School Success Research Articles

School leadership in the United Arab Emirates: A scoping review

Global research identifies school leadership as a critical factor in school success and effectiveness, especially in an educational reform environment with an ever-increasing number of schools working within public–private partnerships, a feature that characterises the United Arab Emirates. To aid leadership development and practices in a fast-moving education context and to underpin future empirical research, this scoping review of the literature from across three databases provides practitioners and policymakers with an understanding of school leadership for the public–private sector in the United Arab Emirates. Our search yielded 38 publications for analysis. Findings indicate that over the last 20 years, school leadership research in the United Arab Emirates has mainly focused on four themes: (1) context: leaders’ roles and school reform; (2) competency: hiring and professional development of school leaders; (3) characteristics: leadership styles and (4) capacity building: teacher leadership. We conclude with recommendations for research, including exploring cultural, relational, and compassionate school leadership through indigenous paradigms. We also provide recommendations for policy and practice, including the need to modify recruitment methods, equip school leaders to lead reform through advanced models of leadership to suit the collectivist United Arab Emirates culture, and align professional development with the professional standards.

Школьная неуспешность в Азербайджане: Кто виноват и что делать?

<p>This study provides an overview of education reforms in Azerbaijan since gaining independence, as well as a review of the dynamics of school success in the country based on data from final exams in lower secondary schools. The results of these exams show that despite the implemented reforms, students' academic success is not improving. The authors present factors that leading national education experts participating in research believe play a decisive role in students' success in school. These factors include the quality of teachers, their education, and professional development; standardized testing of students upon graduation from school; as well as school evaluations. The authors present a comparative analysis conducted on the identified "influence" factors in relation to data from international studies, as well as changes in national education policies and practices in terms of their effectiveness in ensuring successful school learning. The diagnosis of the national education system, using the RISE Systems Framework instrument (Research on Improving Education Systems), revealed that the alignment of all system elements in the reform process around academic success raises questions. The research findings may be useful for education policymakers, both in analyzing past reforms and in developing subsequent coherent changes in education policies aimed at enhancing students' success.</p>

Status of Borstal Schools in India

The Borstal system evolved through the Gladstone Committee Report (1895), England, which propagated differential correctional philosophy for adolescent offenders. The philosophy focused on rehabilitation and corrections through training in industrial trades followed by an intensive aftercare programme. The success of Borstal schools was credited to the synergy between legislature, institution and aftercare mechanisms. Borstal schools in India were influenced and modelled in this line. This article studies and compares the existing Borstal Acts in India. National Crime Record Bureau data (2020 and 2021) suggest that Borstals were functional in only 8 out of 29 states, and its occupancy rate was not optimal. This article raises concerns over the decline in the number and use of Borstal schools and tries to understand the reasons for the same. It advocates for the need to revive Borstal schools in the spirit of corrections for young adults against the backdrop of changes in adult and juvenile justice legislation.

Поливариантность факторов личностной резильентности и ее влияние на академическую успешность школьников

<p>There recently started researches of the personal and organizational resilience in the sphere of education that significantly enriched studies of the school successes/ failures and consequently actualized the big range of issues related to the subject of studied phenomenon. They included the questions that had key importance from the pedagogical point of view that covered the major factors of students’ personal resilience development, its correlation with traditions and peculiarities of the school, interdependence of resilience and academic performance of the students. The overall research of the outlined interdependences assumed that the students characterized by the higher personal resilience possessed higher study motivation and actively utilized support of the society while solving the problems and more inclined to the democratic style of the study cooperation, actively attended optional classes. Response analyses of the 722 questioned students of the 5-9 grades of 8 schools of 2 municipal regions of Republic of Tatarstan gave the unexpected results. The students referred to the resilient category demonstrated different personal characteristics. Among those there were academically successful students and the middle range ones, that ones who refused support of the society and actively accepted that, the ones who normally demonstrate study independence and those who prefer external control. The identified diversity of the resilient students allowed to assume existence of different styles of resilience and defined the necessity to consider those styles when performing deeper analysis of the studied phenomenon. Results of the research of correlation of the personal resilience of the students and the set of internally aligned characteristics of the educational process given in this article allowed to look at the studied phenomenon from a different angle. It became almost imperative to perform deeper analysis of dependance of personal resilience upon the external conditions and also upon the inner personal characteristics of the individual and relation of the resilience with independence and emotionality of the student in regards to the study process.</p>

