Traditional School Research Articles

ARAH PEMBELAJARAN BAHASA ARAB PADA PONDOK PESANTREN DDI MANGKOSO BARRU DAN RAHMATUL ASRI MAROANGIN ENREKANG

<p style="text-align: justify;"><em>Traditional Islamic boarding schools are considered to teach Arabic as a tool to study classical Islamic texts (turats) for understanding their religion deeply. Whereas modern Islamic boarding schools perceive Arabic as a medium for communication, </em><em>tasked with</em><em> the reception and conveyance of ideas, knowledge, and information. This research took the form of field research, focusing on </em><em>two</em><em> research locations divided into two categories: traditional and modern. Data collection involved interviews, observations, and document analysis. Triangulation was applied in the data analysis stage.</em> <em>The research findings indicate that both typologies of Islamic boarding schools innovate and adapt without forsaking their distinctive characteristics, even though this might reduce the gap between them. In traditional Islamic boarding</em><em> school</em><em> DDI Mangkoso, the direction of Arabic language education emphasizes mastering grammar and morphology while also adopting language-oriented education. However, these schools face limitations that prevent them from achieving maximal results.</em> <em>On the other hand, the direction of Arabic language education in modern Islamic boarding school</em> <em>Rahmatul Asri focuses on mastering Arabic as a communication tool, following behaviorist theories, despite integrating </em><em>nahwu-sharaf</em><em> into </em><em>its</em><em> internal curricul</em><em>um</em><em>.</em></p>

Fluctuating cognitive benefits in children attending early bilingual immersive instruction

Abstract Cognitive benefits have been reported in early bilinguals as well as in children attending a Content and Language Integrated Learning (CLIL) school programme. Recent findings, however, show divergent results. These inconsistent findings seem to be attributable, among other factors, to the divergent tasks applied. This study aimed to determine whether a two-year CLIL programme has positive effects by applying the same tasks for which advantages were shown previously and to examine whether potential gains might impact children’s academic performance. Thirty 7-year-old French-speaking pupils who had been enrolled in a CLIL programme since the age of 5 and 30 French-speaking monolinguals following a traditional school programme were compared on different attentional and executive tasks after being matched on potential confounding variables. No attentional and executive differences were observed, but a significant effect was observed in favour of monolinguals on a task assessing mathematical skills. The implications of these results are discussed.

Facilitating agency in Norwegian pupils struggling to stay in school—An alternative approach to emancipatory education

In this article we discuss a Norwegian alternative educational program which aids pupils struggling to stay in school. The practice displays an unconventional but promising approach to emancipatory education by facilitating agency in struggling pupils. We begin by providing some context on the Norwegian educational system and the Nordic model of education. Thereafter, we clarify our perception of educational equality and its underlying conditions. We then apply the chordal triad of agency as a heuristic framework for the qualitative analysis of our data material, consisting of three individual interviews, a focus group interview (N=6) and a guided tour at the location of the educational practice. The gathered testimonies suggest great potential in the program's ability at facilitating agency in at-risk pupils aged 9–16, thereby reducing chances of school dropout and social exclusion. Based on respondents' reflections, we conclude with some discussion comparing the studied practice to the formal Norwegian education system and its shortcomings in accommodating for certain pupil groups struggling to adapt to traditional schooling.

Unconditional Care Beyond the Carceral Education State: A Call for Abolitionist Departure

This paper wrestles with the concept of care and its role in the movement towards abolitionist education. I draw from my experiences as a teacher / ethnographer in an alternative high school, called FREE LA, that serves and was created by system-impacted young people who have been pushed out of or barred from, or otherwise refused to participate in, traditional schooling. Grounded in students’ perceptions of how this space departs from traditional schools and other carceral institutions, I grapple with their consistent emphasis on care. Students’ juxtaposition between the type of care they experienced in traditional schools, and a different type of care experienced at FREE LA, leads me to consider both the violent genealogies of conditional care as endemic to state schooling, and the potential for reclaiming old-new genealogies of unconditional care that map radically reimagined educational space(s). The juxtaposition between these two types of care opens broader questions about the limitations of educational reform and the possibilities for abolitionist departure.

