations. This study aims to determine the types of errors and the percentage of errors in 7th-grade junior high school's responses to set material test questions using Newman's error analysis procedure. In this study, we used a qualitative descriptive method, while the data processing technique was done by analyzing student answers based on questions that were test instruments. The research subjects were taken from students in the VII-E class at SMP IT Fithrah Insani, which included as many as 22 students. Then the subjects were analyzed, and based on the results of the research, it turned out that there were still errors in solving set questions. The most frequent error made by students is an encoding error of 40.91%. In this error, the student did not write a complete final answer, or even the conclusion of the solution, so that he did not answer the question posed by the problem.

로스쿨 교육의 방향성 모색과 제언

Though it has been for fourteen years since law school started as a part of judicial reform, it has raised many concerns about the content and direction of education. Due to the excessive difficulty of passing the bar exam without becoming the qualification test of the bar exam, the specialization, internationalization, professionalization planned for originally have been retreated and its education is being provided with curriculum and educational contents centered on the bar exam. However, as a university affiliated institution, the law school has the responsibility to not only predict the future legal market and train lawyers, but also develop the jurisprudence. The legal market in the digital global era will demand the critical thinking and creative problem-solving skills rather than simple and repetitive tasks because of the development of legal technology such as AI and the easy access to the law information. One of the achievements since the establishment of the law school is the advance of the diversity of the legal profession. It is noteworthy that the number of corporate lawyers continues to grow, they have been expanding their scope. In complex legal disputes, deficiencies and gaps in the statutory law have been supplemented by precedents, which are ‘living laws’, for rational and valid dispute resolution in specific cases that cannot be resolved with mere legal text alone. This development of case theory raises the necessity of the case method in law education as well. It is not valid to point out that the socratic method is not appropriate in the educational one because it is a written law of Korean legal system, so it is suggested that the purpose of this method is thinking like a lawyer, that is, improving problemsolving ability through critical thinking. Law school should prepare improvement plans for improvement plans for practical curriculum, educational content, and educational methods responding to legal needs actively. Law schools demand for the lecture encompassing legal principles and legal theory as legal knowledge as well as even the arguments of precedents. Now that it is the law school's responsibility to prevent the retreat of the rule of law in Korean society and meet the demands of the legal service market, law schools should make an effort to establish it as an advanced system for nurturing lawyers through the reform of law school education.

Implementasi Program Kampus Mengajar di Sekolah Dasar Negeri 11 Lembah Sabil Kab. Aceh Barat Daya

The impact of the covid-19 pandemic that causes learning loss in education in Indonesia. The teaching campus is an MBKM program organized directly by the Ministry of Education and Culture and is present to help schools after the pandemic. The purpose of implementing the campus teaching program is to empower students to assist the teaching process in schools around the village/city where they live. This study aims to determine the implementation of the campus teaching program at the 11 Lembah Sabil State Elementary School and the school's response to the implementation of the teaching campus program. The approach used is a qualitative approach and the type of descriptive research. The subjects in this study were 1 principal, 6 class teachers, and students in grades V and VI. Data collection techniques in the form of semi-structured interviews and documentation. The results showed that the implementation of the campus teaching program was carried out based on consultations that had been carried out with the principal and supervising teachers without interfering with learning. The implementation time of the campus teaching program is during the learning process, interspersed with or after the learning process. The school's response to the implementation of the campus teaching program is that the school is very accepting of the campus teaching program, because it benefits and is greatly helped by the existence of this program, teachers are motivated and students experience an increase in literacy and numeracy .