“The man is always in front while the woman is at the back”: gendered attitudes towards education in rural Sierra Leone

ABSTRACT Our research from Sierra Leone shows how the schooling experience presents new gender puzzles. Since the end of the civil war in 2002, serious efforts have been made to improve access to education and enhance gender equality in schools as part of the Education for All agenda. However, despite enhanced educational opportunities for girls and rising school enrolment rates, girls are still more likely to drop out from school than boys especially in rural areas. This paper examines the impact of the gendered attitudes towards girls’ education and highlights a clear disconnect between high aspirations towards girls’ education and low expectations of their success in schools. Drawing on rich ethnographic data, we demonstrate that gender can be seen as an important factor that frames perceptions of education and can negatively affect girls’ abilities to access quality education and complete school.

Truth in Stories: Recognize Bias by Examining Point of View in Fiction and Nonfiction

Can students recognize bias and perspective in written works? In this study, the children focused on traditional stories presented in book or digital book format. This question is not only essential to a child’s success in school, but it is also a lifelong skill with far reaching consequences. The news has been filled with instances of inaccurate and misleading information, posted by bad actors, bots, special interest groups, or foreign interests to social media platforms. This information can lead a person to action, which can be detrimental to society and the individual. The skill of identifying misleading or inaccurate information is critical for an informed citizenry.To address this question, we must define bias and perspective. A bias is an individual’s belief, perspective is how one’s perception affects their understanding.

Positive Factors Facilitating Collaboration Between Early Childhood Education and Care Institutions, and Multilingual Parents – A Protocol for a Systematic Review and Thematic Synthesis

This protocol presents the planned and upcoming work for a systematic review of the topic positive factors facilitating cooperation between early childhood education and care (ECEC) institutions, and multilingual parents. The number of children with a foreign background, both in Scandinavia and internationally, has increased during recent decades. These children are often exposed to more than one language on a daily basis. Earlier research has established that collaboration between ECEC institutions and parents is a vital factor in children’s development, learning, and school success. This is especially the case for multilingual children with a foreign background. This protocol discusses research-based knowledge in relation to this collaboration, and identifies a knowledge gap regarding up-to-date research on the positive factors enabling collaboration between ECEC institutions and multilingual parents. The aim of the planned systematic review is to contribute a scientifically based overview of knowledge about the positive factors facilitating collaboration between ECEC institutions and multilingual parents. The choice of methods for conducting this systematic review is stated and described in the presented protocol.

Communication is key: at-risk families’ perspectives on follow-up in New Jersey’s early hearing detection and intervention program

ABSTRACT Babies whose families possess multiple marginalized identities are at-risk for being late or lost to follow-up although there is a universal effort to screen and treat hearing loss in babies as part of state Early Hearing Detection and Intervention (EHDI) programs. Lack of timely follow-up puts young children at risk for delays in language acquisition, social skills, cognitive development, and school success. This qualitative study explored barriers to follow-up audiological care in at-risk families in New Jersey. Using thematic analysis, this research uncovered two major findings: 1) communication normalizes failed screenings, and 2) parents need clearer and more in-depth information. Health care social workers are well-suited to address these challenges due to their training in integrated social work practice, which can help them understand the complex interplay between individuals and their environments. In doing so social workers can improve access to needed services and promote health equity.

Development of Executive Functions in Preschoolers with Different Sibling Positions

The development of the executive functions in older preschoolers largely determines their subsequent successful adaptation and schooling. The purpose of the research is to identify the developmental features of the executive functions in older preschoolers with different sibling positions. The relevance of the theme is due to the growing number of children with insufficient development of self-regulation. The study involved 393 preschoolers attending senior groups of kindergartens: 153 - single children in the family, 99 - oldest, 21 - middle, 110 - youngest children, 10 - twins). The levels of development of the participants’ executive functions were determined using three subtests of the neuropsychological complex NEPSY II (“Inhibition”, “Sentences Repetition” and “Memory for Design”) as well as the “Dimensional Change Card Sort” technique by F. Zelazo. It was revealed that auditory-speech memory is best developed in the oldest children in the family. The results obtained make it possible to suggest a different structure of connections between different components of executive functions in children with different sibling positions. The level and structure of the developed executive functions in the single and youngest children in the family are more similar to each other than in the oldest and single children or in the oldest and youngest ones.

