School System Research Articles

Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in Public Secondary School: A Basis for School-Home Framework

As the face-to-face classes progress schools reopen their ground for the school year 2022-2023. Although expected, it is discovered that many learners do not meet the expected outcomes in mastery of basic numeracy and literacy skills and competencies. The Department of Education instantly developed a recovery learning plan framework to guide schools in addressing learning gaps. The main thrust of this paper was to determine the level of implementation of the Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in public schools. The findings of the study revealed that the implementation level of basic continuity and recovery plan as assessed by the school head in terms of the development and implementation of long-term and catch-up plans to accelerate learning and reintegration of learners’ safe return to the school system was implemented. in terms of establishment of teachers' and learners' support systems through community and stakeholders' collaboration, literacy and numeracy assessment levels and learners' overall situation, especially the marginalized and modification learning package focused on fundamental skills towards resiliency were fully implemented. The level of teacher engagement in terms of vigor, dedication, and absorption were very often. The level of parental involvement was highly involved. There was no significant difference amongst respondents’ assessment on Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement. There was a significant relationship between basic continuity and recovery Plan, teacher engagement and parental involvement. A localized School-Home Framework that focused on the four pillars of school-home partnership and connection was proposed.

A model to support the development of professional capital in trainee teachers: a constructivist grounded theory

PurposeThis paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers’ perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching strategies that were successful in creating opportunities to build Professional Capital. This paper aims to share this model, highlighting the significance of Professional Capital amidst challenges in English Teacher Education, and to suggest implications for application of the model within broader workforce development.Design/methodology/approachSemi-structured interviews were conducted with 18 trainee teachers from four English universities. To support the development of the theoretical framework, researchers employed inductive and iterative constant comparative methods aligned with constructivist grounded theory to sensitise concepts and codes, which were verified using theoretical sampling.FindingsInformed by the findings of this study, a model is presented which highlights that participants developed human, social and decisional capital during their academic programs helping them to widen their perceptions of what counts as educationally important, beyond narrow performativity measures that are pervasive in a school system. By actively adopting a transformative pedagogy and employing constructivist approaches to curriculum design and delivery, optimal learning environments for learners to build their professional capital can be provided.Practical implicationsThese findings may prove valuable to Higher Education academics as a model when designing and delivering professional, student-centred programmes. There are also implications for policymakers seeking to redesign initial teacher education towards schools-led and practice-oriented approaches, who wish to consider the perceptions, values and motivations of trainee teachers.Originality/valueThe findings highlight the significance of teacher trainees’ active engagement with academic literature and theory, in terms of contributing to the development of their professional capital, resilience and professional commitment.

Efforts of Competent PAI Teachers in Fostering Student Morals at SMP Muhammadiyah Imam Syuhodo for the 2023/2024 School Year

This research aims to determine the competency of PAI teachers and the efforts of PAI teachers in developing student morals at Muhammadiyah Imam Syuhodo Middle School. This type of research is descriptive qualitative research. Data collection uses observation, interview, and documentation techniques. The results of this research conclude that PAI teachers' efforts to develop the morals of Muhammadiyah Imam Syuhodo Middle School students are carried out in a unified manner, namely by all elements in the school, both educators and education staff. Methods and time allocation remain under the school system. Muhammadiyah Imam Syuhodo Middle School, most of its students come from the area around Muhammadiyah Imam Syuhodo Middle School. The education system is running quite well. Muhammadiyah Imam Syuhodo Middle School students in carrying out their worship of Allah, have carried it out well, applying good manners, being responsible, and caring for the surrounding environment. Even though some students have carried it out on their own without being ordered, some students still have to be ordered to carry it out.

Using data as poetry and text in case study research – poetic representations of adult learner experiences in neighbourhood houses

PurposeWe argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.Design/methodology/approachThe paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.FindingsOur findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.Originality/valueThis research paper is empirical research and has not been submitted elsewhere for publication.

Lifelong Educational and Decolonization Programs for the Batwa Indigenous People of Southwestern Uganda

This article is based on a study conducted among the Batwa Indigenous people in southwestern Uganda between 2021 and 2022. The study aimed to explore culturally relevant lifelong education and decolonization programs for the Batwa people. Using indigenous research methodology, 60 participants comprising of elders, parents, children and teachers were recruited from the Batwa community for the study. We used Egalitarian liberalism and justice in education (ELJE) theory as analytical framework. Key findings demonstrate that participants were conscious of the challenges faced by their community and collectively brainstormed practical redress measures. These measures include but are not limited to setting up an entrepreneurship education program, vocational and skilling programs, and promotion of Rutwa language. Besides, some specific Batwa life skills identified by participants are briefly described as imperative for integration in the schooling system to achieve the decolonization mission

Adapting TeachABI to the local needs of Australian educators - a critical step for successful implementation.