Bureaucratic Accountability In The Management of The Operational Fund School (BOS) (Case Study On Elementary Education Kupang)

The Government in a democracy should be accountable to the public because the public authority as the holder of the key. The Government should be more transparent and responsible in managing resources public funds or a public authority. Bureaucratic accountability carried out in a balanced internal and external way so that it can produce the performance of education bureaucrats in accordance with the rules and give a sense of smug for stakeholders in the education system. The research aims to find out the school internally and externally bureaucracy Accountability, the control between bureaucratic accountability in the school and methods can ensure the accountability of the school bureaucracy. This type of research uses the instrumental case studies to examine a case in order to be presented a perspective on the issue or theory. The data collected with qualitative methods, documents, archive footage, interviews, direct observation, as well as the role of observation, and physical devices. The informant set by purposive. Data validation using triangulation technique. Research results generate internal accountability carried out by the school. Management of the Fund BOS does not match the technical rules but the school's responsibility to accept the consequences of their performance. While the external accountability is not implemented by the school. The school did not involve the stakeholders of the school Committee, teachers and parents in the process of management of the Fund BOS, does not make use of the media the school as school accountability to the public as well as the use of funds of the BOS is not in accordance with the needs of the stakeholders. An imbalance of internal and external accountability requires a control method to ensure the accountability of public control that is supporting the implementation of the control hierarchy, professional, legal, and political.

OKULUN SOSYAL VE KÜLTÜREL AVANTAJLARA VE DEZAVANTAJLARA KARŞILIK VERME BİÇİMLERİNE İLİŞKİN ÖĞRENCİLİK DENEYİMLERİ

Setting out to question the fact that presenting the function of the schooling that reproduces existing inequalities as a structural issue, ignores the agency and causes an approach to regard the school as an abstract structure without a subject, this study examines how individuals represent their cultural and social positions within the school context. The aim is to determine the ways that the agents within schools respond to the advantages or disadvantages of the students. The research was designed as an interpretive qualitative study. A total of 72 students studying at the faculty of education were included in the study group. Research data were generated via a structured form consisting of open-ended questions. As a result of the analysis, three main themes and seven sub-themes were reached. This analysis framework is shaped by the areas and forms of the school's response to social and cultural advantages and disadvantages. The general conclusion is that there are two main axes shaped by cultural advantages and disadvantages in school, and these axes are differentiated as being in the center and being in the periphery. Student experiences reveal that family participation, social networks, and fulfilling both the material and cultural requirements of the school are the basic requirements for being at the center of the school context.

Education in a datafied world: Balancing children's rights and school's responsibilities in the age of Covid 19

The Covid-19 pandemic created a situation where online learning extended at speed. During the national lockdowns, when it was not possible for most children to physically attend school, the efficacy and efficiency of digital platforms made it possible for schools to fulfil their duties to provide an education. However, the urgency of the situation carried the risk that this was put in place without adequate consideration of the data protection risks from various online learning tools. Although the General Data Protection Regulation (GDPR) provides a framework of regulations and rights to protect users, the legal process is unwieldy to apply due to tensions in balancing the rights of the child learner with the public need to ensure that all children are provided with an education. This paper recommends that changes in digital schooling practices are needed so that children have realistically possible ways of enforcing their data protection rights as well as a clarified and uniformed approach to support schools.

The tendency of Joseon Neo-Confucianism to change in the mid-16th century and the Songdang School's response to it －Focused on Park Woon & Kim Chuimun's response－

The tendency of Joseon Neo-Confucianism to change in the mid-16th century and the Songdang School's response to it －Focused on Park Woon & Kim Chuimun's response－

Medical Education during COVID-19: Response at one medical school.

Introduction: The COVID-19 pandemic has caused a significant toll on healthcare across the globe. The pandemic caused many other consequences, including economic implications and teaching consequences, notably in higher education throughout the world. COVID-19 and the resulting closure of university campuses have had many impacts on Health Professions Education (HPEd), affecting all aspects, including teaching methods, assessment methods, curricula, student-teacher relationships, student selection processes, and student well-being. It has had significant effects on the setting in which students are required to learn more skills such as psychomotor skills. This manuscript aims to investigate the changes implemented in medical education during the pandemic and describe one medical school's response to medical education changes during the pandemic.Methods: This study was a combination of a case study done by in-depth investigation of the current context at one medical school during the pandemic and action research done by gathering information to change a condition in a particular place. Results: Many changes were implemented in medical education, including online teaching for basic science courses (first two years of the program) and online assessments (video-based remote proctoring) in the program's first two years. Such courses as Clinical Skills are using telemedicine/telehealth concepts in training. There were changes such as video-based remote proctoring of NBME shelf-examinations even in the assessments of clerkships/clinical rotations. Conclusions: Adaptations of medical education during this pandemic is highly dependent on technology. Most of the changes will be practiced until the campuses are open. We need to understand that these changes were made over this unprecedented period, i.e. the pandemic as an emergency rather than as a normal change process.