AN EXAMINATION OF SPORTS SUCCESS IN SCHOOLS AND AMATEUR SPORTS CLUBS IN AFYONKARAHISAR, TURKEY

<p>The purpose of this research is to examine the success of the sport in schools and amateur sports clubs in Afyonkarahisar. This study aims to determine the rankings of students' achievements in amateur sports clubs and school sports, considering various variables. A total of 80 amateur sports clubs in Afyonkarahisar city center and 184 school teams participating in sports competitions were examined, and their success statuses were ranked. This research used a descriptive research model that aims to describe existing facts as they are. A descriptive research model is an approach that aims to describe a situation as it currently exists (Karasar, 2012). For the study, statistics from the Ministry of Youth and Sports (GSİM) and the Ministry of National Education (MEM) for the years 2015-2020 were collected. This included data on the number of amateur sports clubs, the number of athletes, sports branches, the number of athletes going to national teams, student numbers from the Ministry of National Education, facility numbers, and success statistics. Descriptive statistics of the data were collected, and a descriptive data analysis was performed. The normality of distribution was checked in data analysis, and a normality test was conducted. Descriptive statistics (frequency distribution) were used in the statistical analysis of the obtained data. At the end of the research, reasons for the lower-than-expected sports success in schools and amateur sports clubs in Afyonkarahisar were identified, and descriptive findings on solutions were provided.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0044/a.php" alt="Hit counter" /></p>

Brain connectivity and academic skills in English learners.

English learners (ELs) are a rapidly growing population in schools in the United States with limited experience and proficiency in English. To better understand the path for EL's academic success in school, it is important to understand how EL's brain systems are used for academic learning in English. We studied, in a cohort of Hispanic middle-schoolers (n = 45, 22F) with limited English proficiency and a wide range of reading and math abilities, brain network properties related to academic abilities. We applied a method for localizing brain regions of interest (ROIs) that are group-constrained, yet individually specific, to test how resting state functional connectivity between regions that are important for academic learning (reading, math, and cognitive control regions) are related to academic abilities. ROIs were selected from task localizers probing reading and math skills in the same participants. We found that connectivity across all ROIs, as well as connectivity of just the cognitive control ROIs, were positively related to measures of reading skills but not math skills. This work suggests that cognitive control brain systems have a central role for reading in ELs. Our results also indicate that an individualized approach for localizing brain function may clarify brain-behavior relationships.

Influence of Social Pressures on the Academic Performance of HUMSS Students at NU-Nazareth

This study aims to investigate the influence of social pressures on the academic performance of Humanities and Social Sciences (HUMSS) students at NU-Nazareth. Students may experience various types of social pressure, including peer pressure, family pressure, and academic pressure, which can impact their academic performance and well-being. Social pressure is the influence exerted on an individual by peers, family, or society to conform to certain behaviors, leading to affect their motivation, focus, and overall success in school. Insufficient literature on social pressures experienced by HUMSS students, their impact on academic performance, and coping mechanisms are the reasons why the researchers conducted this study. The study will be utilizing qualitative research employing a phenomenological approach to identify how external factors affect a student's academic success, explore the different ways in which social pressures impact academic performance, and know the coping mechanism that HUMSS students use to manage social pressure in order to achieve their academic goals. Using thematic analysis, the findings of the study were: 1.) HUMSS Students Experienced Family Pressure as the Most Common Type of Social Pressure Driven by High Standards and Expectations by Parents; 2.) The Influence of Social Pressure to the Academic Performance of HUMSS Students; 3.) HUMSS Students' Strategies for Managing and Coping with Social Pressures. Based on the study's findings, it is crucial for parents to engage in open communication with their children, balancing aspirations with realistic expectations, and encouraging dialogue about academic goals and challenges. Moreover, future research should delve into the potential long-term effects of social pressure on students' academic, physical, and personal well-being beyond their time in educational institutions, employing both qualitative and quantitative approaches for a comprehensive understanding in sociology and psychology.