Teacher Shortages: A Framework for Understanding and Predicting Vacancies

We develop a conceptual framework for understanding and predicting teacher shortages at the state, region, district, and school levels. We then empirically examine how teacher shortages vary geographically and by subject using data on unfilled teaching positions in Tennessee traditional public schools during Fall 2019. We find that teacher staffing challenges are highly localized, causing shortages and surpluses to coexist. Aggregate descriptions of staffing challenges mask considerable variation between schools and subjects within districts. Schools with fewer local early-career teachers, smaller district salary increases, worse working conditions, and higher historical attrition rates have higher vacancy rates. Our findings illustrate why viewpoints about, and solutions to, shortages depend critically on whether one takes an aggregate or local perspective.

Insights into Homeschooling in Vietnam: Vietnamese Parents’ Perspectives and Approaches to Cultivating Mother Language Skills and Literary Appreciation for their Children

In the wake of the COVID-19 pandemic, homeschooling has emerged as a viable alternative in Vietnam, raising questions about its effectiveness compared to traditional schooling. While offering personalized learning and cultural immersion, concerns remain regarding social development, academic rigor, and systemic recognition. This qualitative study delves into the experiences of Vietnamese homeschooling families, utilizing semi-structured interviews to uncover thematic patterns in parental narratives. We explore how parents navigate curriculum design, resource utilization, and social interaction to foster their children’s Vietnamese language fluency and literary appreciation. By analyzing their strategies and challenges, our findings inform educational policymakers in developing support systems for homeschooling families and guide parents in creating enriching learning environments. This study opens a crucial dialogue on the future of homeschooling in Vietnam, encouraging stakeholders to explore its potential and address its limitations to ensure every child receives a high-quality education.

Институциональные факторы развития рынка жилой недвижимости Российской Федерации

The authors formulated the fundamental postulates of the institutional approach to the study of the patterns of development of the real estate market, investigated the main stages of the functioning of the Russian Federation’s residential real estate market, which identified specific trends and analyzed the causes of crisis conditions. For each period of market development under consideration, the spheres of influence of the main institutional participants have been established. As a result, a generalized classification of residential real estate market institutions is proposed based on the experience of foreign traditional and neoclassical economic schools, as well as the works of domestic authors in the field of institutional economics. As a result of the performed research, the authors identified the key institutional factors specifying the formation and state of the modern housing construction market, which are systematized by the source of their impact on individual indicators of the real estate market or the behavior of its participants.

Forms and types of accumulating the khomus culture in the conditions of the author’s cultural and educational platform: experience and search

The article identifies the forms and types of accumulating the khomus (Sakha mouth harp) culture, in particular, the experience of systematization, determination of teaching methods and intensification of efforts aimed at preserving and transmitting the traditions of khomus musical heritage. The results of the author’s project and research activities as a folklore collector, philologist, teacher and educational program developer are substantiated. The ways of preserving, developing and popularizing the performing local tradition of playing the khomus are determined, an analysis of the forms and types of organizational pedagogical work on the reconstruction of the Vilyui (Suntar) school of playing the khomus is presented. The study also examines the problem of preserving and further developing traditional culture, the functioning of the mechanism of reproduction, transformation and accumulation of the accumulated local ethnocultural heritage of the Sakha people in the khomus culture. The theoretical and methodological basis were the works of E.S. Markaryan, I.E. Alekseev-Khomus Uibaan, A.P. Bozhedonova, A.A. Grigorieva, G.S Popova, etc. The results of the study can be applied in developing the scientific foundations of the ethnocultural content of khomus performing traditions in the sections of regional cultural studies, musical folklore and Yakut traditional music, as well as in testing the conditions, forms and means necessary for the development of educational programs for a traditional school of playing the Yakut khomus.