Background The present study is the foundational project of TeachABI-Australia , which aims to develop and implement an accessible, nation-wide digital resource for educators to address their unmet acquired brain injury (ABI)-related professional learning needs. The aim of the present study was to identify the adaptations required to improve the suitability and acceptability of the TeachABI professional development module within the Australian education system from the perspectives of Australian educators. Methods The research design employed an integrated knowledge translation approach and followed the ADAPT Guidance for undertaking adaptability research. A purposive sample of eight educators eligible to teach primary school in Australia provided feedback on the module through a quantitative post-module feedback questionnaire and a qualitative semi-structured interview. Results Participants rated the acceptability of the module as 'Completely Acceptable ' (Mdn = 5, IQR = 1), and reported 'only Minor' changes were required (Mdn = 2, IQR = 0.25) to improve the suitability to the Australian context. Qualitative analysis of transcripts revealed three broad categories: (1) the usefulness of TeachABI , (2) the local fit of TeachABI , and (3) pathways for implementing TeachABI in the local setting. Recommended adaptations to the module collated from participant feedback included changes to language, expansion of content, and inclusion of Australian resources, legislation, and videos. Conclusions TeachABI is acceptable to Australian educators but requires modifications to tailor the resource to align with the unique schooling systems, needs, and culture of the local setting. The systematic methodological approach to adaptation outlined in this study will serve as a guide for future international iterations of TeachABI .

Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion to Act in the School — A Secondary Publication

This paper reveals that the implementation of inclusive education is an unfinished challenge, both within the system and for individual self-improvement. This process of changing practices, by continually questioning the school’s responsibility for the (re)production of inequalities, exclusion, and unequal social relations, is riddled with obstacles, unpredictable situations, and strong emotions. In particular, the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students. The empirical research presented also highlights the school staff’s deficit thinking toward immigrant students and their parents. The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure. Be that as it may, the researchers as well as the school actors and students interviewed in this paper suggest multiple ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors in order to move toward institutional transformation.

Organizing for deputy principalship in Swedish school organizations: The triggers and factors shaping the process

Although constituting a significant position in the daily practices and development of many school organizations, little is known regarding how the position of the deputy principal is organized. The purpose of this paper is to explore how Swedish principals organize for the deputy principal position by focusing on the triggers and factors constituting their sensemaking of the division of responsibilities. The paper provides an additional perspective by focusing on the interpretive aspects comprising the organizing processes. The paper draws from qualitative interview data from a larger study on deputy principals’ position in the Swedish school system. The results show how principals’ sensemaking is triggered by contextual cues and reform-driven factors that together create spaces of ambiguity in relation to the organizing of the deputy principals’ position. Principals make sense of these events based on personal- and identity-oriented beliefs, as well as frameworks and perceived expectations from municipal organizers.

Exploring English Literacy and Spirituality Cadets at the Maritime Institute

This interdisciplinary study explores the dynamics of literacy and spirituality among third-semester cadets at the Maritime Shipping School in Jakarta. Concentrating on English literacy, reading behaviours, and Christian spirituality, the research uncovers a nuanced interaction with technical manuals and fiction novels. The cadets, displaying a comprehensive approach to literacy, engage in regular reading practices, balancing academic rigor with leisurely pursuits. Positive perceptions regarding the integration of spirituality into education underscore the success of the cadet boarding school system in Jakarta. The implications for educational practice underscore the significance of a diverse curriculum that addresses both technical and personal dimensions, promoting holistic development. This research contributes to the ongoing conversation about comprehensive education in maritime institutions, offering insights for educators and curriculum planners. Potential areas for further research are identified, urging longitudinal studies to monitor the evolution of literacy habits and spiritual perspectives among cadets. In essence, the findings underscore the importance for educational institutions to acknowledge and nurture the diverse facets of maritime professionals, preparing them not only for technical challenges but also for the broader complexities of the maritime industry.

An Integrated Approach to the High-Quality, Safe and Healthy Nutrition Provision for Schoolchildren

