State Departments Of Education Research Articles

Investigating the Efficacy and Sustainability of Virtual Education Courses

As teacher educators prepare for the future of teacher education, it is important to address the sustainability of virtual education courses. This study used a pre-existing model provided by the New York State Education Department as a framework to define the types of courses that may appear in an education program. Data was collected using a convergent parallel mixed methods approach to simultaneously gather qualitative and quantitative data. A total of 640 education courses from accredited education programs across the United States were analyzed. Findings indicated the type of course did not play a role in the course effectiveness during the pandemic, suggesting all education courses can be delivered effectively in a virtual modality. The delivery method of undergraduate courses was indicated by participants to be less effective during the pandemic than graduate courses. Results suggest courses that involve fieldwork (i.e., Field Experience, Student Teaching, or Practicum) were indicated by participants to be the least sustainable as virtual courses post-pandemic. Results also suggest that although virtual education courses at the graduate level are sustainable in education programs post-pandemic, undergraduate courses may not be. Advantages to virtual course delivery clustered around logistics and access while challenges clustered around engagement and hands-on-learning. This study provides curriculum guidance to those across the globe in the position of making modality decisions.

Family practices in educator licensure: a content analysis of U.S. state requirements

ABSTRACT Families are critical to children’s learning and play a vital role on their children’s team. As such, preparation standards across the Division for Early Childhood, National Association for the Education of Young Children, and other key entities include family practices as part of their recommendations. This content analysis examined how states included family practices into initial licensure requirements of early childhood (ECE) and early childhood special educators (ECSE). Documents were collected electronically from state departments of education across the U.S. in 2021. This analysis determined if states required family-related practices, what was required, and what terminology and concepts were included in family-related requirements. Overall, 55% of states included family practices for ECSE while 45% of states included them for ECE. Increasing the inclusion of family practices in initial licensure requirements and building relationships across state licensing agencies and institutions of higher education may better prepare educators to partner with families.

A NECESSIDADE DE EDUCAÇÃO TECNOLÓGICA NO ENSINO BÁSICO E APERSPECTIVA EDUCACIONAL DO PROFESSOR INOVADOR

This article addresses the topic of technological education in elementary and secondary education in public schools, theoretically analyzing authors and legislative and executive achievements in the technological-educational scope, and the proportions of the viability of modern and accessible instruments for children and young people, as well as their use in a school environment. The need for an innovative education professional for young people and teaching professionals who need help familiarizing themselves with technological-pedagogical objects is also analyzed. Finally, a brief interview is given with a teacher who coordinates innovation at a public state school, a position provided by the state department of education, in which this professional’s perspectives and reflections can be considered, together with the theoretical one.

A Call to Prioritize Safety in STEM and CTE: Addressing Overcrowded Classes and Other Critical Safety Issues

Authentic hands-on learning experiences are paramount for applying content and practices in science, technology, engineering, and mathematics (STEM) and career and technical (CTE) education. Such learning experiences are foundational for preparing P-12 students for future post-secondary and workplace opportunities. However, valuable hands-on learning opportunities often involve some level of potential safety hazards and resulting health and safety risks. While progress has been made in some aspects of STEM education and CTE safety, numerous safety issues and barriers remain. This article provides a detailed overview of some of the most pertinent health and safety issues from the literature and recent studies (e.g., overcrowding and occupancy load). Moreover, this article provides important information for policy makers, state departments of education, teacher preparation programs, school systems, school administrators, curriculum directors, educators, and other stakeholders to make data-informed decisions to improve safety in P-12 STEM education and CTE programs.

Evaluation of an Online Training Course for Childcare Providers Participating in the CACFP Infant Feeding Program.

The Child and Adult Care Food Program (CACFP) provides reimbursement for meals and snacks offered in participating centers and issues nutrition standards, including guidelines for feeding infants in childcare settings. Offering training to childcare providers participating in the CACFP is necessary to ensure compliance with nutrition standards in childcare settings. A State Department of Education and University Extension system collaborated to develop an online nutrition training course for childcare providers. Providers (n = 57) participated in the course on CACFP nutrition standards related to feeding infants (0-12months of age). Thirty-two of 57 participants completed both pre- and post-training surveys that were used to assess changes in knowledge and confidence concerning infant feeding standards. Paired t-tests and Wilcoxon signed-rank tests were conducted to assess differences in survey responses before and after the course. Self-confidence and knowledge of providers related to infant feeding were significantly increased after completion of the training course (p < 0.001). More participants reported their sites were likely to respond to infants showing they were hungry or full than before the course (44.4% vs. 75.7%, respectively). Participant feedback indicated the online asynchronous course was convenient, useful, and topics were relevant to training needs. The online course was feasible and effective for providing training on CACFP guidelines for childcare providers. Feedback from participants can be adapted and used for future training programs to further improve the course and delivery methods and efficiently reach a broad audience of childcare providers.