Should attendance for preclinical simulation and clinical education be mandatory?

Mandatory attendance, particularly in didactic settings, is a highly debated topic in higher education, including dental education. Within dental education, a large portion of education occurs in preclinical laboratories and clinical environments. There is little to no research on attendance in these settings in dental schools. This point/counterpoint paper examines the pros and cons of mandatory attendance in these highly specialized educational settings. With the backdrop of the COVID-19 pandemic that began in March 2020 and continues to impact dental education at the time of publication, this topic has become even more relevant. Viewpoint 1 claims that attendance should be mandatory because a greater exposure to preclinical and clinical environments helps foster better clinical hand skills, critical thinking, decision-making, problem-solving skills, and an overall sense of professional identity. It goes on further to suggest that there may be a link between attendance and performance in exams and that attendance is part of the dental school's responsibility. Viewpoint 2 argues that the rationale for attendance is complex, and that creating learning environments that are psychologically safe will incentivize students to attend, even without mandatory attendance policies. Furthermore, it explains that technological advances have allowed dental schools to think creatively about asynchronous learning, which by its very nature does not require attendance at a given time. The authors of both viewpoints conclude that the preclinical and clinical education and experience are critical dental education and that dental school leaders should focus on improving the quality of these experiences.

Online Media and Establishment of Religious Understanding of the Madrasah Aliyah Students in Gorontalo

This research is a qualitative descriptive study that aims to describe the religious understanding of Madrasah Aliyah (MA) students in Gorontalo obtained from online media. It was also conducted to determine the school's response in harmonizing religious understanding. This study aims to answer the following questions: (1) How is the religious understanding of Madrasah Aliyah students obtained through online media? and (2) How do the schools respond and harmonize the religious understanding of students who interact with online religious sites? Data were collected through observation, interviews, and documents study, by targeting Madrasah Aliyah students, teachers, religious leaders, academics, and community leaders. The results showed that MA students use online media as sources of learning materials and religious content with the duration of accessing online media reaching 4 to 10 hours per day. It has influenced the understanding, attitudes, and religious practices of MA students. The understanding and practice of "exclusive" religion have become widespread, among students no longer celebrating the Prophet's birthday (mawlid), barzanji, tahlil, prohibiting to wish someone Merry Christmas, forbidding music, forbidding to take self pictures, and considering the traditions of the Gorontalo people which aren't following Islamic values as heretical and forbidden. As a response to dealing with the problems above, the school tries to align students' religious understanding by strengthening religious moderation for teachers and students, building communication with students in social media, and providing mentors for students. This study recommends: (1) the importance of strengthening the understanding of religious moderation to teachers and students, (2) encourage religious institutions such as NU and Muhammadiyah to use online media as a da'wah tool, and use language that easy to understand by the millennial generation.

Online Media and Establishment of Religious Understanding of the Madrasah Aliyah Students in Gorontalo

This research is a qualitative descriptive study that aims to describe the religious understanding of Madrasah Aliyah (MA) students in Gorontalo obtained from online media. It was also conducted to determine the school's response in harmonizing religious understanding. This study aims to answer the following questions: (1) How is the religious understanding of Madrasah Aliyah students obtained through online media? and (2) How do the schools respond and harmonize the religious understanding of students who interact with online religious sites? Data were collected through observation, interviews, and document study, by targeting Madrasah Aliyah students, teachers, religious leaders, academics, and community leaders. The results showed that MA students use online media as sources of learning materials and religious content with the duration of accessing online media reaching 4 to 10 hours per day. It has influenced the understanding, attitudes, and religious practices of MA students. The understanding and practice of exclusive religion have become widespread, among students no longer celebrating the Prophet's birthday (mawlid), barzanji, tahlil, prohibiting to wish someone Merry Christmas, forbidding music, forbidding to take self-pictures, and considering the traditions of the Gorontalo people which aren't following Islamic values as heretical and forbidden. As a response to dealing with the problems above, the school tries to align students' religious understanding by strengthening religious moderation for teachers and students, building communication with students in social media, and providing mentors for students. This study recommends: (1) the importance of strengthening the understanding of religious moderation to teachers and students, (2) encourage religious institutions such as NU and Muhammadiyah to use online media as a da'wah tool, and use language that easy to understand by the millennial generation.