Schoolchildren nutrition is one of the urgent problems and is currently one of the most important aspects for federal executive authorities. The study aims at the integrated approach development to ensure high-quality, safe and healthy nutrition for schoolchildren at the municipal level. The study object is the school nutrition system in Ekaterinburg. Nutrition satisfaction assessments results in 2019–2020 revealed that 81 % of headmasters, 48 % of teachers, and 62% of school medical staff believed that children liked to eat in the school canteen. At the same time, a man determined that 40 % of elementary school students, 31 % of high school students, 31 % of parents of elementary school students and 28 % of parents of high school students were satisfied with the catering at school, generally. The thesis presents the proportion data on the unsatisfactory samples of nutritional value identified in the course of inspections in schools in Ekaterinburg in 2019–2022, as well as the dynamics of satisfaction with catering in the school canteen and menu. The researchers systematized data on the reasons for nutrition refusal and (or) limited nutrition in the school canteen; on the attainment of the macro- and micronutrients consumption norms compared to the actual daily rations of schoolchildren in Ekaterinburg. The proportion of children with diseases of the endocrine system in schools varies from 0 to 37 %, including those with obesity – from 0 to 15 %, with diseases of the circulatory system – from 0 to 10 %, digestive system – from 0 to 72 %, musculoskeletal system – from 0 to 65 %. The researchers interrelate the number of unsatisfactory laboratory test samples of food products in public catering enterprises in schools with the digestive diseases in schoolchildren. Based on the research results, a man developed draft municipal program.

GESTURES FOR LEARNING VOCABULARY TOWARDS STUDENTS’ SPECIAL NEEDS (DEAF)

English has become important in the 4.0 era since numerous electronic devices, such as medical equipment for doctors or salespeople who interact with foreigners in malls, have English conditions. Because of the various cultures that continue to enter Indonesia, ordinary as well as oustanding school systems must learn more about English by expanding their English vocabulary, especially for students special needs, and sign language is employed as a teaching tool in exceptional schools. The purpose of this research is to learn gestures for vocabulary learning for students special needs (deaf), specifically eleventh-grade students at SLB-B YPPLB Makassar. The research method used was qualitative. The responses from observations, questionnaire sheets, and interview sessions have been reviewed by the researcher. According to the data, the first, SIBI, was used in vocabulary learning for students at the Makassar YPPLB SLB-B school because it was less complicated and better organized. Second, it could be concluded that the teacher's influence was indeed important for students, but student interaction was actually very influential on the mood and enthusiasm of students when learned in class, and the third was that using video was ineffective for them to learn because it was difficult for them to understand.

Structure and agency in resistance to schooling: Class, race, and the reproduction of unequal outcomes

For low-income and marginalized racialized minority youth, declining prospects of mobility can undermine favorable attitudes toward schooling if adolescents anticipate limited utility in schooling. We find that adolescents' awareness of race and class inequality affects a complex set of attitudes toward schooling, and that these attitudes contribute to outcomes varying by race/ethnicity and class. We capitalize on a unique longitudinal dataset with a random stratified sample of 1428 Black and White high school graduates from a large school system. Using surveys and administrative data, we show how structural factors and student characteristics shape educational attitudes; and then how these attitudes, school structural features, student, family, and neighborhood factors predict educational outcomes. We find the common ground between Willis' resistance theory emphasizing class and Ogbu’s cultural-ecological model focusing on race. Results provide greater conceptual clarity for core constructs associated with both theories of resistance.

Concepts of education – a comparison between school policies of a tracking and a non-tracking school system

ABSTRACT Analysis of different forms of tracking reveal that they correlate with differences of pupils’ SES and reproduce inequalities. Against this background, this paper examines the concepts of education and the ‘virtual social identities’ – or visions what the individual pupil should be – in school policy.. This is done by analysing and comparing extracts from school acts and additional documents from the German state of Saxony-Anhalt, where all pupils are segregated into vocational and academic tracks, and from the Canadian province of British Columbia, where there is no tracking during compulsory schooling. The reconstruction of these concepts is anchored in Mannheim’s Sociology of Knowledge. This comparative examination reveals different concepts of education and pupils: naturally given abilities that can hardly be influenced by pedagogy and an interactive development of ability through education. These understandings go along with different expectations of teachers’ actions.

HOẠT ĐỘNG CỦA TRƯỜNG TƯ THỤC Ở TRUNG KỲ TỪ NĂM 1917 ĐẾN NĂM 1945

Under the French colonial period, in addition to the public school system, the French government has allowed the opening of many private schools to serve political goals and meet the learning needs of the people. To contribute to clarify the current situation of private schools in Annam during the French colonial period, based on documents of the French government including Decrees, Yearbook Reports, statistical documents... the article focuses on clarifying the The colonial government's private education policy from the second educational reform (1917 to 1945), at the same time restoring the private school system in Annam in terms of schools, programs, and studies, etc. On that basis, the author presents a few comments on private education in Annam since the second educational reform (from 1917 to 1945) and compare it with private education in Tonkin, Cochinchina during the same study period.