Research, teaching and time: teacher practices and possibilities

Issues around the relationship between teachers and research have long been a topic of debate in the literature (Bartels, 2003; Borg, 2009, 2010; Erlam, 2008; Hall, 2023; Korthagen, 2007; Levin, 2013; Lightbown, 1985; Marsden &amp; Kasprowicz, 2017; McIntyre 2005; McKinley 2019; Medgyes, 2017; Nassaji, 2012). There is a relationship between research and educational practice but it is complex and nuanced. Teachers engage with research through teaching, using research, often indirectly, to inform their professional practice. This paper argues that an explanatory framework (Maton, 2014) that can account for this complexity is required to understand the relationship between research and teaching; knowledge from sites of knowledge production such as university research centres is recontextualised by state education departments and educational publishers before being incorporated into classroom discourse (Bernstein, 2000; Maton, 2014). The paper then argues that a teachers' professional life cycle (Huberman, 1989) must be considered to ensure any more direct engagement with research is likely to be of benefit. Finally, the paper argues that teachers as practitioner researchers presents a possible way of more closely linking research and educational practice.

ENHANCING THE ROLE OF THE MALAY LANGUAGE (MBM) IN KNOWLEDGE AUGMENTATION, PRACTICAL APPLICATION, SKILL DEVELOPMENT, AND ATTITUDINAL GROWTH

The Malay language is a unifying factor among the diverse populace of Malaysia. It plays a pivotal role as a language of knowledge and communication in a multiracial country like Malaysia. Therefore, one of the prominent means by which a nation measures its proficiency in a language is through verbal communication using that language. This paper seeks to analyze the proficiency of the Malay language and its significance in daily life, particularly in the field of education. The study aims to identify the extent of Malay language proficiency within the community and to assess the competence of teachers and students in the practice of the Malay language. The discussion delves into findings that associate the Malay language as a language of knowledge. Consequently, this approach emphasizes the use of academic writing, especially through literature review, by gathering primary and secondary sources to substantiate facts related to actual events. Among the issues discussed are: 1. Promoting writing in the Malay language among academicians, 2. Upholding the Malay language within the secondary and primary education system, 3. The Malay language as a means of expressing knowledge in higher education institutions, and 4. Empowering the use of the Malay language among the community. The findings analyzed from this study indicate that the Malay Language Elevation Program (MBM) has not been executed as effectively as intended. This conclusion is drawn from clear data illustrating that the Malay language proficiency among students is not as satisfactory as desired, and the teaching skills of Malay language teachers are not at an optimal level. Furthermore, this is compounded by the failure of school administrators to establish an effective and efficient administrative atmosphere within their premises. This study proposes a reevaluation of the MBM program from the perspectives of school administration and the teaching methods employed by Malay language educators, to enhance the effectiveness and efficiency of the program implementation, thus ensuring the success of the students in this program in the future. Additionally, the process of realizing this program is also proof that all stakeholders within the country, including individuals, the community, and the government, play a significant role in its implementation. Schools, District Education Offices (PPD), State Education Departments (JPN), the Ministry of Education (KPM), and Higher Education Institutions (IPTA/S) can leverage the results of the study to take steps in increasing knowledge, use, skills, and attitudes regarding the effort to elevate the Malay language. The findings of this study can also serve as a valuable guide in the teaching and learning process at various levels of education in IPTA/S. Therefore, all parties must play their respective roles in realizing the effort to enhance knowledge for a broader segment of society, both in the present and the future.