A Theoretical Approach to School Success within the Framework of Multicultural Schools

A multicultural school is meant to promote inclusive politics and equitable learning opportunities and that in the framework of the winding quest for high educational outcomes for each and every student, regardless of ethnicity and socio-economic backgrounds. School success is not merely the salient knowledge span, it encompasses a set of life skills, parental support, brain power and a myriad of attitudes meant to allow the school leaver not only to avoid depletion, but also to achieve high performance goals and, what’s more, to ensure fair treatment to all. Equipped with fortitude, resilience and a team spirit, the school leaver finds thus attainment by taking different educational pathways, from the theoretical to the vocational one. School success is ultimately about finding fulfilment, about leading a quality life and feeling integrated wherever one may be. Taking on challenges in exchanges among the different ethnic groups, making practical use of soft sills to stay connected and agile in such a community, grappling with the link between the school curriculum and the practicalities of the world around, all these might be the tipping point to be analyzed and addressed by the present article. Yet, in a multicultural learning environment attachment to one’s cultural values with its spillover implications is far from enough, it must align with keeping all lines of communication open for cultural exchange, even to the point where the exchanges become goals and social and emotional learning go hand in hand with academic achievement.

Exploring How Systemic Racism Affects African American Students’ College Choice Decisions: A Comparative Case Study Analysis

A lot of attention has been given to the problem of institutionalized racism in academia lately. From a young age, the road to success in school has not always been an easy route for African American students. According to Bottiani, Bradshaw, and Mendelson (2016), students' perceptions of differential treatment, exclusion, and discrimination by teachers and adults in school appear to play a significant role in the poor outcomes among the youth of color. The climate change surrounding racial issues and U.S. economic downturn have had a significant impact on students of color as regards to their commitment to higher education (Karkouti, 2016). This paper attempts to answer the overarching research question such as: How does systemic racism play a role in African American students' college choice decisions? The results from this paper are displayed in critical race theory, as it is a crucial factor in the analysis of choice theory.

Dampak Serta Efektifitas Pembelajaran Edutainment Anak Usia Dini di Lab School Audifa

Early childhood edutainment learning has emerged as a promising pedagogical approach that integrates education and entertainment to promote holistic development in young children. This study explores the impact and effectiveness of early childhood edutainment learning at the Audifa Lab School, a leading early childhood education institution in Indonesia. The study employed a mixed-methods approach, combining quantitative and qualitative data collection methods, to comprehensively assess the outcomes of the school's edutainment-based curriculum. Quantitative data were collected through standardized assessments of children's cognitive, social, and emotional development. These assessments revealed significant improvements in children's language skills, literacy development, numeracy skills, problem-solving abilities, and creativity. Moreover, children demonstrated enhanced social-emotional development, exhibiting greater self-regulation, empathy, and cooperation. Qualitative data were gathered through observations of classroom interactions, teacher interviews, and parent surveys. These findings provided rich insights into the implementation of edutainment activities and the positive impact they had on children's engagement, motivation, and overall learning experience. Teachers reported that edutainment approaches fostered a joyful and stimulating learning environment, leading to increased participation, curiosity, and a love of learning among children. Parents expressed satisfaction with the school's edutainment-based curriculum, noting their children's positive academic progress, social growth, and overall well-being.The study's findings underscore the effectiveness of early childhood edutainment learning in promoting holistic child development. The Audifa Lab School's success in implementing edutainment approaches provides a valuable model for other early childhood education settings. The study concludes by recommending strategies for effective implementation of edutainment programs, emphasizing the importance of age-appropriateness, individualization, and the integration of multiple learning modalities.

The Teaching Career Between Motivation and Performance

Motivation and performance are key factors in the success and achievement of schools. If changes occur in the external environment, the organization must adopt this change, as it can motivate to gain a competitive and advantageous job. Therefore, the main thing public opinion expects about the profession of teacher is the employment of qualified and competent (Pânişoara&Pânișoara, 2017). The research's main purpose was to evaluate the efficiency of teachers' work performance through motivation from the public and private sectors. Finding the link between motivation and teachers' performance at work in public and private schools was one of the study's goals. The second objective was to identify motivational factors that affect the teacher's performance at work in both sectors. The third objective was to identify whether teacher motivation and workplace performance differ in the public and private sectors. For our study, we conducted quantitative research, and the data is collected and analyzed through SPSS using statistical tools like correlation and regression, the independent sample t test, and the One-Way ANOVA test. The results of this study showed a link between teachers' motivation and job performance. The motivation and performance of students at public and private schools varied significantly as well. Compared to public schools, private school teachers are more motivated.Additionally, it was discovered that public and private schools' motivation and performance varied significantly. Compared to public school teachers, private school teachers are more motivated. The potential number of teachers felt that educated and experienced teachers have more capabilities and confidence than others, and they also put the best effort into their work in terms of performance.