The Prohibition of Child Labour in Factories Revisited: Towards a Social History of Decommodification in the Early Nineteenth Century

AbstractThis article examines the removal of children from factories and their integration into the school system in the early nineteenth century, using decommodification as a conceptual framework. The Swiss canton of Aargau serves as a case study – a region where the textile industry flourished and a liberal government came to power after the July Revolution, subsequently enforcing compulsory education. Through a nuanced exploration of diverse sources, the article argues that decommodification was a deeply contentious process marked by conflicts between working-class families, factory owners, the state, and the church. Simultaneously, these conflicts unleashed dynamic forces that coded working-class childhood in terms of age and gender. It is this transformational power that underscores the interpretative potential of decommodification as a constructive process of Vergesellschaftung (sociation). Beyond simply freeing children from labour obligations, the prohibition of factory work reintegrated them intricately into the social fabric of the economy.

Implementation of Learning Management System-Based Character Education in Elementary Schools

Objective: This research aims to describe the extent to which the application of character education based on the learning management system in basic education. Theoretical Framework: This topic presents the main concepts and theories that underpin the research. This topic highlights the Implementation of Character Education based on a Learning Management System in Primary Schools, providing a solid basis for understanding the research context. Method: The research approach used is quantitative descriptive research. This approach was chosen because this research aims to describe the extent to which the implementation of character education based on the learning management system in DS has been successful. Results and Discussion: Learning management system applications, such as Google Classroom, are very useful as a means of online learning during the COVID-19 pandemic. Punctuality in collecting assignments is also an important indicator of the students' character in the learning process. Discipline in completing assignments and activity in the discussion and question-and-answer process also have top priority in students' character. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of education. These implications may cover character education based on a learning management system in primary education. Originality/Value: This research contributes to the literature with the concept of character education. The relevance and value of this research is evidenced by the results of the study, namely, the Learning Management System is very useful as a means of online learning during the COVID-19 pandemic. Punctuality in collecting assignments is also an important indicator of students' character in the learning process. Discipline in completing assignments and activity in the discussion and question-and-answer process also have top priority in student character.

Democratisation of the Polish school system – an example of representative institutions, their history and functioning

ABSTRACT The article discusses the role of institutions of representation – understood as one of the examples of the idea of democratisation – in the construction of the Polish school system. The basic changes that have occurred in this area since the beginning of the 1990s have been reconstructed. These processes have been reinterpreted in the context of three models of democratisation. Thus, the text presents diverse – and not always consistent – approaches to democratisation of the Polish school system after 1989.

The Absent Curriculum in Finnish History Textbooks: The Case of Colonialism

This article examines the gaps in relation to the Sámi people and the colonization of Sápmi (Sámi homeland) in Finnish history textbooks. In the Finnish school system, there is very little knowledge about the Sámi and the colonization of Sápmi. The article uses the concept of the absent curriculum in order to highlight the gaps in history textbooks. The absent curriculum refers to topics and themes that could have, but have not, been included in the curriculum. Using discourse analysis, the article analyses two different time periods described in textbooks: the 19th and 20th centuries as well as prehistory. The results show that colonialist interventions in Sápmi are not conceptually tied to colonialism in the textbooks, even though some textbooks include descriptions of Finnish assimilationist acts in Sápmi. As regards to prehistory, the textbooks vary in their descriptions of the Sámi: some textbooks clearly define them as a distinct indigenous people, whereas others do not mention them at all. Finally, this article proposes some improvements that could enhance the inclusion of Sámi and colonization of Sápmi in history textbooks.

If We Want to Create a Truly Fair and Just Society, We Should Abolish Private Schools. Do You Agree? Discuss with Reference to the Relevant Theoretical Literature.

This essay aims to discuss whether private schools should be abolished if we desire to create a truly fair and just society. This essay elaborates some advantages and disadvantages of private school abolishment. For my own point of view, if our aim is to create a truly fair society, the private school system needs to be abolished.

Bayesian Intelligent Tutoring System for Vocational High Schools

The absence of individualized tutorials during regular school hours has resulted in a suboptimal learning method at Vocational High Schools(SMK), limiting students' ability to reach their optimum competency. Several Computerized self-study systems have been created as potential solutions to these challenges. Regrettably, a notable drawback of the system lies in its failure to address students' diverse range of abilities adequately. This study presents a proposed model for an Intelligent Tutoring System (ITS) utilizing the Bayesian Network (BN) at Vocational High Schools. The model aims to assess students' proficiency levels and deliver skill-based instructional materials tailored to individual students' abilities. This type of research is called research and development (R&D), to develop and know the validity of a product. The system under development will undergo trials within the Computer and Network Engineering (TKJ) program at SMK Negeri 4 Gowa. These trials will employ a quasi-experimental approach, explicitly utilizing a one-group pretest-posttest design.The findings indicated that there were notable disparities in the learning outcomes of students following the implementation of the proposed ITS. To put it otherwise, the proposed ITS has improved students' proficiency in Vocational High Schools. The evaluation outcomes suggest that the BN model had a significant level of accuracy, reaching 84%.