THE DETERRITORIALIZATION CULTURE OF ISLAMIC BOARDING SCHOOLS: A NETNOGRAPHY STUDY OF LIVE STREAMING USERS OF KULIAH IHYA' TEMATIK AND NGARIKSA ON FACEBOOK

The teaching tradition of Islamic boarding schools has encountered deterritorialization. Islamic boarding schools that used to be distinguished by traditionality have transformed the management, financial, and learning traditions following digital developments. This article aims to examine the substantial shift in Islamic boarding school intellectual traditions from traditional to digital, which will then be called 'online recitation’, through live Facebook streaming content of Kuliah Ihya' Tematik (Ihya' Thematic Lectures) and Ngariksa (Questioning). The data were collected through documentation, surveys, and in-depth interviews involving kyai, production teams, and online santri (student) of two Facebook accounts: Ulil Abshar Abdalla (Ihya' Thematic Lectures) and Oman Fathurahman (Ngariksa). Data was analyzed using netnography through investigation, interaction, immersion, integration, and incarnation stages. The results showed values, rituals, heroes, and symbols in the deterritorialization culture of Islamic boarding schools. Followers of the online recitation get a social experience (becoming more sensitive to social issues) and a ritual experience (calmness in living life) after participating in the Ngaji online through live streaming or recorded playback. Research contributes to the development of Islamic communication science where Islamic boarding schools as the oldest Islamic educational institutions in Indonesia can communicate to the wider community about learning activities in Islamic boarding schools through social media which is of great interest to the public.

School Leaders’ Autonomy in Public and Private School Contexts: Blurring Policy Requirements

This study responds to calls for more nuanced research on school actors’ autonomy in contexts characterized by multiple governance configurations. It investigates school leaders’ autonomy when enacting policy requirements in public and private school contexts, with Norway as an example. The study draws on qualitative data from eight leaders in diverse school contexts, revealing how the increased standardization of competence and assessment requirements challenges school leaders’ autonomy in private and public schools. Using the idea of gap management (Knapp & Hopmann, 2017), we find that there is little overall difference between state-funded private schools and traditional public schools. However, we did find variation in how standardization challenges school leaders’ autonomy. The variation in school leaders’ autonomy seems to lie within the visions of the schools and school leaders.

A Taxonomy of Subjective Control: Teachers‘ Narrative Accounts of a Teacher Evaluation System

Background or Context: Federal and state reforms have expanded accountability systems for school districts, schools, and teachers. However, there is little evidence that the implementation of new teacher evaluation systems relying on measures of student learning and measures of teaching practice, with differentiated performance categories and rewards and sanctions, have had broad positive influences on teaching practice and student learning. Purpose, Objective, Research Question, or Focus of Study: We seek to contribute to an understanding of the modest influence of teacher evaluation systems by focusing on the targets of the policies—teachers—and how they experience the evaluation systems. Drawing on principal-agent theory and control-value theory, each of which suggests that teacher control over their performance evaluations influences their behavioral responses to them, we develop a taxonomy of teachers’ narratives of their subjective control of their evaluations. Research Design: We interviewed 141 New York City teachers working in 27 traditional elementary, middle, and high schools in the 2015–16 school year, asking about their experiences with Advance, the New York City annual teacher evaluation system. We developed a thematic analysis system for coding and analyzing the interviews that began with a set of categories reflective of the larger project’s research questions and prior research on performance evaluation in general and teacher evaluation in particular. All told, we coded 4,077 excerpts from the 141 teacher interviews, an average of about 29 excerpts per interview. Findings: Seventy-one percent of the teachers in our sample indicated that they had no control over some aspect of their teacher evaluation ratings. Teachers noted three areas in their ratings that they deemed out of their control: other people’s behaviors, notably students, teachers, and the administrators observing and rating their classroom practice; the technology of teacher evaluation, especially the features of observation rubrics and student assessments, and for some teachers, statistical models; and the broader social context of the school, particularly the resources available to support teachers and students and the uncertainties of students’ home lives. A small number of teachers noted their control over their teaching practices and control over their own thoughts and behaviors. Conclusions or Recommendations: This study was situated in New York City at a time when many teachers believed the teacher evaluation system was designed to be punitive. Under these circumstances, teachers’ responses to the evaluation system hinge on their trust in school leadership and their perceptions of how much voice they have in the design and implementation of the system. This trust is enhanced when teachers have confidence that principals are able to observe their practice accurately and consistently.