Safety, Security, and Disaster Preparedness Plan of AIMS as Perceived by Internal Stakeholders: Towards the Enhancement of Institutional Safety and Security Plan

Employing descriptive-comparative design, the perception towards the safety, security and disaster preparedness of AIMS was taken from 167 employees and 343 students and strategically compared using T-test and analysis of variance (ANOVA). A standardized questionnaire adapted from the School Safety and Security Checklist by the New York State Police and the Virginia State Education Department was used as instrument during the data gathering period held last 1st Trimester of school year 2022-2023. Demographic profile and mean perception were also statistically treated using frequency, percentage and weighted mean. Based on the results, most of the employee respondents are newly-hired, single, not over 30 years old, physically fit and majority are females. They agreed that AIMS management have a safety and security management plan for its internal stakeholders. However, there are significant differences on their perception when grouped by Department, Position, and Years of Service at AIMS. Specifically, employees who are older and more mature seek improvement and enhancement on the services, facilities, and policies pertaining to safety.&#x0D; On the other hand, majority of the student respondents are male, BSMT first year students and claimed to be physically fit. Their perception towards the safety and security management of AIMS were higher compared to the employees. However, no significant difference was shown on their perception towards the safety and security management plan of AIMS when grouped according to their profile. For the school grounds, both respondents imply the need for parking facility improvement while on the school interior, it is recommended to conduct a psychological capability training and access to conflict resolution under the initiative of the Regiment Department.

Sustaining learning organization in the next normal of educational management: Evidence from Malaysia

&lt;span lang="EN-US"&gt;Organizations experience severe crises as a result of unanticipated changes, such as the COVID-19 pandemic, which has raised awareness of how organizations learn to become stronger. Consequently, the purpose of this study is to determine the level of learning organization (LO) of the state education official (SEO) in Malaysia from the dimensions of continuous learning, inquiry and dialogue, team and collaborative learning, embedded system, empowerment, system connection and strategic leadership as well as to explore the differences in LO practices of the SEO in Malaysia across demographic factors. Due to the COVID-19, data was collected from 450 SEOs using Google Forms. The analysis of data showed that the level of LO was very high. The different frequency of participation in courses, workshops or training related to governance, leadership or educational management during the respondent’s tenancy at the state education department (SED) was shown to be significant according to the analysis of multiple analysis of variance (MANOVA) results. However, there was no significant difference in the LO practices of SEO based on position, age, experience, and academic credentials. The finding has a significant representation of the educational management and provide a viable framework for the context of the pandemic as it can be used to compare it to findings from similar studies conducted in other regions or public sector as well as provide useful insights for countries with characteristics that are like those of Malaysia in the future.&lt;/span&gt;

The Effectiveness of School Leaders' Leadership in National Special Education School in Kuala Lumpur

Every school needs a comprehensive plan to produce well-rounded students who meet their physical, emotional, spiritual, intellectual, and social needs. Therefore, the success of a school is determined by the cohesive cooperation between the school community and the stakeholders managed by the school leader. However, a research study found that leaders in special education schools still need to understand the necessary leadership strategies to implement. Failure to do so can result in weak or ineffective leadership. Hence, this study analyzed the leadership level of school leaders in special education schools in Kuala Lumpur. The data was obtained through a quantitative method, which involved conducting a survey using questionnaires as the research instrument. The questionnaire was distributed to 66 special education school teachers. The results showed that the leadership level of special education school leaders for the domain of creating a conducive school environment (overall min: 2.70), improving the competence of school members (overall min: 2.48), and creating partnerships and networking (overall min: 2.63) was at a modest level. Therefore, the stakeholders in the Regional Education Office, State Education Department, and the Malaysian Ministry of Education need to collaborate and channel their efforts towards raising the leadership capabilities of special education school leaders to the highest possible level. It will enable the implementation of the PPPM 2013-2025 goal to place high-achieving leaders in every school.

INNOVATIVE WORK BEHAVIOUR AMONG MALAYSIAN EDUCATION OFFICIALS: A MANOVA ANALYSIS

Organisations must adapt quickly and innovate to improve. Therefore, the goal of this study is to determine the level of Innovative Work Behaviour (IWB) of the State Education Official (SEO) in Malaysia from the dimensions of opportunity exploration, idea generation, idea promotion, idea realisation, and idea sustainability as well as to explore the differences in IWB of the SEO in Malaysia across demographic factors. Respondents represented every region of Malaysia. Analysis of data utilising quantitative research method. To ensure regional representation, 450 SEO from Northern Region, Central Region, Southern Region, East Coast, and East Malaysia were selected via stratified random sampling and sent online structured questionnaires. The level of IWB was found to be very high (M=4.31, SD=0.51). The SEO's frequency of participation in governance, leadership, and educational management courses during the tenure at the State Education Department (SED) was found to be significant according to Multiple Analysis of Variance (MANOVA) results (Wilks’ λ= 0.939, F (15, 445) =1.878; p=0.022). However, the SEO IWB did not differ by age, position, experience, and academic credentials. Ministry of Education (MOE) Malaysia and SED may leverage the results of this study to re-evaluate and redesign IWB concepts to improve educational management.