“I Didn't Have a Lesson”: Politics and Pedagogy in a Diversifying Middle School

Background/ContextDespite its emphasis on pluralism, empirical research on asset-based pedagogies has typically focused on culturally, linguistically, or racially homogeneous groups of students. The rise of interest in culturally relevant pedagogy in the 1990s coincided with the resegregation of many school districts. As a result, few scholars have considered what it might look like to decenter whiteness in classrooms that include a significant number of white students.PurposeI strive to understand the tensions between a diversifying school's efforts to create an antiracist school community and a classroom pedagogy that frequently marginalized the experiences, knowledge, and questions of students of color. I use the school's response to the 2016 presidential election as a window into the challenges involved in developing asset-based pedagogies in racially and culturally diverse classrooms. By exploring the texture of teaching and learning in a school that endeavors to sustain its racially and culturally diverse students, I complicate widely held but often underexamined, assumptions about the benefits of diversity in the classroom.SettingData collection took place in a politically active, racially and socioeconomically diversifying middle school in New York City. The school, which had previously served almost exclusively low-income children of color, now included a growing number of children from white and professional families.Research DesignData collection took place over the course of the 2016–2017 academic year. The unit of analysis was one focal cohort of sixth-graders. Data included participant observation in sixth-grade classrooms and other school spaces, interviews with school staff, interviews with students, and document analysis.FindingsThe school's response to the presidential election illustrated not only teachers’ dedication to developing students’ cultural competence and critical consciousness, but also their struggles with tying these goals to students’ academic learning. Many teachers made instructional moves that—often inadvertently—centered whiteness in the classroom. Tensions between teachers’ political, relational, and academic goals and practices led to multiple missed opportunities for both students and staff.ConclusionsIn almost every interaction outside of the classroom, educators centered their advocacy for and relationships with their students of color. At the same time, their instructional choices pushed these students’ experiences and concerns to the margins of academic spaces. I explore implications for school leadership, teacher professional development, and teacher preparation, as well as future research.

Student Agency around Climate Action: a curriculum response

Students around the world have led protests over inaction on climate change. They have done this through 'climate change strikes'. These actions raise larger questions about young people's perception of the relevance of schooling to their concerns. What should and could be the response of schools? What would it take for students to recognise that schools were supporting them to not only know about these concerns, but to act effectively around them? What would it take for education to remain relevant for all young people and be seen to be equipping them with the knowledge, skills and attitudes to make those changes today? This article suggests some principles, and some possible curriculum approaches, around renegotiating the purposes of education with young people. It asks of young people: "What would it take for this school to address our issues of concern, so that you didn't have to walk out?"

Teachers’ Awareness and School's Responsiveness to the Child Protection Policy: Basis for a Development Plan

This study determines the level of awareness of the teachers in the Child Protection Policy and the level of its implementation in the Schools Division of Meycauayan City. The study used a descriptive research with survey as its primary data gathering tool. 165 elementary teachers chosen through random sampling took part in the survey. With the help of Microsoft Excel, the researcher used the following statistical tools: frequency and percentage to describe the demographic profile; mean and standard deviation to describe the indicators under level of awareness and level of implementation. The study found out that most of the teachers are aware of the Child Protection Policy, but its implementation in the schools is not that rigid. Therefore, it is recommended that implementing the Child Protection Policy be monitored and a more comprehensive information drive be given to teachers. Training modules which include positive and non-violent discipline in classroom management, anger and stress management and gender sensitivity should be included in seminars to be conducted.

Radical Subject Acceleration for Gifted Students: One School's Response

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

The relationship between the school as a learning organisation and staff outcomes: A case study of Wales

AbstractDoes the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large.