Charismatic Teaching: Cultivating Motivation in Community College Classrooms

There are over six million community college students in the United States. Many non-traditional students face unique obstacles as they balance work, school, and familial responsibilities. As a result, community college students can become unmotivated in their classes, and this lack of internal drive can negatively impact their success and longevity in school. Therefore, college faculty must learn new strategies to cultivate motivation in their classrooms, whether in person or online. One technique instructors can utilize is charismatic teaching, which includes teachers’ professional knowledge, positive character traits, sense of humor, and quality teaching techniques. This quantitative predictive correlational study examined if, and to what extent, a predictive relationship existed between charismatic teaching and students’ intrinsic and extrinsic motivation in community colleges in the Northwest United States. The results indicated that the global score of charismatic teaching (professional knowledge, positive character traits, sense of humor, and quality instruction techniques) was the highest predictor of intrinsic motivation (R2=.51). Educators can cultivate intrinsic motivation in community college classes, whether in person or online, through charismatic teaching techniques. However, charismatic teaching did not significantly predict students’ extrinsic motivation. College faculty may consider employing charismatic teaching techniques to improve community college students’ intrinsic motivation in their classes.

Causes and Effects of Poverty on Academic Achievements of Rural Secondary School Students: Case of Secondary School in Bahawlanagar District

Exchange to teaching is one of the significant uncomplicated social honesties in totally cultures. In Pakistan, the running of education has been one of the greatest serious matters of management public strategy particularly subsequently afterward individuality in 1947. Poverty has still continued a tentative block for maximum persons to achieve this simple right. This study required to examine the reasons and things of lack on educational success in the Bahawalnagar secondary school. The education required to representation the experiments shortage secondary school pupils’ expression in their mission for education, afterward important them to descent out of school. The procedure supervisory this study was a case study. Records were collected using forms, expression to expression meetings and document analysis. The study discovered that death of workers; joblessness and lack of education are the major reasons of deficiency in the Bahawalnagar public. The consequences of this study showed that shortage harmfully impressions on the educational success of scholars. The study consequently mentions that institute establishments stumble expense of school dues in instruction to accommodate the fewer fortunate scholars. The study additional mentions that the contributor public network capitals to education and feed students who originated from disadvantaged circumstances.

Managing a Billiard School in Competitive Conditions

The article addresses the multifaceted challenges of managing a billiard school in a growing competitive environment. The global popularity of billiards and the increasing number of educational institutions necessitate a nuanced understanding of market dynamics and consumer expectations. Initially, the study aimed at an in–depth exploration of the billiard market, examining key demographic segments, including young enthusiasts and seasoned players, and their diverse motivations ranging from leisure to competitive aspirations. Subsequently, a detailed analysis of the necessary management features for the success of a billiard school is presented. Primary strategies encompass tailored curricula adapted to various skill levels, technology integration for enhanced learning quality, and a robust marketing approach. Special emphasis is placed on competition management, highlighting the significance of community building, strategic collaborations, and continuous improvement. Based on comprehensive research and analysis, the article presents a holistic blueprint for billiard schools aimed at carving a niche and achieving sustainable growth in the face of escalating competition. The ideas are intended for educators, entrepreneurs, and stakeholders in the sports training industry, underscoring the symbiotic fusion of traditional teaching methods and contemporary business strategies.

IMPLEMENTATION OF QUALITY EDUCATION THROUGH HUMAN RESOURCES IN VOCATIONAL HIGH SCHOOL

The research aims to investigate the Implementation of Education Quality, especially the quality of education at the Vocational High School level. The data collection method was carried out using questionnaires and interviews. The data analysis techniques use descriptive methods. The results showed that the quality of human resources and infrastructure is important to support the success of the teaching and learning process. Human Resources at State Vocational High School 13 Jakarta (SMK Negeri 13, Jakarta) have supported the school's success, both in the teaching and learning process and school operations. The principal, vice principal, teachers, and administrative support staff have been able to provide services according to student expectations, such as teachers and employees being fair in treating every student, the principal serving and solving every problem faced by his students, programs prepared by the principal to hone students' interests and talents are always updated to realize continuous improvement and to improve student achievement.