A demographic profile of high school music courses in New York

ABSTRACT Previous scholarship has provided a broad overview of demographic trends in secondary school music enrolment across the United States. However, there exists a gap in the literature in how students with disabilities are represented in school music, and the demographics of students enrolled in experiences outside of band, orchestra, and choir. Therefore, the purpose of this study was to examine demographic trends in music courses across New York, which has implemented a variety of course offerings that exist outside of band, orchestra, and choir. Using data obtained from the State Department of Education’s Student Information Repository System (SIRS), this article provides a profile of school music in the state. Results demonstrate how students with disabilities are underrepresented in school music programmes and differences in participation by race, gender, socioeconomic status, and native language across a variety of traditional and non-traditional school music experiences. Specific music experiences, such as Guitar and Piano, help to balance the demographic profile of school music programmes with disproportionately White and more affluent large ensemble courses.

ChatGPT Isn't Magic

ChatGPT Isn't Magic

Delaware MH bills signed into law

Delaware Gov. John Carney signed three pieces of legislation from House Speaker Valerie Longhurst aimed at improving mental health resources for Delawareans, Cape Gazette reported Aug. 22. The new laws, House Bill 3, House Bill 4 and House Substitute 2 for House Bill 160, will increase mental health resources for students and help more Delawareans access behavioral health care in their time of need. HB3 will help students prioritize their mental health by providing them with excused absences for mental or behavioral health reasons. HB4 will ensure that students have access to behavioral health support in their schools in the aftermath of a school‐connected traumatic event, defined as the death of any student, educator, administrator or other building employee of a public school or other traumatic event that affects a significant portion of the students of the school. The state Department of Education will also be responsible for covering the costs of grief counseling offered to students at the school for up to 45 days after a school‐connected event, with an option to renew for an additional 45 days. HB3 and HB4 are part of a larger package of bills known as the 2023 Delaware Behavioral Health Package. Collectively, the measures encompass a holistic approach to improving the way mental health care is delivered and addressed for children in Delaware. House Bill 160 will create a dedicated funding source for the state's new 988 Suicide &amp; Crisis Lifeline.

Relationship Between Principals’ Digital Leadership and Teachers’ Digital Competency in Klang District Secondary Schools

Malaysia Education Blueprint (MEB, 2013-2025) provides comprehensive plan for sustainable transformation of Malaysia education to equip students for the future world scenario. In its seventh shift, leveraging ICT to scale up quality learning across Malaysia and developing globally competent youths has taken place in Malaysian schools in three waves since 2013 until 2025 (Ministry of Education, 2013). Simultaneously, the Covid19 pandemic has reduced the chances of conducting lessons in a traditional classroom setting. Due to this, formal school institutions are forced to adopt digital learning as a new platform for teaching and learning. Consequently, teachers and principals are required to be well versed and competent in the digital technology as they are forced to master digital teaching skills within a short time span. Schools have to equip the students with all the knowledge and skills necessary to survive in the era of “Internet of Things” and Artificial Intelligence. Teachers need to be digitally literate and inevitably the responsibility of bringing about change and preparing teachers and the school environment for IR 4.0 job market lies on the shoulders of the school principals. Nonetheless, both teachers and principals were unprepared to embrace the digital changes in the current educational scenario. This research explored the relationship between principals’ digital leadership and teachers’ digital competency in Klang district secondary schools. 354 respondents from 39 secondary schools participated in this research. Based on the data analysed that there is a significant positive relationship at a moderate level between the principals’ digital leadership and the teachers’ digital competency with a value of r =0.41 and p = .00 (p &lt;0.05). It can be concluded that when principals’ digital leadership is a moderate level, teachers’ digital competency is also at a moderate level. In order to further enhance this digital leadership and teachers’ digital competency, Ministry of Education, State Education Department (JPN) and District Education Office (PPD) must indeed take the initiative to provide ample training and knowledge related to digital leadership in order to better equip principals to lead schools.