Learning through practice: the experience of secondary school TVET teachers in Chile

ABSTRACT This article summarizes the main results of a research on teachers working in secondary school VET in Chile by reviewing the principal features of teacher professional identity, including their beliefs and perceptions about teaching for job and their experiences in the context of the school settings in which they work. Empirical findings were collected from a survey of 490 teachers and 31 in-depth interviews. Analysis of these findings shows the emergence of a distinctive teacher professional identity. The identity emphasizes a practical teaching model that is associated with the application of a pedagogy of accompaniment, but which also demonstrates tensions and difficulties of interaction regarding the traditional academic school model. Teachers pointed out as common the weakness of institutional support, the weak link with employers and productive agents and the recurrent need to show their own individual initiative in order to face the challenges of training students.

Flirting with the fascination and fear of black boys: racial phobias and policing interracial dating in a private catholic high school

Black men and boys have been constructed as libidinous threats to white womanhood and white racial purity since the sixteenth century. In the wake of the landmark Brown decision, white citizens fused the Black male rapist trope with segregation theology to create private segregation academies to minimize Black-white contact. These schools remain more segregated than traditional public schools. The participants in this study were recruited to a private Catholic high school where the entire Black population was made up of Black boys who played a sport and whose interracial relationships with white girls triggered resistance. Drawing from qualitative data, the purpose of this paper is to highlight five Black boys’ experiences with phallic-based Negrophobia in a predominantly white and private Catholic high school. Findings reveal that participants realized they were transgressing institutional boundaries to preserve a racial order, and their transgressions were constantly policed and monitored.

Rumänische Schüler am Evangelischen Gymnasium in Schäßburg in der Mitte des 19. Jahrhunderts

The town on the Târnava Mare river has a rich school tradition, the first educational institution being documented in 1522. The 19th century brings an evolution of the school in Sighișoara, both through reforms in the educational field, marked by the introduction of modern pedagogical precepts, and through the diversification of school institutions from the point of view of the nationalities that lived in the city as well as of the specialization of schools. From the fourth decade of the 19th century, students of Romanian nationality began to be enrolled at the prestigious Evangelic Gymnasium in Sighișoara, and the increase in their number became exponential starting from the sixth decade of the 19th century. We link this increase on the one hand to the significant evolution of the number of Romanians and Hungarians living in the city, and on the other hand to their economic ascendancy during this period. Among the enrolled students are the sons of priests and peasants from Sighișoara and the surrounding area, attracted by the reputation of this high-quality educational institution of the Transylvanian Saxons, whose most prestigious graduates could subsequently continue their studies at universities in the empire or the German-speaking area, thus contributing to the formation of a secular intellectual elite that grew stronger and became more involved in the life of the community.

Cultivation of Character for Ethical Leadership: The Department of Leadership Education at Culver Academies

Since 1894, Culver Academies has aimed to develop leaders of character. Rooted in the military academy and boarding school traditions, Culver has centered leadership development around central virtues and values. In 1986, recognizing the need to provide integrated, successive leadership learning experiences for students across 4 years, Culver instituted a standalone academic Department of Leadership Education. The Department of Leadership Education, housed in the Schrage Leadership Center, is unique among secondary boarding schools in offering four successive academic leadership education classroom experiences alongside Student Life curricula. Each year’s curriculum is centered in a transformational leadership framework, utilizing evidence-based tools to guide students’ leadership and character growth at each level. Ultimately, students’ growth is assessed by faculty (and students themselves) according to core leadership and character competencies developed by the Academies. Continual improvement of the department is ensured through a comprehensive triennial review process. The aim of this article is to illustrate a successful, iterative character and leadership education experience in a 4-year secondary school context.