Entrepreneurship Education in Socioeconomically Disadvantaged Contexts in Brazil

This article discusses the impact of entrepreneurship education in socioeconomically disadvantaged contexts, emphasizing its perceived dynamic nature in reflecting personal values, social changes, and cultural differences (Lack&amp;eacute;us, 2015; Loi et al., 2022; Berglund et al., 2020; Berglund &amp;amp; Johansson, 2007). The focus is on the implementation of the Empreende Jovem Fluminense (EJF) Program for high school students in poor communities in Rio de Janeiro. The EJF had the support of school directors, the State Department of Education, and a non-governmental organization serving children and adolescents at risk. A case study using content analysis was conducted to analyze speeches from school principals, coordinators, students, teachers, parents/guardians, and NGO representatives. The study found that the main contribution of education for entrepreneurship in disadvantaged contexts was the development of non-cognitive skills that can impact academic performance and job market outcomes. The program&amp;rsquo;s location on university premises also broadened the educational perspectives of the participants. Overall, the EJF is believed to be highly beneficial for the professional development of its participants.

The Integration of Science Technology Engineering and Mathematics (Stem) in Home Science: Teachers' Understanding and Challenges

The integration of Science Technology Engineering and Mathematics (STEM) education was introduced in Home Science subjects in the year 2017. It aims to enable Home Science students to be competitive in facing the challenges of the 21st century. However, the integration of STEM was not fully implemented due to time constraint, lack of STEM knowledge, as well as heavy workload among the teachers. This study was conducted to explore the integration of STEM among Home Science teachers. Three research questions were derived. Firstly, by exploring Home Science teachers' understanding of STEM and the challenges faced by them in integrating STEM. This qualitative case study involved three Home Science Teachers in Larut Matang and Selama District, Perak. The research informants were selected by using purposive sampling technique. Data were collected using semi-structured interviews. The findings indicated that Home Science teachers understand the concept of STEM integration. They successfully integrate elements of Science and Mathematics, but lack the knowledge to integrate the elements of technology and engineering in Home Science. Only certain topics were chosen to inculcate the STEM elements. Findings also showed that the teachers are not confident in planning STEM projects because there is no guidance and course given to them. Three main challenges faced by the teachers are time constraint, no allocation or budget, and limited creativity to implement STEM projects. The involvement of Home Science teachers in STEM-related activities organised by the District Education Office, State Education Department, or with STEM organisations need to be increased to make sure they get enough exposure to STEM integration in the classroom. Comprehensive training should also be given to Home Science teachers through a continuous Professional Learning Community (PLC) to improve their level of competence in teaching STEM.

Elemen Kemahiran Berfikir Aras Tinggi (KBAT) dalam Pengajaran Guru Pendidikan Islam: Analisis Literatur Sistematik (SLR) (Elements of Higher Order Thinking Skills (HOTs) in Islamic Education Teachers Teaching: Systematic Literature Review (SLR))

The element of higher order thinking skills (HOTs) in Islamic Education is important in contributing to the effectiveness of teaching and facilitation (PdPc) to students' appreciation of knowledge. Meanwhile, the teacher as the main implementing agent in applying HOTs elements. Therefore, this study aims to identify the elements that contribute to HOTs in the Teaching of Islamic Education Teachers. This study is a descriptive study using systematic literature review (SLR) method of qualitative. The main source of this study is through highlights of previous work obtained from the Google Scholar online database analyzed based on Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA). The findings of the study show that the factors that affect the teaching of Islamic education is able to build HOTs is attitude, readiness, knowledge, skills and formulate. These findings are important to the field of education in Malaysia whether teachers, administrators, State Education Department, Ministry of Education Malaysia (MOE) in evaluating the HOTs curriculum from time to time, especially in the field of Islamic education

Leveraging School and University Partnerships to Provide Accelerated English Language Arts Instruction to Gifted and High Potential Middle School Learners

Project OCCAMS is an accelerated English language arts curriculum and delivery model for high ability middle school learners. This program was initially developed in a research-practitioner partnership with two universities and a state department of education. Over 6 years, it was implemented in Columbus City Schools, Ohio’s largest urban school district, through careful collaboration with the district’s gifted department and other district teams responsible for day-to-day school operations. This article explores strategies for establishing and sustaining partnerships among organizations, both externally and internally, to develop innovative programs to benefit gifted students, such as those developed during Project OCCAMS.

Assessing the Public Availability of School Discipline and Infraction Data

Research using school discipline and infraction data has contributed to public policy conversations by helping elucidate the effects of and disproportionate experience of school disciplinary outcomes. This research brief presents results from an analysis of the public availability of such data from state departments of education. Findings suggest that while public availability of discipline data has not changed significantly over the past decade, states are more likely to disaggregate such data by subgroups. Unfortunately, such data remain generally focused on a small number of exclusionary practices rather than nonpunitive or nonexclusionary alternatives. Infraction data are slightly less available than discipline data and significantly less likely to be disaggregated by subgroup.