The Foreign Policy Foundations of Trumpism

The election of President Donald J. Trump in 2016 introduced a new foreign policy, one that holds certain aspects of traditional schools of thought in international relations but is unique in that it does not prescribe to any one theory or academic framework. It does, however, contain foundational pillars that are essential to understand the cause and effect of President Trump’s foreign policy. Through careful review of President Trump’s prepared foreign policy speeches and interviews with Trump administration officials, this article argues that a return to nation-state sovereignty and burden sharing are the most important pillars of President Trump’s foreign policy, known as America First or “Trumpism.”

Self-Regulation Skills in The Learning Climate of Traditional Muslim Schools in Indonesia

Objective: To develop learning in traditional Muslim schools, this research describes the conditions of learning that develop among traditional Muslim schools; this research aims to reveal, analyze, and find the main ideas of learning theory based on the self-regulation ability of traditional Muslim school students. Method: This research uses a qualitative approach, while this type of research is phenomenological. Determination of informants in this study using purposive sampling were selected as informants in this study were 15 students; in this case, students were interviewed using SRLIS. Data were collected through interviews, direct observation, diaries, video recordings, photography, and artifact analysis. Results: The results of this study show that students' self-regulation abilities in traditional Muslim schools are more group-based. They use the community to develop themselves; group self-regulation skills are dominant among traditional Muslim school students. Novelty: This research shows the self-regulation of traditional Muslim School Students as actors for themselves. The way they learn is through group self-regulation. So, what is new from this research is Group-Based Self-Regulation.

The Swedish School Meal Heritage — Memories of Food, Taste, and Commensality

AbstractIn Sweden, free school lunch has been served for more than a hundred years, and it is now a democratic right of all elementary school children. The school meal has always been associated with different opinions and subject to much debate. The aim of the study is to explore school meal food and taste memories in a convenient sample of Swedish adults. A web-based survey was carried out in the summer of 2020. The 246 respondents attended school between the 1940s and the early 2000s. The material was collectively analyzed using NVivo 12 Pro (QSR International), resulting in two overarching themes. “The traditional school food heritage” theme consisted of accounts of traditional Swedish food through the ages and meanings attached to it. Memories were connected to likes and dislikes of certain foods and dishes. “The social school food heritage” theme consisted of accounts of coercion, control, and peer pressure, but also joy, friendship, and commensality. The Swedish school meal is a shared experience surrounded by strong feelings and memories regarding the food and the context. It means a lot both culturally and socially, acting as a carrier of a common food heritage.

Unveiling leadership priorities: a comparative study of principal time use across high school types

PurposeAs responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.Design/methodology/approachDrawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.FindingsAmong various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.Originality/valueBy examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

Learning Arabic Language Sciences Based on Technology in Traditional Islamic Boarding Schools in Indonesia

This research aims to analyze traditional Islamic boarding school leaders' perceptions of technology, models of learning Arabic sciences in traditional Islamic boarding schools, forms of using technology in learning Arabic language sciences in traditional Islamic boarding schools, and foundation support for using technology in learning sciences. -Arabic language knowledge in traditional Islamic boarding schools. The type of research used is qualitative-descriptive. Research data was obtained using observation methods, in-depth interviews, and documentation. The instruments used are observation lists, interview lists, and documentation lists. Data were analyzed using ATLAS—ti9 software. The research results show that (1). traditional Islamic boarding school leaders' perception of technology is very positive, and there is no rejection of the presence of technology; (2). The model of learning Arabic language sciences in traditional Islamic boarding schools is still preserved, such as using the yellow book with the bandongan, sorogan, and wetonan methods (3). Using technology in learning Arabic language sciences in traditional Islamic boarding schools by operating computers, laptops, focus, and cell phones with the help of the internet (4). The foundation supports the use of technology in learning Arabic language sciences in traditional Islamic boarding schools by disbursing sufficient funds to procure learning technology tools or by building collaborations with other parties. This research aims to increase the use of learning technology in traditional Islamic boarding schools to create effective and efficient learning but remain resistant to Islamic boarding school values and traditions.